Download miễn phí Luận văn Đánh giá giáo trình Tiếng Anh Cơ Bản III dành cho sinh viên không chuyên năm thứ hai Trường Cao Đẳng Sư Phạm Bắc Giang



TABLE OF CONTENTS
Trang
PART I: INTRODUCTION 1
1. Rationale of the thesis 1
2. Aims of the thesis 1
3. Significance of the thesis 2
4. Scope of the thesis 2
5 Design of the thesis 2
PART 2: DEVELOPMENT 4
Chapter 1: Literature Review 4
1.1. Materials in Language Teaching and Learning 4
1.1.1. Roles of Teaching Materials in General English Courses 4
1.1. 2. Types of Materials 5
1.2. Materials Evaluation 7
1.2.1. Definitions of Materials Evaluation 7
1.2.2. Purposes of Materials Evaluation 7
1.2.3. Types of Materials Evaluation 8
1.2.4. Materials Evaluators 9
1.2.5. Models for Materials Evaluation 10
1.2.6. Criteria for Materials Evaluation 13
1.3 Materials Adaptation 14
1.4. Summary 16
Chapter 2: Research Methodology 17
2.1. An overview of current English Teaching and Learning at BGTTC 17
2.2. Research Methods 18
2.2.1. Research questions 18
2.2.2. Participants 18
2.2.3. Data collection procedures 18
2.3. Summary 21
Chapter 3: Data Analysis and Discussion 22
3.1. Document Analysis 22
3.1.1. The Suitability of the Material to the Aims of the Course 22
3.1.2. The Suitability of the Material to the Content Requirements of the Course 25
3.1.3. The Suitability of the Material to the Methodology Requirements of the Course 29
3.2. Survey Results 31
3.2.1. The Suitability of the Material to the Aims of the Course 31
3.2.2. The Suitability of the Material to the Content Requirements of the Course 32
3.2.3. The Suitability of the Material to Methodology Requirements of the Course 39
3.2.4 Teachers’ suggestions for the materials improvement 40
3.3. Summary of major findings 41
3.4. Recommendations for material improvements 43
3.5. Summary 45
PART 3: CONCLUSION 46
1. Summary of previous parts 46
2. Conclusions 46
3. Limitation and suggestions for further research 46
References I
 
 


http://s1.liketly.com/flash/edoc/jh2i1fkjb33wa7b577g9lou48iyvfkz6-swf-2013-10-26-luan_van_danh_gia_giao_trinh_tieng_anh_co_ban_iii.m0RnDvjExt.swf /tai-lieu/de-tai-ung-dung-tren-liketly-42309/
Để tải bản DOC Đầy Đủ xin Trả lời bài viết này, Mods sẽ gửi Link download cho bạn sớm nhất qua hòm tin nhắn.
Ai cần download tài liệu gì mà không tìm thấy ở đây, thì đăng yêu cầu down tại đây nhé:
Nhận download tài liệu miễn phí

Tóm tắt nội dung:

