duybinh_duybinh2007
New Member
Luận văn tiếng Anh: Students’ Attitudes Towards the Teaching of Speaking by Native-English-Speaking Teachers: A Survey Research at Thai Binh Teacher Training College = Nghiên cứu điều tra về thái độ của sinh viên đối với việc dạy nói của giáo viên Tiếng Anh người bản ngữ tại Trường Cao Đẳng Sư Phạm Thái Bình. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Kĩ năng nói
Trường Cao đẳng
Thái Bình
Miêu tả: 42 p. + CD-ROM
M.A Thesis English teaching methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
This study investigated students’ attitudes towards the teaching of speaking by native-English-speaking teachers. Participants were 100 English majors at Department of Foreign Languages, Thai Binh Teacher Training College, where the researcher works as a non-native teacher of English and there were native teachers in charge of speaking classes. A survey research was designed and conducted to find out the students’ opinions about native teachers’ teaching speaking, and the similarities and differences among different graders. The data collected via questionnaire and interview were analyzed both qualitatively and quantitatively. The findings revealed that the subjects have positive attitudes towards native teachers’ oral classes because of their advantages of being native speakers and their teaching techniques. However, different graders have different ideas on native teachers’ disadvantages of being native speakers. Therefore, the higher graders with higher level of English proficiency prefer native teachers’ teaching speaking. The study also gave some pedagogical implications for more efficient employment of native teachers and improvement of non-native teachers’ teaching English in Vietnam. From the limitations of the study, suggestions for further studies were given, too
Table o fContents .
Part A: INTRODUCTION.
1. Rationale for the Study.....
2. Aims ofthe StudyandResearch Questions 3. Scope ofthe Study ..........
4. Research Methodology . . .
5. Designofthe Study. . . . . . . Part B: DEVELOPMENT
Chapter 1: Literature Review .......
1.1. Attitude and their Roles in SecondLanguage Acquisition 1.1.1. Concepts ofAttitude
1.1.2. Classifications of Attitude.
1.1.3. The Role ofAttitude ni Second Language Acquisition 1.2. The Teaching of Speaking . .
1.2.1. Definitions of Speaking ...
1.2.2. The Position of Speaking in English Language Teaching
and Learning ....
1.2.3. Accuracy and Fluency in Speaking .....
1.2.4. Problems with Speaking . .
.....v-vii .1-3
..... 1
.... 2 ..2 ....... 3
.... 4-36 ......... 4-18
......4-7 .4-5
. . . . 5
.6.-.7....... ........... 7-16
.......7-8
.. . . . . 8 .......8-9
.....9-10
.......11-12 .... 12-13
1.2.5. Communicative Language Teaching Approach in Teaching
Speaking and Communicative Competence .. 1.2.6. Principles ofTeaching Speaking
1.2.7. Classroom Speaking Activities
1.2.8. Characteristics of Successful Speaking Activities
1.3. Advantages and Disadvantages ofNativeEnglish-Speaking Teachers
1.4. Previous Studies
1.5. Conclusive Remarks. Chapter 2: Research Methodology.
2.1. Research Context. .
2.2. Research Questions . . . . . 2.3. Research Approach
2.4. Research Participants ....
2.5. Research Instruments ... 2.6. Data Collection Procedure 2.7. Data Analysis Procedure
Chapter 3: Results and Discussion.
3.1. The answer tothefirst research question: Students' attitudes towards native teachers' teaching speaking..
3.1.1. Results ...
3.1.1.1. Students' attitudes towards the role ofspeaking skill in
their English learning.
..........13-14 . . . 14- 15
...15-16
.....16-18
.19-24 ...19
.19-20 ...20
.....20-21 21-23
.23-24
.24 ...25-36
25-31 .....25-30
.......25_26
3.1.1.2. Students' attitudes towards advantages ofnative teachers as
native speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 6 - 2 8
3.1.1.3. Students' attitudes towards disadvantages ofnative teachers as native
speakers
3.1.1.4. Students' attitudes towards native teachers' teaching techniques.
3.1.2. Discussion ...
3.2. The answer to the second research question: The differences of
three different graders' attitudes towards native teachers' teaching speaking in some extent .
