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M.A Thesis English teaching Methodology -- University of Foreign Languages and International studies. Vietnam National University, Hanoi, 2010
Chapter 1: Introduction
1.1 Rationale
English is now taught not only at all universities and colleges, but also as a
compulsory subject at almost every senior high school and English will become a
compulsory subject in grade 3 at primary schools in 2010. This proves that teaching and
learning English well has become one of the most concerns of educators and society.
Teaching and learning English well means that learners are able to communicate verbally
with the outside world. In order to improve the effectiveness of teaching and learning
English, many innovations have been made. The first innovation but not least important is
the introduction of the new set of textbooks. Actually, textbooks play a significant role in
foreign language teaching. They are not simply the everyday tools of the language
teachers; they are an embodiment of the aims and methods of the particular
teaching/learning situation. Good textbooks Giúp to build up students‟ confidence by
providing tasks or activities that students can cope with. Textbooks provide the students
with opportunities to use the target language to achieve communicative purposes. Tasks
and activities in the textbooks are variable and cater for a range of learning styles so all
students can benefit. Especially in Vietnam, the textbook is seen as central to teaching
learning by the majority of teachers in most schools. Whether the new set of textbooks is
as effective as Vietnamese teachers expect it to be; whether the textbooks meet the general
aims of the course: e.g. improving the students‟ level of English in the areas of four
language skills and teaching them the basic features of the language; whether the textbooks
are appropriate to the context they are used in: level of students and teachers, classroom
environment, etc. are questions for textbook evaluators. However, due to the limited time
and its scope, this thesis focuses on evaluating one set of textbook only – English 11 at
Phan Dinh Phung secondary school, Hanoi. Hopefully, the findings of the thesis will
provide contribution to the improvement of the teaching and learning at secondary schools
in Vietnam.
1.2 Aims and objectives of the study
The study aims to evaluate the textbook objectives, content and methodology in order
to determine whether it truly follows the objectives prescribed by MOET for the course
and whether it is suitable to students‟ level at Phan Dinh Phung secondary school and to
see whether it brings about the interests in learning to the students. At the same time, the
study also aims to find out whether the textbook suits teachers and helps teachers do the
teaching successfully. Moreover, the study gives some suggestions to the improvement of
the textbook so that the textbook will be better used in the coming years.
1.3 Research questions
The thesis is to find out the answers to the following research questions:
1. Does the textbook English 11 truly follow the objectives prescribed by MOET for the
course?
2. Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3. Does it bring about the interests in learning to the students at Phan Dinh Phung
secondary school?
4. Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of
methodology, language competence, tasks, skills and subject and contents?
1.4 Methods of the study
To collect the data, the methods used in the thesis are document analysis, survey
questionnaires and classroom observation.
Documents analysis here refers to the analysis of the textbook itself and the objectives
for the course prescribed by MOET in the curriculum document.
Survey questionnaires here play a vital role in getting feedback from teachers and
students about the textbook they have used.
Classroom observation are also used to Giúp the researcher interpret the questionnaire
data more accurately.
1.5 Scope of the study
Although the researcher is aware that in order to have a comprehensive evaluation of a
textbook, it is much better to make an evaluation of the textbook taught at a large number
of secondary schools in the whole country. However, due to time constraints and the
limitation of the minor thesis, the researcher only focuses on evaluating the textbook taught
at one secondary school, Phan Dinh Phung secondary school in Hanoi. Because the study
is carried out at a specific school and its participants are teachers and students at this
school, the result of the study which is only right at this school cannot be generalized for
all secondary schools in Vietnam. This result can be kept for reference when conducting an
evaluation of the textbook taught at other schools.
1.6 Design of the study
The study consists of five chapters:
Chapter I. Introduction, presents the general introduction of the study, consisting of
rationale, aims and objectives, research questions, methods, scope and design of the study.
Chapter II, Literature review, presents the most important notions related to textbook
evaluation. They are: definitions and the roles of textbook in language teaching and
learning; definition, reasons, types and methods and criteria of textbook evaluation;
definition, purpose and methods of textbook adaptation. Also in this chapter some
previous studies on the same topic are presented.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4. Data Analysis and Discussion, analyses and discusses the data collected
from document analysis, survey questionnaires and classroom observation.
Chapter 5. Conclusions and recommendations, presents the major findings of the
study and recommends some suggestions for further study.