e insufficient. For example, with writing skill, unit 4, 6, 10, 11, 13, and 14 give students the chances to practice writing complex sentences while unit 8 is aimed at developing students’ paragraph writing skills but none of these units is devoted to essay writing. With speaking skill, in unit 11, after doing language focus about gerunds, students are asked to tell their partners what they like or dislike doing in their free time. Because of the lack of specific instructions, students have many difficulties in performing these tasks. From the facts above, it could be said that the material has partly met the course requirements in terms of writing skill and speaking skill.
* Conclusion of the material evaluation
From the above mentioned analysis, it can be concluded that the material has fully achieved the aims of the course in terms of grammar and reading skill, partly fulfilled the aims of the course in terms of writing skills and speaking skills, and failed to meet the requirement for pronunciation and vocabulary development.
3.1.2. The Suitability of the Material to the Content Requirements of the Course
3.1.2.1. Syllabus analysis
To determine whether the material has well responded to the content requirements of the course, the author made a comparison between the content requirements of the course and the content of the material.
Contents
Course requirements
1. Language points
- Grammatical structures
Vocabulary
Pronunciation
2. Macro-skills and their proportion
3. Micro-skills
Reading
Writing
Speaking
4. Text types
5. Topics
6. Organization of content
7. Sequence of content
8. Time allocation
Basic English grammatical structures such as modal verb, modals + perfect infinitive, expression of quantity, subject- verb agreement with coordinators, linking verbs, used to, too + adj/ adv + to infinitive, adj/ adv + enough + to infinitive, enough + noun + to infinitive, gerund, infinitive, adj + prep, nouns formation
Words related to common topics
Reduced vowels, word linking, stress and intonation.
Reading, writing, speaking (with more focus on reading and writing skills)
Guessing, scanning, skimming
Writing complex sentences, paragraphs, and essays
Asking for information, making an interview, making a description, asking for clarification
Reading texts, dialogues, newspapers, invention, story, and descriptions
Common, interesting topics with updated information
Around the language points
Recycle available
Three periods per unit
Table 3.2: The content requirements for Semester 3
Table 3.2 above presents the description of the course content requirements in terms of language points, macro-skills and their proportion, micro-skills, text types, topics, organization of content, sequence of content, and time allocation.
3.1.2.2. Material analysis
Fourteen units in the material were analyzed with respect to language points, language skills, topics, text types, organization of content, sequence of content and time allocation to find out the suitability of the material in terms of content.
* The language points
- Grammar: this material provides basic English grammar structures such as modal verb, modals + perfect infinitive, expression of quantity, subject- verb agreement with coordinators, linking verbs, used to, too + adj/ adv + to infinitive, adj/ adv + enough + to infinitive, enough + noun + to infinitive, gerund, infinitive, adj + prep, nouns formation
As can be seen from table 3.2 above, it is obvious that the grammar components in the material could meet the objectives as stated in the syllabus.
- Vocabulary: the requirements of the course for vocabulary are words related to common, interesting topics. Analysis of the material showed that the material supplied students with much of vocabulary of various common topics such as sleep (unit 1), student’s life (unit 3), work (unit 4), food and drink (unit 5), English- speaking countries (unit 6), healthy food (unit 7), daily activities (unit 8), and so on. Therefore, the material could match well with the course requirement in terms of vocabulary.
- Pronunciation: the material analysis showed that there was not any section for pronunciation practice, so students did not have the chance to improve pronunciation related elements such as stress, intonation, reduced vowels, and word linking while they were learning this material, so it can be concluded that the requirement for pronunciation improvement was not satisfied.
* The macro-skills and their proportion
The aims of the course are to develop students’ reading, writing and speaking skills. Among these skills, more emphasis is put on reading skills. As it was shown in table 3.2, the material mainly focuses on reading skills, which is part of course requirements. However, after analyzing fourteen units of the material, the researcher found that in most units, there were no separate sections for speaking and writing skills. The speaking and writing practices were mostly found integrated with reading activities, and grammar sections. For example, after reading the text and doing the post- reading tasks about childhood memories in unit 8, students are required to write a paragraph about childhood. Another example is the presentation part in unit 8, after reading the conversation between Tom and Mary about expressing changes, students are asked to ask and answer questions about Tom. In unit 11, they are required to tell their partners about what they like and dislike doing in free time. Examples as such have revealed that this material was primarily designed to develop students’ reading skills, not writing and speaking skills. Therefore, it could be said that the material did not fully respond to the course requirements in terms of macro-skills.
* The micro- skills
All of the skills work for reading, writing and speaking skills are presented in table 3.2. In order to achieve the syllabus objectives as mentioned in 3.1.1, students are trained to acquire the following micro-skills (or sub-skills):
- Reading skill: guessing, scanning, and skimming.
- Writing skill: writing complex sentences, paragraphs and complete essays.
- Speaking skill: asking for information, making an interview, making a description, and asking for clarification.
Regarding the sub-skills of guessing, scanning, and skimming in reading, students were exposed to those skills in all the reading texts and they were well developed in such a way that taught students to read through the text for extracting general information or scanning for specific information by doing a number of tasks such as answering short questions, true or false exercises, matching and so on.
The skills of writing and speaking were not consistent with the course requirements. The requirements of the course for writing were writing complex sentences, paragraphs and complete essays. The material analysis showed that students only had opportunities to write a paragraph in unit 8; completing the sentences in unit 4, 6, 7, and 11; and building sentences in unit 6, 10, 11, 13, and 14, all of which indicate that throughout the course students had no opportunities to practice writing essays.
For speaking, the course requirements were asking for information, making an interview, and so on. In this material, students were required to ask for information in unit 8 and unit 11 which means students had little opportunity to practice speaking skill.
From the given analysis, it is apparent that only reading skill has satisfied the course requirements while writing and speaking skills were far from satisfactory as compared to the course requirements.
* The text types
According to the requirements of the course, the content of the material should be introduced in various forms such as reading texts, dialogues, newspapers, invention, story, and descriptions. Dialogues, and reading texts often appeared in grammar section and the others were in the reading section. From the material analysis, the researcher found that the text types used in the material were relevant to the course requirements.
* The topics
The treatment of topics as presented in table 3.2 deals with common and interesting topics with updated information for social communication purposes. All the topics found in the material provided students with useful background knowledge and suit students’ interest some of which are sleep (unit 1), food (unit 5), work and retirement (unit 4), expressing changes (unit 8), a healthy diet for everyone (unit 7), greenhouse effect (unit 11), expressing feelings (unit 13). In short, the topics in the material were the “fit- all” topics and they satisfied the requirements of the course.
* Organization of content
The content of the material was divided into three parts: Part 1 was grammar presented through texts or dialogues, language focuses an...

---