haison_haison
New Member
Download Luận văn How group work is used in speaking lesson of the 1st-Year major students of English at Vietnam University of Commerce
In the first phase, questionnaires were administered to 100 VUC English major freshmen at the end of the first semester of the academic year 2008. The participants were asked to complete the questionnaire at home and returned their responses three days later so that they would have as much time as they needed.
After the data collected were analyzed, in the second phase, 10 random informants were contacted for semi-structured interviews with the researcher in locations where they felt at ease and at a time they suggested. The interviews were all tape-recorded to free the interviewer to participate naturally in the discussion and to allow the content to be reviewed carefully. In addition, in order to capture the complexities of the respondent’s individual perceptions and experience, the ten interviews were conducted in Vietnamese. At the beginning of each interview, the students were explained clearly, explicitly and unambiguously about the nature of the study. During the interview, the researcher modified the questions and procedures according to the subjects’ responses. The length of each interview was from 10 to 15 minutes.
Beside survey questionnaires and interviews, classroom observations were also carried out to collect more information about the exact procedures occurring in the real classes as well as difficulties the teachers coped with in practice. Each observation consisted of two steps: before the lesson and during the lesson. In before-the-lessons step, the researcher met the teacher to know her/ his aims in teaching the lesson, to read his/ her lesson plan. In the during-the-lesson step, the researcher observed and took note the students’ activities and participation when working in group and the teachers’ steps of group work implementation during speaking lesson.
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
According to Brown (2001), the teacher should not do the following:
Don’t sit at your desk and grade papers
Don’t leave the room and take a break
Don’t spend an undue amount of time with one group at the expense of others
Don’t correct students’ errors unless asked to do so
Don’t assume a dominating or disruptive role while monitoring groups
2.3.3.4. Debriefing
Debriefing is the way that the teacher and students sit together to give comments on the task they have done. It is an excellent time to encourage some whole-class feedback which provides motivation for further group work and is useful for the teacher’s next group work assignment.
In conclusion, group work is one of the techniques that is now popularly applied to language teaching and learning, especially, to speaking skill learning for its many advantages. Yet, the teacher also need to aware of some drawbacks that may arise in the process. Obviously, the success of group work activity depends much on how well tasks are designed and how well the teacher prepares students for the tasks. Therefore, it is essentially prepare what students need. During the application of group work in speaking lesson, the teacher should work as an organizer, controller, as well as participant to Giúp students learn better.
2.4. Previous research into group work
2.4.1. A product approach
The use of group work in speaking lesson is not a totally new area to researchers. The effectiveness of group work in language teaching and learning was investigated by some post-graduate students at Hanoi National University and other researchers.
A number of studies have found that group work helps develop students’ speaking ability and increase the effectiveness of a speaking lesson. Huong (2006) found that when applying group work activities in speaking lesson, majority of the students are interested in discussion. Through group work, students have opportunities to Giúp each other as well as exchange experience to find a good way to improve on their own communication problems. Bac (2005) reports that the use of group work had good effect on students’ participation, for instance, student-initiated interactions increased and contributions by students who were shy increased. Donough (2004) also reports clear positive effects that small group activities had on improvement of production of the target forms. Long, Adams, McLean, and Castanos (1976; cited in Long and Porter, 1985) found out that students not only talked more, but also used a wider range of speech acts in the small group work context.
The studies mentioned above have firmly asserted the important roles of group work activities in improving learners’ speaking skill. Although they explored different aspects of group work, all suggested that the use of group work in language teaching and learning brought about a great deal of benefits. Firstly, group work helped to increase students’ participation in communicative activities in large classes, (Bac, 2005). Secondly, group work maximized the opportunities for students to communicate and exchange the information with each other, (Huong, 2006). Thirdly, according to Duong (2006), group work helped students to realize that they could work independently of the teachers and they could learn from other students and helped each other. In addition, group work created a good atmosphere in the speaking class and it also helped to build rapport among class members. Fourthly, learner-learner interaction through group work activities was useful for practicing oral communication skills, (McDonough, 2004).
The findings of these studies contribute significantly to the literature because they suggested the conditions in which group work can be most beneficial to learners. However, most of these studies have not made clear what process teachers and learners went through when implementing group work. Understanding of the group work organizing processes would enable teachers to better facilitate learners in group work activities.
2.4.2. A process approach
There have now been a few researches on the process of implementing group work in speaking lessons (Duong, 2006; Huong, 2006; Rob Watkins, 2005). Duong (2005) investigated the current situations of teaching and learning English through pair and group work of the first-year students at Hanoi Open University – Faculty of Tourism. She found out frequent use of group work by teachers. In term of pair and group work management, the teachers here often use three main stages: setting up (organizing the pairs and group/ giving instructions), monitoring (listening to the pairs/ groups during the activity and guiding / giving support/ making notes) and winding down (bring the activity to a close and providing feedback).
Huong (2006) also took process of implementing pairs and group work in English speaking lesson into account. The results did show that the success of communicative pairs and group work activities is often determined by the work the teacher does before the students begins the activities itself. Rob Watkins (2005) suggested that the effectiveness of group work depends on the types of motivation the teacher use in the class and the way they design group work activity.
