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Download Luận văn Nghiên cứu đổi mới phương pháp dạy viết luận cho học viên chứng chỉ toefl
The ten-step essay teaching procedure was experienced in 3 classes of total 30 students. After taking an investigation into what the learners’ opinion on writing lessons and what activities their teachers often did and what they enjoyed, the researcher wanted to experiment an alternative approach to teaching writing. By collecting 20 checklists from students’ writing and the learning logs that the researcher noted down during the course, there were three main points discussed for efficiency of the checklist: content, clarity and mechanics (punctuation and spelling). Analysis of the strong and weak points of the experimental approach was drawn from the comparison of 10 initial checklists and 10 final ones from the same studied subjects. Motivation and students’ attitude change in writing skill would be noted from the learning logs.
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“I don’t know what I am going to learn. No text books to read at home so if I am absent from one lesson, I will not know where I am”
“I think the teacher should give the students the course outline before we start the course, and more model essays to read”
“Nhung bai doc ve mon viet rat vun vat va khong cu the. Em van chua tuong tuong duoc minh dang duoc hoc gi va con thieu cai gi”
“Some writing exercises like rewriting the sentence, linking the sentences in one paragraph, even filling in the blank encourage us a lot. We need more to work at home and be corrected at class”.
“The teacher should have her own book of writing and give us before the course”
From the above, it can be said that the learners took a lot care of learning to write and needed more specific materials. An outline would be of great Giúp to some learners who might be absent from the class for their own business. It would be difficult for a teacher to have her own book of writing to teach but she could read and collect good models and exercises attached to an outline before the course. A good textbook could Giúp both the teacher and learners in the classroom. Most of the students thought that the teacher should combine the textbook and their own selected materials. Reading papers were supposed to be the best database for the students to enrich their input information. Model essays were needed during the course for reference because some of the students did not think that their teacher’s corrections reached the required standard in writing.
It can be seen from Chart 3 below that the majority of the learners found writing lessons difficult but necessary (60% and 48% respectively). Only 14 % of the students enjoyed learning writing whereas 30% of the subjects felt bored with writing lessons. Three learners thought writing learning was a waste of time and only one learner found it easy to study writing. It can be reported from Chart 3 that most of the learners wanted to study writing but they mainly found it difficult. Therefore, it was the teacher’s role to find ways to encourage the learners to take part in class learning. The teacher was supposed to make writing much easier and more creative and to stimulate the learners to write frequently from the beginning of the course. In addition, some learners (4%) specified in the questionnaire that they didn’t like this subject and everything the teacher gave them in general:
“I don’t know what I have to write and how to begin”;
“I wish I didn’t have to learn this subject.”
Chart 3: The learners’ attitudes to writing lessons
1: Easy
2: Difficult
3: Enjoyable
4: Necessary
5: Boring
6: Waste of time
In brief, the teacher should clarify the kinds of TWE essay so that the students can take it easy to write better. The teacher can guide learners with a certain textbook and combine with reading materials and model essays because all the students questioned said that if followed exactly the core book, they would be soon bored.
Part 3 was aimed at eliciting learners’ opinion on planning and writing stage. Question 1 in Part 3 refers to Table 5 below.
Table 5: Learners’ opinion on teacher’s guidance on writing and textual features
Knowledge of writing
Yes
No
A little
a. Kinds of essay
25%
10%
65%
b. Parts of essay
75%
5%
20%
c. Steps of essay
87%
3%
10%
d. Coherence
20%
8%
72%
e. Unity
23%
35%
42%
f. Semantic variety
12%
80%
8%
g. Syntactic variety
10%
82%
8%
h. Punctuations and spelling
45%
12%
43%
Most of the learners in Table 5 thought that their teachers imparted them the knowledge of writing such as: parts and steps of an essay (75%, 87% accordingly). 45% of the learners said their teachers guided them with mechanics (punctuations and spelling). Their teachers took kinds of the essay, coherence and unity a little care of (65%, 72%, 42% respectively). Especially, 80 % and 82% felt that they were not taught semantic or syntactic variety. Therefore, the students understood better kinds and parts of an essay. Semantic and syntactic variety remained their weak points. The learners evaluated their knowledge of kinds of essay, coherence, unity and mechanics on an average level. They still needed to improve punctuation and spelling in their essays because these mistakes cost them better score.
