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An evaluation of the material “basic english iii” for the second year non- english major students at bac giang teachers’ training college
i VIETNAM NATIONAL UNIVERSITY- HANOI COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT GIAP THI YEN AN EVALUATION OF THE MATERIAL “BASIC ENGLISH III” FOR THE SECOND YEAR NON- ENGLISH MAJOR STUDENTS AT BAC GIANG TEACHERS’ TRAINING COLLEGE (Đánh giá giáo trình “Tiếng Anh Cơ Bản III” dành cho sinh viên không chuyên năm thứ hai Trường Cao Đẳng Sư Phạm Bắc Giang) MINOR PROGRAM THESIS FIELD : MOTHODOLOGY CODE : 601410 HA NOI- 2008 ii VIETNAM NATIONAL UNIVERSITY- HANOI COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT GIÁP THỊ YẾN AN EVALUATION OF THE MATERIAL “BASIC ENGLISH III” FOR THE SECOND YEAR NON- ENGLISH MAJOR STUDENTS AT BAC GIANG TEACHERS’ TRAINING COLLEGE (Đánh giá giáo trình “Tiếng Anh Cơ Bản III” dành cho sinh viên không chuyên năm thứ hai Trường Cao Đẳng Sư Phạm Bắc Giang) MINOR PROGRAM THESIS FIELD CODE : METHODOLOGY : 601410 SUPERVISOR: ĐINH HẢI YẾN, M.A noi - 2008 i i CERTIFICATE OF ORIGINALITY I certify my authorship of the minor thesis submitted today entitled “An evaluation of the material Basic English III for the second year non-English major students at Bac Giang Teachers’ Training College” in terms of the statement of requirements for the thesdis and the field study reports in Masters’ programs is the result of my own work, except where otherwise acknowledged and that this minor thesis or any part of the same had not been submitted for a higher degree to any other universities or institution Signature Date: August 29th, 2008 ii ACKNOWLEDGEMENTS On the completion of the thesis, I would like to thank the following people: I would like to express my deepest gratitude to my supervisor, Ms Dinh Hai Yen, for her patient guidance, helpful suggestions, encouragement and constructive supervision in the course of writing this research Without her help, this work would have been impossible I would like to acknowledge my gratitude to Mr Le Hung Tien, Head of the Department of Post- Graduate Studies, and all the professors and lecturers at College of Foreign Language (CFL), Vietnam National University (VNU) for their insightful lectures, invaluable assistance and useful guidance I am also grateful for the valuable materials provided by Ms Le Thu Ha- the librarian at the post- graduate studies library of CFL, VNU I would like to take this opportunity to express my thankfulness to all of my English staff at Bac Giang Teachers’ Training College for their great help and kind cooperation in completing the questionnaires for the thesis I wish to extend my thanks to all of my friends who have been most helpful and supportive to me during the completion of my research Last but not least, my sincere thanks go to my parents whose love and encouragement have been equally important to my educational endeavors, especially my little son who has given me so much inspiration, energy, and support in accomplishing this challenging work iii ABSTRACT It is obvious that materials evaluation is one of the essential aspects of language teaching and learning Within this regard, the thesis was carried out to evaluate the material “Basic English III” which is currently in use for the second year non- English major students at Bac Giang Teachers’ Training College (BGTTC) since 2006 with the hope that practical suggestions would be given for further improvements of the material in the near future to meet the target of ensuring the effectiveness of the teaching and the learning English at BGTTC The data collection instruments used in this study were questionnaires and document analysis In this sequence, the material in use is analyzed basing on the criteria suggested by Hutchinson and Waters’ (1987) with an aim to determine how the material realizes the course requirements A survey on the teachers' opinions about the extent to which the material meets the requirements of the course in terms of the aims, content and methodology is conducted Research results have revealed some strengths and weaknesses of the material which allows the author to conclude that the material is not very relevant to the course aims, content and methodology Based on the findings, the thesis suggests some recommendations on materials adaptation such as addition, deletion, and replacement that should be made to remedy the weaknesses of the material so that the students can benefit more from it in future courses iv TABLE OF CONTENTS Trang PART I: INTRODUCTION .1 POST- GRADUATE DEPARTMENT .i GIAP THI YEN i MINOR PROGRAM THESIS i POST- GRADUATE DEPARTMENT ii GIÁP THỊ YẾN ii MINOR PROGRAM THESIS ii FIELD : METHODOLOGY ii ACKNOWLEDGEMENTS .ii ABSTRACT iii LIST OF ABBREVIATIONS v PART I: INTRODUCTION .1 Chapter 1: Literature Review Chapter 2: Research Methodology .16 Chapter 3: Data Analysis and Discussion .21 * Sequence of content .28 The content of the material did not go from easier to more difficult level As can be seen from the organization of content, the material was divided into three parts: grammar, reading and exercises These parts were repeated throughout the book Therefore, recycling the learned knowledge was available Accordingly, it is reasonable to state that the sequence of content completely fits the course specification .28 REFERENCES I Appendix VII III Time allocation VII III Instructional material VII Appendix VIII UNIT 4: WORK XV References I Appendixes .III Appendix III Appendix VII Appendix .VIII Appendix X Appendix XV v LIST OF ABBREVIATIONS CFL : College of Foreign Language VNU : Vietnam National University BGTTC : Bac Giang Teachers’ Training College BEIII : Basic English III vi LIST OF FIGURES AND TABLES Figures Figure 1: Materials Evaluation Model of McDonough and Shaw Figure 2: The materials evaluation model of Hutchinson & Waters Tables Table 2.1: Types of information in the teacher questionnaire Table 3.1: The vocabulary list of unit (Basic English III, p 87) Table 3.2: The content requirements for the third term Table 3.3: The methodology requirements of the course Table 3.4: Teachers’ opinions about the suitability of the material (Q 1- 6) Table 3.5: Teachers’ opinions about language points and languages skills covered in this material (Q7-8) Table 3.6: Teachers’ opinions about effectiveness of sub-skills (Q 9) Table 3.7: Teachers’ opinions about the topics in the material (Q10- 11) Table 3.8: Teachers’ opinions about the text- types in the material (Q14) Table 3.9: Teachers’ opinions about the organization and sequence of content (Q12- 13) Table 3.10: Teachers’ opinions about time allocation in the material (Q15) Table 3.11a: Students’ learning strategies and preference (Q16) Table 3.11b: Students’ learning strategies and preference (Q17) Table 3.11c: Students’ learning strategies and preference (Q18) Table 3.12: Teachers’ opinions about tasks and activities of language points and language skills (Q19- 22) Table 3.13: Teachers’ opinions about teaching/ learning techniques in the material (Q23-24) Table 3.14: Teachers’ opinions about the methodology guidance in the material (Q25) IV - - - - dialogues? experimental reports? visual texts (pictures, diagrams, charts, graphs, cartoons etc.)? listening texts? any other kind? 8A What subject-matter area(s) is/ are required (e.g medicine, biology etc.)? What level of knowledge should be assumed (e.g secondary school, first year college/ university, post-graduate etc.)? What types of topics are needed (e.g in medicine: hospital organisation, medical technology etc.)? What treatment should the topics be given (e.g 'straightforward', factual; 'human interest' angle; humorous; unusual perspective; taking into account issues, controversy, etc.)? 9A How should the content be organised throughout the course? around language points? by subject matter? by some other means (e.g study skills)? by a combination of means? 10A How should the content be organised within the course units? by a set pattern of components? by a variety of patterns? by some other means? to allow a clear focus on (e.g certain skill areas, a communication task etc.)? 11A How should the content be sequenced throughout the course? e.g from easier to more difficult? to create variety? to provide recycling ? by other criteria? Should there be no obvious sequence? 12A How should the content be sequenced within a unit? e.g from guided to free? from comprehension to production? accuracy to fluency? by some other means? 8B What is/are the subject-matter area (s) assumed level of knowledge, and types of topics in the materials? What treatment are the topics given? 9B How is the content organised throughout the materials? 10B How is the content organised within the units? 11B How is the content sequenced throughout the book? 12B How is the content sequenced within a unit? V - - - Should there be no obvious sequence? METHODOLOGY 13A What theory/ies of learning should the 13B What theory/ies of learning are the course be based on? materials based on? Should it be behaviorist, cognitive, affective, some other kind, and a combination of one or more of these? 