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Luận văn tiếng Anh: Difficulties in teaching English writing skills to ethnic minority grade 9th students at Đồng Lương secondary school, Lang Chánh, Thanh Hóa province. = Những khó khăn trong việc dạy kĩ năng viết cho học sinh dân tộc thiểu số lớp 9 trường Trung học cơ sở Đồng Lương, Lang Chánh, Thanh Hoá. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Ngôn ngữ
Tiếng Anh
Kĩ năng viết
Phương pháp giảng dạy
Lớp 9
Miêu tả: English has been an useful tool in every area such as: economy, culture, politic and how to learn English effectively is becoming a difficulty issue. For many countries which English is second language like Vietnam teaching and learning it is important and it is taught from primary schools. Four skills are focused and from secondary schools, teaching writing is constructive especially in grade 9th. At this age, students have quite enough vocabulary to express their ideas in some aspects of the life: hobbies, learning, love for instance. This study investigates the difficulties in grade 9th. The data was collected from survey questionnaires for 50 students, the direct interview with 2 people who are teaching English to ethnic minority grade 9th students at Dong Luong, Lang Chanh, Thanh Hoa province. The results showed that there were a lot of difficulties in teaching English writing skills for students in general and ethnic minority students in particular. On this basis, the study recommends a number of directions to Giúp students improve their writing skills
M.A. Thesis. English Linguistics Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT.....
ABBREVIATIONS.
LISTS OF CHARTS. TABLE OF CONTENTS....
PART ONE - INTRODUCTION
1.1. Rationale o f the study.
1.2. Aims of the study.
1.3. Research questions.
1.4. Methods of the study.... 1.5. Scope of the study..
1.6. Significance of the study. 1.7. Organization of the study....
PART TWO- DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
1.1. Difficulties of Writing English as foreign languages. 1.1.1. Content...
1.1.2. Form...
2 2
2. .3
..3
4
.5 ....5
.5 7.
....8
9. 9
1.1.3. Spelling.
1.1.4. Punctuation.
1.1.4.1. Use commas when appropriate
1.1.4.2 Use a hyphen when using two words to act as one adjective (unless the first
word ends in -ly). 1.1.5. Grammar
1.1.5.1. Avoid using sexist wording, such as "he" or "his" when you are trying to
refer to both boys and girls or to both women and men.
11 1.1.5.2. Do not combine singular and plural forms of words in the same sentence.
...11 1.1.5.3. Do not write fragmented sentences. Every sentence needs a subject and a
predicate.
.1 1.1.5.4. Do not confuse "its" and "it's." "Its" is the possessive form of"it," whereas
"it's" is a contraction for "it is." ...
1.1.5.5. Donot confuse "effect" and "affect."
..........12 . 1 2
1.1.5.6. Use apostrophes in the appropriate place to indicate
possession...
...... 12 1.1.7.7. Do not use an apostrophe to indicate a plural form of a word. Only use it to
indicate possession...
1.1.6. Usage . .
1.2. Causes of the difficulties....
1.2.1. Teachers' teaching methods.
1.2.2. Difficulties related to the students' variables.
.13 .....13 ...14 . 14 1.6
1.3. Teaching Strategies to reduce the students'difficulties.
........ 16 1.3.1. Encouragement to students.
.......16 1.3.2. Provide guidance throughout the writing process. . . . .
........ 18 1.3.3.Remind students that writing is a process that helps them clarify ideas.
1.3.4. Give students opportunities to talk about their writing. 1.3.5. Use computers to Giúp students write better. .....
1.3.6. During class pause for a three-minute write.
1.3.7. Have students write a brief summary at the end ofclass.
..19 ......19 . . . . . . . 1 9
...19 ..20
1.3.8. Have one student keep minutes to be read at the next class meeting.
1.3.9. Use peer response groups..
CHAPTER TWO: THE STUDY
2.1. Overview of the textbooks.
2.2. Context of the study..
2.3. Methodology...
2.4. The participants...
2.5. Data analysis of student's survey questionnaire CHAPTER THREE: FINDINGS AND DISCUSSIONS. PART THREE - CONCLUSION
3.1. Summary....
3.2. Limitations of the study.
....20 . . . . . . 2 0
......22 .23 24
.24 .25
......31
.34 .34
3.3. Suggestions of the study..
....35 REFERENCES.
...37 APPENDICES I.
Appendix .1 Appendix 2. Appendix 3.
...I . . . I ........ IV
PART ONE - INTRODUCTION
This chapter presents the rationale, the aims of the study, the research questions and the methods used to achieve the aim. The scope and the significance of the
study are also presented. Finally, the chapter introduces the organization ofthe study.