As can be seen from Table 6 in the next page, the majority of the learners (68%) enjoyed their teacher giving them more new structures and vocabulary in a writing lesson. The explanation for this could be that the learners still felt unsure about how to use structures and words in writing and they were heavily affected by university entrance examination. Almost half of the students (46%) thought that their teacher mostly taught new structures and words. This could be good for the learners at the beginning of their writing stage and could be worse if the learners wanted to learn separate patterns of English and forgot that writing was a combined activity. 44% of the learners wanted the teacher to provide the way to write an essay efficiently and 34 % (22 learners) thought their teacher introduced the theory of writing essay. The teacher normally asked the learners to write a paragraph before they started writing an essay. It was easier to start writing with a paragraph (topic sentence and supporting ones). An essay is a combination of paragraphs. 44% of the subjects thought that their teacher applied this way of writing but only half of these students enjoyed this way (28%). The learners wanted to write an essay from the beginning for they could save time and learning how to write a paragraph formed them a habit at school already. Besides, it didn’t always mean writing a good paragraph could make the learners write a good essay for the learners needed to link the thread of ideas within paragraphs. 32 learners (64%) accepted that their teacher let them have time to brainstorm while a half of these students thought they should have time for their own brainstorming. It would be a waste of time brainstorming in class time. But the common fact is that, the students could go off the topic; thus, the teacher should keep students brainstorming under control. 20 learners (40%) answered that they really enjoyed being given and guided how to use cohesive devices. Meanwhile, there were only 13 learners (26%) feeling that their teacher provided them with cohesive devices. Coherence and unity made a big contribution to the success of an essay. The teacher should take more care of this and created more exercises about coherence and unity within a paragraph or an essay.
Making outlines and drafts in class was necessary for both the teacher and the learners and this activity was usually carried out in class (44% enjoyed it and 50% thought their teacher did it in the class). The outlines given by the teacher or contributed by the class could Giúp the learners direct their ideas to fulfill the task faster and saved time brainstorming. However, writing is a personal and creative activity; the writers could decide on his/ her to persuade the reader.
Table 6: The activities enjoyed by the learners and applied by the teacher
Activities
Enjoyed by the learners
Applied by the teacher
No of learners
%
No of learners
%
a. Give new structures and vocabulary
34
68%
23
46%
b. Talk to you about how to write an essay efficiently
22
44%
17
34%
c. Ask you to write a paragraph then the whole essay
14
28%
22
44%
d. Let you have time to brainstorm
16
32%
32
64%
e. Give and guide you how to use cohesive devices
20
40%
13
26%
f. Make outlines and drafts in class
22
44%
25
50%
g. Ask you to work in group or in pair
13
26%
20
40%
h. Use a model essay and analyze it
15
30%
10
20%
i. Use other aids (pictures, maps, music, games, reading texts)
6
12%
7
14%
j. Give you key words or phrases to identify the task
26
52%
29
58%
k. Give writing task in a limited time (work individually)
25
50%
27
54%
l. Give you his / her feedback/ correction
24
48%
8
16%
m. Mark your writing
35
70%
20
40%
n. Give you your classmate’s feedback
3
6%
4
8%
o. Others (please specify)
8
16%
12
24%
According to Table 6, 40 % of the learners said that their teacher asked to work in groups or in pairs. This was the best way to collect ideas from learners and reduce the stress in the classroom. However, only 26% (13 learners) enjoyed this activity. Some learners thought it was time to write but it was not time for speaking class.
Imitation is a good way to learn writing for many learners. 30% of the subjects enjoyed their teacher using a model essay and then analyzing it for semantic and syntactic variety, linking words and so on. They would follow t...