14A What aspects of the learners' attitudes 14B What attitudes to/ expectations to/ expectations about learning English about learning English are the materials should the course take into account? based on? 15A What kinds of exercises/ tasks are 15B What kinds of exercises/ tasks are needed? included in the materials? e.g guided n free? comprehension n production? language/ skills practice n language/ skills use? one right answer n many possible right answers? whole class n group n individual? language/ skills-based n content- based? 'mechanical' n problem solving? role-play, simulation, drama, games? ones involving visuals? self-study? some other kinds? 16A What teaching-learning techniques are to be used? 16B What teaching-learning techniques e.g can be used with the materials? lockstep? pair work? small-group work? student presentations? work involving technical subject matter? other kinds? 17A What aids are available for use? e.g cassette recorders? 17B What aids the materials require? overhead projectors? realia? wallcharts? video? other? 18A What guidance/support for teaching the course will be needed? e.g 18B What guidance the materials statements of aims? provide? VI - lists of vocabulary and language-skills points? language guidance? technical information? methodological directive or hints? suggestions for further work? tests? other kinds? 19A How flexible the materials need to be? 19B In what ways are the materials flexible? e.g - - can they be begun at different points? - - can the units be used in different orders? - - can they be linked to other materials? - can they be used without some of their components (e.g cassettes)? OTHER CRITERIA 20A What price range is necessary? 20B What is the price? 21A When and in what quantities should the 21B When and how readily can the materials be available? etc materials be obtained? VII Appendix THE SYLLABUS OF THE ENGLISH COURSE FOR SECOND- YEAR NONENGLISH MAJOR STUDENTS AT BGTTC I Goals and Objectives Goals - Provide students with Basic English grammatical structures and develop basic grammatical points such as: modal verb, modals + perfect infinitive, expression of quantity, subject- verb agreement with coordinators, linking verbs, used to, too + adj/ adv + to infinitive, adj/ adv + enough + to infinitive, enough + noun + to infinitive, gerund, infinitive, adj + prep, nouns formation - Use English for social communication - Develop three language skills of which reading and writing are given priority compared to the others Objectives By the end of the 45- period English course, the second- year non-English major students will be able to: - Use English for daily communication, and expand it in exams and in later development - Read and understand the language in new context - Write complex sentences, paragraphs, and essays - Improve the fluency and pronunciation II Audience: - Second- year non- English major students at BGTTC, term III - The students’ English level is low- intermediate III Time allocation Total time budget: 45 periods/ 15 weeks/ term (3 periods/ day/ week) III Instructional material - The material “Basic English III” (used for Second- year non- English major students at BGTTC) Teachers and students are supposed to use some other English materials of similar level for reference VIII Appendix MAP OF CONTENTS (The material Basic English III) Unit Topic Sleep Grammar Modal verb (can, could, be able to) Vocabulary Words related to sleep Needles Invention Modal verb (must and have to) Metal Twitter Invention” Modals + Perfect Infinitive Student’s life Work and Retirement Expression of quantity (most, most of, a number of, a great deal of) Work Food Expression of quantity (a little, little, a few, few) Food and Drink Who uses English Subject- verb agreement with coordinators Englishspeaking countries A Healthy Diet for Everyone Linking verbs Expressing changes Used to Skills work Reading: reading a text about “sleep” Writing: using modal verbs and vocabulary related sleep to make true sentence Speaking: ask and answer about sleep Reading: read the text about “Needles Healthy food Daily activities Writing: sentence building Speaking: talk about modern invention Reading: read the text about “Twitter” Writing: write a paragraph about the student’s life Speaking: ask and answer about the student’s life Reading: read the text about “Work and Retirement” Writing: write a paragraph about favorite jobs Speaking: ask and answer about work and retirement Reading: read the text about “Food” Writing: write sentences about what Vietnamese people usually have for breakfast/ lunch/ dinner Speaking: ask and answer about food and drink Reading: read the text about “Who uses English” Writing: make sentences using subjectverb agreement with coordinators Speaking: discuss why English is popular all over the world Reading: read the text about “A Healthy Diet for