BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG - ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: TIẾNG ANH Sinh viên : Vũ Thị Hồng Ngọc Giảng viên hướng dẫn : Th.S Khổng Thị Hơng Lê HẢI PHỊNG - 2018 MINISTRY OF EDUCATION AND TRANING HAIPHONG PRIVATE UNIVERSITY - AN ANALYSIS OF THE EFFICIENCY OF TEACHING METHODS APPLIED IN ESL CLASSROOMS FOR PRIMARY STUDENTS IN HAIPHONG CITY GRADUATION PAPER Student Class Supervisor : Vu Thi Hong Ngoc : NA1802 : Khong Thi Hong Le, M.A HAI PHONG - 2018 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Vũ Thị Hồng Ngọc SV: 1412751095 Lớp: NA1803 Ngành: Ngoại ngữ Tên đề tài: An analysis of the efficiency of teaching methods applied in ESL classrooms for primary students in Haiphong city NHIỆM VỤ ĐỀ TÀI Nội dung yêu cầu cần giải nhiệm vụ đề tài tốt nghiệp (về lý luận, thực tiễn, số liệu cần tính tốn vẽ) …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Các số liệu cần thiết để thiết kế, tính tốn …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Địa điểm thực tập tốt nghiệp …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ tên: Khổng Thị Hồng Lê Học hàm, học vị: Thạc sĩ Cơ quan cơng tác: Đại học Dân lập Hải Phịng Nội dung hướng dẫn: An analysis of the efficiency of teaching methods applied in ESL classrooms for primary students in Haiphong city Người hướng dẫn thứ hai: Họ tên: Học hàm, học vị: Cơ quan công tác: Nội dung hướng dẫn: Đề tài tốt nghiệp giao ngày 06 tháng 11 năm 2018 Yêu cầu phải hoàn thành xong trước ngày 07 tháng năm 2019 Đã nhận nhiệm vụ ĐTTN Sinh viên Đã giao nhiệm vụ ĐTTN Người hướng dẫn Hải Phòng, ngày tháng năm 2019 Hiệu trưởng GS.TS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT CỦA CÁN BỘ HƯỚNG DẪN Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp: …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Đánh giá chất lượng khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…): …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Cho điểm cán hướng dẫn (ghi số chữ): …………………………………………………………………………… …………………………………………………………………………… …………………………………………………………………………… Hải Phòng, ngày … tháng … năm Cán hướng dẫn (Ký ghi rõ họ tên) CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: Nội dung hướng dẫn: Tinh thần thái độ sinh viên trình làm đề tài tốt nghiệp Đánh giá chất lượng đờ án/khóa luận (so với nội dung yêu cầu đề nhiệm vụ Đ.T T.N mặt lý luận, thực tiễn, tính tốn số liệu…) Ý kiến giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm Giảng viên hướng dẫn (Ký ghi rõ họ tên) CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ tên giảng viên: Đơn vị công tác: Họ tên sinh viên: Chuyên ngành: Đề tài tốt nghiệp: Phần nhận xét giáo viên chấm phản biện Những mặt hạn chế Ý kiến giảng viên chấm phản biện Được bảo vệ Không bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm Giảng viên chấm phản biện (Ký ghi rõ họ tên) ACKNOWLEDGEMENT In the process of doing the graduation paper, I have received a lot of assistance, guidance and encouragement from my teachers, family and friends First and foremost, I would like to express my deepest thanks to my research supervisor Ms Khong Thi Hong Le, M.A, the lecturer of foreign language faculty, Haiphong Private University in every step throughout the process Without her invaluable suggestions and advice, this paper would have never been accomplished I would also like to show my sincere gratitude to all the teachers of English department at Haiphong Private University for their help as well as useful lectures during my four-year university life at Haiphong Private University, which have been then the foundation and inspiration for my research paper Most importantly, none of this could have happened without my family and my friends who fully supported me while I was doing this graduation paper Every time I was ready to quit, they were always beside me and encouraged me and I am forever grateful This graduation paper stands as a testament to their unconditional love and encouragement Hai Phong, October 2018 Vu Thi Hong Ngoc i TABLE OF CONTENTS Acknowledgement …………………………………………………………………………………………………………….i Table of contents……………………………………………………………………………………………………………… ii List of abbreviations……………………………………………………………………………………………………… iv List of tables…………………………………………………………………………………………………………… ……… v Part I Introduction The rationale………………………………………………………………………………… ………………………………6 Aims of the study …………………………………………………………………………………………………………7 Method of the study…………………………………………………………….……………………… …………… Scope of the study…………………………………………………………………………………………………………7 Design of the study………………………………………………………………………… ………………………… Part II Development Chapter 1: Literature Review……………………………………………………… …………………………….9 1.1.1 A brief of English language teaching methods and approaches in vietnam………………………………………………………………………………………………… …….