Download miễn phí Luận văn Nghiên cứu đổi mới phương pháp dạy viết luận cho học viên chứng chỉ toefl
The ten-step essay teaching procedure was experienced in 3 classes of total 30 students. After taking an investigation into what the learners’ opinion on writing lessons and what activities their teachers often did and what they enjoyed, the researcher wanted to experiment an alternative approach to teaching writing. By collecting 20 checklists from students’ writing and the learning logs that the researcher noted down during the course, there were three main points discussed for efficiency of the checklist: content, clarity and mechanics (punctuation and spelling). Analysis of the strong and weak points of the experimental approach was drawn from the comparison of 10 initial checklists and 10 final ones from the same studied subjects. Motivation and students’ attitude change in writing skill would be noted from the learning logs.
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.
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Nhận download tài liệu miễn phí
Tóm tắt nội dung:
r used only some parts of the book to illustrate the writing tasks.“I don’t know what I am going to learn. No text books to read at home so if I am absent from one lesson, I will not know where I am”
“I think the teacher should give the students the course outline before we start the course, and more model essays to read”
“Nhung bai doc ve mon viet rat vun vat va khong cu the. Em van chua tuong tuong duoc minh dang duoc hoc gi va con thieu cai gi”
“Some writing exercises like rewriting the sentence, linking the sentences in one paragraph, even filling in the blank encourage us a lot. We need more to work at home and be corrected at class”.
“The teacher should have her own book of writing and give us before the course”
From the above, it can be said that the learners took a lot care of learning to write and needed more specific materials. An outline would be of great Giúp to some learners who might be absent from the class for their own business. It would be difficult for a teacher to have her own book of writing to teach but she could read and collect good models and exercises attached to an outline before the course. A good textbook could Giúp both the teacher and learners in the classroom. Most of the students thought that the teacher should combine the textbook and their own selected materials. Reading papers were supposed to be the best database for the students to enrich their input information. Model essays were needed during the course for reference because some of the students did not think that their teacher’s corrections reached the required standard in writing.
It can be seen from Chart 3 below that the majority of the learners found writing lessons difficult but necessary (60% and 48% respectively). Only 14 % of the students enjoyed learning writing whereas 30% of the subjects felt bored with writing lessons. Three learners thought writing learning was a waste of time and only one learner found it easy to study writing. It can be reported from Chart 3 that most of the learners wanted to study writing but they mainly found it difficult. Therefore, it was the teacher’s role to find ways to encourage the learners to take part in class learning. The teacher was supposed to make writing much easier and more creative and to stimulate the learners to write frequently from the beginning of the course. In addition, some learners (4%) specified in the questionnaire that they didn’t like this subject and everything the teacher gave them in general:
“I don’t know what I have to write and how to begin”;
“I wish I didn’t have to learn this subject.”
Chart 3: The learners’ attitudes to writing lessons
1: Easy
2: Difficult
3: Enjoyable
4: Necessary
5: Boring
6: Waste of time
In brief, the teacher should clarify the kinds of TWE essay so that the students can take it easy to write better. The teacher can guide learners with a certain textbook and combine with reading materials and model essays because all the students questioned said that if followed exactly the core book, they would be soon bored.
Part 3 was aimed at eliciting learners’ opinion on planning and writing stage. Question 1 in Part 3 refers to Table 5 below.
Table 5: Learners’ opinion on teacher’s guidance on writing and textual features
Knowledge of writing
Yes
No
A little
a. Kinds of essay
25%
10%
65%
b. Parts of essay
75%
5%
20%
c. Steps of essay
87%
3%
10%
d. Coherence
20%
8%
72%
e. Unity
23%
35%
42%
f. Semantic variety
12%
80%
8%
g. Syntactic variety
10%
82%
8%
h. Punctuations and spelling
45%
12%
43%
Most of the learners in Table 5 thought that their teachers imparted them the knowledge of writing such as: parts and steps of an essay (75%, 87% accordingly). 45% of the learners said their teachers guided them with mechanics (punctuations and spelling). Their teachers took kinds of the essay, coherence and unity a little care of (65%, 72%, 42% respectively). Especially, 80 % and 82% felt that they were not taught semantic or syntactic variety. Therefore, the students understood better kinds and parts of an essay. Semantic and syntactic variety remained their weak points. The learners evaluated their knowledge of kinds of essay, coherence, unity and mechanics on an average level. They still needed to improve punctuation and spelling in their essays because these mistakes cost them better score.