3.2.1. The results.
..28-29
...29-30 ...30-31
......31-36 3 1 - 3 5
3.2.2. Discussion
3.3. Conclusive remarks . Part C: CONCLUSION
1. Summary of Major Findings
2. Implications for English Language Teaching
3. Limitations of the Study . . .
4. Suggestions for Further Studies REFERENCES
APPENDICES
Appendix 1: Survey Questionnaire in English
Appendix 2 :Survey Questionnaire in Vietnamese. Appendix 3: Interview Transcripts . . .
A. Schedule 1: Interviews with the first year students
B. Schedule 2: Interviews with the second year students C. Schedule 3: Interviews with the third year students
.....35-36
. . . 3 6
.....37-39 ..37
....38 38_39
.39 40-42
.I-VI .I-I
.........ILV ..VI-VIII
..........VI .VII
...VIII
Part A: INTRODUCTION
.1 Rationale for the Study
Teachers are considered to be one of the most crucial elements affecting the success
of students learning a foreign language in non-English speaking countries. In the last decade
there has been on-going discussion involved in advantages and disadvantages of native
teachers and non-native teachers of English (Philipson, 1992; Medgyes, 1994; Liu, 1999). There have been also studies on learners' perceptions or attitudes towards the teaching of
both native and non-native teachers, even on that of a certain area of language such as
speaking, listening or grammar in China, Korea, and Japan (Liu, 1999; Liu & Zhang, 2007; Xiaoru, 2008). The findings indicate a preference for native teachers, but this depends on the qualities ofnative teachers and the language areas they take over.
In Vietnam, since students learn English as a foreign language and a numberof them are exposed to native English speaking teachers (hereafter referred as NESTs) there have been hardly any studies on their teaching. Language learners, their parents, and even people directly involved in language education expect that the best teacher of a language is a native teacher. However, whether this expectation is true or not and to what extent ti is believable is left for future studies.
In the context of the study, Thai Binh Teacher Training College, where the researcher is working as a non-native teacher of English, there were native teachers who came to teach
speaking skill through educational cooperation projects. However, they are short-term ones and the teachers worked with all English majors of the college in oral classes for a school year only and then left them for non-native teachers. The author of the study as a successor wonders what the students actually think of native teachers' teaching speaking and whether different graders have different opinions. That is also the reason for the study. The study is expected to investigate the students' attitudes towards native-English teachers' teaching speaking and give some valuable suggestions for the employment ofnative-English teachers at the context of the study in particular and in Vietnam in general and the improvement of the teaching of speaking in particular and other areas of English language teaching in general by non-native teachers.
teachers are, and to what extent different graders have different attitudes; then, to give some implications for the employment of native teachers in the context of Vietnam and the
improvement of the teaching of English by Vietnamese non-native teachers. Therefore, two research questions raised are:
.1 What are the students' attitudes towards the teaching of speaking by native-English speaking teachers?
.2 To what extent do different graders' have different attitudes?
3. Scope of the Study
Due the time limit and the real context of the study where native teachers were put in
charge of speaking sections only, the study focused on investigating the students' attitudes towards native teachers' teaching speaking. Besides, the research only emphasized studying general issues related to the strengths and weaknesses as well as the main techniques of native teachers in teaching speaking skill.
4. Research Methodology
As the major aim of the study is to find out students' attitudes towards the teaching by
native English speaking teachers, survey approach was selected, and two main data collection methods employed were questionnaire and interview. Cencus sampling was used with all
English majors at Department of Foreign Languages of Thai Binh Teacher Training College. The data were collected from 100 participants who belong to three different grades/groups. The analysis was carried out ni the light of finding out the answers to the research questions.
5. Design of the Study
The study includes three main parts:
Part A: Introduction presents the rationale for the study, the aims and research
questions, scope of the study, research methodology, and design of the study.