Everyone” Writing: sentence building Speaking: talk about healthy diet Reading: read the text about “Childhood Memories” Writing: write a paragraph describing IX 10 Could the Problem with Teenage Drivers be Their Parents The allAmerican Diner too + adj/ adv + to infinitive - adj/ adv enough + infinitive - enough noun + infinitive Gerund + to + to Words related to problem with teenage drivers Words related to American Diner Reading: read the text “The allAmerican Diner” Writing: sentence completion Speaking: discuss the information from the reading text Environment pollution Reading: read the text about “Greenhouse Effect” Writing: Write an essay about environment in the living place Speaking: Ask and answer about what like and dislike doing in the free time Reading: read the text about “Traffic Lights” Writing: sentence transformation Speaking: discuss about traffic jams Reading: read the text about “Flying” Writing: sentence building Speaking: discuss the information from the reading text Reading: read the text about “Headaches” Writing: sentence completion Speaking: make the interview about people’s health 11 Greenhouse Effect It Happened to Me Infinitive Traffic 12 Expressing Feeling adj + prep 13 People’s feeling The First American Dictionary of the English Language Nouns formation Illness 14 the childhood Speaking: ask and answer about what used to in the past Reading: read about the text “The extinction of dinosaurs” Writing: sentence transformation Speaking: discuss about a pet in the family Appendix QUESTIONNAIRE FOR THE MATERIAL DESIGNERS AND TEACHERS OF ENGLISH AT BGTTC X This questionnaire is designed to collect ideas of teachers of English teaching at BGTTC on the current English teaching material in use “Basic English III” for non- major English students at BGTTC Please answer the following questions carefully based on your own experience in teaching the material Your responses would be very valuable to the evaluation research and the improvement of the material for future use Your cooperation, therefore, is highly appreciated I/The aims: Does the material provide students with opportunity to ? Yes No Not sure develop basic grammatical points? widen general vocabulary of most common topics? improve their pronunciation, stress, intonation, linking word, and reduced vowels? acquire and improve reading skills to complete the reading task- types? acquire and improve writing skills to write complex sentences, paragraphs, and essays? practice everyday spoken English in common situations? II/ The content: What you think about the amount of the language points available in this material? (Tick your answer) Language points Structures of grammar Vocabulary Pronunciation Too much Adequate Not much Not at all What you think about the amount of skills covered in this material? (Tick your answer) Language skills Reading Writing Speaking Too much Adequate Not much Not at all What sub- skills does the material help students develop? (Tick your answer) Reading Guessing Yes No Not sure XI Scanning Skimming Writing Brainstorming ideas Completing the sentences Building the sentences Transforming the sentences Using appropriate structures to express ideas when writing Using appropriate vocabulary to express ideas when writing Using good connecting words to link sentences in writing Organizing ideas into a paragraph, and a complete essay Speaking Asking for information Making an interview Making a description Asking for clarification 10 What you think of the topics in the material? (Tick your answer) very interesting interesting ok boring very boring 11 Do topics in the material provide with update information? (Tick your answer) Yes No Not sure 12 How is the content organised throughout the material? (Tick your answer) around the language points by topics by skills others, please specify …… 13 How is the content sequenced throughout the material? (Tick your answer) from easier to more difficult recycling available various others 14 What you think about the text- types in the material? (Tick your answer) - Variety: varied normal monotonous - Level of difficulty: easy normal difficult 15 Does the material encourage students to develop appropriate learning strategies and to become independent in their learning? (Tick your answer) Yes No Not sure 16 Do you think periods for each unit are too many many enough too little XII 17 From your experience of working with students on the given material, which learning items you find that students are satisfied with? (Tick your answers) Grammar structures Exercise/ tasks Vocabulary Reading Pronunciation Writing Topics Speaking 18 Please rank the learning items in question 11 in order of