These studies have touched upon a domain which has been much concerned lately: the implementation process of group work. However, these studies have focused on the process of group work implementation in speaking lesson of non-major English students. A research into this area for English majors is necessary in order to find out a better description and provide a deep understanding of group work implementation process in different teaching and learning contexts.
2.4.3. Summary
In summary, all of the studies mentioned above only considered the use of group work in language teaching of English non-major students. Additionally, the current body of research mainly focuses on the product of group work implementation. Therefore, the researcher wants to investigate the use of group work in teaching speaking of English major students with a focus on the process of group work organization in hope of finding information which is necessary for teachers and students to improve their practice.
2.4.4. Research questions
The present study is inspired by CLT theory and past research paradigm on group work use in speaking lesson. It aims to examine the procedures in organizing group work and shed the light on the areas that previous researches has not considered adequately. It also aims to find out any strategies that teachers use to encourage students to increase the English language use when carrying out a speaking task in groups. And difficulties that both teachers and students face in implementing group work were also addressed in this study. Specifically, the study aims to answer the following research questions:
What procedures do teachers follow in organizing group work during speaking lessons for the 1st year students at University of Commerce?
What strategies do teachers use to stimulate and foster English language use by the 1st year students at University of Commerce in group work?
What hinders teachers at Faculty of English of the University of Commerce in implementing group work?
What hinders the 1st year students at University of Commerce in conducting group work?
CHAPTER 3: METHODOLOGY
This chapter gives a thorough description of how the research was carried out. The first part is the description of the research context. The second part looks at the sample and sampling procedure. The next part concerns the research methods used in the study. Research materials are addressed in the forth part. The data collection procedure is followed and the data analysis is in the last part. The details are going to be presented as follows.
3.1. Research context
The study was conducted at Vietnam University of Commerce. The Faculty of English at University of Commerce was newly established two years ago with more than 450 English major students. In the past, it was called the English Division which trained only English non-major students for other faculties of the University. There are now two main streams at VUC: English non-major classes and English major classes. All students of the former are required to complete six semesters of English as part of their general education requirements. In the first three semesters, students finish the General English program, which accounts for 7 credits. The remaining semesters are reserved for the ESP program with a total number of 6 credits. They follow a curriculum which focuses mainly on developing reading and writing skills. The students of English major classes use a curriculum which lays great emphasis on four skills including listening, speaking, reading and writing and other su...
Download miễn phí Luận văn How group work is used in speaking lesson of the 1st-Year major students of English at Vietnam University of Commerce
In the first phase, questionnaires were administered to 100 VUC English major freshmen at the end of the first semester of the academic year 2008. The participants were asked to complete the questionnaire at home and returned their responses three days later so that they would have as much time as they needed.
After the data collected were analyzed, in the second phase, 10 random informants were contacted for semi-structured interviews with the researcher in locations where they felt at ease and at a time they suggested. The interviews were all tape-recorded to free the interviewer to participate naturally in the discussion and to allow the content to be reviewed carefully. In addition, in order to capture the complexities of the respondent’s individual perceptions and experience, the ten interviews were conducted in Vietnamese. At the beginning of each interview, the students were explained clearly, explicitly and unambiguously about the nature of the study. During the interview, the researcher modified the questions and procedures according to the subjects’ responses. The length of each interview was from 10 to 15 minutes.
Beside survey questionnaires and interviews, classroom observations were also carried out to collect more information about the exact procedures occurring in the real classes as well as difficulties the teachers coped with in practice. Each observation consisted of two steps: before the lesson and during the lesson. In before-the-lessons step, the researcher met the teacher to know her/ his aims in teaching the lesson, to read his/ her lesson plan. In the during-the-lesson step, the researcher observed and took note the students’ activities and participation when working in group and the teachers’ steps of group work implementation during speaking lesson.
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:
ividuals’ language production. (Brown, 2001)According to Brown (2001), the teacher should not do the following:
Don’t sit at your desk and grade papers
Don’t leave the room and take a break
Don’t spend an undue amount of time with one group at the expense of others
Don’t correct students’ errors unless asked to do so
Don’t assume a dominating or disruptive role while monitoring groups
2.3.3.4. Debriefing
Debriefing is the way that the teacher and students sit together to give comments on the task they have done. It is an excellent time to encourage some whole-class feedback which provides motivation for further group work and is useful for the teacher’s next group work assignment.
In conclusion, group work is one of the techniques that is now popularly applied to language teaching and learning, especially, to speaking skill learning for its many advantages. Yet, the teacher also need to aware of some drawbacks that may arise in the process. Obviously, the success of group work activity depends much on how well tasks are designed and how well the teacher prepares students for the tasks. Therefore, it is essentially prepare what students need. During the application of group work in speaking lesson, the teacher should work as an organizer, controller, as well as participant to Giúp students learn better.
