huyenly1989
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Luận văn tiếng Anh: An empirical study on the benefits of video - assisted activities to students' oral proficiency = Nghiên cứu về lợi ích của các hoạt động có sự trợ giúp của video với việc phát triển khả năng nói cho sinh viên. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng nói
Sinh viên
Video
Thiết bị dạy học
Miêu tả: 37 p. +
M.A. Thesis English Methodology -- College of Foreign Languages. Vietnam National University, Hanoi, 2010
CHAPTER ONE: INTRODUCTION. .1.1 Rationale...
1.2. The aims of the study.... 1.3. Research questions.
1.4. Scope of the study
1.5. Method of the study
1.6. Significant of the study.
1.7. Structure of the study.
CHAPTER TWO: LITERATURE REVIEW
1.1 Oral Proficiency.
.2. Elements get involved in oral proficiency....
.3. Challenges to students in speaking English as a foreign language .4. Helping students to cope with challenges ni speaking English.
1.5. Video-assisted activities..
.6. Pedagogy value of video-assisted activities in teaching speaking. .7. Benefits ofusing video ni language teaching.
.8. Drawbacks of using video in teaching language.
CHAPTER THREE: METHODOLOGY............. . .I The context of the study..
3.1.2. The English Department.
3.1.3. Students' background and needs
3.1.4. Course book and teaching materials for teaching speaking skil 2.. Research Methods.
3.2.1. Participants.
3.2.2. Instruments
3.2.3. Procedures.
'HAPTER FOUR: DATA COLLECTION AND DISCUSSION
..I Data collection and analysis.
4. 1.. The students' comprehension toward the video-clips
2
з
4.1.2. The extent to which the video-assisted activities enhance the students' motivation to practice speaking English
4.1.3. The extent to which the students think the video-assisted activities helpto develop their oral proficiency....
4.1.4. The areas of oral proficiency that are most positively affected by video-assisted activities....
4.1.5. Some disadvantages of learning to speak English with the videos. 4.2. Discuss of the findings..
4.2.1. To what extent do video-assisted activities enhance the students' motivation to practice speaking English?
4.2.2 To what extent do the students think the video-assisted activities Giúp to develop their oral proficiency?
4.2.3. Which areas of oral proficiency are most positively affected by the video- assisted ictivities?.
CHAPTER FIVE: CONCLUSION 31.. Objectives revised.
5.2. Summary of the results. .3. Pedagogical implications
5.3.1. Using video-assisted activities to motivate students to practice speaking.
5.3.2. Using videos-assisted activities in teaching speaking to Giúp students develop their ral proficiency especially in terms of intonation and pronunciation.......
5.3.3. Designing appropriate activities with video clips..........................................
5.3.4. Problem taken into consideration.......
.4. Limitations of the study and suggestions for further studies LEFERENCES...
(PPENDICES
21 23 25
27 28
28
29
30 32 32 32 32 3
33 34 34 35
3 6
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: ĐHNN
Ngày: 2010
Chủ đề: Kỹ năng nói
Sinh viên
Video
Thiết bị dạy học
Miêu tả: 37 p. +
M.A. Thesis English Methodology -- College of Foreign Languages. Vietnam National University, Hanoi, 2010
CHAPTER ONE: INTRODUCTION. .1.1 Rationale...
1.2. The aims of the study.... 1.3. Research questions.
1.4. Scope of the study
1.5. Method of the study
1.6. Significant of the study.
1.7. Structure of the study.
CHAPTER TWO: LITERATURE REVIEW
1.1 Oral Proficiency.
.2. Elements get involved in oral proficiency....
.3. Challenges to students in speaking English as a foreign language .4. Helping students to cope with challenges ni speaking English.
1.5. Video-assisted activities..
.6. Pedagogy value of video-assisted activities in teaching speaking. .7. Benefits ofusing video ni language teaching.
.8. Drawbacks of using video in teaching language.
CHAPTER THREE: METHODOLOGY............. . .I The context of the study..
3.1.2. The English Department.
3.1.3. Students' background and needs
3.1.4. Course book and teaching materials for teaching speaking skil 2.. Research Methods.
3.2.1. Participants.
3.2.2. Instruments
3.2.3. Procedures.
'HAPTER FOUR: DATA COLLECTION AND DISCUSSION
..I Data collection and analysis.
4. 1.. The students' comprehension toward the video-clips
2
з
4.1.2. The extent to which the video-assisted activities enhance the students' motivation to practice speaking English
4.1.3. The extent to which the students think the video-assisted activities helpto develop their oral proficiency....
4.1.4. The areas of oral proficiency that are most positively affected by video-assisted activities....
4.1.5. Some disadvantages of learning to speak English with the videos. 4.2. Discuss of the findings..
4.2.1. To what extent do video-assisted activities enhance the students' motivation to practice speaking English?
4.2.2 To what extent do the students think the video-assisted activities Giúp to develop their oral proficiency?
4.2.3. Which areas of oral proficiency are most positively affected by the video- assisted ictivities?.
CHAPTER FIVE: CONCLUSION 31.. Objectives revised.
5.2. Summary of the results. .3. Pedagogical implications
5.3.1. Using video-assisted activities to motivate students to practice speaking.
5.3.2. Using videos-assisted activities in teaching speaking to Giúp students develop their ral proficiency especially in terms of intonation and pronunciation.......
5.3.3. Designing appropriate activities with video clips..........................................
5.3.4. Problem taken into consideration.......
.4. Limitations of the study and suggestions for further studies LEFERENCES...
(PPENDICES
21 23 25
27 28
28
29
30 32 32 32 32 3
33 34 34 35
3 6
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:
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