Một số tín hiệu thẩm mỹ trong thành ngữ, tục ngữ tiếng Hàn Nguyễn Thùy Dương Trường Đại học KHXH&NV Luận văn ThS. Chuyên ngành: Châu Á học; Mã số: 60 31 50 Người hướng dẫn: GS. Mai Ngọc Chừ Năm bảo vệ: 2013 Abstract: Thống kê và phân loại một cách có hệ thống các tín hiệu thẩm mỹ trong thành ngữ, tục ngữ tiếng Hàn. Tìm hiểu về chất liệu và ý nghĩa của các tín hiệu thẩm mỹ trong thành ngữ, tục ngữ tiếng Hàn qua các nhóm: Nhóm chất liệu là tự nhiên; Nhóm chất liệu là thực vật; Nhóm chất liệu là động vật; Nhóm chất liệu là vật thể nhân tạo; Nhóm chất liệu là bộ phận cơ thể người. Phân tích dấu ấn văn hóa – dân tộc thể hiện qua chất liệu của các tín hiệu thẩm mỹ trong thành ngữ, tục ngữ tiếng Hàn, có so sánh, đối chiếu với tục ngữ, thành ngữ tiếng Việt. Từ đó cho thấy những nét tương đồng và dị biệt trong phong cách tư duy, lối sinh hoạt, trong đặc trưng văn hóa giữa hai nước Hàn Quốc và Việt Nam. Keywords: Châu Á học; Thành ngữ; Tục ngữ; Tiếng Hàn Content 7 TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENTS ABSTRACT LIST OF ABBREVIATIONS AND TABLES PART I - INTRODUCTION 1. Rationale 2. Aims of the study 3. Scope of the study 4. Methods of the study 5. Research questions 6. Significance of the study 7. Organization of the study PART II - DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1. Different views on the roles of an English language teacher 1.2. The importance of the language teacher in managing an English class 1.3. Characteristics of a good English language teacher 1.4. Communicative approach in English language teaching 1.4.1. Definition of Communication 1.4.2. The nature of Communicative Language Teaching 1.5. Kind of activities in English language teaching 1.5.1. Whole-class teaching 1.5.2. Pair work/Group work 1.5.3. Individual work 1.6. Summary CHAPTER II: METHODOLOGY OF THE STUDY 2. 1. Background of the study 2.1.1. Description of the English syllabus in TT3 high school 2.1.2. Description of the students at TT3 high school 2.1.3. Description of the teachers at TT3 high school 8 2.1.4. Description of physical setting 2.2. Design and methodology of the study 2.2.1. The participants 2.2.2. Research instruments 2.2.3. Methods of data analysis 2.3. Summary CHAPTER III: PRESENTATION AND ANALYSIS OF DATA 3.1. Questionnaires 3.2. Informal Interviews 3.3. Summary CHAPTER IV: FINDINGS AND SUGGESTIONS 4.1. Findings 4.1.1. Research question 1: How did English teachers at TT3 high school manage their English language classes? 4.1.2. Research question 2: What are the difficulties in managing their English classes? 4.1.3. Research question 3: What are some suggestions to manage English classes more effectively? 4.2. Pedagogical implications PART III - CONCLUSIONS 1. Summary of the study 2. Limitations of the study 3. Suggestions for further study 4. Conclusions REFERENCES APPENDIXES PART I: INTRODUCTION 1. Rationale English is an international language; it has become a compulsory subject for students at schools in Vietnam nowadays. In English classes, teachers have to take different roles in managing their students. Ince (2000) emphasized that teachers should know how to manage the classes and teach students to manage themselves. There are many common important roles that English teachers act in language teaching. Moreover, they need to know more about the skills to manage English classes well. Like many English teachers in Vietnam, teachers of English at TT3 high school faced with a common problem: lack of necessary skills in managing classes. In fact, there are many reasons for the shortage of necessary skills. Thus the present study therefore, tries to find out the solutions to change the situation. This led the author to the choice of the study: “Necessary skills of an English teacher in managing English classes at TT3 High School” 2. Aims of the study The aims of this study is to look into the theoretical background of an English teacher and his/her roles in classroom management, investigate the use of teacher’s roles in managing English classes in TT3 high school - a school located in Thach Thanh district, Thanh Hoa province. It also helps English teachers at TT3 to aware of the difficulties they and their students have to cope with. The findings and suggestions are also suggested to overcome these constraints. 3. Scope of the study The study is designed to explore the necessary skills of an English teacher in managing English classes at TT3 high school. 4. Methods of the study The study employs survey research in which two mains instruments of data collection namely informal interviews and questionnaire were used. The data collected for the study came from two sources: the students and English teachers at TT3 high school. The collected data is, then calculated, analyzed, compared and finally interpreted for the results of the study. 5. Research questions The study searched for the answers of the 3 research questions: - How did English teachers at TT3 high school manage their English classes? - What are their difficulties in managing English classes? - What are some suggestions to manage English classes more effectively? 6. Significance of the study The significance of the study might be, first, it fills the gap of necessary skills in managing English classes. Second, it sheds the light on some pedagogical issues in managing English classes in Vietnam general and in Thanh Hoa particular. 7. Organization of the study This study consists of three parts and four chapters. PART II: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.1. Different views on the roles of an English language teacher 1.2. The importance of the language teacher in managing an English class. 