ĐỊNH DẠNG CẤU TRÚC ĐỀ THI VÀ BÀI TẬP CÓ ĐÁP ÁN MÔN PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC MỚI NHẤT

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ĐỊNH DẠNG CẤU TRÚC ĐỀ THI VÀ BÀI TẬP CÓ ĐÁP ÁN MÔN PHƯƠNG PHÁP NGHIÊN CỨU KHOA HỌC MỚI NHẤT

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Định dạng cấu trúc đề thi, bài tập đề cương và đáp án chi tiết môn phương pháp nghiên cứu khoa học. Bái thi gồm có 7 câu hỏi và phần đáp án giải thích dễ hiểu, tô đậm phần quan trọng và đặc biệt là sát với đề thi hàng năm của bộ môn quan trọng đối với chuyên ngành ngoại ngữ này

ĐỊNH DẠNG CẤU TRÚC ĐỀ KÌ NĂM HỌC 2015-2016 Học phần thi: Phương pháp luận NCKH Mã học phần: ………………… Ngày thi: Họ tên: ………………… Lớp: …………………………… Mã SV: ………………… Số báo danh: …………………… Giám thị Mã đề: ……… Số TC: 02 Thời gian: 45 phút Giám thị Số phách  Điểm (số) Điểm (chữ) Giám khảo Giám khảo Số phách Ghi chú: Thí sinh làm trực tiếp đề thi Liệt kê 04 loại nguồn tài liệu sử dụng để thu thập thông tin nghiên cứu/ viết phần điểm quan điểm lý thuyết (2,0 đ) Nối thuật ngữ cột A vào định nghĩa phù hợp cột B bảng cho sẵn Chú ý có định nghĩa dư không dùng đến.( 2,5 đ) A 1. B 2. 3. 4. 5. Sắp xếp mục cho sẵn đề cương nghiên cứu theo thứ tự (1 đ) Đọc đoạn miêu tả nghiên cứu cho sẵn trả lời câu hỏi nhằm xác định rõ loại hình nghiên cứu miêu tảZ, trả lời câu hỏi cách đánh dấu (√) vào ô thích hợp nêu lý ( đ) Viết lại chi tiết nguồn tài liệu tham khảo cho trước theo cách ghi tài liệu tham khảo APA Harvard (1,5 đ) Viết từ đến câu hỏi nghiên cứu cho đề tài nghiên cứu khoa học có tên cho sẵn (1,0 đ) Viết hướng dẫn cách trả lời cho câu hỏi bảng hỏi (questionnaire item) cho sẵn (1,0 đ) EXERCISES OF RESEARCH METHODS I Were the following studies qualitative or quantitative? Tick the appropriate box A teacher developed some innovative listening materials for low level learners She used these materials with a range of classes, and believed that they were significantly superior to the traditional materials which were used in her school However, her colleagues were skeptical Therefore, she carried out a study She had two ways to collect data She surveyed the students through interviews and questionnaires, and obtained their subjective impressions In addition, she asked a colleague to become a participant observer in her classroom and made a record of the teaching and learning going on If she collected data in this way, was her study qualitative  or quantitative ? She randomly assigned the students to two groups One group used the traditional materials and the other group used the innovative materials Besides, she gave the students two tests, a pre-test and a post-test, to check both group at the beginning of the term as well as the end Then she compared the scores to test her hypothesis of the superiority of the innovative materials If she collected data in this way, was her study qualitative  or quantitative ? II Read the following extracts from TESOL articles and answer the questions below This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality Despite the apparent widespread perception that English is a global language, relatively little systematic information has been gathered on its impact on educational policies and practices in educational systems around the world The purpose of this study is to explore the impact of English on educational policies and practices in countries in the AsiaPacific region, particularly Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam These countries were chosen because they represent a range of contrasting characteristics and features, from developed to developing, excolonial to independent, large to small, and culturally diverse to culturally cohesive .I first collected and analyzed published policy statements, documents, and programs drawn from a number of sources, including recent books, articles, government reports, syllabuses, and curriculum documents I obtained these materials in several different ways Some were publicly available; others were provided by informants These documents provided a backdrop for more detailed data collection through guided interviews with informants The second source of data was guided interviews with 68 informants, the majority of whom I had met in the course of teaching and researching in the region over many years In other instances, regional officials from the British Council and the United States Information Service provided me with contacts The informants represented different positions, interests, and perspectives within the educational sectors of their respective countries, including academics/teacher trainers, ministry officials, publishers, and teachers (From Nunan, David Tesol Quarterly, Vol 37, No 4, Winter 2003) What is the research aim of the study? What are the sources for data of the study? What is the data collection method of the study? III Write the details of following sources in order in a list of references 1.For a book Name of author: David Allwright Year of publication: 1988 Title of publication: Observation in the Language Classroom Place of publication: London Publisher: Longman 2.For a journal article Name of author: Alan Berreta Year of publication: 1990 Title of publication: Implementation of the Bangalore Project Title of journal: Apllied Linguistics Volume number: 11 Issue number: Page number(s): 321 – 40 IV List four kinds of sources that can be used for writing the literature review V Write specific instruction for each question in a questionnaire below Example: Question: Did you watch television last night? Yes [ ] No [ ] Response selected from one of two alternatives Instruction: Tick the appropriate box QUESTIONNAIRE FOR TEACHERS This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu High School in Quang Binh province Your contribution is of great value to my research The data collected will be served the study purpose only, not for any others Please answer the questions by circling the option you choose You may choose more than one option or give your own opinions in some questions Thank you for your kind cooperation ********** Please provide your personal information Name (optional): Gender:  Male  Female Age: How long have you been teaching listening? Have you attended any workshops on Listening Teaching? a Yes b No How important are high school listening teaching skills? Response selected from one of four alternatives Instruction: a Very important  b Important  c Not very important  d Not important  What are the reasons? Response provided by the informant Instruction: Do you find it difficult to teach listening? Response selected from one of four alternatives Instruction: a Very difficult  b Difficult  c Not very difficult  d Not difficult  What are the reasons? Response provided by the informant Instruction: If your answer is No, which stage is often omitted? Response selected from one or two of three alternatives Instruction: a Pre-listening  b While-listening  c Post-listening  Why is it omitted? Response selected from one or two of three alternatives or your own opinion Instruction: a Time limitation  b Students’ low interest in this stage  c It is not necessary  d Others (please specify): How often you organize pre-listening activities? Response selected from one of four alternatives Instruction: Pre-listening Activities Prediction Very often Sometimes Rarely Never Vocabulary presentation Discussion Using visual aids( pictures/photos) Guiding questions Games Others How often you teach your students listening skills or strategies? Response selected from one of four alternatives Instruction: a Very often b Sometimes   c Rarely  d Never  How often you organize work arrangements in your listening class? Response selected from one of four alternatives Instruction: Work arrangement Very often Sometimes Individual work Pair work Group work Collective work 10 What facilities you use in listening lessons? Rarely Never Response selected from one or more among alternatives or your own opinion Instruction: a Radios  b Cassette recorders   c Audio tapes/ CD  d Video e Computers f The internet   g Others (please specify): 11 What problems in your listening teaching remain unsolved? Response provided by the informant Instruction ……………………………………………………………………………… 12 In your opinion, what can be done to make the listening lessons at grade 10 more interesting and effective? Response provided by the informants Instruction: ………………………………………………………………………………………… VI Write research questions for the following research topic An Investigation into the Effects of Using Facebook on UFLS-UD Students EXERCISES OF RESEARCH METHODS I Were the following studies qualitative or quantitative? Tick the appropriate box A teacher developed some innovative listening materials for low level learners She used these materials with a range of classes, and believed that they were significantly superior to the traditional materials which were used in her school However, her colleagues were skeptical Therefore, she carried out a study She had two ways to collect data She surveyed the students through interviews and questionnaires, and obtained their subjective impressions In addition, she asked a colleague to become a participant observer in her classroom and made a record of the teaching and learning going on If she collected data in this way, was her study: qualitative  or quantitative ? She randomly assigned the students to two groups One group used the traditional materials and the other group used the innovative materials Besides, she gave the students two tests, a pre-test and a post-test, to check both group at the beginning of the term as well as the end Then she compared the scores to test her hypothesis of the superiority of the innovative materials If she collected data in this way, was her study qualitative  or quantitative ? II Read the following extracts from TESOL articles and answer the questions below This article presents the results of an investigation into the place of English in the curriculum in several countries in the Asia-Pacific region The study indicates that the emergence of English as a global language is having considerable impact on policies and practices in all countries surveyed However, it also reveals significant problems, including confusion and inconsistency, at the level of policy, particularly regarding the issue of age of initial instruction, inequity regarding access to effective language instruction, inadequately trained and skilled teachers, and a disjunction between curriculum rhetoric and pedagogical reality Despite the apparent widespread perception that English is a global language, relatively little systematic information has been gathered on its impact on educational policies and practices in educational systems around the world The purpose of this study is to explore the impact of English on educational policies and practices in countries in the Asia-Pacific region, particularly Mainland China, Hong Kong, Japan, Korea, Malaysia, Taiwan, and Vietnam These countries were chosen because they represent a range of contrasting characteristics and features, from developed to developing, ex-colonial to independent, large to small, and culturally diverse to culturally cohesive .I first collected and analyzed published policy statements, documents, and programs drawn from a number of sources, including recent books, articles, government reports, syllabuses, and curriculum documents I obtained these materials in several different ways Some were publicly available; others were provided by informants These documents provided a backdrop for more detailed data collection through guided interviews with informants The second source of data was guided interviews with 68 informants, the majority of whom I had met in the course of teaching and researching in the region over many years In other instances, regional officials from the British Council and the United States Information Service provided me with contacts The informants represented different positions, interests, and perspectives within the educational sectors of their respective countries, including academics/teacher trainers, ministry officials, publishers, and