As can be seen from Table 6 in the next page, the majority of the learners (68%) enjoyed their teacher giving them more new structures and vocabulary in a writing lesson. The explanation for this could be that the learners still felt unsure about how to use structures and words in writing and they were heavily affected by university entrance examination. Almost half of the students (46%) thought that their teacher mostly taught new structures and words. This could be good for the learners at the beginning of their writing stage and could be worse if the learners wanted to learn separate patterns of English and forgot that writing was a combined activity. 44% of the learners wanted the teacher to provide the way to write an essay efficiently and 34 % (22 learners) thought their teacher introduced the theory of writing essay. The teacher normally asked the learners to write a paragraph before they started writing an essay. It was easier to start writing with a paragraph (topic sentence and supporting ones). An essay is a combination of paragraphs. 44% of the subjects thought that their teacher applied this way of writing but only half of these students enjoyed this way (28%). The learners wanted to write an essay from the beginning for they could save time and learning how to write a paragraph formed them a habit at school already. Besides, it didn’t always mean writing a good paragraph could make the learners write a good essay for the learners needed to link the thread of ideas within paragraphs. 32 learners (64%) accepted that their teacher let them have time to brainstorm while a half of these students thought they should have time for their own brainstorming. It would be a waste of time brainstorming in class time. But the common fact is that, the students could go off the topic; thus, the teacher should keep students brainstorming under control. 20 learners (40%) answered that they really enjoyed being given and guided how to use cohesive devices. Meanwhile, there were only 13 learners (26%) feeling that their teacher provided them with cohesive devices. Coherence and unity made a big contribution to the success of an essay. The teacher should take more care of this and created more exercises about coherence and unity within a paragraph or an essay.
Making outlines and drafts in class was necessary for both the teacher and the learners and this activity was usually carried out in class (44% enjoyed it and 50% thought their teacher did it in the class). The outlines given by the teacher or contributed by the class could Giúp the learners direct their ideas to fulfill the task faster and saved time brainstorming. However, writing is a personal and creative activity; the writers could decide on his/ her to persuade the reader.
Table 6: The activities enjoyed by the learners and applied by the teacher
Activities
Enjoyed by the learners
Applied by the teacher
No of learners
%
No of learners
%
a. Give new structures and vocabulary
34
68%
23
46%
b. Talk to you about how to write an essay efficiently
22
44%
17
34%
c. Ask you to write a paragraph then the whole essay
14
28%
22
44%
d. Let you have time to brainstorm
16
32%
32
64%
e. Give and guide you how to use cohesive devices
20
40%
13
26%
f. Make outlines and drafts in class
22
44%
25
50%
g. Ask you to work in group or in pair
13
26%
20
40%
h. Use a model essay and analyze it
15
30%
10
20%
i. Use other aids (pictures, maps, music, games, reading texts)
6
12%
7
14%
j. Give you key words or phrases to identify the task
26
52%
29
58%
k. Give writing task in a limited time (work individually)
25
50%
27
54%
l. Give you his / her feedback/ correction
24
48%
8
16%
m. Mark your writing
35
70%
20
40%
n. Give you your classmate’s feedback
3
6%
4
8%
o. Others (please specify)
8
16%
12
24%
According to Table 6, 40 % of the learners said that their teacher asked to work in groups or in pairs. This was the best way to collect ideas from learners and reduce the stress in the classroom. However, only 26% (13 learners) enjoyed this activity. Some learners thought it was time to write but it was not time for speaking class.
Imitation is a good way to learn writing for many learners. 30% of the subjects enjoyed their teacher using a model essay and then analyzing it for semantic and syntactic variety, linking words and so on. They would follow t...