1.1. Rationale of the study
Today English is considered one of the most important factors to the trend
of globalization in all fields of life over the world. Thus, English as Second Language has been taught in many countries and the demand to use English fluently as well as to acquire four basic skills is becoming essential among all students. As a result, methodology has been studied for years to find out the most effective ways of teaching and learning English. In Vietnam, secondary school students have to acquire four skills of English as reading, speaking, listening and writing when they study English. Among them, writing is
considered the most difficult skill and at grade 9th students need to write fluently. In order to do this, students should be provided with opportunities to practice writing skill a lot.
In fact, each writing lesson is often boring because of some following
reasons. First of all, almost of the teachers and students do not like to teach and learn this skill very much. It is quite difficult for the teacher to design an interesting lesson and to make students easy to understand. Students find it difficult to express their ideas, emotion, attitudes and not confident in using grammar structures and vocabulary. Another reason is that writing lessons do not have interesting activities to learn like other skills. Most lessons onlyrequire students to sit down and write. This does not attract to students and makes them bored.
Although the researcher of this study were aware of the difficulties the students of Muong ethnics encountered frequently in their writing through
marking their writings, the data had never been collected and analyzed systematically. This fact encouraged the researcher to carry out this study in the hope that data-based sources of the students can be identified. This information is believed to Giúp the researcher find more practically effective ways to reduce these students' writing difficulties.
1.2. Aims of the study.
This research is designed to explore the difficulties in teaching writing
skills to ethnic minority 9 students. These difficulties are explored indirectly through students' self-reported difficulties they encountered in learning to write
English. It is expected to achieve the following aims:
(i) to investigate the difficulties in teaching writing English via the
students' self-reported difficulties they are faced with;
(il) to gain understanding of why the students have those difficulties in
writing English;
(iii) to find ways to Giúp students reduce the difficulties they have in
learning to write English in the context of a secondary school in a mountainous area.
1.3. Research questions
In order to achieve the mentioned aims above, the following research questions are raised for this study:
.1 What difficulties do ethnic minority grade 9 students encounter in writing English?
2. Why do they have those difficulties? 1.4. Methods of the study
This is a survey study, and the major method used for the study is quantitative. Data were collected by the questionnaire which was developed and
administered to the students by the researcher herself. In addition, the information from friendly chats with the teachers was also used. Data were then
analyzed quantitatively in terms of the percentage
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2013
Chủ đề: Ngôn ngữ
Tiếng Anh
Kĩ năng viết
Phương pháp giảng dạy
Lớp 9
Miêu tả: English has been an useful tool in every area such as: economy, culture, politic and how to learn English effectively is becoming a difficulty issue. For many countries which English is second language like Vietnam teaching and learning it is important and it is taught from primary schools. Four skills are focused and from secondary schools, teaching writing is constructive especially in grade 9th. At this age, students have quite enough vocabulary to express their ideas in some aspects of the life: hobbies, learning, love for instance. This study investigates the difficulties in grade 9th. The data was collected from survey questionnaires for 50 students, the direct interview with 2 people who are teaching English to ethnic minority grade 9th students at Dong Luong, Lang Chanh, Thanh Hoa province. The results showed that there were a lot of difficulties in teaching English writing skills for students in general and ethnic minority students in particular. On this basis, the study recommends a number of directions to Giúp students improve their writing skills
M.A. Thesis. English Linguistics Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2013
TABLE OF CONTENTS
ACKNOWLEDGEMENTS
ABSTRACT.....
ABBREVIATIONS.
LISTS OF CHARTS. TABLE OF CONTENTS....
PART ONE - INTRODUCTION
1.1. Rationale o f the study.
1.2. Aims of the study.
1.3. Research questions.
1.4. Methods of the study.... 1.5. Scope of the study..
1.6. Significance of the study. 1.7. Organization of the study....
PART TWO- DEVELOPMENT CHAPTER 1: LITERATURE REVIEW
1.1. Difficulties of Writing English as foreign languages. 1.1.1. Content...
1.1.2. Form...
2 2
2. .3
..3
4
.5 ....5
.5 7.
....8
9. 9
1.1.3. Spelling.
1.1.4. Punctuation.
1.1.4.1. Use commas when appropriate
1.1.4.2 Use a hyphen when using two words to act as one adjective (unless the first
word ends in -ly). 1.1.5. Grammar
1.1.5.1. Avoid using sexist wording, such as "he" or "his" when you are trying to
refer to both boys and girls or to both women and men.
11 1.1.5.2. Do not combine singular and plural forms of words in the same sentence.
