Luận văn tiếng Anh: An investigation on 10 graders’ anxiety at pre-stage in English writing lessons at Tien Thinh High School, Me Linh, Hanoi: Causes and Solutions = Nghiên cứu về những e sợ của học sinh lớp 10 ở giai đoạn trước khi viết trong giờ học viết tại trường THPT Tiến Thịnh - Mê Linh - Hà Nội: Nguyên nhân và những giải pháp. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: ĐHNN
Ngày: 2011
Chủ đề: Tiếng Anh
Kỹ năng viết
Lớp 10
Miêu tả: 38 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
When teaching writing skill for 10th grade students at Tien Thinh High School, the author of this research realized that many students felt anxious in their writing lessons for several reasons. Pre-writing stage plays an important part in reducing students’ anxiety. In order to improve the quality of teaching and learning writing skill, the author investigated the causes of students’ anxiety and the role of the pre-writing activities to reduce students’ anxiety. Firstly, the survey questionnaires were used to examine the existence of students’ anxiety in writing lessons. After that, the classroom observation was conducted to address the present situation of teaching writing and to find out the ineffectiveness in pre-writing stage. A total of 128 tenth grade students at Tien Thinh High School took part in the survey. From the answers of the students, the author stated that the tendency of students’ anxiety was obvious. The results on classroom observations and survey questionnaires for teachers shows that if the teachers do not conduct good pre-writing activities, their writing lessons will be ineffective. Based on the findings, the author proposed some strategies for teachers and students to reduce the anxiety and improve the quality of teaching and learning writing skill
CHAPTER I: INTRODUCTION
In the economic integration process, English has become an important key to get a good career. Understanding the importance of English, Vietnamese government has paid more and more attention to teaching and learning English at High Schools. The English textbooks give teachers a chance to teach all skills R e a d i n g , Speaking, Writing, Listening), instead of focusing on grammar like before. Now, each lesson is taught with 3 stages: Pre-while-post- teaching. This helps students learn English better.
As an English teacher with 5 years of experience at a high school in Hanoi, the author has found out that ofall the four skills, writing is the one that both teachers and students have problems in teaching and learning.
When teaching writing, I myself realized that pre-writing stage is very important that affects the result of students' writing. In the writing lessons, most students always feel anxious and they can not write anything if they do not prepare well. Using suitable pre- writing activities can give a better result in teaching writing skill.
This research was carried out to investigate the causes of students' anxiety at Tien Thin High School at pre-stage in English writing lessons to find out solutions to improve the quality of teaching and learning writing skill.
2.2. Research questions
In this minor thesis, the author seeks answers for the following questions:
.1 What are the factors causing students' anxiety in writing lessons as perceived by Is and Ss at TTHS ?
2. In the opinion of TTHS's Is and Ss, which solutions should be done to reduce
students' anxiety in writing lessons?
+Classroom observation is also carried out to get more reliable information.
+ Analyzing data: Descriptive statistic analysis is used to gain view of teaching and learning writing at school.
1.4. The participants +Students:
128 students from 10A2, 10A4, 10A6 at Tien Thinh High Schools in Hanoi are the target subjects of the study. These students were chosen as participants of the study as their writing paper results have always been observed to be worse than other classes. They are both male and female students aged sixteen and have been learning English at least four years at secondary schools. However, they appear to be beginners of English in reality.
† Teachers:
There are 5 teachers (including the author) who are teaching English for 10th grade
students. Two of them graduated from VNU-ULIS, two from the in -service course in Thai Nguyen University, the last from Hai Phong University.
1.5. Scope of the study
This study is carried out at Tien Thinh High School, Me Linh, Hanoi in order to investigate the causes of 10th - graders' anxiety at pre-stage ni writing lessons and try to
find out solutions to improve the quality of teaching and learning writing skill. 1.6. Overview of the thesis
This minor thesis is divided into five main chapters:
Chapter One: Introduction, presents the Rationale, the research questions, the method of the study, the participants, the scope of the study and the overview of the thesis.
Chapter Two: Literature Review, deals with the definitions of writing, pre-writing, anxiety in learning writing.
Chapter Three: Methodology, presents the study in which the context of Tien Thinh High
School is introduced. Then The Textbook "English 10" is analyzed. Then, the methods underlying the research and descriptions of data analysis are shown to give specific
explanations and findings.