………… 1.2 Features of english teaching methods and techniques applied in ESL classrooms……………………………………………………………………………………….………………………11 1.2.1 Grammar translation method…………………………………………………………………………12 1.2.2 Direct method……………………………………………………………………………………………………… 13 1.2.3 Reading approach…………………………………………………… ……………………………………… 14 1.2.4 Audio-lingual method…………………………………………… ………………………………………….15 1.2.5 Community language learning…………………………………………… …………………….….16 1.2.6 The silent way…………………………………………………………………………………………………….…16 1.2.7 Communicative language teaching……………………………… ……………………… .…17 1.3 English teaching methods in primary schools in Vietnam…………… …… 18 Chapter 2: Methodology .21 2.1 Participants…………………………………………………………………………… …………… … 21 2.2 Data collection instruments and procedure…………………… … 21 2.2.1 Phase : Questionaire………………………………………………………………….… ……21 ii Firstly, the best motivation for students to learn English is cultivated by their teacher They can nurture a student’s interest in learning and education until the students can drive the learning process by themselves Secondly, the teachers have to change their way of teaching, as they need to be more organized in the planning phase A teacher’s selection of a technique or a set of techniques should be based on his or her aims and sub-aims for the lesson After deciding the topic to be studied, and the techniques to be used, the teacher should prepare an effective lesson plan based on relevant teaching methodolgies and also co-planned and quality checked by a superior teacher if needed Thirdly, they have to follow or develop a teachinng style that will activate schemata and engage students throughout the lesson This is as if not more important than the planning phase, as we all know as teachers, that you should not teach the plan, but the lesson Thus gaining experience in the classroom and focusing on honing your teaching skills to match your style and be effective is of utmost importance Fourthly, the materials selected for the class should either be specifically created for the lesson by the teacher and should serve the aims and sub aims of the lesson and not just used as a time filler Inexperienced teachers or teachers who are only motivated by monetary reward use filler activities and materials due to the fact that it usually produces qualitative instead of quantitative results and makes the measurement of the effectiveness of their teaching methods abstract Lastly, it is integral that the teachers integrate and fuse all the above mentioned reccomendations into their teaching as this will streamline and maximise results and effectvieness of their teaching and will reduce stress on the teachers and the students as shareholders in the teaching environment will know what is expected for them and what results are desired The teachers and students will reap longterm rewards by integrating the above mentioned reccomendations into their daily teaching regiment and if one is absent, the above reccomendations is a good starting point for any ESL teacher to build one 34 PART III: CONCLUSION Summary Based on the findings and interpretations in the data analysis, the following conclusion could be drawn It identifies some strengths of the English language teaching methods and techniques followed by ESL teachers on primary students Some CLT techniques namely, warming up activities, pair and group works and peer correction are usually practiced in most classes Some common practices of direct methods such as dictation, reading aloud, self -correction and conversation practice are also used frequently and are enjoyed by students It is also revealed that most ESL teacher always try to create student-centered class, and take step to increase students’ involvement in the teaching learning process Moreover, teachers always encourage students to speak English in and outside of the class Limitations of the study Although this research was carefully prepared, I am still aware of its limitations and shortcomings Firstly, it was not possible for the researcher to observe all ESL classrooms in which primary students are studying in Haiphong city as well as to carry out the questionnaire to all the ESL teachers who are teaching in Haiphong Additionally, this study may mainly focuses on the teaching methods used by ESL teachers Because of the limited time, the researcher could not point out the progress that students made after a course which usually takes months However, this study can show how much involvement of students during the lessons Recommendations for further study From the limitations of this study, the researcher would like to give some suggestions for further study First, there exists a limitation concerning the data collection for the study Due to the time and financial