NHỮNG KHÓ KHĂN MÀ SINH VIÊN NĂM TƯ GẶP PHẢI KHI THỰC HIỆN HOẠT ĐỘNG DẠY VI MÔ TRONG MÔN LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ II

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NHỮNG KHÓ KHĂN MÀ SINH VIÊN NĂM TƯ GẶP PHẢI KHI THỰC HIỆN HOẠT ĐỘNG DẠY VI MÔ TRONG MÔN LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ II

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Microteaching is a training technique which has been proved its effectiveness in familiarizing students with real teaching practice. Consequently, it has been officially brought into ELTM II course for the fourthyear students in Faculty of English Language Teacher Education, in the University of Languages and International Studies, Vietnam National University. However, during microteaching, students encountered a lot of difficulties. Due to the fact that this issue has not been thoroughly t investigated so far, the researcher attempts to provide a closer look at difficulties facing students in the microteaching process, their causes and some treatments. Thanks to a combination of qualitative and quantitative methods, valid and reliable results can be yielded from the study. Overall analysis of the findings indicates that the fourth year students faced with difficulties in both preparation stage and performance stage. Specifically, the two biggest problems facing students in preparation stage were Designing teaching activities and Writing a lesson plan while in performance stage, some major problems were Explaining instructions clearly, Motivating mock students, Interacting with mock students, Black board writing skill, and Observing mock students’ attitude towards microlesson. Besides, many students found it hard to handle time management, control their voice projection and body language, and cooperate with their partner(s). In an attempt to identify the causes of the difficulties, the researcher understood that the difficulties originated from not only student teachers themselves but also mock students in class and the policy of the course as well. Among them, Lacking teaching experience, Having a few opportunities to practice microteaching, and mock students’ unexpected mood were major ones. Accordingly, some highly recommended measures to improve the performance in a microteaching practice were Strictly assigning roles of mock students, Increasing opportunities to practice microteaching for students, Practicing and Rehearsing before real performance.