Chapter Four: Suggested Solutions: In this chapter, the author offers some personal recommendations to improve the learning and teaching writing at Tien T h i n High School to get better results
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Nhà xuất bản: ĐHNN
Ngày: 2011
Chủ đề: Tiếng Anh
Kỹ năng viết
Lớp 10
Miêu tả: 38 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2011
When teaching writing skill for 10th grade students at Tien Thinh High School, the author of this research realized that many students felt anxious in their writing lessons for several reasons. Pre-writing stage plays an important part in reducing students’ anxiety. In order to improve the quality of teaching and learning writing skill, the author investigated the causes of students’ anxiety and the role of the pre-writing activities to reduce students’ anxiety. Firstly, the survey questionnaires were used to examine the existence of students’ anxiety in writing lessons. After that, the classroom observation was conducted to address the present situation of teaching writing and to find out the ineffectiveness in pre-writing stage. A total of 128 tenth grade students at Tien Thinh High School took part in the survey. From the answers of the students, the author stated that the tendency of students’ anxiety was obvious. The results on classroom observations and survey questionnaires for teachers shows that if the teachers do not conduct good pre-writing activities, their writing lessons will be ineffective. Based on the findings, the author proposed some strategies for teachers and students to reduce the anxiety and improve the quality of teaching and learning writing skill
CHAPTER I: INTRODUCTION
In the economic integration process, English has become an important key to get a good career. Understanding the importance of English, Vietnamese government has paid more and more attention to teaching and learning English at High Schools. The English textbooks give teachers a chance to teach all skills R e a d i n g , Speaking, Writing, Listening), instead of focusing on grammar like before. Now, each lesson is taught with 3 stages: Pre-while-post- teaching. This helps students learn English better.
As an English teacher with 5 years of experience at a high school in Hanoi, the author has found out that ofall the four skills, writing is the one that both teachers and students have problems in teaching and learning.
When teaching writing, I myself realized that pre-writing stage is very important that affects the result of students' writing. In the writing lessons, most students always feel anxious and they can not write anything if they do not prepare well. Using suitable pre- writing activities can give a better result in teaching writing skill.
This research was carried out to investigate the causes of students' anxiety at Tien Thin High School at pre-stage in English writing lessons to find out solutions to improve the quality of teaching and learning writing skill.
2.2. Research questions
In this minor thesis, the author seeks answers for the following questions:
.1 What are the factors causing students' anxiety in writing lessons as perceived by Is and Ss at TTHS ?
2. In the opinion of TTHS's Is and Ss, which solutions should be done to reduce
students' anxiety in writing lessons?
+Classroom observation is also carried out to get more reliable information.
+ Analyzing data: Descriptive statistic analysis is used to gain view of teaching and learning writing at school.
1.4. The participants +Students:
128 students from 10A2, 10A4, 10A6 at Tien Thinh High Schools in Hanoi are the target subjects of the study. These students were chosen as participants of the study as their writing paper results have always been observed to be worse than other classes. They are both male and female students aged sixteen and have been learning English at least four years at secondary schools. However, they appear to be beginners of English in reality.
† Teachers:
There are 5 teachers (including the author) who are teaching English for 10th grade
students. Two of them graduated from VNU-ULIS, two from the in -service course in Thai Nguyen University, the last from Hai Phong University.
1.5. Scope of the study
This study is carried out at Tien Thinh High School, Me Linh, Hanoi in order to investigate the causes of 10th - graders' anxiety at pre-stage ni writing lessons and try to
find out solutions to improve the quality of teaching and learning writing skill. 1.6. Overview of the thesis
This minor thesis is divided into five main chapters:
Chapter One: Introduction, presents the Rationale, the research questions, the method of the study, the participants, the scope of the study and the overview of the thesis.
Chapter Two: Literature Review, deals with the definitions of writing, pre-writing, anxiety in learning writing.
Chapter Three: Methodology, presents the study in which the context of Tien Thinh High
School is introduced. Then The Textbook "English 10" is analyzed. Then, the methods underlying the research and descriptions of data analysis are shown to give specific
explanations and findings.
Chapter Four: Suggested Solutions: In this chapter, the author offers some personal recommendations to improve the learning and teaching writing at Tien T h i n High School to get better results
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