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Download Luận văn Research investigates the reality of the teaching oral skills to the first year students in HaUI when
Like the students of other colleges and universities, in order to be the students of HaUI, they have to pass a challenging University Entrance Examination. Students of HaUI come from all parts of the country: big cities, provinces, mountainous and remote areas.
New students of HaUI do not have the same level of English language proficiency. Some of them have learnt English for 7 years at secondary and high schools. Some have only learnt English for 3 years and others have never learnt English but French. Students from big cities like Ha Noi, Hai Phong, Nam Dinh seem better. However, they are only good at grammar, not at speaking. They can do grammatical exercises very quickly but they cannot speak fluently. Also, most of them do not feel confident when communicating in English.
Moreover, their individual difficulties in attitudes, motivation, studying methods may be the cause(s) of potential problems arising during the course.
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Penner (1995) reported how Chinese language classroom culture "restricts pedagogical change advocated by foreign agents" (p. 1). From her experience she found that it might be very difficult to change the classical traditional approach of language teaching and implement modern approach (in this case CLT) in China. She felt that "because of the discrepancies in educational theory, roles, expectations, methods, material use, and structural concerns, a new Chinese way needs to be developed (p. 12). Penner also observed teachers' beliefs and found that teachers believed that their English language knowledge was limited. Some teachers expressed that they felt uprooted and guilty because they were not doing their duty. Teachers also reported to her that foreign experts did not respect their experience and insight. Penner concluded that "the most important element in this pedagogical change debate is that all the participants clarify their own cultural learning and teaching assumptions, as understanding other culture can really only occur when people understand their own"(p.14). Culture difference in school/educational expectations thus is found to be one of the main barriers in implementing CLT in EFL countries.
In another study, Lewis and McCook (2002) examined the lack of uptake of communicative language teaching principles amongst teachers in Asia. In the study they observed journal entries from 12 Vietnamese high school English teachers written during ongoing in-service workshops. The journals revealed their attempt to implement CLT in their classes. They did implement new ideas but they were also incorporating the traditional features valued in their educational system. This suggests that, though the teachers were willing to adopt CLT, they could not avoid local educational theories totally. They tried to follow what they were introduced to during the in-service course "sometimes successfully, sometimes less so" (p. 152). But their concept of CLT was not clear. They retained traditional aspects of language teaching. The findings of the study demarcate that the teachers were following both the traditional and CLT approach in their practice.
While addressing the issues regarding the Indonesian ministry of education's English instruction reform initiative, Mustafa (2001) identified the real situation of communicative approach to teaching English in Indonesia. He argued that the communicative approach in Indonesia had failed to Giúp students become more competent in the use of English for real-life purposes. According to him, Indonesia lacks certain conditions that are required to enable language learners to become communicatively-competent participants in social interaction in the English language; in particular, English language learners in Indonesia do not have much exposure to English language use in real-life situations. Mustafa added that the enabling condition for successful CLT application is not always easy to create in Indonesian schools. He identified the teachers' lack of confidence in using the language before their class, that is the lack of English language proficiency; time constraint, which limit students' social communication in the classroom; large classroom; crowded curriculum; type and focus of exams (form-focused nationally-administered test); absence of good, authentic learning materials; teachers' tendency to rely on non-communicatively-engaging learning tasks (much emphasis on teaching grammar and syntax); absence of visible social use of the language outside classroom as reasons that inhibit the adoption of CLT. Most importantly, as emphasized by Mustafa, communication based instructional materials had lost their pedagogical value due to the fact that the English language is not used in the day-to-day social communication in the EFL environment.
Most significant barriers or difficulties in implementing CLT, reported by EFL teachers and/or researchers in the reviewed literature, are: (a) lack of administrative support, (b) lack of resources, (c) lack of sufficient English language knowledge, (d) wider curriculum, (e) large class size, (f) discrepancy/inconsistency between CLT syllabus and nationally administered exams, (g) teachers' holding on to traditional methods, and (h) lack of authentic learning materials.
Another difficulty reported by Mustafa (2001), which is noteworthy, is the absence of visible social uses of the target language outside classroom, due to which, according to him, communication based instructional materials had lost their pedagogical value in Indonesia.
1.2.3. Teacher Misconceptions about CLT
While exploring the literature concerning the suitability of CLT in EFL contexts, it also becomes evident that one of the major barriers in implementation and success of CLT such as misconceptions and misinterpretations of CLT are related to cultural values and practices of EFL countries. Teachers' beliefs and knowledge cause misinterpretations of CLT. The study findings of Li (1998), Penner (1995), and Lewis and McCook (2002) show that although different educational values and practices are the main reasons for difficulties in implementing CLT in the respective contexts, misconceptions and misinterpretation of CLT among teachers are also playing role as barriers.
