NGHIÊN cứu về VIỆC GIẢNG dạy từ VỰNG TRONG CHƯƠNG TRÌNH SÁCH GIÁO KHOA NÂNG CAO DÀNH CHO học SINH lớp 11 CHUYÊN ANH TRƯỜNG CHU văn AN

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VIETNAM NATIONAL UNIVERSITY, HANOICOLLEGE OF FOREIGN LANGUAGESPOST GRADUATE DEPARTMENTPHƯƠNG NHÂNAN INVESTIGATION ON VOCABULARY TEACHING INTHE ADVANCED LEVEL TEXTBOOK PROGRAM FORENGLISH SPECIALIZED STUDENTS GRADE 11TH IN CHUVAN AN HIGH SCHOOLNGHIÊN CỨU VỀ VIỆC GIẢNG DẠY TỪ VỰNG TRONGCHƯƠNG TRÌNH SÁCH GIÁO KHOA NÂNG CAO DÀNHCHO HỌC SINH LỚP 11 CHUYÊN ANH TRƯỜNG CHUVĂN ANM.A MINOR THESIS FIELD : METHODOLOGYCODE : 601410 HANOI, 2008VIETNAM NATIONAL UNIVERSITY, HANOICOLLEGE OF FOREIGN LANGUAGESPOST GRADUATE DEPARTMENTPHƯƠNG NHÂNAN INVESTIGATION ON VOCABULARY TEACHING INTHE ADVANCED LEVEL TEXTBOOK PROGRAM FORENGLISH SPECIALIZED STUDENTS GRADE 11TH IN CHUVAN AN HIGH SCHOOLNGHIÊN CỨU VỀ VIỆC GIẢNG DẠY TỪ VỰNG TRONGCHƯƠNG TRÌNH SÁCH GIÁO KHOA NÂNG CAO DÀNHCHO HỌC SINH LỚP 11 CHUYÊN ANH TRƯỜNG CHUVĂN ANM.A MINOR THESIS FIELD : METHODOLOGYCODE : 601410SUPERVISOR : ĐINH HẢI YẾN, M.Ed HANOI, 20082CERTIFICATE OF ORIGINALITY I certify my authorship of the minor thesis submitted today entitled“An investigation on vocabulary teaching in the advanced level textbook programfor English specialized students grade 11th in Chu Van An High School”in terms of the statement of requirements for the thesis and the field study reports inMasters’ programs is the result of my own work, except where otherwise acknowledgedand that this minor thesis or any part of the same had not been submitted for a higherdegree to any other universities or institution.SignatureDate: December 29th, 20083ACKNOWLEDGEMENTSFirst of all, I wish to express my deepest gratitude to my supervisor, Ms. Dinh Hai Yen,M.Ed, for her academic guidance and support throughout this study. Without her valuableassistance, my thesis would not have been completed. I would like to sincerely thank the lecturers of the Department of Post Graduate Studies,College of Foreign Languages, Hanoi National University for their useful lessons that havehelped in the clarification of many points. Last but not least, many special thanks are due to the teaching staff and students fromEnglish specialized classes 11th grade in Chu Van An High School, who contributed data tothe study. Without their enthusiastic cooperation, I would not have been able to conductmy research. I hope that the insights this paper has yielded will be of benefit for futurestudents in the program.4ABSTRACTVocabulary acquisition is one of the most challenging obstacles language learnersmust overcome. This is especially true for students in English specialized classes wherecomprehension of academic texts is required. This minor thesis investigates the vocabularystrategy teaching component of an advanced-level course book for students in the grade11th of Chu Van An High School. It first describes the course and the issues whichprompted the study. The present study is an effort that aims to examine the students’ usageof vocabulary learning strategies that occurs as the course progresses and to analyse thedevelopment of passive and active vocabularies over a three-month period. It then reviewsthe literature relevant to the topic of research which serves as a theoretical for frameworkfor the study. The data were collected by means of questionnaires and interviews. Resultsshowed that students employed some certain determination, social, memory, cognitive andmetacognitive strategies during the course. However, the frequency of determinationstrategies use was significantly higher than that of social and metacognive ones. Thefindings emphasize the potential influence of these strategies on the learners’ vocabularydevelopment. Particularly, this study can claim to have achieved its goal of measuringimprovements in students’ passive vocabularies and matching them to suitable targets aftera three-month period. However, the findings from these studies have neither beencompletely sufficient nor consistent, which requires further research into particularstrategies employed by learners of different proficiency levels in varied contexts. Thestudy has developmental implication for researchers and teachers. It provides acategorization scheme of vocabulary learning strategies that are applicable to other studiesin this field. In addition, based on the findings, it suggests explicit instruction to improvethe efficiency of teaching vocabulary strategies. 