teachers (From Nunan, David Tesol Quarterly, Vol 37, No 4, Winter 2003) What is the research aim of the study? What is the population and the sample of the study? What is the data collection method of the study? III Write the details of following sources in order in a list of references 1.For a book Name of author: David Nunan Year of publication: 1992 Title of publication: Research methods in language learning Place of publication: New York Publisher: Cambridge University Press 2.For a journal article Name of author: Alan Davies Year of publication: 2002 Title of publication: Using teacher-generated biography as input material Title of journal: ELT Journal Volume number: 56 Issue number: Page number(s): 368 – 371 IV List four kinds of sources that can be used for writing the literature review • Journal articles • Monographs • Computerized databases • Conference proceedings V Write specific instruction for each question in a questionnaire below Example: Question: Did you watch television last night? Yes [ ] No [ ] Response selected from one of two alternatives Instruction: Tick the appropriate box QUESTIONNAIRE FOR TEACHERS This questionnaire aims at surveying the issues of teaching listening in "Tieng Anh 10" at Dao Duy Tu High School in Quang Binh province Your contribution is of great value to my research The data collected will be served the study purpose only, not for any others Please answer the questions by circling the option you choose You may choose more than one option or give your own opinions in some questions Thank you for your kind cooperation ********** Please provide your personal information Name (optional): Gender:  Male  Female Age: How long have you been teaching listening? Have you attended any workshops on Listening Teaching? a Yes b No 1) How important are high school listening teaching skills? Response selected from one of four alternatives Instruction: Tick the appropriate box a Very important  b Important  c Not very important  d Not important  What are the reasons? Response provided by the informant Instruction: Write your opinion in the space provided 3) Do you find it difficult to teach listening? Response selected from one of four alternatives Instruction: Tick the appropriate box a Very difficult  b Difficult  c Not very difficult  d Not difficult  4) What are the reasons? Response provided by the informant Instruction: Write your opinions in the space provided 5) If your answer is No, which stage is often omitted? Response selected from one or two of three alternatives Instruction: Tick one or two appropriate boxes a Pre-listening   b While-listening  c Post-listening 6) Why is it omitted? Response selected from one or two of three alternatives or your own opinion Instruction: Tick the appropriate box(es) or write your opinion in the space provided  a Time limitation b Students’ low interest in this stage  c It is not necessary  d Others (please specify): 7) How often you organize pre-listening activities? Response selected from one of two alternatives Instruction: Tick the appropriate box Pre-listening Activities Prediction Vocabulary presentation Discussion Using visual aids( pictures/photos) Guiding questions Games Others Very often Sometimes Rarely Never 8) How often you teach your students listening skills or strategies? Response selected from one of four alternatives Instruction: Tick the appropriate box  a Very often  b Sometimes c Rarely  d Never  9) How often you organize work arrangements in your listening class? Response selected from one of four alternatives Instruction: Tick the appropriate box Work arrangement Very often Sometimes Rarely Never Individual work Pair work Group work Collective work 10) What facilities you use in listening lessons? Response selected from one or more among alternatives or your own opinion Instruction: Tick the appropriate box or/and write your opinions in the space provided a Radios  b Cassette recorders   c Audio tapes/ CD d Video  e Computers f The internet   g Others (please specify): 11) What problems in your listening teaching remain unsolved? Response provided by the informant Instruction: write your opinions in the space provided ……………………………………………………………………………… 12) In your opinion, what can be done to make the listening lessons at grade 10 more interesting and effective? Response provided by the informant s Instruction: write your opinions in the space provided ………………………………………………………………………………………… VI Write research questions for the following research topic “An Investigation into the Effects of using Facebook on UFLS-UD students” Research Questions: a What are the reasons for UFLS-UD students’ use of Facebook? b What are the positive effects of using facebook on UFLS-UD students? c What are the negative effects of using facebook on UFLS-UD students?

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  • Title of publication: Observation in the Language Classroom

  • Place of publication: London

  • Volume number: 11

  • Response selected from one of two alternatives

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response selected from one or two of three alternatives

  • Response selected from one or two of three alternatives or your own opinion.

  • Response selected from one of four alternatives

  • Response selected from one of four alternatives

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response provided by the informants

    • Title of publication: Research methods in language learning

    • Place of publication: New York

    • Volume number: 56

  • Response selected from one of two alternatives

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response selected from one or two of three alternatives

  • Response selected from one or two of three alternatives or your own opinion.

  • Response selected from one of two alternatives

  • Response selected from one of four alternatives

  • Response selected from one of four alternatives

  • Response provided by the informant

  • Response provided by the informant s

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