interest in accordance with students’ preference Learning items Grammar structures Vocabulary Pronunciation Topics Reading Writing Speaking Exercise/ tasks III The Methodology Most interesting Interesting Least interesting 19 Does the material contain a variety of tasks and activities of the language points? (Tick your answer) Yes No Not sure 20 Does the material contain a variety of tasks and activities of reading skills? (Tick your answer) Yes No Not sure 21 Does the material contain a variety of tasks and activities of writing skills? (Tick your answer) Yes No Not sure 22 Does the material contain a variety of tasks and activities of speaking skills? (Tick your answer) Yes No Not sure 23 Does the material provide opportunity for individual work, lockstep, pair work, and group work? (Tick your answer) Yes No Not sure 24 What guidance does the material provide teachers? (Tick your answer) XIII lists of vocabulary and language- skills points teaching aids technical information methodological hints suggestions for further work others XIV IV Suggestions for further improvement of the material What changes you think should be made to improve the effectiveness of the material for future use? Please give your suggestions regarding the following aspects: 25 Language points? ……………………………………………………………………………………………… …………………………………………………………………………….……………… 26 Writing tasks in each unit? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 27 Speaking tasks in each unit? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 28 Reading tasks in each unit? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 29 Sequencing the topics? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 30 Guidance on methodology? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 31 Time allocation for individual units? ……………………………………………………………………………………………… …………………………………………………………………………….………………… 32 Learner- training? ……………………………………………………………………………………………… …………………………………………………………………………….………………… Thank you very much for your cooperation! XV Appendix A SAMPLE OF AN ORIGINAL UNIT UNIT 4: WORK Presentation Read the passage * Work is a very important part of life in the United States Work is not only important for economic benefits, the salary, but also for social and psychological needs, the feelings of doing something for the good of society Americans spend most of their lives working, being productive For most Americans, their works defines them They are what they What happens, then, when a person can no longer work? Language focus: most, most of, a number of, a great deal of Complete the sentences: - Americans spend their lives working - For .Americans, their works defines them Complete the rule: Most can be used either as determiner in a , or as followed by + Ex: Most of people are afraid of snakes Most of my holidays are at home * Even children who are supposedly keen on a particular occupation often know little about it, and take no steps to find out In the Sheffield study, although a number of boys and girls have given a great deal of thought to their future work, only just over one- third had a reasonable sound knowledge, defined generously of the tasks which would be involved in the jobs of their choice Complete the sentences: Although boys and girls have given thought to their future work Complete the rule: + Singular noun and + Plural noun are often used in affirmative sentences instead of much and many in a more formal style Practice XVI Complete the following sentences with the words provided: most, most of, a great deal (of), a large number (of) I’ve been to the theatre of times the plays I’ve seen are modern They spent of time studying Victorian literature .popular expressions in our language have interesting backgrounds I have .of exercises of them are easy Reading comprehension Pre- reading task Discuss these questions with your partner At what age people retire in Vietnam? How retirees feel after stopping working? What they usually when they retire? Reading WORK AND RETIREMENT Most Americans stop working at age sixty- five or seventy and retire Because work is such an important part of life in this culture, retirement can be very difficult Retirees often feel that they are useless and unproductive Of course, some people are happy to retire; but leaving one’s job, whatever it is, is a difficult change, even for those who look forward to retiring Many retirees not know how to use their time or they feel lost without their jobs Retirement can also bring financial problems Many people rely on Social Security checks every month During their working years, employees contribute a certain percentage to the government Each employer also gives a certain percentage to the government When people retire, they receive this money as income These checks not provide enough money to live on, however, because prices are increasing very rapidly Senior citizens, those over sixtyfive, have to have savings in the bank or other retirement plans to make ends meet The rate of inflation is forcing prices higher each year; Social Security check alone cannot cover these going expenses The government offers some assistance, medicare and welfare, but many senior citizens have to change their lifestyles after retirement They have to spend carefully to be sure that they can afford to buy food, fuel, and other necessities Of course, many senior citizens are very happy with retirement They have time to spend with their families or to enjoy their hobbies Some continue to work part time Other does XVII volunteer work Some, like those in the retire Business Executives Association; even help young people to get started in new business Many retired citizens also belong to “Golden Age” group These organizations plan strips and social events These are many opportunities for retirees American society is only beginning to be concerned about the special physical and emotional needs of its senior citizens The government is taking steps to ease the problem of limited income They are building new housing, offering discounts in stores and museums and on buses, and providing other services, such as free courses, food services, and help with housework Retired citizens are a rapidly growing percentage of the population This part of the population is very important and we must respond to their needs After all, every citizen will be a senior citizen some day A Look at these topics There is one topic for each paragraph Look quickly at the reading to find these topics Do not read every word at this point Write the number of the paragraph next to the topic of that paragraph the financial problems of retirement the value of work in America answers to some problems the positive side of retirement explanation of retirement B Find a word in the reading, which has a meaning similar to the following pay useful unimportant depend on part answer needed thing older worried 10 reduced price C Circle the letter of the choice that best completes each sentence The author believes that work first became important to Americans because of pressure a economic b religious c family Senior citizens have to have other savings because Social Security checks a come monthly b are not enough c cover going expenses Many people who retire feel unproductive because their work a defined their lives b was unimportant c was difficult XVIII The last sentence of the reading means that each person a is important b is a citizen c will grow old According to the author, Americans stop working at age sixty- five or seventy a some b few c most the author mentions .examples of discounts a two b three c four When Americans stop work, it is difficult for them to a feel productive b feel happy c get Social Security checks A salary is a benefit a social b financial c psychological Many retirees feel useless because they a volunteer work b have limited incomes c aren’t working 10 Clothing is an example of a (n) a assistance b necessary c concern Exercises Exercise 1: Complete the sentences using the words in brackets Sometimes no other words are necessary, sometimes you need “the” or “of the” I was not well yesterday, I spent in bed (most/ day) can go faster than others (some/ cars) We’ve eaten we bought There’s very little left (most/ food) We had a lazy holiday We spent on the beach (most/ time) George is easy to get on with like him (most/ people) don’t visit this part of the town (most/ tourists) Exercise 2: Complete the sentences with “most” or “most of” There are 50 students in my class them are girls I spent .my spare time gardening last year days I get up early She gave her energy to science The weather was bad when we were on holiday It rained .the time I expect you are very tired after your long journey My uncle devotes his life to writing ... definitions of materials evaluation, purposes for materials evaluation, types of materials evaluation, materials evaluators, models for materials evaluation, criteria for materials evaluation, as... purposes of materials evaluation, types of materials evaluation, materials evaluators, models for materials 16 evaluation and criteria for materials evaluation The last section also included some theoretical... VIETNAM NATIONAL UNIVERSITY- HANOI COLLEGE OF FOREIGN LANGUAGES POST- GRADUATE DEPARTMENT GIÁP THỊ YẾN AN EVALUATION OF THE MATERIAL “BASIC ENGLISH III” FOR THE SECOND YEAR NON- ENGLISH MAJOR STUDENTS