5TABLE OF CONTENTS Page Acknowledgements iAbstract iiPart I: INTRODUCTION 11. Rationale 12. Scope, aims and significance of the study 22.1 Scope of the study 22.2 Aims of the study 32.3 Significance of the study 33. Methods of the study 44. Organization of the thesis 4Part II: DEVELOPMENT 5CHAPTER 1: LITERATURE REVIEW 51.1 Vocabulary in SLA 51.2. Linguistic Input of Word 61.2.1 Necessary information of ‘knowing’ a word 61.2.2 Receptive and Productive knowledge 71.2.3 How many words do learners need to know? 71.3 Vocabulary learning strategies 91.3.1 Determination strategies 101.3.2 Social strategies 111.3.3 Memory strategies 121.3.4 Cognitive strategies 131.3.5 Metacognitive strategies 141.4 Vocabulary teaching in language education 141.5 Summary 16CHAPTER 2: METHODOLOGY 182.1 Participants and settings of the study 182.1.1 The school system 182.1.2 Vocabulary in the curriculum 182.1.3 Needs analysis 192.2 Instruments of data collection 202.2.1 Questionnaires 202.2.2 Survey 212.3 Data collection procedures 212.4 Data analysis 212.5 Summary 22CHAPTER 3: RESULTS AND DISCUSSION 233.1 Results 233.1.1 Determination strategies 233.1.2 Social strategies 243.1.3 Memory strategies 253.1.4 Cognitive strategies 273.1.5 Metacognitive strategies 283.1.6 Teaching staff survey 2963.2 Summary of major findings 303.3 Discussion of major findings 313.4 Summary 33Part III: CONCLUSION 341. Summary of previous parts 342. Conclusions 353. Implications of the study 374 Limitations and suggestions for further research 38REFERENCES IAPPENDIXES IIIAppendix 1 IIIAppendix 2 VIAppendix 3 VII7LIST OF ABBREVIATIONSCFL : College of Foreign LanguageVNU : Vietnam National UniversityCVA : Chu Van An High SchoolSSP : Structured Speaking PracticeSLA : Second Language Acquisition8LIST OF FIGURESFigure 1. Vocabulary size and text coverage in the Brown corpus (Nation and Waring, 1997, p.9) Figure 2. Text coverage in written academic text (Nation and Newton, (1997, p.239) Figure 3. Determination strategy survey results Figure 4. Social strategy survey results Figure 5. Sample of Memory strategy survey results Figure 6. Cognitive strategy survey results Figure 7. Metacognitive strategy survey results9PART I: INTRODUCTION1. RationaleIt is common knowledge that learning a foreign language mainly involves learningthe sound system, grammar, and vocabulary of that language among which vocabularylearning plays a very crucial role. Seal, (1990, as cited in Celce-Murcia, 1991, p.269) statethat to the non-language specialist, the common sense how languages are learned isthat you substitute the words in your first language for the corresponding words inthe second language. Words are perceived as the building blocks upon whichknowledge of the second language can be built.Considering the crucial role attributed to vocabulary learning in second or foreignlanguage learning, one can implicitly understand the importance of vocabulary teaching aswell. In the past, vocabulary teaching and learning were often given little priority in secondlanguage programs, but recently there has been a renewed interest in the nature ofvocabulary and its role in learning and teaching (Richards & Renandya, 2002).A number of research studies have dealt with lexical problems, that is, problemswhich language learners face in vocabulary learning. The given research findings haverevealed that lexical problems frequently interfere with communication. As a matter offact, communication breakdown occurs when people do not use the right words (Allen,1983).It is also generally accepted that second or foreign language learners who possessgood word power or knowledge of vocabulary are usually more successful languagelearners. To put it simply, people with large vocabularies are more proficient readers thanthose with limited vocabularies. In fact, there is usually a positive correlation betweenone’s knowledge of vocabulary and his/her level of language proficiency (Luppescu &Day, 1993).In most English classrooms in Vietnam today, a significant amount of time is spenton lexis teaching and learning. Indeed, many EFL learners favour the type of vocabularybook that lists words frequently appearing in entrance examinations. However, these areunhelpful for the communicative purposes since they do not present information on usage. Therefore, considering the treatment of lexis in current English textbooks for EFL learners10[...]