...11 1.1.5.3. Do not write fragmented sentences. Every sentence needs a subject and a
predicate.
.1 1.1.5.4. Do not confuse "its" and "it's." "Its" is the possessive form of"it," whereas
"it's" is a contraction for "it is." ...
1.1.5.5. Donot confuse "effect" and "affect."
..........12 . 1 2
1.1.5.6. Use apostrophes in the appropriate place to indicate
possession...
...... 12 1.1.7.7. Do not use an apostrophe to indicate a plural form of a word. Only use it to
indicate possession...
1.1.6. Usage . .
1.2. Causes of the difficulties....
1.2.1. Teachers' teaching methods.
1.2.2. Difficulties related to the students' variables.
.13 .....13 ...14 . 14 1.6
1.3. Teaching Strategies to reduce the students'difficulties.
........ 16 1.3.1. Encouragement to students.
.......16 1.3.2. Provide guidance throughout the writing process. . . . .
........ 18 1.3.3.Remind students that writing is a process that helps them clarify ideas.
1.3.4. Give students opportunities to talk about their writing. 1.3.5. Use computers to Giúp students write better. .....
1.3.6. During class pause for a three-minute write.
1.3.7. Have students write a brief summary at the end ofclass.
..19 ......19 . . . . . . . 1 9
...19 ..20
1.3.8. Have one student keep minutes to be read at the next class meeting.
1.3.9. Use peer response groups..
CHAPTER TWO: THE STUDY
2.1. Overview of the textbooks.
2.2. Context of the study..
2.3. Methodology...
2.4. The participants...
2.5. Data analysis of student's survey questionnaire CHAPTER THREE: FINDINGS AND DISCUSSIONS. PART THREE - CONCLUSION
3.1. Summary....
3.2. Limitations of the study.
....20 . . . . . . 2 0
......22 .23 24
.24 .25
......31
.34 .34
3.3. Suggestions of the study..
....35 REFERENCES.
...37 APPENDICES I.
Appendix .1 Appendix 2. Appendix 3.
...I . . . I ........ IV
PART ONE - INTRODUCTION
This chapter presents the rationale, the aims of the study, the research questions and the methods used to achieve the aim. The scope and the significance of the
study are also presented. Finally, the chapter introduces the organization ofthe study.
1.1. Rationale of the study
Today English is considered one of the most important factors to the trend
of globalization in all fields of life over the world. Thus, English as Second Language has been taught in many countries and the demand to use English fluently as well as to acquire four basic skills is becoming essential among all students. As a result, methodology has been studied for years to find out the most effective ways of teaching and learning English. In Vietnam, secondary school students have to acquire four skills of English as reading, speaking, listening and writing when they study English. Among them, writing is
considered the most difficult skill and at grade 9th students need to write fluently. In order to do this, students should be provided with opportunities to practice writing skill a lot.
In fact, each writing lesson is often boring because of some following
reasons. First of all, almost of the teachers and students do not like to teach and learn this skill very much. It is quite difficult for the teacher to design an interesting lesson and to make students easy to understand. Students find it difficult to express their ideas, emotion, attitudes and not confident in using grammar structures and vocabulary. Another reason is that writing lessons do not have interesting activities to learn like other skills. Most lessons onlyrequire students to sit down and write. This does not attract to students and makes them bored.
Although the researcher of this study were aware of the difficulties the students of Muong ethnics encountered frequently in their writing through
marking their writings, the data had never been collected and analyzed systematically. This fact encouraged the researcher to carry out this study in the hope that data-based sources of the students can be identified. This information is believed to Giúp the researcher find more practically effective ways to reduce these students' writing difficulties.
1.2. Aims of the study.
This research is designed to explore the difficulties in teaching writing
skills to ethnic minority 9 students. These difficulties are explored indirectly through students' self-reported difficulties they encountered in learning to write
English. It is expected to achieve the following aims:
(i) to investigate the difficulties in teaching writing English via the
students' self-reported difficulties they are faced with;
(il) to gain understanding of why the students have those difficulties in
writing English;
(iii) to find ways to Giúp students reduce the difficulties they have in
learning to write English in the context of a secondary school in a mountainous area.
1.3. Research questions
In order to achieve the mentioned aims above, the following research questions are raised for this study:
.1 What difficulties do ethnic minority grade 9 students encounter in writing English?
2. Why do they have those difficulties? 1.4. Methods of the study
This is a survey study, and the major method used for the study is quantitative. Data were collected by the questionnaire which was developed and
administered to the students by the researcher herself. In addition, the information from friendly chats with the teachers was also used. Data were then
analyzed quantitatively in terms of the percentage
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