1.3. Characteristics of a good language teacher. 1.4. Communicative approach to language teaching 1.5. Kind of activities 1.6. Summary CHAPTER II: METHODOLOGY OF THE STUDY 2. 1. Background of the study 2.1.1. Description of the English syllabus in TT3 high school. English is a compulsory subject in TT3 high school and students here have English lesson during the first and second term of the school year. There are three levels of English: English 10, English 11 and English 12. In 2007, the English textbook used here still was three-year-course textbook, now we are teaching seven-year-course textbook at TT3 high school. 2.1.2. Description of the students at TT3 high school Like many students in other high schools, in order to be 10th form students of TT3 high school, they have to pass a national examination. Students mostly come from countryside which mainly being 80% students are Muong Ethnic Minority and remote area with low living-condition in Thach Thach District, Thanh Hoa province. Students there don’t have similar level of English language proficiency to each other because at many secondary schools in TT, students have not been taught English yet (students have learnt French or other foreign language or the lack of English teachers). This led to a big gap among 10th students when they entered high school. 2.1.3. 2.1.3. Description of the teachers at TT3 high school In TT3 high school, there are eight English teachers aged from 28 to 35, one male and seven female teachers. 2.1.4. Description of physical setting The types of teaching aids each English class have some cassettes recorders, radios, overhead projectors. In term of class size, the number of students is an English class is quite large from 40 to 58 students per class. This large number causes a great deal of difficulties for teaching and learning and in managing an English class. The materials for reference and self-study are not available for teachers and students at TT3 high school 2.2. Design and methodology 2.2.1. The participants In total, 120 students at TT3 high school and eight English teachers participated in this study. The students are chosen randomly from 10th form, 11th form and 12th form and consists of 78 female and 42 male students at the age from 16 to 18. 2.2.2. Research instruments In order to get the needed information, the researcher use two following instruments: delivered questionnaires and informal interview. 2.2.3. Methods of data analysis Data analysis is not simply a single description of the collected data. In fact, it is the process by which the researcher interprets the data collected from the survey questionnaires and informal interview. 2.3. Summary This chapter present the background and methodology of the study. Through this chapter we can see the participants and research instruments of collecting the data. CHAPTER III: PRESENTATION AND ANALYSIS OF DATA 3.1. Questionnaires. 3.1.1. The results of language teaching survey questionnaires 3.1.2. The results of language learning survey questionnaires 3.2. Informal interview CHAPTER IV: FINDINGS AND SUGGESTIONS 4.1. Findings The results of the two kinds of questionnaires for teachers and students and informal interview for teachers at TT3 clearly show the ways to use their roles in managing their English language classrooms, and some factors that make their roles at TT3 less effective. 4.1.1 Research question 1: How did English teachers at TT3 high school manage their English language classes? . Firstly, they presented the roles that they acted in the classrooms were different as I displayed in the results of the language teaching survey. In order to act the roles successfully, the teachers considered many ways. Most of them thought that preparing the lessons well before are the main factor leads to the success. Many of them answered organizing students’ activities well leads to the success. Some teachers chose making the work suitable to their students is the element leads to the success. Because they have to depend on many factors, for example, the class size, the English language proficiency of students and the hard work of students they are teaching. In spite of different ways, they all tried their best to act their roles well. Next, the teachers clearly determined the main benefits of their roles in English language classes are helping the learning process run smoothly, making students more motivative and creating a good atmosphere in class. This means that almost the English language teachers at TT3 have applied the new teaching method, all their teaching activities toward learners-centered. Finally, almost teachers at TT3 made decision that they acted, combined the different roles and found the appropriate ones to them. Because they determined the major or the minor roles which are suitable for student in learning activities. The activities used in the English language classrooms. The classrooms activities must be able to attract the student’s attention and involve them into actual communication. As the results of learning language questionnaires and informal interview, teachers mainly organized students to do different kinds of activities to use and asked students to work in pairs or groups, or even play some language games as learning activities to make the class more interesting and students more motivative. The activities they organized is attracting students to do work, providing them with opportunities to use language freely without being fully controlled by the teachers in necessary. To sum up, English language teachers at TT3 have organized various activities for their students in the classrooms. However, they get the successful results or not depend much on different factors as the English language proficiency, the hard work of the students and many others. 