... Participants and settings of the study 2.1.1 The advanced English program at Chu Van An High School The context for this study is the advanced program in English for the 11 th grade students in Chu Van An High School, Hanoi, Vietnam The first aim of the program is to improve students’ language skills to the desired level at which students are expected to be able to use English as a second language... an investigation on vocabulary teaching in the advanced level textbook program for English specialized class students who are in the grade 11th in Chu Van An High School 2 Scope, aims and significance of the study 2.1 Scope of the study The study investigates the vocabulary teaching in the advanced level textbook program for English specialized class students who are in the grade 11 th in Chu Van An. .. mean scores of 2.94/0.58 and 2.85/0.56 which meant that they were used slightly less than sometimes Although the 34 students clearly regarded them as quite useful, with means of 3.27/0.47 and 3.16/0.49, memory strategies obtained the lowest usefulness ratings of any group C2 C3 C7 C8 C11 C12 Frequency of use Perceived usefulness Survey 1 Survey 2 Survey 1 Survey 2 (Mean/SD) (Mean/SD) (Mean/SD) (Mean/SD)... at Chu Van An High school It gives a detailed description of vocabulary development used by students in English specialized classes More importantly, it works out changes in study behavior over a three-month period The findings of the vocabulary teaching of the textbooks newly developed for the advanced level can help teachers to understand more about their students’ vocabulary acquisition and can... It is not certain by any means that the two can be so neatly separated Many attempts have been made to distinguish the terms 'receptive' and 'productive' from theoretical and quantitative perspectives These terms differ in productive use and require more accurate mastery of connotations and denotations, register, syntactic constraints, co-occurrence restrictions and so on Quantitatively, Waring (1996b,... for further academic education in colleges and universities - both in Vietnam and overseas - by teaching them how to become more independent learners All of the students in the program are in English specialized classes in Chu Van An High School and they have been learning English for at least five or six years at junior and senior secondary schools The advanced program with 16 units of different themes... refers to a mean of 3.67 and a standard deviation of 0.49 The results of the survey were analysed for statistical significance by using the t-test 3.1.1 Determination strategies As shown in Figure 3 below, with a mean score of 3.80/0.42 in the first survey and 3.98/0.56 in the second, determination strategies were far more frequently used than any other category For perceived usefulness, a mean score of... responsible for the teaching of some 11 th English specialized classes in Chu Van An High School The combination of these data collection methods will help ensure both reliability and validity of the study 4 Organization of the thesis The study consists of three parts: Part I is the Introduction, which states the rationale, scope, aims, significance, method and organization of the study Part II consists... score from one to five, with very often and extremely useful receiving five points The mean and standard deviation for each learning strategy were then calculated In the following discussion, both results will be given; for example, 3.67/0.49 refers to a mean of 3.67 and a 30 standard deviation of 0.49 The results of the survey were analyzed for statistical significance by using the t-test (For full results... conduct the study in terms of data collection methods, participants, data collection procedures and data analysis Firstly, a detailed description of participants and settings of the study – including the school system, Vocabulary in the curriculum and Needs analysis - was given Then, data collection instruments including questionnaires and interviews were presented in detail The data collection procedures . GRADE 11 TH IN CHU VAN AN HIGH SCHOOLNGHIÊN CỨU VỀ VIỆC GIẢNG DẠY TỪ VỰNG TRONG CHƯƠNG TRÌNH SÁCH GIÁO KHOA NÂNG CAO DÀNH CHO HỌC SINH LỚP 11 CHUYÊN ANH TRƯỜNG. HIGH SCHOOLNGHIÊN CỨU VỀ VIỆC GIẢNG DẠY TỪ VỰNG TRONG CHƯƠNG TRÌNH SÁCH GIÁO KHOA NÂNG CAO DÀNH CHO HỌC SINH LỚP 11 CHUYÊN ANH TRƯỜNG CHU VĂN AN M.A MINOR
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