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M.A Thesis English teaching Methodology -- University of Foreign Languages and International studies. Vietnam National University, Hanoi, 2010
Chapter 1: Introduction
1.1 Rationale
English is now taught not only at all universities and colleges, but also as a
compulsory subject at almost every senior high school and English will become a
compulsory subject in grade 3 at primary schools in 2010. This proves that teaching and
learning English well has become one of the most concerns of educators and society.
Teaching and learning English well means that learners are able to communicate verbally
with the outside world. In order to improve the effectiveness of teaching and learning
English, many innovations have been made. The first innovation but not least important is
the introduction of the new set of textbooks. Actually, textbooks play a significant role in
foreign language teaching. They are not simply the everyday tools of the language
teachers; they are an embodiment of the aims and methods of the particular
teaching/learning situation. Good textbooks Giúp to build up students‟ confidence by
providing tasks or activities that students can cope with. Textbooks provide the students
with opportunities to use the target language to achieve communicative purposes. Tasks
and activities in the textbooks are variable and cater for a range of learning styles so all
students can benefit. Especially in Vietnam, the textbook is seen as central to teaching
learning by the majority of teachers in most schools. Whether the new set of textbooks is
as effective as Vietnamese teachers expect it to be; whether the textbooks meet the general
aims of the course: e.g. improving the students‟ level of English in the areas of four
language skills and teaching them the basic features of the language; whether the textbooks
are appropriate to the context they are used in: level of students and teachers, classroom
environment, etc. are questions for textbook evaluators. However, due to the limited time
and its scope, this thesis focuses on evaluating one set of textbook only – English 11 at
Phan Dinh Phung secondary school, Hanoi. Hopefully, the findings of the thesis will
provide contribution to the improvement of the teaching and learning at secondary schools
in Vietnam.
1.2 Aims and objectives of the study
The study aims to evaluate the textbook objectives, content and methodology in order
to determine whether it truly follows the objectives prescribed by MOET for the course
and whether it is suitable to students‟ level at Phan Dinh Phung secondary school and to
see whether it brings about the interests in learning to the students. At the same time, the
study also aims to find out whether the textbook suits teachers and helps teachers do the
teaching successfully. Moreover, the study gives some suggestions to the improvement of
the textbook so that the textbook will be better used in the coming years.
1.3 Research questions
The thesis is to find out the answers to the following research questions:
1. Does the textbook English 11 truly follow the objectives prescribed by MOET for the
course?
2. Is it suitable to the students‟ level at Phan Dinh Phung secondary school?
3. Does it bring about the interests in learning to the students at Phan Dinh Phung
secondary school?
4. Is it suitable for the teachers at Phan Dinh Phung secondary school, Hanoi in terms of
methodology, language competence, tasks, skills and subject and contents?
1.4 Methods of the study
To collect the data, the methods used in the thesis are document analysis, survey
questionnaires and classroom observation.
Documents analysis here refers to the analysis of the textbook itself and the objectives
for the course prescribed by MOET in the curriculum document.
Survey questionnaires here play a vital role in getting feedback from teachers and
students about the textbook they have used.
Classroom observation are also used to Giúp the researcher interpret the questionnaire
data more accurately.
1.5 Scope of the study
Although the researcher is aware that in order to have a comprehensive evaluation of a
textbook, it is much better to make an evaluation of the textbook taught at a large number
of secondary schools in the whole country. However, due to time constraints and the
limitation of the minor thesis, the researcher only focuses on evaluating the textbook taught
at one secondary school, Phan Dinh Phung secondary school in Hanoi. Because the study
is carried out at a specific school and its participants are teachers and students at this
school, the result of the study which is only right at this school cannot be generalized for
all secondary schools in Vietnam. This result can be kept for reference when conducting an
evaluation of the textbook taught at other schools.
1.6 Design of the study
The study consists of five chapters:
Chapter I. Introduction, presents the general introduction of the study, consisting of
rationale, aims and objectives, research questions, methods, scope and design of the study.
Chapter II, Literature review, presents the most important notions related to textbook
evaluation. They are: definitions and the roles of textbook in language teaching and
learning; definition, reasons, types and methods and criteria of textbook evaluation;
definition, purpose and methods of textbook adaptation. Also in this chapter some
previous studies on the same topic are presented.
Chapter III, Methodology, provides information about Research Design, Setting,
Participants, Data Collection Instruments, Data Collection Procedures
Chapter 4. Data Analysis and Discussion, analyses and discusses the data collected
from document analysis, survey questionnaires and classroom observation.
Chapter 5. Conclusions and recommendations, presents the major findings of the
study and recommends some suggestions for further study.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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