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER PROBLEMS FACING THE FOURTH-YEAR STUDENTS IN DOING MICROTEACHING IN ELTM Supervisor: Pham Hoang Long Bien, M.A Student: Bui Thi Nguyet Year of enrolment: QH2010.F1.E2 HA NOI, MAY 2014 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHOÁ LUẬN TỐT NGHIỆP NHỮNG KHÓ KHĂN MÀ SINH VIÊN NĂM TƯ GẶP PHẢI KHI THỰC HIỆN HOẠT ĐỘNG DẠY VI MÔ TRONG MÔN LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ II Giáo viên hướng dẫn: Ths Phạm Hoàng Long Biên Sinh viên: Bùi Thị Nguyệt Khoá: QH2010.F1.E2 HÀ NỘI – NĂM 2014 ACCEPTANCE I hereby state that I: Bui Thi Nguyet, class QH2010.E2, being a candidate for the degree of Bachelor of Arts (TEFL) accepts the requirement of the College relating to the retention and uses of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Bui Thi Nguyet ACKNOWLEDGEMENTS I would like to express my deepest thanks to my beloved supervisor Mrs Pham Hoang Long Bien for the invaluable support, guidance, and timely encouragement she gave me while I was doing this research I am truly grateful to her for her advice and suggestions right from the beginning when this study was only in its formative stage My sincere thanks also go to the teachers of ELT II in Faculty of English Language Teacher Education and their fourth-year students who spent their time participating in the questionnaire survey and interview I am also thankful for the support I have had from my family during the four years of my study in ULIS and their encouragement when I conducted this research ABSTRACT Micro-teaching is a training technique which has been proved its effectiveness in familiarizing students with real teaching practice Consequently, it has been officially brought into ELTM II course for the fourth-year students in Faculty of English Language Teacher Education, in the University of Languages and International Studies, Vietnam National University However, during micro-teaching, students encountered a lot of difficulties Due to the fact that this issue has not been thoroughly t investigated so far, the researcher attempts to provide a closer look at difficulties facing students in the micro-teaching process, their causes and some treatments Thanks to a combination of qualitative and quantitative methods, valid and reliable results can be yielded from the study Overall analysis of the findings indicates that the fourth- year students faced with difficulties in both preparation stage and performance stage Specifically, the two biggest problems facing students in preparation stage were Designing teaching activities and Writing a lesson plan while in performance stage, some major problems were Explaining instructions clearly, Motivating mock students, Interacting with mock students, Black board writing skill, and Observing mock students’ attitude towards micro-lesson Besides, many students found it hard to handle time management, control their voice projection and body language, and cooperate with their partner(s) In an attempt to identify the causes of the difficulties, the researcher understood that the difficulties originated from not only student teachers themselves but also mock students in class and the policy of the course as well Among them, Lacking teaching experience, Having a few opportunities to practice micro-teaching, and mock students’ unexpected mood were major ones Accordingly, some highly recommended measures to improve the performance in a micro-teaching practice were Strictly assigning roles of mock students, Increasing opportunities to practice micro-teaching for students, Practicing and Rehearsing before real performance TABLE OF CONTENTS Acknowledgement……….………………………………………………… i Abstract…………………………………………………………………………… ii List of abbreviations, tables, figures and appendices…………………………… vii PART I: INRODUCTION……………………………………………………… 1 Statement of the problem and the rationale for the study……………………… Aims and objectives of the study…………………………………………… Scope of the study…………………………………………………………… Significance of the study……………………………………………………… An overview of the rest of the paper………………………………………… PART II: DEVELOPMENT…………………………………………………… CHAPTER 1: LITERATURE REVIEW……………………………………… Theoretical background………………………………………………….… 1.1.1 Micro-teaching…………………………………………………………… 1.1 1.1.1.1 Definition of micro-teaching……………………………………… 1.1.1.2 Stages of micro-teaching…………………………………………… 1.1.1.3 Importance of Micro-teaching Program in Teacher Education Program…………………………………………………………… 1.1.2 The application of microteaching in ELTM II in FELTE - ULIS - VNU 10 context…………………………………………………………………… 1.1.2.1 The application of microteaching in ELTM II for TEFL fourth-year 10 students in ULIS…………………………………………………… The practice of micro-teaching in ELTM II course………………… 11 1.1.3 Related studies…………………………………………………………… 12 Overseas studies…………………………………………………… 12 1.1.2.2 1.1.3.1 Vietnamese studies………………………………………………… 13 CHAPTER 2: METHODOLOGY……………………………………………… 15 Participant and sampling methods………………………………………… 15 2.1.1 Participant………………………………………………………………… 15 2.1.2 Sampling methods……………………………………………………… 15 2.2 Research design…………………………………………………………… 16 2.3 Data collection method and procedure…………………………………… 17 2.3.1 Phase1: Questionnaires………………………………………………… 18 2.3.1.1 Data collection method…………………………………………… 18 2.3.1.2 Data collection procedure………………………………………… 19 2.3.1.3 Data analysis method and procedure……………………………… 20 1.1.3.2 2.1 2.3.2 Phase 2: Interview……………………………………………………… 21 2.3.2.1 Data collection method…………………………………………… 21 2.3.2.2 Data collection procedure………………………………………… 21 2.3.2.3 Data analysis procedure…………………………………………… 22 Anticipated challenges…………………………………………………… 23 CHAPTER 3: FINDINGS AND DISCUSSION……………………………… 24 2.4 3.1 Background of the application of the fourth-year students in conducting 24 microteaching in ELTM II………………………………………………… 3.2 Research question 1: What are the difficulties in conducting microteaching activity among the fourth year students of FELTE, ULIS, VNU in ELT II? 28 3.2.1 Preparation stage………………………………………………………… 29 3.2.2 Performance stage……………………………………………………… 34 3.3 Research question 2: What are the causes of the difficulties in conducting 40 microteaching activity among the fourth year students of FELTE, ULIS, VNU in ELT II? 3.3.1 Regarding the mock students…………………………………………… 40 3.3.2 Regarding the course…………………………………………………… 42 3.3.3 Regarding the mock teacher……………………………………………… 43 3.4 Research question 3: What are the solutions for the fourth year students in 44 TEFL to improve the quality of microteaching activity? 