4.1.2. Research question 2. What are the difficulties in managing their English classes? Difficulties from teachers Lack of knowledge of the teacher’s roles. Some teachers are not fully aware of the knowledge of the teacher’s roles used in English language classes. They sometimes acted the roles inappropriately in some activities. Therefore, while acting their roles, they sometimes feel little confused and passive. Using old teaching methods. Some of them still find it difficult to act the roles well. Because of many reasons, the biggest one is that they are deeply affected by using old methods. They are quite affected this methods and find difficult to change it. They think they should organize activities in which they can act their roles more effectively but in fact they are failure. Not good preparation for their lessons Most of the teachers in my school are busy with preparing their English lessons and making English lesson plans carefully because of many reasons. When preparing the lesson plans, teacher often do not design the activities for students carefully. They use the same lesson plans for all the classes they are in charge, some times they do not care for the students’ levels and students’ abilities to do these activities. Difficulties from students Passive learning style Burns and Joyce (1997) emphasized that passive learning style affects students much in learning process. It makes students forced to take part in the activities, they do it passively and obligatorily. They mind taking part in the activities because they are deeply affected by the old methods, the physical learning environment and learning conditions from secondary schools to TT3 high school. Low level of English language proficiency. When taking part in the activities, students mind speaking English because of their low level of English language proficiency and their lack of vocabulary, grammar, pronunciation even words, or sentences stress. Students’ self-confidence Many students are not self-confident and they afraid of making mistakes when they take part in activities. They may need their teachers near by side because they will feel more confident than work in pair work or group work with their partners. Objective factors Class-sized Teaching large classes is very hard. Shannon (2005) claimed it is very difficult to teach large classes with students varied in their abilities, styles, levels and preferences. Students at different levels One thing make teachers and students at TT3 feel really difficult is that students’ levels. Students at TT3 come from different wards, mainly hardship families. An English classroom here, it consists of many students at different levels, students have not learned English before and others have studied for many years. Lack of modern equipments, reference books and teaching aids. The modern equipments for teachers to use in teaching process is little poor. They are insufficient for 8 English teachers in teaching all English classrooms at the same time. In the school library, English reference books are not available for teachers and students. There are some references books but they are not suitable for teacher’s needs and students’ levels. 4.1.3. Research question 3: What are some suggestions to manage English classes more effectively? To the teachers, firstly, well-prepared in making lesson plans is very important factor that lead to the teacher’s success in teaching process. Teachers should prepare with a various materials for lessons which are suitable for the level of students. They use the right materials, plan interesting lessons, produce well-planned lessons with relevant materials to make students feel more interested in the lessons. When having good-preparation, it means that teachers design the activities carefully with clear purposes then demonstrate the essential knowledge for their students. The activities used in the classrooms should stimulate and motivate students. Moreover, teachers can base the activities on easy language in advance. Patience is an actually important factor when you’re acting your roles because in the classroom patience is a necessity. In order to maintain good working relationships with the students that teachers teach, they need to be able to demonstrate their patience before each lesson. Last but not least, motivative in pair work or group work is one of the most important and essential skills of an English language teacher because it sets up learning environment. 4.2. Pedagogical implications PART III: CONCLUSIONS 1. Summary of the study In brief, it is clear that English teachers at TT3 have difficulties in managing their English language classes. The aims of the study is finding the answers of three questions, the study successfully fulfils its aims as stated in the three research questions. After making questionnaires and informal interview the English teachers and students at TT3 high school, the author knows much information about using the roles in managing English language classes. 2. Limitations of the study 3. Suggestions for further studies 4. Conclusions - The teachers in this school knew how to use their roles but the effectiveness is not high. They should base on the students’ need and the functions they perform in different activities to act the roles appropriately. - Some difficulties from teachers and their students are found after collecting and analyzing the data. - Necessary skills of English teachers are important to continue to study to get better understandings of the teachers’ roles in managing English classes.