Part B: Development consists of three chapters as follows:
Chapter 1: Literature Review presents the theoretical background for the study. It
involves concepts, classifications and roles of attitude in language learning; issues related to
speaking and the teaching of this skill such as definitions, principles or techniques; advantages and disadvantages of native teachers; and previous studies.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
Nhà xuất bản: University of Languages and International Studies
Ngày: 2011
Chủ đề: Tiếng Anh
Kĩ năng nói
Trường Cao đẳng
Thái Bình
Miêu tả: 42 p. + CD-ROM
M.A Thesis English teaching methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
This study investigated students’ attitudes towards the teaching of speaking by native-English-speaking teachers. Participants were 100 English majors at Department of Foreign Languages, Thai Binh Teacher Training College, where the researcher works as a non-native teacher of English and there were native teachers in charge of speaking classes. A survey research was designed and conducted to find out the students’ opinions about native teachers’ teaching speaking, and the similarities and differences among different graders. The data collected via questionnaire and interview were analyzed both qualitatively and quantitatively. The findings revealed that the subjects have positive attitudes towards native teachers’ oral classes because of their advantages of being native speakers and their teaching techniques. However, different graders have different ideas on native teachers’ disadvantages of being native speakers. Therefore, the higher graders with higher level of English proficiency prefer native teachers’ teaching speaking. The study also gave some pedagogical implications for more efficient employment of native teachers and improvement of non-native teachers’ teaching English in Vietnam. From the limitations of the study, suggestions for further studies were given, too
Table o fContents .
Part A: INTRODUCTION.
1. Rationale for the Study.....
2. Aims ofthe StudyandResearch Questions 3. Scope ofthe Study ..........
4. Research Methodology . . .
5. Designofthe Study. . . . . . . Part B: DEVELOPMENT
Chapter 1: Literature Review .......
1.1. Attitude and their Roles in SecondLanguage Acquisition 1.1.1. Concepts ofAttitude
1.1.2. Classifications of Attitude.
1.1.3. The Role ofAttitude ni Second Language Acquisition 1.2. The Teaching of Speaking . .
1.2.1. Definitions of Speaking ...
1.2.2. The Position of Speaking in English Language Teaching
and Learning ....
1.2.3. Accuracy and Fluency in Speaking .....
1.2.4. Problems with Speaking . .
.....v-vii .1-3
..... 1
.... 2 ..2 ....... 3
.... 4-36 ......... 4-18
......4-7 .4-5
. . . . 5
.6.-.7....... ........... 7-16
.......7-8
.. . . . . 8 .......8-9
.....9-10
.......11-12 .... 12-13
1.2.5. Communicative Language Teaching Approach in Teaching
Speaking and Communicative Competence .. 1.2.6. Principles ofTeaching Speaking
1.2.7. Classroom Speaking Activities
1.2.8. Characteristics of Successful Speaking Activities
1.3. Advantages and Disadvantages ofNativeEnglish-Speaking Teachers
1.4. Previous Studies
1.5. Conclusive Remarks. Chapter 2: Research Methodology.
2.1. Research Context. .
2.2. Research Questions . . . . . 2.3. Research Approach
2.4. Research Participants ....
2.5. Research Instruments ... 2.6. Data Collection Procedure 2.7. Data Analysis Procedure
Chapter 3: Results and Discussion.
3.1. The answer tothefirst research question: Students' attitudes towards native teachers' teaching speaking..
3.1.1. Results ...
3.1.1.1. Students' attitudes towards the role ofspeaking skill in
their English learning.
..........13-14 . . . 14- 15
...15-16
.....16-18
.19-24 ...19
.19-20 ...20
.....20-21 21-23
.23-24
.24 ...25-36
25-31 .....25-30
.......25_26
3.1.1.2. Students' attitudes towards advantages ofnative teachers as
native speakers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 6 - 2 8
3.1.1.3. Students' attitudes towards disadvantages ofnative teachers as native
speakers
3.1.1.4. Students' attitudes towards native teachers' teaching techniques.
3.1.2. Discussion ...
3.2. The answer to the second research question: The differences of
three different graders' attitudes towards native teachers' teaching speaking in some extent .