3.4.1 Changing types of micro-teaching applied in ELTM II course………… 44 3.4.2 Plausible solutions address to the problems regarding the mock students 46 3.4.3 Plausible solutions address to the problems regarding the course……… 47 3.4.4 Plausible solutions address to the problems regarding the mock teacher 49 PART III: CONCLUSION……………………………………………………… 53 4.1 Summary of the findings…………………………………………………… 53 4.2 Limitations………………………………………………………………… 55 4.3 Suggestions for further study……………………………………………… 56 REFERENCES…………………………………………………………………… 57 APPENDICE……………………………………………………………………… 61 LIST OF TABLE Table 1: ELTM II Course’s assessment LIST OF ABBREVIATIONS BA: Bachelor of Arts ELT: English Language Teaching ELTM II: English Language Teaching Methodology FELTE: Faculty of English Language Teacher Education MA: Master of Arts SD: Standard Deviation TEFL: Teaching English as a Foreign Language ULIS: University of Languages and International Studies VNU: Vietnam National University LIST OF APPENDICES Appendix 1: Questionnaire Appendix 2: Interview questions for students Appendix 2A: Interview questions for student A Appendix 2B: Interview questions for student B Appendix 2C: Interview questions for student C Appendix 2D: Interview questions for student D Appendix 2E: Interview questions for student E Appendix 2F: Interview questions for student F Appendix 3: Interview schedule for teachers Appendix 3A: Interview schedule for teachers Appendix 3B: Interview schedule for teachers 10 manage time better Secondly, well a lot of students tend to remove all exercises in the text book and then design the new ones, but actually it is not always necessary to so They should evaluate these exercises and tasks and see whether they can adapt them before replacing them with new ones Another one is that students should consider allocating time for each part A lot of students tend to spend too much time on warmup activity or leading activity, so they not have enough time for main parts of the lesson So considering the importance of parts and goals of the lesson can help them avoid overtime and focus on the main content of the lesson Interviewer: What about performance stage? What are the most recognizable difficulties you think that your students face in performance stage? Teacher 1: Let see in performance stage, students have a lot of difficulties with group work Because in my class, micro-teaching is a group activity or pair work Some of them tend to over-teach For example, they spend too much time on their own part about 30 minutes, and just only 15 minutes left for other, and definitely the other person cannot have enough time to finish all their prepared parts So cooperating in group is a difficulty faced by student teachers Another one is about language proficiency I have to say that a lot of students are weak at language proficiency For example, they teach pronunciation /s/ and /ʃ/, but they themselves mispronounce these sounds, so language proficiency of teacher trainees is another concern Interviewer: And about giving instructions? Do they it well? Teacher 1: About giving and checking instructions, there are a lot of difficulties They tend to give a long block of instructions at a time, and they often forget what they have already instructed A lot students check instructions by asking some questions like, “ Are you clear?” or “ Do you understand?” and of course the answer cannot be satisfactory, and students not really know what they have to 90 Interviewer: Do they have any difficulties in motivating and interacting with mock students? Teacher 1: The interaction with students? No, I don’t find many difficulties because micro-teaching is carried out within their own class; therefore, everyone is familiar with each other, and most of the class I have taught are very supportive Interviewer: What about blackboard writing skill? Teacher 1: It is another weak skill of student teachers Of course, they were taught about that but because they not have opportunities to practice beforehand, so they have a lot of awkward writing on the board Some forget to write necessary phrases on the board, some over-write on the board A lot of them not dive the board into appropriate parts Interviewer: So blackboard writing is another skill that students need a lot of practices With these difficulties, can you share some tips for student teachers to deal with them? Teacher 1: Just by practicing When I teach ELT 2, I try to give my students as many practices as possible They have chances to go to the board and demonstrate the techniques that they learnt before their formal assessment in micro-teaching But I think that is not enough They will need to have constant practice by themselves Another way is by rehearsal, rehearsal definitely help them They should rehearse with their partner before formal assessment so that they can see what they with the time, and anticipate problems may occur in class Interview: So it is the end of interview Thank you very much for your cooperation Teacher 1: You’re welcome 91 APPENDIX 3B INTERVIEW SCHEDULE TEACHER April 3, 2014 Interviewer: Good morning Thank you for attending my interview today Teacher 2: You’re welcome Interviewer: As you know, I’m carrying a study on “Problems facing the fourth year students in doing Micro-teaching in ELTM II” Would you mind give me some information from your teaching experience in II ELTM course? Teacher 2: It’s my pleasure 92 Interviewer: Thank you Firstly, I would like to know how many times you have taught ELTM course for the fourth-year students in which micro-teaching activity was carried out? Teacher 2: I have been teaching ELT for five years, and during these five years, micro-teaching has been applied in ELT course Interviewer: What is your general comment on the performance of your students in micro-teaching activity? Teacher 2: Well, most students are quite unfamiliar with this activity because before this course, many students only worked as private tutor, or assistant teachers in some language centers They hadn’t had experience in teaching a class like in ELT course However, in the second time they conduct micro-teaching activity, they perform better Interviewer: Do you think your students face up with any difficulties in carrying out a micro-lesson in both preparation stage and performance stage? Teacher 2: Yes, a lot of difficulties First of all, it is necessary to mention Writing lesson plan Students have many difficulties in writing lesson plan, especially writing lesson goals They always tend to set too general and unachievable goals Second problem is Designing teaching activities Many students prefer to design entertaining activities and games rather than activities focusing on teaching content That because they focus