Apart from the differences of ESL and EFL contexts, and that of culture, EFL teachers' beliefs, attitudes, and practices also generate difficulties in implementing CLT in respective EFL countries. EFL teachers' beliefs, attitudes, and practices are related to cultural values and practices of the respective countries. Several researchers (Burnaby & Sun, 1989; Karavas-Doukas, 1996; Sato and Kleinsasser,1999; Thompson, 1996) studied teachers' beliefs and attitudes towards CLT and found misconceptions and misinterpretation of CLT among them.
Thompson (1996) sets out four of the main misconceptions. Talking to "a large number of teachers" (p. 10) he found that they criticize or reject CLT for the wrong reasons. The four main misconceptions he mentioned are:
CLT means not teaching grammar
CLT means teaching only speaking
CLT means pair work, which means role-play
CLT means expecting too much from the teacher.
Thompson gave importance to attempting to clear away the misconceptions to save CLT and also to implement CLT properly. Some of the misconceptions set out by Thompson (1996) were also found by Sato and Kleinsasser (1999) when they conducted a study to document the views and practices of CLT by Japanese as a second language (JFL) in-service teachers in Australia. They found that the teachers persisted in traditional practices in their classes. The teachers believed that CLT relied heavily on speaking and listening skills, CLT involved little grammar teaching and used time consuming activities. The teachers held misconceptions about CLT and there were discrepancies between their beliefs and practices. So, in this Australian JFL context, teachers' misconceptions and beliefs about CLT are acting as main barriers for implementation of CLT. In another study, Burnaby and Sun (1989) reported the views of 24 Chinese teachers of English on the appropriateness and effectiveness of "Western" language teaching methods for use in Chinese situation. By western language teaching, Burnaby and Sun mean teaching whose objective is the development of communicative competence among students. Data were collected from a Canadian Chinese cooperative program in English and French language training and cultural orientation in Canada, and "an informal study done by Sun on the views on western teaching methods of Chinese teachers at the tertiary level" (Burnaby & Sun, 1989, p. 224). The study showed that the teachers believed that the communicative approach was mainly applicable in China only for those students who planned to go to an English speaking country, but not good for other students, mainly ones that are English majors. This finding demonstr...
Download miễn phí Luận văn Research investigates the reality of the teaching oral skills to the first year students in HaUI when
Like the students of other colleges and universities, in order to be the students of HaUI, they have to pass a challenging University Entrance Examination. Students of HaUI come from all parts of the country: big cities, provinces, mountainous and remote areas.
New students of HaUI do not have the same level of English language proficiency. Some of them have learnt English for 7 years at secondary and high schools. Some have only learnt English for 3 years and others have never learnt English but French. Students from big cities like Ha Noi, Hai Phong, Nam Dinh seem better. However, they are only good at grammar, not at speaking. They can do grammatical exercises very quickly but they cannot speak fluently. Also, most of them do not feel confident when communicating in English.
Moreover, their individual difficulties in attitudes, motivation, studying methods may be the cause(s) of potential problems arising during the course.
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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Tóm tắt nội dung:
ity entrance exam is the most important and competitive exam in the academic career of students, both the institution and the students put pressure on teachers to let them study materials covered in this exam. Therefore, as the exam is concentrated on grammar knowledge, a communicative competence development doesn't meet the needs of students. Gorsuch also found that most teachers favoured a more traditional way of teaching, and resisted change to the new teaching environment required by CLT activities. Another aspect reported in this study deals with the use of language. Teachers did not use the target language in the classroom, and believed students were not ready to use and produce it. Apart from this, teachers believed that since communicative activities require the use of the target language, without explicit directions from teachers, it was inappropriate for English teaching in high schools.Penner (1995) reported how Chinese language classroom culture "restricts pedagogical change advocated by foreign agents" (p. 1). From her experience she found that it might be very difficult to change the classical traditional approach of language teaching and implement modern approach (in this case CLT) in China. She felt that "because of the discrepancies in educational theory, roles, expectations, methods, material use, and structural concerns, a new Chinese way needs to be developed (p. 12). Penner also observed teachers' beliefs and found that teachers believed that their English language knowledge was limited. Some teachers expressed that they felt uprooted and guilty because they were not doing their duty. Teachers also reported to her that foreign experts did not respect their experience and insight. Penner concluded that "the most important element in this pedagogical change debate is that all the participants clarify their own cultural learning and teaching assumptions, as understanding other culture can really only occur when people understand their own"(p.14). Culture difference in school/educational expectations thus is found to be one of the main barriers in implementing CLT in EFL countries.
In another study, Lewis and McCook (2002) examined the lack of uptake of communicative language teaching principles amongst teachers in Asia. In the study they observed journal entries from 12 Vietnamese high school English teachers written during ongoing in-service workshops. The journals revealed their attempt to implement CLT in their classes. They did implement new ideas but they were also incorporating the traditional features valued in their educational system. This suggests that, though the teachers were willing to adopt CLT, they could not avoid local educational theories totally. They tried to follow what they were introduced to during the in-service course "sometimes successfully, sometimes less so" (p. 152). But their concept of CLT was not clear. They retained traditional aspects of language teaching. The findings of the study demarcate that the teachers were following both the traditional and CLT approach in their practice.
While addressing the issues regarding the Indonesian ministry of education's English instruction reform initiative, Mustafa (2001) identified the real situation of communicative approach to teaching English in Indonesia. He argued that the communicative approach in Indonesia had failed to Giúp students become more competent in the use of English for real-life purposes. According to him, Indonesia lacks certain conditions that are required to enable language learners to become communicatively-competent participants in social interaction in the English language; in particular, English language learners in Indonesia do not have much exposure to English language use in real-life situations. Mustafa added that the enabling condition for successful CLT application is not always easy to create in Indonesian schools. He identified the teachers' lack of confidence in using the language before their class, that is the lack of English language proficiency; time constraint, which limit students' social communication in the classroom; large classroom; crowded curriculum; type and focus of exams (form-focused nationally-administered test); absence of good, authentic learning materials; teachers' tendency to rely on non-communicatively-engaging learning tasks (much emphasis on teaching grammar and syntax); absence of visible social use of the language outside classroom as reasons that inhibit the adoption of CLT. Most importantly, as emphasized by Mustafa, communication based instructional materials had lost their pedagogical value due to the fact that the English language is not used in the day-to-day social communication in the EFL environment.
Most significant barriers or difficulties in implementing CLT, reported by EFL teachers and/or researchers in the reviewed literature, are: (a) lack of administrative support, (b) lack of resources, (c) lack of sufficient English language knowledge, (d) wider curriculum, (e) large class size, (f) discrepancy/inconsistency between CLT syllabus and nationally administered exams, (g) teachers' holding on to traditional methods, and (h) lack of authentic learning materials.
Another difficulty reported by Mustafa (2001), which is noteworthy, is the absence of visible social uses of the target language outside classroom, due to which, according to him, communication based instructional materials had lost their pedagogical value in Indonesia.
1.2.3. Teacher Misconceptions about CLT
While exploring the literature concerning the suitability of CLT in EFL contexts, it also becomes evident that one of the major barriers in implementation and success of CLT such as misconceptions and misinterpretations of CLT are related to cultural values and practices of EFL countries. Teachers' beliefs and knowledge cause misinterpretations of CLT. The study findings of Li (1998), Penner (1995), and Lewis and McCook (2002) show that although different educational values and practices are the main reasons for difficulties in implementing CLT in the respective contexts, misconceptions and misinterpretation of CLT among teachers are also playing role as barriers.
Apart from the differences of ESL and EFL contexts, and that of culture, EFL teachers' beliefs, attitudes, and practices also generate difficulties in implementing CLT in respective EFL countries. EFL teachers' beliefs, attitudes, and practices are related to cultural values and practices of the respective countries. Several researchers (Burnaby & Sun, 1989; Karavas-Doukas, 1996; Sato and Kleinsasser,1999; Thompson, 1996) studied teachers' beliefs and attitudes towards CLT and found misconceptions and misinterpretation of CLT among them.
Thompson (1996) sets out four of the main misconceptions. Talking to "a large number of teachers" (p. 10) he found that they criticize or reject CLT for the wrong reasons. The four main misconceptions he mentioned are:
CLT means not teaching grammar
CLT means teaching only speaking
CLT means pair work, which means role-play
CLT means expecting too much from the teacher.
Thompson gave importance to attempting to clear away the misconceptions to save CLT and also to implement CLT properly. Some of the misconceptions set out by Thompson (1996) were also found by Sato and Kleinsasser (1999) when they conducted a study to document the views and practices of CLT by Japanese as a second language (JFL) in-service teachers in Australia. They found that the teachers persisted in traditional practices in their classes. The teachers believed that CLT relied heavily on speaking and listening skills, CLT involved little grammar teaching and used time consuming activities. The teachers held misconceptions about CLT and there were discrepancies between their beliefs and practices. So, in this Australian JFL context, teachers' misconceptions and beliefs about CLT are acting as main barriers for implementation of CLT. In another study, Burnaby and Sun (1989) reported the views of 24 Chinese teachers of English on the appropriateness and effectiveness of "Western" language teaching methods for use in Chinese situation. By western language teaching, Burnaby and Sun mean teaching whose objective is the development of communicative competence among students. Data were collected from a Canadian Chinese cooperative program in English and French language training and cultural orientation in Canada, and "an informal study done by Sun on the views on western teaching methods of Chinese teachers at the tertiary level" (Burnaby & Sun, 1989, p. 224). The study showed that the teachers believed that the communicative approach was mainly applicable in China only for those students who planned to go to an English speaking country, but not good for other students, mainly ones that are English majors. This finding demonstr...