3.2.1. The results.
..28-29
...29-30 ...30-31
......31-36 3 1 - 3 5
3.2.2. Discussion
3.3. Conclusive remarks . Part C: CONCLUSION
1. Summary of Major Findings
2. Implications for English Language Teaching
3. Limitations of the Study . . .
4. Suggestions for Further Studies REFERENCES
APPENDICES
Appendix 1: Survey Questionnaire in English
Appendix 2 :Survey Questionnaire in Vietnamese. Appendix 3: Interview Transcripts . . .
A. Schedule 1: Interviews with the first year students
B. Schedule 2: Interviews with the second year students C. Schedule 3: Interviews with the third year students
.....35-36
. . . 3 6
.....37-39 ..37
....38 38_39
.39 40-42
.I-VI .I-I
.........ILV ..VI-VIII
..........VI .VII
...VIII
Part A: INTRODUCTION
.1 Rationale for the Study
Teachers are considered to be one of the most crucial elements affecting the success
of students learning a foreign language in non-English speaking countries. In the last decade
there has been on-going discussion involved in advantages and disadvantages of native
teachers and non-native teachers of English (Philipson, 1992; Medgyes, 1994; Liu, 1999). There have been also studies on learners' perceptions or attitudes towards the teaching of
both native and non-native teachers, even on that of a certain area of language such as
speaking, listening or grammar in China, Korea, and Japan (Liu, 1999; Liu & Zhang, 2007; Xiaoru, 2008). The findings indicate a preference for native teachers, but this depends on the qualities ofnative teachers and the language areas they take over.
In Vietnam, since students learn English as a foreign language and a numberof them are exposed to native English speaking teachers (hereafter referred as NESTs) there have been hardly any studies on their teaching. Language learners, their parents, and even people directly involved in language education expect that the best teacher of a language is a native teacher. However, whether this expectation is true or not and to what extent ti is believable is left for future studies.
In the context of the study, Thai Binh Teacher Training College, where the researcher is working as a non-native teacher of English, there were native teachers who came to teach
speaking skill through educational cooperation projects. However, they are short-term ones and the teachers worked with all English majors of the college in oral classes for a school year only and then left them for non-native teachers. The author of the study as a successor wonders what the students actually think of native teachers' teaching speaking and whether different graders have different opinions. That is also the reason for the study. The study is expected to investigate the students' attitudes towards native-English teachers' teaching speaking and give some valuable suggestions for the employment ofnative-English teachers at the context of the study in particular and in Vietnam in general and the improvement of the teaching of speaking in particular and other areas of English language teaching in general by non-native teachers.
teachers are, and to what extent different graders have different attitudes; then, to give some implications for the employment of native teachers in the context of Vietnam and the
improvement of the teaching of English by Vietnamese non-native teachers. Therefore, two research questions raised are:
.1 What are the students' attitudes towards the teaching of speaking by native-English speaking teachers?
.2 To what extent do different graders' have different attitudes?
3. Scope of the Study
Due the time limit and the real context of the study where native teachers were put in
charge of speaking sections only, the study focused on investigating the students' attitudes towards native teachers' teaching speaking. Besides, the research only emphasized studying general issues related to the strengths and weaknesses as well as the main techniques of native teachers in teaching speaking skill.
4. Research Methodology
As the major aim of the study is to find out students' attitudes towards the teaching by
native English speaking teachers, survey approach was selected, and two main data collection methods employed were questionnaire and interview. Cencus sampling was used with all
English majors at Department of Foreign Languages of Thai Binh Teacher Training College. The data were collected from 100 participants who belong to three different grades/groups. The analysis was carried out ni the light of finding out the answers to the research questions.
5. Design of the Study
The study includes three main parts:
Part A: Introduction presents the rationale for the study, the aims and research
questions, scope of the study, research methodology, and design of the study.
Part B: Development consists of three chapters as follows:
Chapter 1: Literature Review presents the theoretical background for the study. It
involves concepts, classifications and roles of attitude in language learning; issues related to
speaking and the teaching of this skill such as definitions, principles or techniques; advantages and disadvantages of native teachers; and previous studies.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
You must be registered for see links
Last edited by a moderator: