ky yeu nckh 2009-2010 - bo mon clc

8/9/2019 Ky Yeu Nckh 2009-2010 - Bo Mon Clc

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I HC QUC GIA H NI

TRNG I HC NGOI NG

KHOA S PHM TING ANH

K YU

HI NGH KHOA HCB MN CHT LNG CAO

H NI 4/2010


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DANH MC BO CO THAM GIA HI NGH

Nguyn Minh Hu

V Tng Vi

SCAFFOLDING FOR PRE-SERVICE

TEACHERS OF ENGLISH IN A TUTORING

PROGRAM

3

Nguyn Thu L Hng M BO CHT LNG TRONG VIC

SA I CHNG TRNH KHUNG

PHT TRIN 4 K NNG TI B MNCLC

11

V Th Thanh Vn HOT NG MOVIE SHARING TRONG

HC NGHE TNG CNG KH NNG

NGN NG CHO SINH VIN NM 3 B

MN CHT LNG CAO

24

Nguyn Qunh

Trang

DIFFICULTIES IN TEACHING

MULTILEVEL

FIRST YEAR CLASSES

AT UNIVERSITY OF LANGUAGE

INTERNATIONAL STUDIES

33

Nguyn Mai Phng

Nguyn Th Vn Chi

NHNG KH KHN CA SINH VIN VIT

NAM TRONG VIC PHT M NGUYN M

V PH M TING THI

40


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Scaffolding for pre-service teachers of English

in a tutoring programNguyen Minh Hue, MA & Vu Tuong Vi, MA

Fast-track Division

Abstract

TESOL students preparing for their teaching career find the teaching practice component

of their BA-TESOL program a challenge since most of them lack experience in teaching

and this is the first time they bring the theory of language teaching and learning into

practice. In order to help the students meet the challenge and better prepare themselves

for their future teaching, the Tutoring Program for fourth year fast-track TESOL studentsat University of Languages and International Studies (ULIS) adopted a scaffolding

approach following Sociocultural Theory. In this paper, we review theory and research

related to scaffolding within the sociocultural framework and reflect on the features of

scaffolding embedded within the Tutoring Program.

Introduction

During the recent years, people working in the field of education in have seen

increasing popularity of sociocultural theory, which is also referred to as Vygotslkys

theory of learning. Although the term scaffolding was not originally used by Vygotsky,

many researchers have argued that it is a pivotal component of Vygotskian theory of

learning (Ko, Schallert, and Walters, 2003; Hammond and Gibbons, 2005).

TESOL students preparing for their teaching career find the teaching practice

component of their BA-TESOL program a challenge since most of them lack experience

in teaching and this is the first time they bring the theory of language teaching and

learning into practice. In order to help the students meet the challenge and better prepare

themselves for their future teaching, the Tutoring Program for fourth year fast-track

TESOL students at University of Languages and International Studies (ULIS) adopted a

scaffolding approach following Sociocultural Theory.

In this paper, we review theory and research related to scaffolding within the

sociocultural framework and reflect on the features of scaffolding embedded within the

Tutoring Program.

The zone of proximal development


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The Zone of Proximal Development (ZPD) is a concept initially proposed by

Vygotsky to describe how cognitive growth occurs in children (Ohta, 2005). Vygotsky

defined ZPD asthe distance between the actual development level as determined by

independent problem solving and the level of potential development as

determined through problem solving under adult guidance or in collaboration

with more capable peers. (Vygotsky, 1978: 86)

Vygotsky (1978) argued that if we are to discover the actual relations of the

development process to learning capacity, at least two developmental levels must be

determined: the actual developmental level and the level of potential development. The

former defines functions that have already matured, that is, the end product ofdevelopment. In other words, it is the learners ability to solve a problem without any

assistance. The later defines those functions that have not yet matured but are in the

process of maturation, functions that will mature tomorrow but are currently in an

embryonic state (p. 86), i.e. those functions that the child can perform when assisted. He

termed the distance between these two levels of development ZPD.

Scaffolding

The metaphor scaffolding was coined by Wood, Bruner, and Ross (1976) to

describe the support provided by an expert or adult to a child or novice in one-on-onetutorial interactions in playful contexts. According to the researchers, scaffolding

provided by an expert or adult enables a child or novice to solve a problem, carry out a

task or achieve a goal which would be beyond his unassisted efforts (p.90). They argued

further that scaffolding may eventually result in development of task competence by the

learner at a pace that would outstrip his unassisted efforts (p.90).

The basic perception of Wood et als concept of scaffolding was that there was a

task which was above the childs current ability but within his capacity. The adult let the

child play with it for a while and only intervened when he/she got into difficulty and

needed assistance. The tutors aim was to let the child pace the task for himself as far as

possible (p.92). This construct is characterized as graduated, contingent(Lantolf &

Aljaafreh, 1995; Carmichael-Wong & Vine, 2004), mediated (Tabak, 2004), and fading

(Pea, 2004, Sherin, Reiser, & Edelson, 2004).

Since its birth, the term scaffolding has been variedly interpreted and

operationalized in various contexts such as formal classrooms, parent-child interaction,

adult education, mainstream education as well as second language education, which

makes it a complex construct. Its use is no longer restricted to face-to-face interaction


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between an adult/expert and a child/novice. For example, many researchers have now

considered peer collaboration (e.g. Bernard, 2002; Guerrero & Villamil, 2000) and

interaction between a teacher and a classroom full of students (e.g. Davis & Miyake,2004) as scaffolding. Sometimes it is used loosely to refer to rather different things

(Hammond & Gibbons, 2001) which are normally listed under the general term

mediation. Donato (1994; cited in Guerrero and Villamil, 2000) investigated mutual

scaffolding, i.e. scaffolding provided by peers, and found that all learners, regardless of

their linguistic abilities, were not only capable of providing scaffolding but also able to

benefit from the experience and develop their L2.

Since Wood et als scaffolding metaphor has some limitations (Stone, 1993), it is

reasonable to adapt the metaphor to suit different contexts. We may want to focus onexpertise instead of experts (Carmichael-Wong & Vine, 2004) so who provides

scaffolding is no longer a question. We may also want to broaden our perspectives on

how to scaffold and so on.

With different foci, some researchers outlined the features of effective

scaffolding. Wood, Bruner, and Ross (1976, p. 98) suggested six features of successful

scaffolding, namely (a) recruiting the tutees interest in the task; (b) reducing the degree

of freedom in the task to make it manageable to the tutee; (c) maintaining goal direction;

(d) marking critical features; (e) controlling frustration; and (f) modelling solutions to the

task. According to Mariani (1997, cited in Averill, nd., p.2) effective scaffolding involves

clarifying the purpose, giving clear, step-by-step instructions, promoting cooperative

tasks so students are attuned to helping rather than competing, and giving positive

affective attitude encouraging safe relationships. Additionally, Hogan, Nastasi, &

Pressley (1999, cited in Tabak, 2004, p314) stressed that effective scaffolding requires

successive, incremental turns of immediate feedback, repair, and elaboration

The relationship between ZPD and scaffolding

It has been suggested that one of the things that tie scaffolding to ZPD concept is

the fact that its theoretical basis lies very much within Vygotskian framework(Hammond & Gibbons, 2001:8) although Vygotsky never used the term scaffolding and

Wood et all (1976) did not base explicitly on Vygotskys framework (Stone, 1993).

According to Verenikina (2003), it is commonly agreed that the Vygotskian framework is

at the heart of the concept of scaffolding.

In general, research advocate that scaffolding plays an important role in learners

development as it helps them reach their level of potential development and extend their

actual development level (Stone, 1993; Tabak, 2004; and Bernard & Campell, 2005).


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Context

The Tutoring Program is within a broader curriculum of the BA- TESOL

program. It is designed to help fourth-year fast-track students build up their skills andconfidence in tutoring and teaching small groups of learners at intermediate level,

especially in such areas as lesson planning, choice of suitable study materials, choice of

suitable learning activities, class management, and evaluation of the learners needs,

study progress and feedback. Furthermore, students are expected to further improve their

listening and speaking skills in the academic context with a focus on speaking accuracy,

fluency, intelligibility and use of language. Also, they are expected to develop their

autonomy in developing their teaching and learning competence. Last but not least,

students will be familiarised with working with learners in a structured program anddeveloped suitable interpersonal skills necessary for their future teaching jobs.

The program has 3 stages namely preparation stage, delivery stage, and review

and evaluation stage. In the first stage which lasts for 2 weeks, the tutors recruit tutees

who are mainstream sophomores majoring in English at ULIS, Hanoi. The tutors then get

to know tutees syllabus and assess their learning needs. Basing on this information, the

tutors develop detailed syllabus for the tutoring program which is aimed at helping the

tutees improve their English skills, except for writing skill.

The second stage lasted 11 weeks, including 9 tutorials. During this stage, the

tutees were divided into 2 groups. The division of tutees was not based on level of

English proficiency but mainly for ease of instruction. Each group consists of 15 to 20

students supposedly at intermediate level. Also, the tutors are divided into 2 groups,

Group A and Group B, who had tutorials on 2 classes so that they would have more

chance of practicing teaching and observing their peers. Each group was supervised by a

lecturer. The students taught and did other relevant work in pairs.

Below is the Diagram for the Tutoring Program 2009


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Features of scaffolding

Our reflection on the Tutoring Program shows that a number of scaffolding features were

successfully incorporated in the program. This part discusses these features in details

with reference to the students comments to support the discussion.

Clear goals

At the beginning of the program, the syllabus was introduced to the students with explicit

statement of the goals that they were expected to achieve by the end of the course. Stating

clear goals right from the beginning made the course expectations known to the students

and gave them a sense of goal-orientation. In addition, throughout the program, the goals

helped the supervisors and students in evaluating the students teaching, making any

changes necessary to ensure successful attainment of the goals. According to Wood,

Bruner, and Ross (1976), maintaining goal direction is one of the features of effective

scaffolding.

Clear instructions

Design

s llabus

Plan

AssessLearners

Reflect on theex erience

Teachthe

Reflect on theexperience:

Get feedback

from learners

Reviews llabus &

Evaluateprogram


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In the 2009 tutoring program, there were two groups of tutors i.e. Tuesday group and

Friday group. The Tuesday group was facilitated by Group A and 5 pairs of tutors rotated

to teach. Each week 2 pairs took turns to tutor for 45-60 min/ pair. Lecturer 1 was incharge of Wed. class. Tutors worked in pairs to plan lessons, got feedback from lecturers,

revised lesson plans, delivered the lesson, reflected on their own delivery. The rest of

group A and group B observed the lessons and gave feedback in the followed-up

debriefing session on the same day. Lecturer 1 attended the lessons and facilitated the

debriefing session.

Similarly, Fri. group was facilitated by Group B and 5 pairs of tutors rotated to

teach. Each week 2 pairs took turns to tutor for 45-60 min/ pair. Lecturer 2 was in charge

of Tue. class. Tutors worked in pairs to plan lessons, got feedback from lecturers, revisedlesson plans, taught the lesson, reflected on their own delivery. The rest of group B and

group A observed the lessons and gave feedback in the followed-up debriefing session on

the same day. Lecturer 2 attended the lessons and facilitated the debriefing session.

Finally, there were2 review sessions in between teaching blocks 3- 7 and 8- 13

and one evaluation session in the final week. In the review sessions, each group (A/ B)

proceed feedback from tutees. They worked together to share what they learned from the

feedback. Each group reviewed the syllabus.

Pre-established evaluation criteria

The evaluation of tutors performance in the program consisted on 3 components namely

tutorials, participation and a report. The rubrics (Appendix A) were established from the

beginning of the program and made clear to the students. The rubrics were to assess the

tutors in terms of goals of the lesson, teaching materials, teaching methods and

techniques, learning tasks and activities, class management, preparation and use of

teaching aids, achievement of lesson goals, cooperation of the group members,

confidence, and language use. These criteria made it more convenient for the lecturers to

assess the tutors development. They also helped the tutors assess themselves and their

peers in each teaching session and evaluate their overall goal achievement. The on-siteand on-going assessment helped to find out the tutors strengths to promote and

weaknesses to overcome. That way, the tutors learning curve was going upwards and

towards the end of the course, they gained a much higher level of teaching competence in

comparison with their level at the beginning.

Promotion of cooperative tasks

One of the valuable scaffolding opportunities for the tutors was peer cooperation. One

student said although she had been familiar with working in groups for three years, the


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experience in planning the lessons and cooperating with another student to delivery the

lessons smoothly was quite rewarding. Many students thought that the pair work is time-

saving, effective and helped them share the workload as well. In cooperating with a peer,each student also had opportunity to learn from the peer through their shared experience

and constant feedback.

Feedback from peers and supervisors

According the reports by the students, all of them were satisfied with the program.

It can be said that the tutoring program 2009 was successful with its main objectives

being achieved. In their opinion, the constructive feedback from both lectures and peers

was beneficial as it helped the tutors realize their weaknesses and strong points. The

feedback is precious lessons that could be found in no books. One student said not onlycritical and contributive comments but also practical tips and experience given by

lecturers were valuable to her. Besides, the peer and lecturer comment sessions not only

gave students opportunities to learn from each other and but also allowed them to reflect

on their own performance.

Promotion of interest and positive attitude

The program provided the students with the opportunity to have first-hand

experience of teaching after their English Language Teaching lessons and microteaching

activities in class. The tutors recognized the huge difference between theory andpractice. Remarkable professional experience was gained including predicting students

knowledge, managing time, choosing materials, designing activities, gaining confidence

and flexibility and so on. The interest and positive attitudes also came from the friendly

and useful comment session experienced by the tutors. Many of them came to realize that

teaching is an interesting and rewarding career and they have developed positive attitudes

towards the profession.

Conclusion

Our reflection found that the program successfully incorporated many features ofscaffolding with the tutoring program. This clearly had positive impacts on the teacher

trainees development of teaching competence. Their learning burden was lifted to a

degree that they could put their best effort into the tutorials and enjoy the experience. By

the end of their program, the trainees had developed to a much higher level of teaching

competence in comparison with their entry level. Many of them had also developed

positive attitudes towards teaching career, which is one of the most rewarding outcomes

of the program.


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Yet, we should not lose sight of the lack of some effective scaffolding features

discussed in the literature such as modeling opportunities. Some tutors also mentioned

the lack of a fixed venue and some necessary equipment for their tutorials. Moreover,although the instructions were clearly given at the beginning and throughout the program,

we think that it would have made it easier for the tutors to prepare for the program

effectively if they had been given instructions much earlier in advance.

REFERENCES

Averill, J. (nd.). Building language acquisition with scaffolding techniques. Retrieved at

http://www.labschool.pdx.edu/PD_Mini_Modules/images/b/b0/Scaffolding_techniq

ues.pdf

Bernard, R. & Campell, L. (2005). Sociocultural theory and the teaching of processwriting: The scaffolding of learning in a university context. The TESOLANZ

Journal, 13, 76-88.

Carmichael-Wong, S. & Vine, E.W. (2004). Peer-scaffolding or collaborative problem-

solving?: A data-based study of three learners' experience. New Zealand Studies in

Applied Linguistics, 10(2), 39-60.

Davis, E.A. & Miyake, N. (2004). Exploration of scaffolding in complex classroom

systems. The Journal of the Learning Sciences, 13(3), 265-272.

Guerrero, M.C.M.D. & Villamil, O.S. (2000). Activating the ZPD: Mutual scaffolding in

L2 peer revision. The Modern Language Journal, 84(i), 51-68.

Hammond, J. & Gibbons, P. (2001). What is scaffolding? In J. Hammond (ed),

Scaffolding Teaching and Learning in Language and Literacy Education (pp. 1-

14). PETA.

Ko, J., Schallert, D.L., and Walters, K. (2003). Rethinking Scaffolding: Examining

negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37(2).

Lantolf, J.P., & Aljaafreh, A. (1995). Second language learning in the zone of proximal

development: A revolutionary experience. International Journal of Educational

Research, 23(7), 619-632.

Ohta, A. S. (2005). Interlanguage pragmatics in the zone of proximal development.

System, 33(3), 503-517.

Pea, R.D. (2004). The social and technological dimensions of scaffolding and related

theoretical concepts for learning, education, and human activity. The Journal of the

Learning Sciences, 13(3), 423-451.


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Sherin, B., Reiser, B.J. & Edelson, D. (2004). Scaffolding analysis: Extending the

scaffolding metaphor to learning artifacts. The Journal of the Learning Sciences,

13(3), 387-421.Stone, C.A. (1993). What is missing in the metaphor of scaffolding? In E.A. Forman, N.

Minick, & C.A. Stone (eds), Context for Learning(pp. 169-182). Oxford: Oxford

University Press.

Tabak, I. (2004). Synergy: A complement to engineering patterns of distributed

scaffolding. The Journal of the Learning Sciences, 13(3), 305-335.

Verenikina, I. (2003). Understanding scaffolding and the ZPD in educational research.

Paper presented at the Australian Association of Educational Research Conference.

Vygotsky, L.S. (1978). Interaction between learning and development. In M. Cole, V.

John-Steiner, S. Scribner, & E. Souberman (eds), Mind in society: The development

of higher psychological processes (pp. 79-91). Cambridge, MA: Harvard

University Press.

Wood, D., Bruner, J.S., & Ross, G. (1976). The role of tutoring in problem solving.

Journal of Child Psychology and Psychiatry and Allied Disciplines, 17(2), 89-100.


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M BO CHT LNG TRONG VIC SA I

CHNG TRNH KHUNG PHT TRIN 4 K NNGTI B MN CLC

Tc gi:

Nguyn Thu L Hng. Ch nhim b mn CLC, khoa S phm ting Anh, Trng i

hc ngoi ng, i hc Quc gia, H Ni

Tham gia xy dng chng trnh khung v cng mn hc h CLC t nm 2001, gim

st cht lng cng tc sa i chng trnh khung cho cc nhm k nng nm hc

2009-2010.

Tm tt:

Trong qu trnh trin khai l trnh o to theo tn ch, c s h tr ca nh trng,

b mn CLC tin hnh cng tc i mi chng trnh, gio trnh v phng php ging

day. Bo co ny chia s c s l lun v thc tin ca vic sa i chong trnh khung

cho cc nhm k nng, nhm m bo tnh lin thng cho 6 hc k, m b mn CLCang tin hnh trong nm hc 2009-2010.

Thut ng

Curriculum: Khung chng trnh

Syllabus: cng mn hc

Thut ng chng trnh khung s dng trong bo co ny l tp hp cc cng mn

hc theo nhm k nng. V vy, thut ng ny khng phn nh 2 khi nim trn y.

C S L LUN

Hin thc ha trit l gio dc cht lng cao


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Trong qu trnh xy dng chng trnh khung cho h o to Cht lng cao, cc thnh

vin tham gia xy dng chng trnh qun trit trit l gio dc cht lng cao, do GS

Nguyn Ha pht trin v gii thiu. 5 cu hi m gio dc CLC cn tr li c

chng ti s dng nh tham chiu khi xy dng chong trnh:

1) Ngi hc cn c nhng kin thc g?2) H cn c nhng k nng g?3) Nhng phm cht g m h cn c4) V c th c 1, 2 v 3 theo nhng cch thc no?5) nh gi qu trnh ging dy nh th no?

iu khc bit ca gio dc CLC khng ch thi gian hc di hn, hay im s casinh vin cao hn, m phng php dy v hc nhm pht huy ti a ni lc ca ngi

hc, v mt mi trng hc tp mang tnh cnh tranh lnh mnh. Chnh phng php

ging dy ly ngi hc lm trung tm, pht huy tnh t ch ca ngi hc l cch thc

hiu qu nht hin thc ha trit l gio dc CLC.

Trong h CLC, ngi hc thc s c tham gia vo c qu trnh dy-hc. Trc mi

hc k, h c phn hi v hc k trc v chia s mong i, nhu cu cho hc k mi.

Nhng phn hi v mong i ca ngi hc s c gio vin ph trch mn hc cn

nhc iu chnh cng mn hc. Trong qu trnh hc, nhng kin ng gp, kin

ngh ca ngi hc cng c gio vin ghi nhn v iu chnh b sung kp thi cc ni

dung, hay hnh thc tin hnh cc hot ng hc tp. Ngi hc chu trch nhim vi

chnh vic hc ca h, t qun l thi gian v lp k hoch hon thnh cc bi tp ln.

Cui hc k, trong cc bo co cho bi tp ln, ngi hc tip tc cung cp nhng kin

nh gi v ni dung chng trnh v cc hot ng- hiu qu, im mnh, im cn

khc phc

Do c th trn y, chng trnh cho mi k nng ca mi hc k mang tnh linh hot

(flexibility) cao, dnh kh nhiu ch cho cc iu chnh v b sung trong qu trnh thc

hin. Tuy vy, m bo cht lng ng nht, gia cc kha, gia cc gio vin khc

nhau, chng trnh cn c xy dng trn 1 khung chc chn. Khung ny m bo 3

yu cu: 1. kt ni cht ch cc khi kin thc, k nng nhm t mc tiu ca mi nm


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hc, k hc; 2. lin thng cc k nng theo sut 6 hc k v tnh tip ni, kh tng dn

nhm t mc tiu hon thin k nng, v 3. pht trin cc k nng mm thng qua cch

thc t chc cc hot ng dy-hc

m bo cht lng trong ging dy ting Anh

Trong qu trnh xy dng, iu chnh cc chng trnh khung theo nhm k nng, chng

ti ch trng vic m bo cht lng trong ging dy ting Anh. Tham kho cc tiu

chun cht lng m NEAS (National ELT Accreditation Scheme- Australia) a ra v

nh gi cht lng ca mt trung tm ting Anh (h CLC c th c coi nh 1 trungtm nh), chng ti quan tm n 2 ni dung chnh: i ng chuyn mn (Specialist

staff) v Chong trnh ting Anh v nh gi (English Language Programs and

Assessment).

Ni dung 1- i ng chuyn mn, li chia ra 2 nhm l nhng nh qun l hc thut v

nhm gio vin. C nhng tiu ch nht nh nh gi cht lng ca vic qun l v

pht trin i ng chuyn mn, nh bng cp, kin thc cp nht v cc pht trin l

thuyt v thc tin ging dy ting Anh nh ngoi ng, cn bng v trnh v kinh

nghim ca nhm gio vin

Ni dung 2- Chong trnh ting Anh v nh gi. Tiu chun ca ni dung ny l Cc

chng trnh v qui trnh kim tra nh gi cda trn l thuyt v thc tin ging

dy ting Anh nh ngoi ng, v c thit k p ng nhu cu hc ngoi ng ca

ngi hc. Chng trnh, qui trnh kim tra nh gi v cc cng c kim tra nh gi

c nh gi li v iu chnh (reviewed) thng xuyn (NEAS, 2009:13)

Tiu chun cho 2 ni dung trn y cung cp c s cho vic iu chnh v sa i

chong trnh khung cho h o to CLC.

TRIN KHAI VIC SA I CHNG TRNH KHUNG


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Trong cc nm t 2001-2004, nhm gio vin xy dng chng trnh khung cho h CLC

theo tng nm hc, vi nhm i tng u tin l sinh vin kha K35. Trong cc nm

tip theo t 2004-2008, nhn s xo trn, nhng thnh vin tham gia xy dng chng

trnh ban u khng cn sinh hot chuyn mn t CLC, thm nhiu gio vin mi v

gio vin tr. Cc gio vin ny dnh thi gian lm quen vi chng trnh, cp nht v

sa i theo c th i tng sinh vin c th. Sang nm 2009, do c yu cu v h tr

ca nh trng v i mi chng trnh, nng cp gio trnh v i mi phng php

ging dy, b mn CLC nhn thy y l thi im thch hp r sot v sa i cc

chong trnh khung theo nhm k nng, nhm pht huy hn na th mnh v tnh lin

thng ca chng trnh cho cc nm ca h CLC.

B mn tin hnh cc hi tho chuyn , phn cng cc nhm gio vin ph trch

cc nhm k nng vi 4 nhm trng. Mi nhm k nng s tin hnh:

- tp hp cng mn hc ca k nng mnh ph trch, cho 6 hc k, theo ccni dung Mc tiu, Lch trnh, Cc hot ng hc tp chnh , Qui trnh v cng c

kim tra nh gi, ngun ti liu

- Nhm trng trnh by phn tng hp ny trong hi tho chuyn (c s thamgia v phn bin ca cc gio vin xy dng chng trnh t giai on 1). Cc

kin phn bin tp trung vo Tnh lin thng ca cc k nng (sub-skills),

kh tng dn ca cc bi tp ln v Yu cu tng dn i vi cc hot

ng hc tp chnh.

- Cc gio vin ng gp chia s kin chuyn mn hon thin khung, nhmm bo tnh tip ni v kh tng dn qua cc hc k

- Cc nhm hon thin khungSau khi cc chng trnh khung c hon thin, b mn s tin hnh r sot v i migio trnh, theo hnh thc cun chiu tng hc k. Cng vic ny l k hoch cho nm

hc 2010-2011

m bo cht lng ca vic sa i chng trnh khung

1. Chong trnh sa i: sn phm cui cng ca mi khung bao gm


16/49

- Mc tiu ca 6 hc k- Cc hot ng hc tp chnh trn lp- Qui trnh v cng c kim tra nh gi- Ngun ti liu hu ch c kim nh

2. i ng gio vin tham gia trin khai

Cc gio vin mi, tr s c bi dng thm v chuyn mn. Cc gio vin thnh ging

cho CLC cng nn c mi tham gia. Cc hot ng chnh bao gm:

- Hi tho chia s kinh nghim: Cc gio vin c kinh nghim t chc cc hnhthc hc tp s thuyt trnh v hng dn v cch thc tin hnh, yu cu c thi vi gio vin, sinh vin. V d t chc Writing Portfolio, Simulation nh

th no cho hiu qu

- Ti liu hng dn cch tin hnh cc hot ng hc tp chnh: Cc gio vin ckinh nghim s vit li chi tit qui trnh, tp hp cc file ti liu s dng v

chia s vi cc gio vin khc

- Mentoring gio vin tr v mi: gio vin nhiu kinh nghim s d gi v gp cho cc gio vin tr/mi. Cc gio vin tr/mi s d gi cc gio vin nhiu

kinh nghim hc hi.

Gio vin cng cn pht huy tnh t ch v tnh ownership vi chng trnh mnh ph

trch, iu th hin qua vic t tm hiu, tn dng cc ngun thng tin, c bit l

kinh nghim ca cc gio vin i trc.

3. Nhm cn b qun l chuyn mn: vic gim st thc hin chng trnh cn c

tin hnh thng xuyn, bao gm vic kim tra tin , m bo cung cp h trchuyn mn trc mi hc k, phn cng gio vin dy cc lp v cc nm mt cch

hp l, m bo cn bng v kinh nghim, nng lc chuyn mn. y l 1 trong

nhng yu t gip cho vic m bo cht lng ng u gia cc kha (across

batches), gia cc lp (across classes) v gia cc hc k (across semesters).


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KT LUN

Vic m bo cht lng trong ging dy ngoi ng ni chung v m bo cht lng

trong vic sa i chng trnh khung cho h CLC ni ring c th c nh gi da

trn nhng tiu chun nht nh. Hai yu t quan trng nht m b mn CLC hng ti

thc hin m bo cht lng l bn thn chng trnh c c xy dng khoa hc v

c r sot thng xuyn nhm nng cao hiu qu khng, v i ng gio vin trin

khai chng trnh c hiu c l thuyt nn tng v c kh nng p dng vo thc tin

ging dy mt cch hiu qu khng. t c mc ch nhn rng m hnh o to

ngoi ng cht lng cao ra h i tr, to mt v th mi cho khoa, trng, th vic mbo cht lng ngay ti b mn CLC l mt vic lm cn thit.

Ti liu tham kho:

Nguyn Ha, Nguyn Thu L Hng, Trn Hoi Phng, ng Kim Anh. 2005.Bo co

nh gi hiu qu d n o to ngoi ng cht lng cao. Ti liu lu hnh ni b.

Standard and Criteria for English Language Teaching (ELT) centers- International. 2009

NEAS Ltd.

Cc chng trnh khung cho 4 nhm k nng ang trong qu trnh sa i. Nhm gio

vin b mn CLC, Khoa S phm ting Anh, i hc ngoi ng, i hc quc gia H

Ni. Team leader V Tng Vi, Cc nhm trng Thu H (Ni), Hong Anh (Vit), Thu

Trang (c) v Thanh Vn (Nghe).


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Ph lc: Mt s chng trnh khung ang trong qu trnh sa i

1. Tng quan cc k nng v hot ng hc tp cho k nng Ni


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2. Tng quan cc k nng cho mn Vit

3. Tng hp cc hot ng hc tp, nh gi, ngun thng tin cho mn Nghe


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SYL IN-CLASS

ACTIVITIES

ASSIGNMENTS ASSESSMENTS R

1 In class listening

Theory

Discussion

Students

facilitation

-Transcript writing

-Warm up (song

cloze ex)

-Listening diary

-Midterm

-Attendance &

participation

-Transcript writing

(10%)

-Warm up (song cloze

ex) (10%)

-Listening diary (15%)

-Midterm (10%)

-Attendance &

participation (5%)

Books:

Craven, M. (2004). ListeUniversity PressCunningham, S. & MoorEdge Pre-intermediat

Longman ELT.Jakeman, V. & Mc DoweIELTS. Cambridge UnivPress.Nichols, M. (1994). LearGuilford PressOxeden, C. & Latham- KFile Pre-Intermediate

Cambridge University PrLinks:

http://iteslj.org/links/E http://www.esl-lab.com http://www.eslhome.c http://www.manything http://www.manything

http://www.broadcast.

http://www.bbc.co.uk/wodex.shtml


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Theory

Discussion

Students

facilitation

- Group project:

transcript of different

genres

- Warm up + sharing

- Midterm

- Group project:

transcript of different

genres (20%)

- Warm up + sharing

(15%)

- Midterm (15%)

Books:

Craven, M. (2004). Liste

University PressCunningham, S. & MoorEdge Pre-intermediat

Longman ELT.Jakeman, V. & Mc DoweIELTS. Cambridge UnivPress.Nichols, M. (1994). LearGuilford PressOxeden, C. & Latham- KFile Intermediate. Cam

University Press.Links:http://iteslj.org/links/E

http://www.esl-lab.com/ihttp://www.eslhome.cohttp://www.manythinghttp://www.manythinghttp://www.broadcast.chttp://www.bbc.co.uk/w

index.shtml


Theory

-Group project :design exercise

- Portfolio

K noi ro tungassignment chiem bao

nhieu %

Broukal, M. (1997). The Test Assistant. Glendale Cambridge Practice TesCambridge: CUPMann, RFCE Expert. Longman. S


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Discussion

- Midterm (2002). Fast track to FCEDuckworth, M. & Gud, FCE. Oxford: OUP.Greenall, S. (1996). Rew

Heinemann.


Theory

Discussion

Students

facilitation

-Group project :

design exercise

- Portfolio: collect

listening passages &

facilitate randomly


Theory

Discussion

Students

facilitation

- Listening Assignm- Facilitation- Mid term test- Attendance and

particip

- Listening Assignment- Facilitation (15%)- Mid term test (10%),- Attendance and partici

(10%)

o Contemporary2002, Cambri

o Advanced LisKathy Gude,

o Progressive L1990, Thomas

o The Listeningwith LanguagHarmer & SteLongman.

o Academic MiListening and


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Connie RogusHeinle & Hein

o TOEFL CBT 2001, Peterso

- Authentic recordings6 In class listening

Theory

Discussion

Students

facilitation

- Listening Assignm+Facilit

- News sharing- Mid term test

- Listening Assignment+Facilitati

(20%)- Mid term test (20%)- News sharing (10%)

-


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Hot ng movie sharing trong hc nghe tng cng kh

nng ngn ng cho sinh vin nm 3 b mn cht lng caoV Th Thanh Vn

Nghe l mt trong nhng cng c quan trng v c s dng ph bin nht trong cc

mi trng s phm. Theo mt nghin cu ca Rankin (1930) v k nng nghe, trung

bnh mt ngi ln dnh 42.1% thi gian giao tip ca mnh nghe, 39.1% ni, 15%

c v 11% vit. c tnh rng hu ht cc sinh vin hc sinh s dng hu ht mt

phn hai thi gian ca h vo vic nghe v sinh vin c th nhn c 90% thng tin

trng thng qua vic nghe t cc thy c gio v cc ngi khc (Ana, 1998). i vivic o to c nhn ngoi ng, o to k nng nghe l mt phn trong quan trng v

lun c ch trng ci tin phng php. Trong khun kh bi vit ny, trn c s tng

kt l lun v thc t ging dy mn nghe ti b mn cht lng cao, chng ti mun

phn tch mt hot ng pht trin k nng nghe mi pht huy hiu qu v nhn c

phn hi tch cc t pha sinh vin.

Phng php hc nghe truyn thng l phng php nghe hiu (listening ascomprehesion). Phng php hc nghe ny c mt s c im

a) hc nghe phc v ly thng tin t on hi thoi;

b) hiu c on hi thoi, ngi nghe c dy cch tip cn di ln hoc trn

xung hiu on hi thoi.

Theo Anderson & Lynch (1988) v David Nunan (1991), ngi nghe ng vai tr l mt

ch th tch cc (active model builder), xy dng cho mnh k nng nm bt thng tin

bng phng php bottom-up, phn on li ni thnh tng n v t nh n ln dn

hiu, on ngha on hi thoi, xc nh t chnh v b qua ngha ca cc t khc

trong khi nghe; hoc phng php top-down, dng kin thc nn sn c ca mnh

nm bt c vn , phc v cho vic nghe, ghi nh ngha ca on hi thoi trong khi

nghe. Phng php ging dy ny c s dng trong thi k u ca qu trnh hc nghe

vi mc ch l nghe hiu.


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25

Kinh nghimthc t

Vn t

Cu trc

Top-down

Bottom-up

Kch hot

Top-down vs. Bottom-up Listening Process

(Helgesen and Brown, 1994, xii)

Cu trc mt bi nghe truyn thng gm cc phn nh sau: (Field, 1998)

* Trc khi nghe: t ni dung

* Nghe:- Nghe s b (theo cu hi, theo bi)

- Theo di cu hi cho trc, bi tp cho trc

- Nghe k

- Kim tra cu tr li.

* Sau khi nghe:

- Kim tra ngn ng chc nng.

- Hc ngha t vng.

Tuy nhin, phng php hc nghe truyn thng ni trn, vi cch thc kim tra l cc bi

tp phn bit t trong bi tp v t ca ngi ni, c nhc im l khng khuyn khch

ngi hc bi v h ch tp trung vo nghe t m khng qua tm n ngha ca c on

hi thoi. Do , vi cc hc ny, thm ch mt s sinh vin c th hon thnh tt bi

kim tra, nhng khng c kh nng hiu hon ton ngha mt bi nghe.


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26

Khng ph nhn hiu qu ca phng php hc nghe hiu nhng vi trnh ca sinh

vin nm th 3 ca b mn cht lng cao, kh nng nghe ca cc em pht trin tng

i tt. Tuy nhin trong qu trnh dy v hc ny sinh mt vn . l cc ni dung

trong k nng nghe mang tnh hc thut cao do nh hng ca chng trnh trong khi

thc t s dng ngn ng ca sinh vin s a dng hn. Sinh vin cm thy lng tng khi

phi s dng ngn ng hng ngy.

Mt vn bt cp na l do khi lng ni dung cn truyn ti qu nhiu nn sinh vin

c xu hng ch tp trung vo luyn k nng m qun i mt phn quan trng l cm

th ngn ng, b sung kin thc nn ni chung c bit v vn ho, kinh t, chnh tr

c th hiu ng dng hc v ng ngha hc mt cch thu o.Chnh thc t ny i hi s ci tin trong phng php ging dy k nng nghe gip

sinh vin pht k nng, kin thc trin ton din hn.

Nhng tnh hung nghe trong gio trnh thng thng mang tnh g b. C th l mt

bi ging hay mt on tin c vit t trc v c li. Hn na, vi mc ch dng

luyn tp nghe hiu nn tc chm, thng tin quan trng c lp i lp li v khng

th hin c mt s tnh cht nh trong giao tip trc tip hng ngy (Hedge, 2000).

Spontaneous informal talk Recordings for English language

learners

Variations in speed of delivery, often fast Slow pace with little variation

Natural intonation Exaggerated intonation patterns

The natural features of connected speech,

e.g elision

Carefully articulated pronunciation

Variety of accents Received pronunciation

Any grammatical structures natural to the

topic

Regularly repeated structures

Colloquial language More formal language

Incomplete utterances Complete utterances

Restructuring in longer, more complex

sentences

Grammatically correct sentences

Speakers interrupt or speak at the same Speakers take careful turns


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27

time

Speakers use ellipsis (i.e. miss out parts of

sentences)

Ellipsis infrequent (i.e. sentences usually

complete)

Back ground noise present Background noise absent

(Hedge, p.240, 2000)

Vn mu cht hnh thnh phng php dy nghe theo kiu mi l c s khc bit

gia vic nghe c v vic s dng c ngn ng. Nhng ngi ni ting Ty Ban

Nha c th nghe hiu c ting B o Nha nhng khng th ni c, nhiu sinh vin

c th nghe v hon thnh tt bi tp nghe nhng khng th s dng ngn ng v cutrc tri chy. Do , c s khc bit gia vic nghe hiu v vic nm bt v s dng

ngn ng (Field, 1998). Phng php hc nghe mi c nhim v hn gn s khc bit

ny, gip sinh vin ch ng hc nghe v ch ng hn trong vic s dng ngn ng ca

mnh, cng nh nm bt c s thay i ca ngn ng m khng gio vin no c th

dy c sut i.

p ng nhu cu ni trn, phng php hc ch ng theo m hnh chia s cc b

phim hay (Movie sharing) c p dng.

Quy trnh ca mt bui hc c th c m t nh sau. Lp hc c chia lm 2 nhm:

nhm chun b v nhm tham gia. Nhm chun b, trc gi hc, c nhim v: tm v la

chn mt b phim s dng ting Anh m nhm thy th v, xem phim v la chn mt

trch on m nhm yu thch nht. Trc bui hc mt tun nhm phi gi ng link

ca ton b phim cng nh on trch cho nhm tham gia, km vi bn tm tt ni dung

phim trong trng hp cc thnh vin khng c thi gian xem ton b phim vn c

th nm c bi cnh ca on trch. Bn cnh , nhm tham gia nh hng tt

hn khi xem, nhm chun b cn gi mt s cu hi gi nhm tham gia c th xc

nh nn hng s quan tm vo yu t no trong phim. Trong gi hc, nhm chun b

cn thit k trnh chiu powerpoint gii thiu chung v b phim, l do ti sao nhm li

la chn phim ny. tit kim thi gian trn lp thng thng nhm s khng chiu li

phim hay trch on m ch chiu on phim qung co (trailer) v on phim ny c th

tm tt li nhng din bin hp dn nht trong phim. Nhim v quan trng nht l nhm

phi thit k c nhng cu hi tho lun mang tnh gi m cc thnh vin nhm


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28

tham gia c th cng nhau tho lun, chia s nhng cm nhn v phim, c th l v ni

dung phim, nhng bi hc cuc i h c th rt ra qua b phim ny, nhng tnh tit th

v, nhng cu ni, nhng cch din t m h c th hc hi hoc lm h cm ng.

Nhm tham gia c nhim v xem trc trch on, tt nht l c phim. Trong qu trnh

xem phim, ngoi vic thng thc, ngi xem cn phi ch n nh hng m nhm

chun b a ra. Trong gi hc nhm ny c nhim v tham gia vo hot ng chia s

thng tin ca nhm chun b.

Hot ng ny tho mn c nhiu mc tiu hc tp. Ngoi vic trang b cho ngi hcmt vn vn ho a dng ca cc nc ni ting Anh (ch yu l cc nc Anh, c,

M.) v khi lng kin thc nn a dng v cc lnh vc khc nhau, cung cp vn

ngn ng thng tc hng ngy, tt c b tr cho vic nm bt ni dung c d dng hn

th y cng l mt hot ng chi m hc, hc m chi, gip ngi hc c th gin

sau nhng gi hc cng thng.

Mt mi tn bn trng rt nhiu ch khc nhau, hot ng ny cn h tr ngi hc rt

ra c nhng trit l nho nh th v t cc b phim thuc nhiu th loi khc nhau.

Di y l mt v d sinh ng. y l mt on tho lun ca sinh vin sau khi xem

phim Sex and the City

Sex and the City n tng vi ci thi trang trong fim y nhng iu mnh n tnghn l nhng messages m mnh tm thy trong phim. 4 c gi gi, 4 cuc i khc nhau.Hnh nh h cng l in hnh ca cc c gi y. Ch nh tn ca 2 ngi: Mirranda vCarrie.

Carrie l c nh vn, 40 tui mi kt hn. S kin ny a c ln hn Vogue, c b s niting cun i. C v anh chng Big ca mnh d nh 1 m ci tht gin d thi v n

gin h ch cn c nhau ch k cn n nhng th ph phim bn ngoi v cn v y l ln th 3 kt hn ca Mr Big. Th nhng v Carrie trt ln Vogue, Carrie trt nhn qutng l mt b vy ci ca 1 nh to mu ni ting nn s khch mi vt ln ngoi dkin ca 2 ngi. Mt pht e ngi s hi mnh sai lm, Mr Big khng dm bc vophng lm l, li s ch au kh cho Carrie. C 2 ngi ch v mt s l do khchquan m c cht miscommunication; khng bnh tnh nn kt thc lng xt. Mt thigian sau, 6 thng, h tm li c nhau, hnh phc, n hn nhng t ra l cng c th nili mt cuc tnh.

Bn bo iu y phi l, 6 thng, 6 thng ngi ta qun i tt c v bt u mt cuctnh mi. D dng th ? c th lm! Cn g n tn 6 thng, 1 tun, i khi ch 1 ngy


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29

thi c th r b i tt c c 1 ci g hon ton mi m. Rng h qu may mn khisau 6 thng vn cn quay li c vi nhau.

n tng cnh Carrie chui vo ging git ci knh gng en mt vung, gi nua ca MrBig eo c sch. She looks so cute!

Mirranda, c lut s lc no cng vi u vo cng vic, ri tr nn cu knh v qunhiu th trch nhim ln u mnh. C thm ch qun c vic chm sc bn thn. Cc mt anh chng hin lnh, tt bng. Nhng anh ta l n ng. Of course. Vic l l cav lm anh ta tht vng v chuyn g n phi n. Anh chng tht th ng yu ny licn qu day dt nn th nhn vi v. C v khng chp nhn ni s thc v c quyu chng, v c thy mnh qu hi sinh v gia nh m sao chng li phn bi mnh. Ccm thy b s nhc. C ny c cu ni: " He sent "I am sorry" emails, "I am sorry"voicemails, "I am sorry" cards....Why doesnt he do anything wrong to say "I am

sorry"???"

D sao th no one is perfect fi khng? Cng may rng sau mt thi gian di, anh chngchn thnh hi ci, li c thm s rng buc t con ci, cng vi tnh yu thc s m hc, ri th nhng m nh y cng qua i.

Cnh h ci nhau ni tr liu tm l kh th v. Mirranda hn chng v vi phm lith (vow) chung thu sut i. Anh chng ti lc ny cng on gin Mirranda vi l l ccng vi phm li th s lun bn anh trn i d m au, bnh tt, d li lm...

Ci kt tht hay khi 1 c lut s c th gt b ht nhng logic trong u mnh, gt b is t i hn gn v mt tnh yu cn ang sng, v mt gia nh.

tnh yu chng theo mt logic no c nh!

Mt c nng na, ngi c v nh kh may mn trong s 4 c gi khi c mt s nghiptt, mt anh chng yu c ht lng. C ny warm up li tnh yu ca mnh theo 1 phngthc ht sc sng to. Con ngi ch bit c n hng th, shopping, thi trang, ngmvut nh c ta li dm lao vo bp c 1 ngy tri lm mn sushi nhm gy bt ng chongi yu nhn ngy Valentine. She lied naked on the table with sushis covered all overthe sexiest and most sensitive parts of her body, waiting for her man. He came home late,so late that she couldnt wait. Khi anh chng m ca vo nh sau mt ngy lm vic mtnhc, c nng fi vo mt chng ton b s sushi c ta lm nh th ang fi a. Anh chngchng bit lm g hn ngoi n trnh v vt vt "a gi in bo e l a v mun ri cm." C nng b i, anh ta bun ru rt trong ti ra mn qu Valentine cha kp tng. Ginh c nng bit nhn i 1 cht, kim ch hn mt cht, c l h c th celebrate 1Valentine mun nhng tht ngt ngo.

cng yu nhiu, ngi ta cng tht vng nhiu, au kh nhiu v d dng tc gin.Nhng cng chnh v th m h git cht tnh yu. Cui cng th tnh yu git cht tnhyu.

C gi th 4 khng c g nhiu ni. Cuc sng tnh cm kh m . Nhng i u trnvn, c ta mi k c bu c, nh phi nhn 1 c con nui. Th nhng sau bao nhiu nlc, sau bao nhiu nm mn mi tng ht hi vng, t nhin c li c thai. Cng


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30

khng phi l lm. i thng c kh nhiu trng hp nh th. Cuc sng c ny trmhn v dng nh trn vn hn so vi 3 ngi bn mnh.

Trong phim c nhc n 1 l th tnh ca Ludwig Bethoven-Love letter number 3:

"Good morning, on July 7

Though still in bed, my thoughts go out to you, my Immortal Beloved, now and thenjoyfully, then sadly, waiting to learn whether or not fate will hear us -I can live only wholly with you or not at all -Yes, I am resolved to wander so long away from you until I can fly to your arms and saythat I am really at home with you, and can send my soul enwrapped in you into the landof spirits -Yes, unhappily it must be so -

You will be the more contained since you know my fidelity to you.No one else can everpossess my heart - never - never -Oh God, why must one be parted from one whom one so loves.And yet my life in V is now a wretched life -Your love makes me at once the happiest and the unhappiest of men -At my age I need a steady, quiet life - can that be so in our connection?My angel, I have just been told that the mailcoach goes every day - therefore I must closeat once so that you may receive the letter at once -Be calm, only by a calm consideration of our existence can we achieve our purpose tolive together -Be calm - love me - today - yesterday - what tearful longings for you - you - you - my life

- my all - farewell.Oh continue to love me - never misjudge the most faithful heart of your beloved.ever thine

ever mine

ever ours

L."

--> Trng hp tht! Good morning, on July 7

Mt phim tng ch gii tr nht pho, ho ra cng c nhiu iu suy ngm ynh!

Ph lc i km l v d v slide trnh chiu ca mt s nhm.

Mt iu cn ch khi cho cc nhm nh tho lun l thnh vin ca nhm chun b

cn bao qut v gim st hot ng ca tng nhm nh, m bo h thc s lm vic ch

khng lm vic ring tuy nhin khng nn can thip qu su hoc thiu t nh vo cuc

tho lun ca tng nhm nh. i khi nn cc nhm tho lun mt cch t do, khng

nn g b vo vic tr li cc cu hi a ra th cuc tho lun mi t c kt qu nh


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31

mong i. iu ny i hi k nng, bn lnh, s linh hot v tinh t ca nhm chun b.

Chnh v th hot ng ny ch ph hp vi sinh vin nm 3 khi kh nng bao qut lp,

ng lp, v k nng ca cc em c rn luyn qua nm hc k.

Cng cn phi lu rng sinh vin cn phi ht sc ch ng v c kh nng lm ch

tnh hnh. Do tnh cht ca hot ng ph thuc kh nhiu vo cng ngh nn c th dn

n tht bi khi tin hnh hot ng ny trong trng hp trc trc k thut c th xy ra

nh mt in, file cn mt phn mm c bit chy, my tnh hng, v.vChnh v th,

sinh vin cn chun b c phng n thay th khi c trc trc k thut.

Phng php hc tp ny c mt s li ch c bit so vi cc phng php hc khc vthi gian v khi lng thng tin. Mc d thi gian hc thc t trn lp ch l 30 pht,

nhng hiu qu ca n vt xa s thi gian t i nu trn do sinh vin phi s dng thi

gian ca mnh t chun b m khng b p lc. Thi gian hc ng thi cng l thi

gian ngh ngi th gin ca ngi hc. Khi lng thng tin m sinh vin sng lc v

tip thu ln hn v mang tnh thc t hn nhiu so vi vic hc nghe qua cc gio trnh.

Ni dung nghe phong ph, mang tnh i thng, cc on hi thoi mang tnh t pht,

a dng t trang trng n thn mt, c y cc c im ca giao tip trong thc t

gip ngi hc khng cn b ng v t tin hn trong vic s dng ngn ng. Cm nhn

v mt ngn ng ca ngi hc cng c ci thin ng k. La chn ngn ng chnh

xc v t nhin hn. Ngi hc bc l c s nhy cm ngn ng ca ngi bn ng

(native intuition). Hot ng hc tp mang tnh ch ng, ly ngi hc lm trung tm

ny phn no b p c khim khuyt m nhiu nh gio dc hc ph phn l mang

nng tnh l thuyt, thiu thc t ca gio dc i hc.

Cng vi s pht trin nhanh chng ca x hi, i hi ngy cng cao ca cc nh tuyndng, sinh vin cn c b sung cc kin thc, k nng cp nht p ng yu cu

nay. S bng n ca cc phng tin truyn thng, c bit l Internet, cng vi s nng

ng ca sinh vin to iu kin cho phng php ging dy nghe mi ny tr nn kh

thi v pht huy hiu qu cao, nhn c phn hi tch cc t pha ngi hc.


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32

Ti liu tham kho

Anderson, A. & Lynch, T., Listening, OUP, 1998.

Ana Maria Schwartz, in Modules for the professional preparation of teaching assistants

in foreign languages (Grace Stovall Burkart, ed.; Washington, DC: Center for Applied

Linguistics, 1998.

Field, John., The changing face of listening. English teaching professional, 1998

Hedge, T., Teaching and learning in the language classroom, OUP,2000.

Helgesen, M. and Brown, S.,Active Listening. Cambridge University Press, 1994

Nunan, D., Language Teaching Methodology, Prentice Hall International (UK) Ltd,

1991.

Rankin, P.T., The Importance of Listening Ability inEnglish Journal 17:623-630, 1930


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33

DIFFICULTIES IN TEACHING MULTILEVEL

FIRST YEAR CLASSES

AT UNIVERSITY OF LANGUAGE INTERNATIONAL STUDIES

ABSTRACT

This paper investigates the difficulties experienced by lecturers at University of Language

International Studies in Hanoi, Vietnam, teaching first year classes. this topic provokes such an

inspiration for me hoping to help lecturers and students in teaching and learning. With

observation, data collected in the survey, a series of interviews with lecturers who are teaching

English language in the university. The data collected from the lecturers were used as a basis to

analyze the difficulties as well as to draw out practical solutions and suggestions to overcoming

those difficulties in teaching multilevel first year classes

BIODATA

Author: Nguyen Quynh Trang- currently a lecturer of English-Fast track Division- English

Department- University of languages and International studies, Vietnam National University,

Hanoi (VNU). She studied in Sydney-Australia for 5 years and also majored in English teaching

as well as in Linguistics.She specialized in teaching IELTS, TOEFL ibt and Pronunciation and

was asked to be guest lecturer of English for Institutions such as FPT University, Fsoft Company-

FPT, Vietnam National Economics University, Information Technology Department- VNU,

Pamas Institute, guest interpreter for Institutions such as Bitexco Cooperation and Peoples

Committee of Hanoi, Vietnam News Agency

INTRODUCTION

The primary goal of this thesis is to study the difficulties of the lecturers have when teaching

multilevel first year classes. At many schools, such as University of Language International

Studies, located in Hanoi, Vietnam, teaching multilevel first year classes requires hard work from

the lecturers because the students levels are quite different. Besides, studying in these classes,students are sometimes unmotivated because the tasks may be either too easy or too difficult for

them. This is really a matter that most lecturers have to face. The study also aims at evaluating

current method in teaching used by lecturers and their contribution for developing the multilevel

first year classes teaching skills. Activities and suitable teaching method relating to multilevel

first year classes are also studied in this paper. It covers new teaching techniques and shows

lecturers the real-life applicability of those techniques gained from both students and professional

perspectives.. This problem can be tackled through answering the following questions:


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34

1. From lecturers perspective, what are their biggest problems when teachingmultilevel first year classes?

2. What teaching techniques do lecturers suggest to overcome those difficulties?LITERATURE REVIEW

1. What is a multilevel class?

There have been many studies on multilevel classes (or mixed ability classes) as most lecturers

have faced this problem in teaching.

When we talk about multilevel classes, we tend to focus on the variation in the students control

of the language. We talk about the influent student sitting next to the one who can barely piece

together a sentence. (Bell, 1991:1)

According to Shank and Terrill (1995), lecturers use the term multilevel to identify any group

of learners who differ from one another in one or more significant ways. Arguably, every class is

multilevel because learners begin with varying degrees of competence and then progress at

different rates in each of the language skills: listening, speaking, reading, and writing.

In a word, a multilevel English class is the one in which there are different students with different

levels or abilities in controlling the language.

2. Why are there multilevel first year classes? There are three main reasons:

a. Previous experiences with education

In most first year classes, there is a gap between the levels of students who are excellent and have

a good background of English while others are not. Currently, English is taught diffently in Highschool, in some private schools, English is more focused than others. While some schools include

English in their curriculum (Lets Go series published by Oxford University Press), others do

not. This means that in first year, some students leaving High schools with a good sound

knowledge of English will study better than others. This reality brings about problems not only

for students but also for lecturers. As reported in The Vietnam News (2008, Nov 16),

Students presently study basic English in primary school; but they then move on to junior and


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35

senior high school, where the curriculum repeats beginning-level English. Such a reiteration is

non-pedagogically sound and tends to limit students English skills.

b. The point of entry

This seems to be no criterion in forming classes at the beginning of the school year. Most

students are randomly streamed. As a result, both strong and weak students may share a class.

c. Individual factors:

According to Lightbown and Spada (1993: 36, 39), students intelligence and motivation affect

language learning.

Intelligence: Many studies using a variety of IQ tests and different methods of assessing

language learning have found that intelligence levels were a good means of predicting how

successful a learner would be at language learning.

Motivation: Positive attitude and motivation are related to success in language learning.

3. What are the problems of multilevel classes?

a. Applying Methodologies and Techniques

Lecturers really have difficulties in using methodologies and techniques because some techniques

may be easy to some students but difficult for others. As Bell (1991:10) points out, What can I

give them to do that wont bore the advanced students and wont be too difficult for the

beginners?

b. Managing class

What should the lecturers do when some students finish the tasks (during class time) earlier than

the other students do? The advanced students, who do not want to waste time waiting for the

others, may do their own business that the lecturers cannot control. Lewis (2002:33) reports,

Theres such a variety of levels in this class that its really difficult to organize a good lesson.

c. Assessing and Evaluating


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36

Sometimes lecturers find it difficult to design tests. Difficult tests will be out of weak students

abilities while easy tests will de-motivate strong students. Bell (1991:12) says that it is difficult

to devise an evaluative instrument suitable for students with such varied backgrounds and skills.

4. What are solutions for multilevel first year classes?

a. Planning tasks for the Multilevel Class.

Galateanu ( 2005) points out three main ways of planning tasks for a multilevel class:

(1) Use the same language material, but assign different tasks.

(2) Use different language material, but assign the same tasks.

(3) Use different language material and assign different tasks.

b. Managing the multilevel classroom through organizing activities:

Bell (1991: 103, 131) suggests a variety of techniques and grouping strategies:

Whole Group activities are appropriate initially for beginning a new class and regularly for daily

warm-up time.

Small Group work provides opportunities for learners to use their language skills and is often less

intimidating than whole group work.

Cross-ability grouping allows stronger learners to help others and maximizes complementary

learner strengths.

Cross-ability pairs work best when partners are given different roles and heavier demands are

placed on the more proficient learner.

Grouping students by these ways will bring about a lot of advantages for both lecturers and

students. The lecturers can play the role of a facilitator or an adviser who can spend more time on

helping weak students than strong ones. More importantly, good learners can also act as peer

tutors or peer group leaders; weak students can feel more self-confident. Above all, students

really have a lot of chances to learn from one another.

c. Assessing and evaluating (ongoing)


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37

Assessing and evaluating are important parts of teaching process as Bell (1991: 43) points out,

the lecturers need to institute ongoing evaluation procedures so that we can adjust our approach

to suit the class.

METHODOLOGY

- The subjects of the study: 8 English lecturers from University of Language International

Studies.

- Data collection: The data presented in this research were collected from 8 questionnaires

- Data analysis: according to statistical frequency and percentage.

FINDINGS AND DISCUSSION

Data collected from questionnaires answered by 8 lecturers from University of Language

International Studies are presented through the following tables:

Most surveyed lecturers affirmed that they had difficulties in teaching a multilevel first year

class. Actually, 75% of the lecturers really had difficulties in applying methodologies and

techniques. According to them, communicative approach is best for advanced students while

lower-level students only get benefits from techniques such as Repetition Drills in Audio-lingual

method. The statistics in table 1 also showed that how to manage a multilevel English class

seemed to be the problem of only 50% of the investigated lecturers. The rest 50% had no

difficulties because they attended Vietnamese Teaching Training Network - VTTN Program

conducted by British Councils every year. Only 37.5 % of those questioned met difficulties in

assessing and evaluating students learning because they had some experience in assessing and

evaluating.

The recorded data in table 2 showed that by using the same material (prescribed textbook), 75 %

of the lecturers designed different tasks suitable to their students levels. These lecturers tried

their best to satisfy both the fixed syllabus and real needs of their students. On the contrary,

62.5% had both strong and weak students do the same tasks although students abilities were not

the same level. Statistics in table 2 also revealed that, in order to offer students further practice as

well as to consolidate the knowledge in the textbook, two lecturers, taking 25%, required students

to do the same tasks with different materials, which really helped both strong and weak students

improve their English. With the same purpose as above, only one teacher (12.5%) designed


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38

different tasks with different materials because of the allotted class time (45 minutes for each

period, three periods a week).

On being asked about planning activities, all lecturers replied that they organized pair work and

group work, but they had different grouping strategies. The majority of the lecturers (87.5%) said

that they divided students into pairs or groups of students sharing the same desks because that

was the quickest way. If they formed cross-ability pairs or groups, students had to move from

one desk to another, which might make loud noises affecting neighbor classes. Despite this

inconvenience, the other lecturers that make up 37.5 % grouped students with cross-ability so as

to benefit the students. However, two out of eight lecturers (25%) formed equal-ability pairs and

groups. According to them, by doing this, advanced students were motivated because they hadmore chances to develop their skills while the lecturers could pay more attention to weak pairs or

groups.

CONCLUSION AND SUGGESTIONS

Conclusion

In summary, the results of the study have proved that multilevel first year classes have brought

about a lot of difficulties to most lecturers at University of Language International Studies. To

overcome these difficulties, some lecturers made good efforts in planning tasks suitable tostudents levels, organizing pair work and group work with good strategies. However, there were

still some lecturers who could not do anything else because of some personal and contextual

reasons. Consequently, different strategies of different lecturers might create a bigger gap of

levels among students in the same grade. In my opinion, there should be a synchronic solution to

get over the problem of multilevel first year classes.

Suggestions

In order to overcome the problems of multilevel English classes, the following things should betaken into consideration:

* For students, they should be taught to be responsible for their own learning. Besides, students

should help one another in and outside classrooms to improve their knowledge of English.

* For lecturers, organizing activities and planning tasks that are best suitable to all students in a

class are very necessary. Lecturers should not ask students to do something boring or beyond

their abilities. Besides, assessing and evaluating should be an ongoing spiral. It will reflect

learning and teaching processes exactly.


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39

I do hope that these temporary solutions will reduce the gap of abilities among students, to some

extent, when they enter secondary schools.

Suggested further research

Despite the researchers attempts, there are still some limitations because of the allotted time and

the small scale of the research. It is essential that a larger scale of research be carried out.

REFERENCES

Bell, J. (1991). Teaching multilevel classes in ESL. California, Dominie Press, Inc.

Conference emphasizes need for improving English language skills. (2005, Nov 16).

VietnamNews . Page 1.

Galateanu, G. (2005). Multilevel heritage language classes.

http://www.international.ucla.edu/languages/article.asp?parentid=30897

(2005, Nov 27)

Lewis, M. M.A. (2002, September). Reflections on Teaching. Why I am not a perfect

teacher. Teachers Edition. Pages 32-33.

Lightbown, P. M. and Spada, N. (1993). How languages are learned. Oxford, Oxford

University Press.

Lubik, M. (2005). Using folktales in multilevel class teaching.

http://www.maius.uni.torun.pl/ang/prace/lubik.htm (2005, Nov 28)

Shank, C. C. and Terrill, L. R. (1995, May) Teaching Multilevel Adult ESL Classes.

Arlington (Virginia) Education and Employment Program.

http://www.cal.org/caela/esl_resources/digests/SHANK.html (2005, Nov 27)


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NNHHNNGG KKHH KKHHNN CCAA SSIINNHH VVIINN VVIITT NNAAMM TTRROONNGGVVIICC PPHHTT MM PPHH MM VV NNGGUUYYNN MM TTIINNGG TTHHII

Th.S. Nguyn Mai Phng Khoa S phm Ting AnhTh.S. Nguyn Th Vn Chi Khoa Ting Anh

Email:[email protected];[email protected];

____________________________________________________________

TM TT

Hin nay, slng ngi hc ting Thi Lan Vit Nam ngy cng gia tng. Mc d

ting Thi v ting Vit c nhiu nt tng ng nh cng l ngn ng n lp

(Isolating language) v l ngn ngc thanh iu (Tonal language) nhng vn c s

khc nhau nhiu im. Skhc nhau ny gy ra nhiu kh khn cho ngi hc l

ngi Vit Nam khi pht m thanh iu, nguyn m v ph m ting Thi. Nghin cu

ny c thc hin nhm tm hiu cc vn gp phi ca sinh vin Vit Nam khi

pht m ph m v nguyn m ting Thi nhm p dng vo vic sa li pht m

ca sinh vin nng cao kh nng pht m sao cho chun xc hn.

I. T VN L do chn ti

Vic hc mt ngn ng nc ngoi khng ch cn bit t vng hay ghi nhng php mvic pht m t cho r v chnh xc l mt yu t quan trng khng km v k nng pht m nh

hng ti cht lng li ni v giao tip ca ngi hc v sau. V nu ngi hc ngoi ng

pht m khng chun s khin cho qu trnh giao tip i khi s khng t c kt qu mong

mun. Vic pht m sao cho ging hoc gn ging vi ngi bn ngc xem l mc tiu cao

nht ca vic hc ngoi ng. (Kenworthy. 1987:3)

Vit Nam l mt trong nhng nc c t chc dy v hc ting Thi trong thi gian 10

nm qua. Hin nay, vic hc ting Thi ngy cng thu ht c s quan tm hn, c nhiu trng

m chng trnh dy ting Thi nh: Trng i hc KHXH v NV HCM, Trng i hc

Ngoi ng -HQGHN, Trng i hc Tin hc v Ngoi ng TPHCM, i hc

Nng,v.vv c s lng ln sinh vin tham gia hc ting Thi cc trng ny.

Trong qu trnh dy ting Thi cho sinh vin Vit Nam, chng ti quan st thy rng hu

ht ngi hc u mc phi cc li v pht m thanh iu, nguyn m di -nguyn m ngn v

ph m ting Thi. Khi ngi hc pht m sai mt ph m u ca mt m tit hay mt t no

th s dn n vic ngi nghe khng hiu hay hiu nhm thnh mt t khc do ngha ca t

b thay i i. Chng hn nh khi pht m sai t /b/ (b vai) thnh t /p/ (rng)

hoc /ph

/ (ct) th c th thy rng ngha ca t hon ton khc i. V vy, vn pht m


41/49

ca ngi hc l mt trong nhng vn ln m ngi dy ngoi ng cn phi ch trng. tm

ra phng php sa li pht m cho sinh vin th ngi dy cn phn tch li sai mt cch chi

tit nhm c tha ra cch sa li chnh xc. Vi vai tr l ngi dy ting Thi cho sinh

vin Vit Nam, chng ti nhn thy cn thit phi tm hiu cc vn gp phi trong pht mph m v nguyn m ting Thi ca sinh vin Vit Nam nhm phn tch su nguyn nhn ca

vn v p dng trong qu trnh sa li pht m cho sinh vin cng l gp phn nng cao

hiu qu ca vic dy v hc ting Thi.

1.2 Mc ch nghin cu

Nghin cu ny c thc hin nhm:

- kho st nhng ph m v nguyn m ting Thi m ngi hc thng gp phi vn v pht m

- tm hiu, phn tch c im v nguyn nhn ca cc li pht m k trn1.3 Phm vi nghin cu

- Tm hiu cc li pht m v ph m u l nhng m n, ph m cui v nguyn m

ca sinh vin Vit Nam

- Nghin cu t nhm sinh vin Vit Nam nm th 4 hc ngoi ng 2 ting Thi trong

nm hc 2009-2010, trng i hc Ngoi Ng, i hc Quc Gia H Ni

1.4 Phng php nghin cuNghin cu ny c thc hin vi cc phng php:

- Tm hiu ti liu, bi nghin cu c lin quan- Xc nh nhm i tng nghin cu- Xy dng bng t (Word List) pht m ph m v nguyn m ting Thi- Tin hnh thu thp d liu t nhm i tng nghin cu- nh gi kt qu v phn tch d liu

II. GII QUYT VN II.1. Csl thuyt

- Ting Thi c cu trc m tit nh sau: C1V(V)(C2) [Ph m n (ghp) + nguyn mn (i) + ph m cui +du ]

- C 21 ph m n l /p, ph, b, t, th, d, k, kh, ?, m, n, , f, s, h, c, ch, l, r, w, j /- C 9 ph m ghp l /pr, phr, pl, phl, tr, khr, khl, kl, kw, khw/- C 9 ph m cui /-p,- t, - k, ?, - m,- n, - , -w, - j/- 18 nguyn m n /i, i:, e, e:, E, E:, , :, F, F:, a, a:, u, u:, o. o:, , :/

- 5 thanh iu: mid tone, low tone, falling tone, high tone, rising tone


42/49

II.2 Kt qu kho st

T kt qu kho st cho thy nhm sinh vin Vit Nam l nhm i tng nghin cu

mc cc li pht m cc ph m v nguyn m ting Thi nh sau:

II.2.1 Li pht m ph m u ting Thi

T kt qu phn tch cho thy ngi hc gp phi vn pht m 6 ph m l /p, ph, w, c,

ch, j/ v 2 ph m cui /k, n/. Trong cc li g p phi 3 dng l: li thay th m (Sound

substitution), b m (sound deletion) v thm m (sound addition). T tng kt cc li pht m

ph m u v ph m cui thy xut hin cc bin th (variation) khc vi ph m ting Thi

vi tn sut nh sau:

Bng 1:

STT Ph m Bin th %[f]

1 /ph/[p]

76.93

2 /c/ [ch] 69.61[z]

3 /j/[]

54.71

[v]4 /w/

[/]47.68

[b]

5 /p/[ph]

38.55

6 /ch/ [c] 24.49

Bng 2:

STT Ph m cui Bin th %

[kp]

[ch]1 /k/

O

51.52

2 /N/ [Nm] 23.56


43/49

T d liu Bng 1 cho thy rng khi pht m ph m u ting Thi, nhm i tng

nghin cu c vn v pht m ph m /ph/ nhiu nht vi t l l 76.93%, tip l m /c/

69.61%, m /w/ 47.68%, m /p/ 38.55% v m /ch/ 24.49%. Cn 15 ph m u cn li th sinh

vin pht m chnh xc.

Kt qu Bng 2 cho thy trong pht m ph m cui ting Thi, nhm i tng

nghin cu mc li sai v pht m m /k/ nhiu nht vi cc bin th 51.52% v m // 23.56%,

cn 7 m cui cn li c pht m chnh xc.

II.2.2 Li pht m nguyn m ting Thi

Kt qu nghin cu t nhm sinh vin hc ting Thi k trn cho thy c 7 nguyn m

gp phi vn v pht m l /i:, e:, :, :, u:, o:, :/ v thng pht m sai khi nhng m ny xut

hin trong nhng m tit hoc t c ph m cui. Cc vn gp phi v pht m ting Thi ca

nhm sinh vin ny u dng thay th m (Sound substitution), c th l pht m nguyn m

di thnh nguyn m ngn. L do khin ngi hc pht m sai nh vy l do nh hng ca ngn

ng m (Ting Vit) v nh hng ca hon cnh xung quanh. S liu v tn sut pht m

nguyn m di thnh nguyn m ngn nh sau:

Bng 3:

STT Nguyn m ting Thi Bin th Phn trm1 / :/ [] 68.322 /u:/ [u] 66.31

3 /o:/ [o] 64.60

4 /:/ [] 62.86

5 /i:/ [i] 61.086 /e:/ [e] 59.40

7 /:/ [] 57.46

S liu Bng 3 ny cho thy trong pht m nguyn m ting Thi, nhm i tngnghin cu c vn pht m nguyn m /:/ nhiu nht vi bin th sai 68.32%, tip n l

nguyn m /u:/ 66.31%, nguyn m /o:/ 64.60%, nguyn m /:/ 62.86%, nguyn m /i:/ 61.08%,

nguyn m /e:/ 59.40% v nguyn m /:/ 57.46%. Ngoi ra kt qu phn tch cng cho thy rng

khi pht m nhng nguyn m di k trn trong m tit ng, c ph m cui l /k/ /p/ /t/ th xuthin li sai nhiu hn nhng m tit kt thc bng /m/ /n/ // /y/ /w/. i vi 9 nguyn m ngn,3 nguyn m i v 2 nguyn m di cn li th ngi hc pht m ng.

T nhng kt qu nu trn, nhm nghin cu chng ti rt ra mt s nhn xt nh sau:


44/49

Nhm i tng nghin cu gp kh khn trong vic pht m 6 ph m u n ca ting

Thi l /p, ph, w, c, ch, j/. Nhng kh khn ny c th phn loi thnh 3 nhm chnh, l: (1)

nhng kh khn trong vic pht m cc ph m u n ting Thi khng c trong ting Vit

(/ph, c, j/) , (2) nhng kh khn trong vic pht m cc ph m u n ting Thi khng ng

vai tr l ph m u trong ting Vit (/p, w/), v (3) nhng kh khn trong vic pht m cc ph

m u n ting Thi xut pht t s nhm ln ca sinh vin (/p, ch/). Cc hnh thc pht m sai

m nhm i tng nghin cu gp phi bao gm hin tng thay th m (Sound Substitution)

v thm m (Sound Addition), trong hin tng thay th m chim a s, cn hin tng thm

m ch gp duy nht mt trng hp ca m /w/. iu ng ch l nhng m c dng

thay thu c t nht mt c im ng m trng vi nhng m b thay th (xem chi tit trong

Bng 4 di y).

So snh m v v bin thm v ph m u ting

ThiBin th V tr pht

mPhng

thc phtm

Tnh trngdy thanh

[b] /p/[ph] [p] /ph/[f] [v] /w/[g]

/c/ [ch] /ch/ [c] [z]

/j/ []

Bng 4: c im ca hin tng thay th m trong vic pht m ph m u ting Thi

Ch : m v v bin th c c im ging nhau

m v v bin th c c im gn ging nhau

m v v bin th c c im khc nhau

C th don nguyn nhn gy ra vic pht m sai lch ny l do nh hng ca ting

m hay theo nh Brown (2000: 95) l hin tng Negative Transfer, mt hin tng hon ton

t nhin ca ngn ng bi ting m l kinh nghim ngn ng gn b vi con ngi t khi

sinh ra, nn khi hc mt ngn ng mi th ngi hc thng c xu hng mang nhng kinh

nghim c c trong vic pht m ting m ra p dng trong vic pht m nhng m mi.

Nhm i tng nghin cu gp kh khn trong vic pht m 2 ph m cui ca ting

Thi l /k/ v /N/. Hin tng ny do hai nguyn nhn chnh gy ra, l nh hng ca ting m

v nh hng ca hon cnh ng m. Chng hn nh trng hp ca ph m cui /k/, nhm


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i tng nghin cu c xu hng pht m /k/ thnh /km/ khi /k/ i vi cc nguyn m /u, u:, o,

o:, , :/. iu ny xut pht t thc t rng khi pht m m /k/ trong trng hp ny ca ting

Vit phi ngm ming, hai mi khp li, trong khi ting Thi th trn ming, hai mi mra. y

l mt bng chng cho thy rng nhng c im khc nhau v hon cnh ng m cp m

tit gia ngn ng th hai v ting m cng c kh nng trthnh mt trngi i vi ngi

hc trong vic pht m ngn ng th hai.

Nhm i tng nghin cu gp kh khn trong vic pht m 7 nguyn m di ca ting

Thi l /i:, e:, E:, :, u:, o:, :/, c th l pht m thnh nguyn m ngn. Nguyn nhn ca hin

tng ny c kh nng l do nh hng ca ting m, v trong ting Vit, vic pht m mt t

ngn hay di khng c tc dng lm thay i ngha ca t nh trong ting Thi. Hn na, kt qunghin cu cn cho thy rng, nhm i tng nghin cu ch pht m sai khi nhng nguyn m

ny nm trong nhng t c ph m cui, v sai nht l khi nhng nguyn m ny i vi cc ph

m cui /p, t, k/. Trng hp ny c th l do nhm i tng nghin cu b chi phi bi nhiu

yu t khc nhau ngoi yu t nguyn m, chng hn nh ph m cui, s thay i thanh iu

hay s thay i hnh dng ca nguyn m trong nhng t c ph m cui, nn lm cho h bi ri

dn n vic pht m sai lch. Tuy nhin vn ny cn c nghin cu su v k hn trc

khi a ra kt lun

T nhng nhn xt trn, nhm nghin cu chng ti c th kt lun rng c im ng

m ca ting m c nh hng ln n kh nng pht m ngn ng th hai ca nhm i

tng nghin cu. Kt qu nghin cu ni trn cng ph hp vi kt lun ca nhiu nh nghin

cu khc (Avery & Ehrlich. 1992, Kenworthy. 1987, Celce-Murcia, Brinton & Goodwin. 2000),

c bit l Avery & Ehrlich (1992: introduction page) vi kt lun rng Ngn ng th nht hay

ting m s l nguyn nhn gy ra nhng trngi trong vic pht m ngn ng th hai trong

trng hp (1) pht m nhng m v ca ngn ng th hai m khng c trong ngn ng th nht,

v (2) cc quy nh v vic ghp m ca ngn ng th hai c s khc bit vi ngn ng th nht

III. KT LUN

Vic pht m ph m v nguyn m sao cho chun xc l yu t tin quyt pht m

ting Thi c ng v ging vi ngi bn ng. sinh vin pht m ph m v nguyn m

Thi mt cch chnh xc, nht thit h phi nm c nhng kin thc cbn v vn ny,

ng thi c phng php rn luyn mt cch khoa hc v thng xuyn. Do ti xin a ra


46/49

mt s gi nhng kt qu nghin cu ni trn pht huy tc dng i vi vic dy v hc pht

m ting Thi

Th nht, i vi nhng m trong ting Thi khng xut hin trong ting Vit, bao gm 3ph m u /ph, c, j/ v 7 nguyn m di /i:, e:, E:, :, u:, o:,:/, chng ti xin c gi mt s

phng php khc phc nh sau:

Do y l nhng m li vi ngi Vit Nam ni chung, nn bin php u tin m

gio vin nn p dng l bt u t vic luyn cho sinh vin nghe nhng m ny nhiu ln cho

n khi nhun nhuyn, sau mi tin hnh tp pht m. Trong qu trnh tp pht m, gio vin

cn ch cho sinh vin thy nhng im khc bit cbn gia nhng m ni trn v nhng m

tng t trong ting Vit m sinh vin hay nhm ln, chng hn nh m /c/ trong ting Thi khcvi m /ch/ ca ting Vit ch khng bt hi. Ngoi ra i vi nhng sinh vin chuyn ngnh

ting Anh, c th s dng mt s m trong ting Anh nh mt cng c so snh v tp pht m

ting Thi. Ngoi ra, nhng kh khn trong vic pht m 7 nguyn m di trong ting Thi /i:, e:,

E:, :, u:, o:,:/ cn c thc khc phc bng cch trc tin xy dng cho sinh vin thc

rng vic pht m nguyn m trong ting Thi di hay ngn s c tc dng lm thay i ngha ca

t. iu ny khc vi ting Vit, nn sinh vin cn ht sc thn trng khi pht m nguyn m

ting Thi. Tip , gio vin c th s dng cc phng php luyn tp khc nhau, bt u t

vic luyn nghe v phn bit gia nguyn m di vi nguyn m ngn. Sau khi sinh vin c

th nghe v phn bit c ri, th tin hnh luyn pht m theo tng i nguyn m (Minimal

pairs).

Th ba, i vi nhng m trong ting Thi c trong ting Vit nhng xut hin nhng

hon cnh ng m khc vi ting Vit, gio vin c th ty trng hp m p dng 3 phng

php sau y. Phng php th nht, ng thi cng l phng php n gin v thng dng

nht l s dng cc cp i so snh (Minimal pairs) gia m chun v nhng m m sinh vin

hay dng thay th m chun v cho sinh vin luyn nghe, luyn c nhiu ln. Phng php

th hai l s dng nhng m tng t ca mt ngn ng th ba m sinh vin c hc nhiu

hn ting Thi (trong trng hp ny l ting Anh) lm cng c so snh v gip sinh vin pht

m c nhng m trong ting Thi. Phng php th ba l ch ra cho sinh vin thy rng khi

xut hin nhng hon cnh ng m khc nhau, th u l nhng im khc bit cbn v mt

ng m m sinh vin cn phi ch , ng thi hng dn sinh vin cch pht m c th trong

tng trng hp.


47/49

TI LIU THAM KHO

TING THI. (2544).

... (). :. .

. (2524). . : .. (2543). 3

. .. (). :. .

. (2532).

1. .. : . .

. (2545). 4. .. ().: . .

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TING VIT

Thy H. (2545). Vit ngcs-. :

Hu t, Trn Tr Di, o Thanh Lan. (2000). CsTing Vit. H Ni: Nh xut bn Vn ha

Thng tinMai Ngc Ch. (1997). Csngn nghc v ting Vit. H Ni: Nh xut bn Gio dc

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