2.4. Previous research into group work
2.4.1. A product approach
The use of group work in speaking lesson is not a totally new area to researchers. The effectiveness of group work in language teaching and learning was investigated by some post-graduate students at Hanoi National University and other researchers.
A number of studies have found that group work helps develop students’ speaking ability and increase the effectiveness of a speaking lesson. Huong (2006) found that when applying group work activities in speaking lesson, majority of the students are interested in discussion. Through group work, students have opportunities to Giúp each other as well as exchange experience to find a good way to improve on their own communication problems. Bac (2005) reports that the use of group work had good effect on students’ participation, for instance, student-initiated interactions increased and contributions by students who were shy increased. Donough (2004) also reports clear positive effects that small group activities had on improvement of production of the target forms. Long, Adams, McLean, and Castanos (1976; cited in Long and Porter, 1985) found out that students not only talked more, but also used a wider range of speech acts in the small group work context.
The studies mentioned above have firmly asserted the important roles of group work activities in improving learners’ speaking skill. Although they explored different aspects of group work, all suggested that the use of group work in language teaching and learning brought about a great deal of benefits. Firstly, group work helped to increase students’ participation in communicative activities in large classes, (Bac, 2005). Secondly, group work maximized the opportunities for students to communicate and exchange the information with each other, (Huong, 2006). Thirdly, according to Duong (2006), group work helped students to realize that they could work independently of the teachers and they could learn from other students and helped each other. In addition, group work created a good atmosphere in the speaking class and it also helped to build rapport among class members. Fourthly, learner-learner interaction through group work activities was useful for practicing oral communication skills, (McDonough, 2004).
The findings of these studies contribute significantly to the literature because they suggested the conditions in which group work can be most beneficial to learners. However, most of these studies have not made clear what process teachers and learners went through when implementing group work. Understanding of the group work organizing processes would enable teachers to better facilitate learners in group work activities.
2.4.2. A process approach
There have now been a few researches on the process of implementing group work in speaking lessons (Duong, 2006; Huong, 2006; Rob Watkins, 2005). Duong (2005) investigated the current situations of teaching and learning English through pair and group work of the first-year students at Hanoi Open University – Faculty of Tourism. She found out frequent use of group work by teachers. In term of pair and group work management, the teachers here often use three main stages: setting up (organizing the pairs and group/ giving instructions), monitoring (listening to the pairs/ groups during the activity and guiding / giving support/ making notes) and winding down (bring the activity to a close and providing feedback).
Huong (2006) also took process of implementing pairs and group work in English speaking lesson into account. The results did show that the success of communicative pairs and group work activities is often determined by the work the teacher does before the students begins the activities itself. Rob Watkins (2005) suggested that the effectiveness of group work depends on the types of motivation the teacher use in the class and the way they design group work activity.
These studies have touched upon a domain which has been much concerned lately: the implementation process of group work. However, these studies have focused on the process of group work implementation in speaking lesson of non-major English students. A research into this area for English majors is necessary in order to find out a better description and provide a deep understanding of group work implementation process in different teaching and learning contexts.
2.4.3. Summary
In summary, all of the studies mentioned above only considered the use of group work in language teaching of English non-major students. Additionally, the current body of research mainly focuses on the product of group work implementation. Therefore, the researcher wants to investigate the use of group work in teaching speaking of English major students with a focus on the process of group work organization in hope of finding information which is necessary for teachers and students to improve their practice.
2.4.4. Research questions
The present study is inspired by CLT theory and past research paradigm on group work use in speaking lesson. It aims to examine the procedures in organizing group work and shed the light on the areas that previous researches has not considered adequately. It also aims to find out any strategies that teachers use to encourage students to increase the English language use when carrying out a speaking task in groups. And difficulties that both teachers and students face in implementing group work were also addressed in this study. Specifically, the study aims to answer the following research questions:
What procedures do teachers follow in organizing group work during speaking lessons for the 1st year students at University of Commerce?
What strategies do teachers use to stimulate and foster English language use by the 1st year students at University of Commerce in group work?
What hinders teachers at Faculty of English of the University of Commerce in implementing group work?
What hinders the 1st year students at University of Commerce in conducting group work?
CHAPTER 3: METHODOLOGY
This chapter gives a thorough description of how the research was carried out. The first part is the description of the research context. The second part looks at the sample and sampling procedure. The next part concerns the research methods used in the study. Research materials are addressed in the forth part. The data collection procedure is followed and the data analysis is in the last part. The details are going to be presented as follows.
3.1. Research context
The study was conducted at Vietnam University of Commerce. The Faculty of English at University of Commerce was newly established two years ago with more than 450 English major students. In the past, it was called the English Division which trained only English non-major students for other faculties of the University. There are now two main streams at VUC: English non-major classes and English major classes. All students of the former are required to complete six semesters of English as part of their general education requirements. In the first three semesters, students finish the General English program, which accounts for 7 credits. The remaining semesters are reserved for the ESP program with a total number of 6 credits. They follow a curriculum which focuses mainly on developing reading and writing skills. The students of English major classes use a curriculum which lays great emphasis on four skills including listening, speaking, reading and writing and other su...