MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THUY LINH SOME SUGGESTED ACTIVITIES FOR TEACHING AND LEARNING THE WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” maSTER thesis in education HiƯu Photocopy - Vi tÝnh S¬n Lan Photo - In màu Laser - Mạ nhũ vàng Số 18 Phạm Kinh Vü - BÕn Thñy - TP Vinh Tel: 0383 5555 88 - Mobile: 090 345 9796 Email: sonlanphoto@yahoo.com.vn Vinh - 2011 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY VO THI THUY LINH SOME SUGGESTED ACTIVITIES FOR TEACHING AND LEARNING THE WRITING SECTIONS IN THE TEXTBOOK “ENGLISH 10” (MỘT SỐ HOẠT ĐỘNG GỢI Ý CHO VIỆC DẠY VÀ HỌC KỸ NĂNG VIẾT TRONG SÁCH GIÁO KHOA “TIẾNG ANH 10”) FIELD: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 SUPERVISOR: ASSOC PROF DR LE HUNG TIEN VINH - 2011 i STATEMENT OF AUTHORSHIP I, the undersigned, hereby confirm that I am the sole author of this study The study is submitted in partial fulfilment for the Master degree of Theory and Methodology of English Language Teaching at Vinh University and has not been submitted elsewhere in any other form for the fulfilment of any other degree or qualification Signature Vo Thi Thuy Linh ii ACKNOWLEDEGEMENTS Firstly, I would like to express my deepest gratitude to my supervisor, Assoc Prof Dr Le Hung Tien, who has supported me throughout my thesis with his enthusiasm and knowledge I attribute the level of my Master degree to his encouragement and advice and without him this thesis, too, would not have been completed Secondly, I am grateful to all lecturers at Faculty of Foreign Languages, Vinh University, College of Foreign Languages, University of Danang and University of Languages and International Studies, VNU for their endless enthusiasm, valuable teaching and assistance that have enlightened my research path I also wish to express my sincere gratitude to all colleagues and students at Nguyen Truong To upper-secondary school who willingly participated in my study Finally, many thanks are for my family, whose support has been very important to me This thesis would not have been successfully conducted without their support and encouragement iii ABSTRACT This study investigates how the writing sections in the textbook “English 10” are taught at some upper-secondary schools in Nghe An with reference to designing and utilizing activities The study addresses issues of teachers’ and students’ attitudes towards teaching and learning writing skill, difficulties confronting both students and teachers, teachers’ adaptation and use of activities in their writing classes, the influences of adaptive activities on teaching and learning writing from teachers’ and students’ perspectives, together with useful implications to the teaching of writing at upper-secondary schools, and some suggested activities for each stage in teaching writing, which are illustrated by particular writing tasks in the textbook To achieve the aims of the study, two questionnaires for 100 students and 20 teachers were designed and used as the data collection tools Both qualitative and quantitative methods were employed to analyze collected results and create a detailed description of the real teaching context The findings of the research indicate that most of the teachers and students appreciate the role of activities in teaching and learning writing However, the scope is still limited, and there exist certain difficulties that hinder the teachers and students in exploiting writing activities Such reasons as class size, students’ different levels of proficiency, curriculums, the textbook, time limit, and lack of teaching facilities have negative influences on adapting and using activities in teaching writing From the outcome of the research, other studies on issues related to teaching and learning writing as well as other skills can be carried out Such researches can improve material adaptation, curriculum design, and classroom activities in the real contexts of teaching Hopefully, this study has made a small contribution to these fields iv TABLE OF CONTENTS Contents Page SUB COVER PAGE i STATEMENT OF AUTHORSHIP ii ACKNOWLEDGEMENTS iii ABSTRACT iv Vinh - 2011 ABSTRACT .iv TABLE OF CONTENTS LIST OF ABBREVIATIONS AND SYMBOLS LIST OF TABLES LIST OF FIGURES .5 CHAPTER I: .6 INTRODUCTION .6 1.1 Rationale 1.2 Purposes of the Study 1.3 Research Questions 1.4 Scope of the Study .7 1.5 Organization of the Study CHAPTER II .9 LITERATURE REVIEW 2.1 Teaching Writing .9 2.1.1 Writing and the Roles of Writing 2.1.2 Approaches to Teaching Writing 11 2.1.3 The Stages of Teaching Writing 15 2.1.4 Principles for Teaching Writing 16 2.1.5 Microskills for Writing 17 2.1.6 Writing Activities 18 2.2 Material Adaptation 19 2.2.1 Adapting Techniques 19 2.2.2 Instructions for Adapting Textbooks 21 CHAPTER III 24 THE STUDY .24 3.1 An Overview of the Textbook “English 10” 24 3.2 Methodology 25 3.2.1 Participants 25 3.2.2 Instrumentation .26 3.2.3 Data Collection Procedures 27 3.2.4 Data Analysis 27 3.2.5 Summary 27 3.3 Findings 28 3.3.1 Students’ Attitudes towards Writing Skill 28 3.3.2 Students’ Problems in Writing Classes 30 3.3.3 Students’ Favorite Activities in Writing Lessons 32 3.3.4 Students’ Attitudes towards Classroom Interaction .37 3.3.5 Students’ Feedback on the Implementation of Activities in Writing Classes .40 3.3.6 Teachers’ Evaluation on Writing Sections in the Textbook “English 10” 42 3.3.7 Teachers’ Conduct of Three Stages in Teaching Writing 43 3.3.8 Teachers’ Implementation of Writing Activities 44 3.3.9 Types of Adaptive Activities Commonly Used in Writing Classes 47 3.3.10 Kinds of Interaction Used in Writing Classes 53 3.3.11 Teachers’ Assessments on Benefits of Adapting Activities to Writing Classes.54 3.3.12 Problems the Teachers Encounter When Designing and Conducting Activities in Teaching Writing 56 3.4 Discussion 58 3.5 Summary 64 CHAPTER IV 65 IMPLICATIONS FOR TEACHING 65 4.1 Implications for Writing Classrooms .65 4.2 Suggested Activities for Teaching Writing .67 CHAPTER V .82 CONCLUSIONS .82 5.1 Conclusion of the Study 82 5.2 Limitations of the Study 83 5.3 Suggestions for Further Research 84 REFERENCES 85 LIST OF ABBREVIATIONS AND SYMBOLS N : Number of Informants Q1 : Questionnaire Number One Q2 : Questionnaire Number Two % : per cent ESL : English as a Second Language LIST OF TABLES Table 3.1: Checklist of Writing Tasks in the Textbook “English 10” Table 3.2: Students’ Favorite Post-writing Activities Table 3.3: Frequency of Classroom Interaction that Students Favor Table 3.4: Benefits That Writing Activities Bring to Students Table 3.5: The Content of Adaptive Activities Table 3.6: Frequency of Using Adaptive Activities at Writing Teaching Stages Table 3.7: Teachers’ Frequently Used Activities at Post-writing Stage Table 3.8: Kinds of Interaction Used in Writing Classes Table 3.9: The Outcomes of Writing Classes without Adaptation of Given Tasks Secondly, all the items for selection in the questionnaires were designed and supported by the researcher They could not cover all activities employed by teachers in writing classes Therefore they cannot fulfill all aspects of the situation Finally, the analysis and findings of the study only based on the results collected from the questionnaires, thus the discussion might be incomplete 5.3 Suggestions for Further Research On the basis of the findings and the limitations of the study, several suggestions for further research are made As indicated in the findings, both the teachers and the students have coped up with a number of difficulties in the reality of teaching and learning writing One of these difficulties originates from the textbook itself Therefore, an evaluation of the writing sections in the textbook from the teachers’ and students’ perspectives may be helpful In addition, studies on how to teach four language skills: reading, speaking, listening and writing through skill integration would be beneficial 84 REFERENCES English Authors Brown, H D (2000), Priciples of Language Learning and Teaching, San Fransico State University Brown, H D (2001), Teaching by Principle: An Interactive Approach to Language Pedagogy (Second Edition), Essex, Longman Byrne, D (1988), Teaching Writing Skills, Longman, London Dörnyei, Z (2003), Questionnaires in Second Language Research: Construction, Administration, and Processing, Mahwad, New Jersey: Lawrence Erlbaum Edge, J.(1993), Essentials of English Language Teaching, London: Longman Harmer, J (2001), The Practice of Language Teaching, Longman Hedge, T (1988), Writing, Oxford University Press, Oxford Lightbown, P M and Spada, N (1993), How Languages Are Learned, Oxford University Press McDonough, J.and Shaw, C (1993), Materials and Methods in ESL, A Teacher’s Guide, Blackwell 10 Nation, I S P (1990), Language Teaching Techniques, English Language Institute, Victoria University of Wellington, New Zealand 11 Prema Kumari Dheram, Feedback As a Two-Bullock Cart: A Case Study of Teaching Writing, ESL Journal Volume 49/2 April 19995, Oxford University Press 12 Raimes, A (1983), Techniques in Teaching Writing, Oxford University Press 13 Robinson, P (1991) ESP today: a Practitioner's Guide Hemel Hemstead: Prentice Hall 85 14 Steele, V (2004) Product and process writing, retrieved from http://www.englishonline.org.cn/en/teachers/workshops/teachingwriting/teaching-tips/product-process 15 Tribble, C (1996), Writing, Oxford University Press, Oxford 16 Ur, P (1996), A Course in Language Teaching, Cambridge University Press 17 Wallace Trudy, Stariba, Winifred E., and Walberg, Herbert J (2004), Teaching Speaking, Listening, and Writing; Educational Practices Series-14, International Academy Education and International Bureau of Education 18 White, R.V (1981), Approaches to Writing: Guidelines for Writing Activities, A Magazine for Language Teachers, RELC Vietnamese Authors 19 Nguyễn Bàng, Bùi Lan Chi, Trương Võ Dũng (2003), BA Upgrade: English Language Teaching Methodology, Teacher’s Workbook, Ministry of Education and Training 20 Lưu Quý Khương (2006), A Practical Course for Teaching English As a Foreign Language, University of Danang 21 Nguyễn Thuỷ Minh, Lương Quỳnh Trang (2007), Thiết Kế Bài Giảng Tiếng Anh 10- Tập Một, Hanoi Publisher 22 Nguyễn Thuỷ Minh, Lương Quỳnh Trang (2007), Thiết Kế Bài Giảng Tiếng Anh 10- Tập Hai, Hanoi Publisher 23 Thẩm Bích Phượng (2008), M.A Thesis: Idea-Generating activities in Teaching Writing for High School Students, University of Languages and International Studies-VNU 24 Đoàn Thị Thuý (2009), M.A Thesis: Difficulties in Teaching Writing Skills with the New Textbook Tiếng Anh 10 (The Standard Set) to the 10-Form Students at Lac Long Quan High School, Hoa Binh Province, University of Languages and International Studies-VNU 86 APPENDICES APPENDIX 1: QUESTIONNAIRE FOR TEACHERS The aim of the survey is to give some suggested activities that help teachers and students in teaching and learning writing lessons in the textbook “English 10” Your assistance in completing the following questions is highly appreciated and greatly contributes to the success of the study All the information received is solely for the purpose of the study, and you can be confident that you will not be identified in any discussion of data So please respond to each question and complete all of them as honestly and accurately as possible Thank you in advance for your cooperation! Part 1: Personal information - School: …………………………………… - Years of teaching: ………… - Participating in workshops on teaching English organized by Nghe An Department of Education and Training: □ Yes □ No Part 2: Please complete the following items by putting a tick on the answer you choose and give your own ideas at the end of some questions (More than one option is acceptable in questions 4, 7, 8, 9, 10, 11, 12, 13 and 15) What you think of the writing section in the textbook “English 10” in term of teaching? □ very difficult □ difficult □ easy □ boring How often you always conduct the three main stages in teaching writing procedure (pre-writing, while-writing, post-writing) sufficiently? □ always □ often □ sometimes □ seldom How often you adapt tasks in the writing section for your students from the textbook? □ always □ often □ sometimes □ never Which source of material you usually base on to design activities for a writing lesson? 87 □ the activities in the textbook □ designing activities yourself □ activities in reference books □ activities which you learn from colleagues □ combining the above sources Are the activities you use related to the content of the lesson? □Yes □ No □ Not necessary How often you employ adaptive activities at writing teaching stages? Always Often Sometimes Rarely Never Pre-writing stage While-writing stage Post-writing stage What are your favorite activities in teaching writing? □ brainstorming □ discussion □ gap-fill □ sentence building □ picture description □ other activities: □ communicative games □ write-it-up activities □ ordering □ matching □ grids (Information Gap) ……………………………………………………………………………………………… ……………………………………………………………………………………………… Which of the following ways you often use for pre-writing stage? □ ordering □ matching □ picture description (orally) □ brainstorming □ warm-up activities □ other activities: □ gap-fill □ grids (Information Gap) □ answering questions □ exploiting a model □ chatting …………………………………………………………………………………………… ……………………………………………………………………………………………… Which of the following activities apply in while-writing stage? □ gap-fill □ giving prompts 88 □ ordering □ following the given tasks □ transformation writing □ other activities: □ picture description □ write-it-up activities ……………………………………………………………………………………………… ……………………………………………………………………………………………… 10 While students are writing, your main task (s) is/are: □ to observe and make sure that students have understood what they are supposed to be doing and that they are doing it □ to move around the class and collect students’ common mistakes without interfering them □ to join the activities with students as a participant □ not to interfere □ other task (s): ……………………………………………………………………………………………… 11 At post-writing stage, which activities you usually conduct? □ having oral discussion with students to let them correct the mistakes themselves □ giving written comments on ideas, organization, style… on students’ writings □ having the whole class work on the mistakes to correct them □ asking students to exchange their writings for peer-correction □ asking students to rewrite the task after the mistakes have been corrected □ other activities: ……………………………………………………………………………………………… ……………………………………………………………………………………………… 12 Which forms of interaction you often employ to conduct activities? □ individually □ whole class interaction □ group work □ pair work □ teacher talk □ teacher initiates, students answers 13 Your opinions on the benefits of using activities in teaching writing? □ motivating students’ learning □ helping students memorize the language items faster and easier □ creating comfortable atmosphere in the classroom □ helping students writing tasks easier 89 □ developing students’ writing skill □ others: ……………………………………………………………………………………………… ……………………………………………………………………………………………… 14 How successful will your writing periods if there is no adaptation of given tasks? □ as successful as periods following tasks given in the textbook □ less successful □ more successful □ no idea 15 Which problems you often encounter when designing and carrying out activities for a writing lesson? □ limitation of time for preparation □ limitation of time for curriculum □ unsuitable class size for the activities □ multi-leveled students in a class □ students’ passive learning style □ lack of teaching facilities and teaching aids □ unsuitable writing activities in the textbook □ other problems: …………………………………………………………………………………………… ……………………………………………………………………………………………… Thank you very much for your cooperation! 90 APPENDIX 2a: QUESTIONNAIRE FOR STUDENTS The aim of the survey is to give some suggested activities that help teachers and students in teaching and learning writing lessons in the textbook “English 10” Your assistance in completing the following questions is highly appreciated and greatly contributes to the success of the study All the information received is solely for the purpose of the study, and you can be confident that you will not be identified in any discussion of data So please respond to each question and complete all of them as honestly and accurately as possible Thank you in advance for your cooperation! Part 1: Personal information - Name: ………………………………… … ……………………………… - School: …………………………………… – Class: - Years of learning English: ……… Part 2: Please complete the following items by putting a tick on the answer you choose and give your own ideas to some questions Among the four language skills, which is the most difficult one to you? Please rank from (most difficult) to (least difficult) □ reading □ speaking □ listening □ writing How you find the writing tasks in the textbook “English 10”? □ interesting □ boring □ suitable unsuitable In your writing lessons, problems you encounter are: □ the content of given tasks are unfamiliar to you □ the requirements of the tasks are difficult □ it is difficult to find the ideas for the writing □ your English is not sufficient (such as vocabulary, grammar, etc.) □ teachers’ activities are not interesting and unsuitable with your level □ teachers’ instructions are not clear and motivating □ other problems: …………………………………………………………………………………… Before asking you to the writing task, which activities teachers use? 91 □ □ giving questions related to the topic of lesson □ conducting warm-up activities (such as games, quizzes, puzzles, etc.) □ ordering (pictures, sentences, scrambled words) □ giving a model and asking questions and then providing you with vocabulary, grammar structures, ideas and form for the writing □ gap-fill □ matching □ grids (Information Gap) □ picture description (orally) □ brainstorming □ other activities: …………………………………………………………………………………… Which of the above activities help you start the writing task easily? Please list the name(s) ……………………………………………………………………………………………… Which of the following activities teachers ask you to in while-writing stage? Activities Always Often Sometimes Rarely Never Gap-fill Sentence building (by giving prompts) Ordering (sentences/ paragraphs) Picture description Transformation writing Following the given task Other activities: ………………… Which of the above activities you find the most interesting and easiest to follow? ……………………………………………………………………………………………… After you have finished writing, teachers often: □ have oral discussion with you and encourage you to correct your own mistakes □ give written comments on ideas, organization, style… on your writings □ have the whole class correct your mistakes □ have you exchange your writing with a partner for peer-correction □ ask you to rewrite the task after the mistakes have been corrected 92 □ other activities: ………………………………………………………………………………………… Which of the above ways you find the most useful in helping you correct the mistakes? ……………………………………………………………………………………………… 10 How often your teachers make use of the following forms of interaction in teaching writing? Forms of interaction Always Often Sometimes Rarely Never Individually Pair work Group work Whole class Teacher talk Teacher initiates, students answers 11 Which of the above forms of interaction you like most? ……………………………………………………………………………………………… 12 How you feel when carrying out the activities given by your teachers in writing lessons? □ confident □ motivated, interested □ other ideas: □ uncomfortable, shy □ bored …………………………………………………………………………………………… 13 Your opinions on the benefits from the activities used in writing lessons? □ making the writing tasks easier to carry out □ helping you have interest in learning writing sections □ helping you improve your writing skill □ helping you remember the forms of different types of writing better □ helping you use some types of writing in real life □ other benefits: …………………………………………………………………………………………… Thank you very much for your cooperation! 93 APPENDIX 2b: QUESTIONNAIRE FOR STUDENTS (VIETNAMESE VERSION) PHIẾU ĐIỀU TRA Nghiên cứu nhằm mục đích đưa số hoạt động gợi ý cho việc dạy học kỹ viết Sách Giáo Khoa Tiếng Anh 10 Câu trả lời bạn cho câu hỏi quan trọng với thành công đề tài nghiên cứu Vì vây, mong bạn trả lời câu hỏi cách trung thực xác Cám ơn hợp tác bạn! Phần I: Thông tin cá nhân học sinh - Họ tên: ……………………………………… - Lớp: ………………… - Trường: ………………………………………… - Số năm bạn học Tiếng Anh: … Phần II: Trả lời câu hỏi: Bạn đánh dấu √ vào câu trả lời Ở số câu hỏi bạn chọn nhiều phương án phù hợp đưa ý kiến riêng Theo bạn, kỹ kỹ sau khó học Tiếng Anh? Hãy đánh số thứ tự từ (khó nhất) đến (ít khó nhất) □ Đọc □ Nói □ Nghe □ Viết Bạn thấy tập phần Viết Sách Giáo Khoa Tiếng Anh 10 nào? □ thú vị □ nhàm chán □ phù hợp Những vấn đề mà bạn gặp phải học Viết là: 94 □ không phù hợp □ nội dung tập không phù hợp với bạn □ yêu cầu tập khó bạn □ bạn khó tìm ý cho viết □ vốn Tiếng Anh bạn chưa đủ (như Từ vựng, cấu trúc ngữ pháp…) □ hoạt động giáo viên đưa không thú vị không phù hợp với khả bạn □ hướng dẫn giáo viên không rõ ràng không gây hứng thú cho bạn □ vấn đề khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Trước yêu cầu bạn viết bài, giáo viên thường đưa hoạt động nào? □ đặt câu hỏi liên quan đến chủ đề □ tổ chức hoạt động khởi động trò chơi, câu đố… □ đặt trật tự câu, từ tranh vẽ… □ đưa viết mẫu, đặt câu hỏi sau giới thiệu từ vựng, cấu trúc ngữ pháp, cung cấp ý hình thức viết □ điền từ vào chỗ trống □ nối □ điền thông tin vào bảng □ miêu tả tranh cách cho bạn đứng dậy nói □ brainstorming (thảo luận tìm từ liên quan đến từ chủ đề giáo viên đưa ra) □ hoạt động khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Hoạt động hoạt động giúp bạn bắt đầu viết cách dễ dàng? Hãy kể tên hoạt động ……………………………………………………………………………………………… ……………………………………………………………………………………………… Giáo viên thường yêu cầu bạn thực hoạt đông phần “while-writing”? Hoạt đông Luôn điền từ vào chỗ trống dựng câu từ gợi ý đặt trật tự câu, đoạn văn 95 Thường xuyên Thỉnh thoảng Ít Khơng miêu tả tranh viết theo mẫu thay đổi số thông tin bạn GV đưa theo yêu cầu tập SGK khơng có thay đổi hoạt động khác: …………………………………… …………………………………… Hoạt động hoạt động bạn thấy thú vị dễ thực nhất? ……………………………………………………………………………………………… ……………………………………………………………………………………………… Sau hoàn thành viết, GV thường sửa lỗi cho bạn cách nào? □ trao đổi trực tiếp với bạn khuyến khích bạn tự sửa lỗi □ ghi nhận xét bải viết bạn □ chữa lớp □ yêu cầu bạn trao đổi với bạn bên cạnh để sửa lỗi cho □ yêu cầu bạn viết lại sau chữa lớp □ hoạt động khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Cách cách giúp bạn sửa lỗi viết hiệu nhất? ……………………………………………………………………………………………… ……………………………………………………………………………………………… 10 Trong học Viết, GV thường sử dụng hình thức tương tác nào? Hình thức tương tác Ln ln Thường xun Thỉnh thoảng Ít Khơng Cá nhân Theo cặp Theo nhóm Cả lớp tham gia Chỉ giáo viên nói GV – nhiều học sinh 11 Trong hình thức tương tác bạn thích loại nhất? ……………………………………………………………………………………………… ……………………………………………………………………………………………… 12 Bạn cảm thấy tham gia hoạt động học Viết? 96 □ tự tin □ không thoải mái, ngại ngùng □ đọng viên, thích thú □ buồn tẻ □ ý kiến khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… 13 Trong học Viết có sử dụng hoạt đơng đem lại cho bạn lợi ích gì? □ làm cho tập dễ thực □ tạo hứng thú để học kỹ Viết □ giúp bạn cải thiện kỹ viết □ giúp bạn nhớ cấu trúc dạng viết tốt □ giúp bạn sử dụng mốt số hình thức viết thực tế (như viết thư mời, viết thơng báo…) □ lợi ích khác: ……………………………………………………………………………………………… ……………………………………………………………………………………………… Cám ơn hợp tác bạn! 97 ... roles of writing, approaches to teaching writing, stages of teaching writing, principles for teaching writing, microskills for writing, and writing activities Although writing in terms of definition... background of teaching writing deals with the nature of teaching writing in foreign language such as writing and the roles of writing, approaches to teaching writing, stages of teaching writing, principles... entitling ? ?Some suggested activities for teaching and learning the writing sections in the textbook ? ?English 10? ??” The study is intended to investigate types of activities teachers use in their writing