constraints, the designed questionnaires were only administered to a small sample population of ESL teachers (15) and observation tasks were observed from only classes, which 35 had a great influence on the reliability and accuracy of the collected data Therefore, other studies may focus on a stastical relevant sample size and more ESL classrooms at other English centers in Haiphong Additionally, the forthcoming research should be conducted over a longer time period that should cover but not be limited to at least one completed ESL course in order to be able to support the given hypothesis In spite of above-mentioned shortcomings, it is hoped that the study will be of great help in enhancing the teaching and learning of English in the primary classroom environment in Haiphong 36 References Bose, C (2001): The Problems in Learning Auxiliary Verbs in English at High School Level Language in India, 5.11, 1-70 Braine, G (2010) Nonnative speaker English teachers: Research, pedagogy and professional growth New York, NY: Routledge Brown, H D (1994) Teaching by Principles: An Interactive Approach to Language Pedagogy Upper Saddle River, New Jersey: Prentice Hall Regents Brown, H D (2001) Teaching 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Reading, UK: Educational Explorers 12.Goody, N (1997) Grammar practice and presentation in context English Teaching Professional Vol P- 7- 37 13.Hymes, D H (1972) On Communicative Competence In C J Brumfit, & Johnson (Eds.) The communicative approach to language teaching (2nd ed., pp 5-27) Oxford University Press 14.Jackson S (2017, 31 July) Teaching methods: traditional vs modern Retrieved November 24th, 2018, from https://www.ccss.co.uk/news/traditional-vs-modern-teaching/ 15.Kirkpatrick, A (2010) English as a lingua franca in ASEAN: A multilingual model Hong Kong, China: Hong Kong University Press 16.Kothainayaki, S (1994) Classroom interaction and language use a case study of English teaching in selected standards: A Linguistic Study Ph.D Diss Bharathiar University 17.Krashen, S (1985) Insights and Inquiries Hayward, CA: Alemany Press 18.Larsen-Freeman, D (Ed.) (2000) Techniques and principles in language teaching (2nd ed.) 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Centrum Press p 87 23.Nation, I.S.P (2001) Learning Vocabulary in Another Language Cambridge: Cambridge University Press 24.Nguyen Nhat Quang (1993) English Teaching and Learning in the system of Continuing Education in Vietnam Paper presented at the International TESOL Conference, Ho Chi Minh city, Vietnam 25.Nunan, D (2003) The impact of English as a global language on educational policies andpractices in the Asia–Pacific region.TESOL Quarterly 37 (4), 589–613 38 26.Prator, Clifford and Celce-Murcia, Marianne, 1979 An outline of Language Teaching Approaches, in Brown, H Douglas (2001) Teaching by Principles 2th edn White Plains, NY : Pearson Education 27.Rardin, Jennybelle and Tranel, D D (1988) Education in a New Dimension: The Counseling- Learning Approach to Community Language Learning East Dubuque, IL: Counseling- Learning Publications 28.Richards, J C & Rodgers, T S (Ed.) (2001) Approaches and Methods in Language Teaching (2nd ed.) Cambridge: Cambridge University Press 29.Richards, J.C and Rodgers T.S (1987) The Audiolingual Method Approaches and Methods in language teaching Reino Unido: Cambridge University Press 30.Rivers, W M (1964) The Psychologist and the Foreign Language Teacher Chicago: University of Chicago Press 31.Swaffar, J., Arens, K., and Morgan, M (1982) Teacher classroom practices: Re-defining method as task hierarchy Modern Language Journal, 66(1), 24-33 32.Wang, L.-Y (2012) Moving towards the transition: Non-native EFL teachers’ perception of native-speaker norms and responses to varieties of English in the era of global spread of English Asian EFL Journal, 14(2), 46-78 33.Ying, L (2010) Communicative activities in ELT classrooms in China Unpublished master dissertation, University of Wisconsin-Platteville 39 APPENDICES Appendix-A Questionnaire for teachers This questionnaire is meant for a study on the efficiency of teaching methods applied in ESL classrooms for primary students in Hai Phong city Your answers will be strictly confidential and used only for the purposes of the research Your co-operation will be highly appreciated Section A: Personal Information Name: Teaching experience (year/s): Teaching institution: Section B: Instruction Please respond to the following items by putting the appropriate number for your opinion about each statement in the appropriate boxes Each of the items has points scale where 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree No Statement Strongly disagree 1 I use literary texts to teach reading and writing (Grammar Translation Method) I only use English language in class (Grammar Translation Method) Disagree Not sure Agree Strongly Agree 40 I teach vocabulary through bilingual lists (Grammar Translation Method) I give students chance to error correction ( Direct Method) I use realia for my students to make connections between words and the associated objects (Direct Method) I dictate a passage and students need to write down what they hear ( Direct Method) I ask questions in English and students need to reply in complete sentences ( Direct Method) I let students quickly read the reading in a minute and then ask them the main idea of the reading (Reading approach) I employ methods and activities to encourage and develop reading for detail and specific 41 information skills (Reading Approach) 10 I teach grammar through MFP examples and drills rather than providing grammar rules (Audio-lingual Method) 11 I encourage students to talk in English to improve their communication (Communicative Language Teaching) 12 I employ activities that require a variation of interaction patterns such as individual, pair and group work (Communicative Language Teaching) 13 I use authentic texts and communication activities which accommodate real life language use.( Communicative Language Teaching) 14 I error correction in different ways like peer correction, selfcorrection etc 42 (Communicative Language Teaching & Direct Method) Thank you for filling out this questionnaire 43 Appendix-B Researcher’s observation checklist This questionnaire is meant for a study on the efficiency of teaching methods applied in ESL classrooms for primary students in Hai Phong city Your answers will be strictly confidential and used only for the purposes of the research Your co-operation will be highly appreciated Section A: Personal Information Name: Teaching experience (year/s): Teaching institution: Section B: Instruction Please respond to the following items by putting the appropriate number for your opinion about each statement in the appropriate boxes Each of the items has points scale where 1= Strongly disagree, 2= Disagree, 3= Not sure, 4= Agree, 5= Strongly agree No Statement Strongly disagree 1 I use literary texts to teach reading and writing (Grammar Translation Method) I only use English language in class (Grammar Translation Method) I teach vocabulary through bilingual lists Disagree Not sure Agree Strongly Agree 44 (Grammar Method) Translation I give students chance to error correction ( Direct Method) I use realia for my students to make connections between words and the associated objects (Direct Method) I dictate a passage and students need to write down what they hear ( Direct Method) I ask questions in English and students need to reply in complete sentences ( Direct Method) I let students quickly read the reading in a minute and then ask them the main idea of the reading (Reading approach) I employ methods and activities to encourage and develop reading for detail and specific information skills 45 (Reading Approach) 10 I teach grammar through MFP examples and drills rather than providing grammar rules (Audio Lingual Method) 11 I encourage students to talk in English to improve their communication (Communicative Language Teaching) 12 I employ activities that require a variation of interaction patterns such as individual, pair and group work (Communicative Language Teaching) 13 I use authentic texts and communication activities which accommodate real life language use.( Communicative Language Teaching) 14 I error correction in different ways like peer correction, selfcorrection etc (Communicative 46 Language Teaching & Direct Method) Thank you for filling out this questionnaire 47 Appendix-C Observation Task Class: Teacher: Number of students: Date: Observe the tasks in the lesson and assess them under the following headings Use the numerical assessment under the relevant headings and support the score with comments 1= - 10= Task type / interaction receptive or productive / Set up time vs time spent on task Student interest / engagement level 1-10 How communicative activity? 1-10 is the Does the task test what it sets out to test? 1-10 Productivity / Output 1-10 Overall 1-10 48 ...MINISTRY OF EDUCATION AND TRANING HAIPHONG PRIVATE UNIVERSITY - AN ANALYSIS OF THE EFFICIENCY OF TEACHING METHODS APPLIED IN ESL CLASSROOMS FOR PRIMARY STUDENTS IN HAIPHONG CITY. .. repositories of cultural information For that reason, the study was conducted with the aim of analyzing the efficiency of teaching methods applied in ESL classrooms on primary students in Haiphong Aims of. .. Thạc sĩ Cơ quan cơng tác: Đại học Dân lập Hải Phịng Nội dung hướng dẫn: An analysis of the efficiency of teaching methods applied in ESL classrooms for primary students in Haiphong city Người hướng