on fun, their teaching activities sometimes not match with lesson objectives Moreover, time allocated for warm-up activity is quite long In fact, warmup activity should only last about five or ten minutes Interviewer: I see In this course, which type of micro-teaching you apply? Teacher 2: Group micro-teaching A lot of my students are quite shy, so it would be better for them to work in groups of three They can support each others 93 Interviewer: Do you think they have any difficulties in Dividing role in microteaching? Teacher 2: I’m not sure But I think they not have many difficulties in this task As I can see in their performance, they often take charge of parts which are their strengths For example, one student is weak at motivating learners, she would take responsibility for checking exercises, and warm-up activity would be carried out by another student who is good at encouraging learners and rousing class atmosphere Interviewer: I see So Writing lesson plan and Designing teaching activities are two major difficulties students have when they prepare for their micro-lesson Can you share some tips or give some recommendations for students to overcome these difficulties? Teacher 2: Um…about some tips…Firstly, in order to write a good lesson plan, students have to define who their targeted learners are, which level they are in, in that level what their assumed knowledge and skills need to have Once they define clearly the abilities of their targeted learners, they will set appropriate goals for their microlesson Moreover, they need to search and read carefully how to write a lesson plan, how parts, which principles they need obey when they write a lesson plan Secondly, to design good teaching activities, students have to base on the objectives of the lesson they set When think about a teaching activity, you must consider whether it match with teaching goals Which objectives of the lesson will it serve? Will it involve many learners? Is it suitable to learners’ level? etc Certainly, they can search for some suggested teaching activities on the Internet or in reference books However, it is important that every activity in a lesson need have an aim Interviewer: OK I see What about performance stage? What are the most recognizable difficulties you think that your students face in performance stage? 94 Teacher 2: In performance stage There are three major problems First is language proficiency It is a little bit rude but I have to say that the pronunciation of many students is unacceptable They teach Vocabulary or Speaking, but they mispronounce simple words For example, they make /r/ sound become /z/, they pronounce “receive” /zisi:v/ instead of /risi:v/, or all words with /ʃ/ sound are pronounce as /s/, for example, they pronounce word “She” /si:/, in fact it must be /ʃi:/ Moreover, their intonation is not good as well Their intonation is quite flat Many of them don’t know and where to stress in their speech That’s about language proficiency Second problem is giving instructions A lot of students tend to give long and complex instructions, so learners not catch mock teacher’ mean It is good if some learners ask teacher to explain again However, normally when mock teacher ask them some questions like “Are you clear?” or “Do you understand?” Most of mock learners tend to reply “Yes” Then during that activity, they ask their mates what to or they carry out that activity wrongly And the third problem is handling time management They prepare too many teaching activities, and don’t anticipate problems that can occur, for example technical problems with the cassette or their laptop, or there are many mock learners being absent Thus, some groups of students cannot finish their lesson in time limit Or they spend much time on games rather than main teaching tasks It is illogical Interviewer: Language proficiency, giving instructions and handling time is three major problems What about cooperation among groups? You have just said they work in group, right? Teacher 2: Yes, they work in pairs or groups of three But I don’t think they have many difficulties in this skill I let them free to choose their partner(s), so they often choose those who they can cooperate and get on well with Interviewer: What about black board skill? 95 Teacher 2: Not many students face difficulty in this skill I see that most of them quite good Their handwriting is clear, and presented logically They divide parts clearly on the board that is easy for learners to follow Interviewer: That’s great I think black board writing is a hard skill, but your students a good job Can you share with me some tips to help students overcome three above difficulties? Teacher 2: It is crucial that they should practice regularly, especially with their language proficiency With giving instructions and checking instructions, it would be better if they ask learner to repeat those instructions, which both help them to make sure that learners understand their guide or not and make other learners notice more and remember teacher’ guide And I also recommend them to note down key points on the board for learner to notice easily Lastly, in order to handle time better, in the lesson plan, each task or activity must be allocated an appropriate amount of time, so when performing a micro-lesson, teachers can follow the lesson plan Moreover, teachers also should use a watch to check time or members in groups help their partner(s) to signal time so that they can finish activities in time allocated before Interviewer: Thank you for your sharing It is very useful for my study Teacher 2: You’re welcome Good luck for your paper 96 ... NGHIỆP NHỮNG KHÓ KHĂN MÀ SINH VI? ?N NĂM TƯ GẶP PHẢI KHI THỰC HIỆN HOẠT ĐỘNG DẠY VI MÔ TRONG MÔN LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ II Giáo vi? ?n hướng dẫn: Ths Phạm Hoàng Long Biên Sinh vi? ?n: Bùi... Interview questions for students Appendix 2A: Interview questions for student A Appendix 2B: Interview questions for student B Appendix 2C: Interview questions for student C Appendix 2D: Interview... Interview questions for student E Appendix 2F: Interview questions for student F Appendix 3: Interview schedule for teachers Appendix 3A: Interview schedule for teachers Appendix 3B: Interview

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  • 3. Scope of the study

  • 4. Significance of the study

    • 2.3.1.3. Data analysis method and procedure

      • Manis, D. (1973). An Examination of the Research on the Effectiveness of ………..Microteaching.as a Teacher Training Methodology. Washington University, ………..ERIC ED083 227.

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