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the difficulties in rewriting English sentences of firstyear students at Faculty of Automobile Engineering at Hung Yen University of Technology and Education the difficulties in rewriting English sentences of firstyear students at Faculty of Automobile Engineering at Hung Yen University of Technology and Education
ACKNOWLEDGEMENT Foremost, I would like to gratefully and sincerely thank to my supervisor – Mrs Trịnh Thị Kim Dung, MA of Faculty Foreign Languages for her guidance, understanding, patience, and most importantly, her relationship during my graduate studies at the Foreign Languages Department of Hung Yen University of Technology and Education Her mentorship was paramount in providing a well rounded experience consistent my career goals She is always willing to give me valuable advices and suggestions I will face many difficulties without her help I would like to thank to the teachers in the Faculty of Foreign Languages of Hung Yen University of Technology and Education for their useful lessons and whole-hearted advices I would also like to thank to all the authors of the books, magazines, and other materials listed in the reference part for their ideas that have been used and developed in the study I would like to extend my special thanks to my family and friends who have encouraged and supported me very much in the completion of this thesis If there had not been great help from them, the study could not have been completed Last but not least, I would like to thank the students who willingly took part in the survey of this paper For any errors or inadequacies that may remain in this work, of course, the responsibility is entirely my own DECLARATION I certify that this thesis is the result of my own research and the substance of this thesis has not been submitted for a degree to other universities or institutions Nguyễn Thị Hồng Nhung ABSTRACT The study deals with finding the difficulties in rewriting English sentences of first – year students at Faculty of Automobile Engineering at Hung Yen University of Technology and Education In order to achieve the above mentioned objectives, the study presents the key theories related to rewriting English sentences.The researcher carried out survey questionnaires among 157 first-year students at Faculty of Automobile Engineering, UTEHY to get their opinions The definition ,the formation, the seating arrangement ,and the role of the learners in rewriting English sentence lessons are also mentioned A survey on the use of rewriting English sentence exercises at Hung Yen University of Technology and Education are conducted in the process of doing this study The results of such research showed that the data analysis as well as the interpretation of the results obtained from the questionnaires is also given Last but not least, the study gives some difficulties and solutions to improve students’ability in rewriting English sentences at Hung Yen University of Technology and Education TABLE OF CONTENTS Acknowledgement…………………………………………………………………… Declaration…….…………………………………………………………………… Abstract……………………………………………………………………………… Table of contents……………………………………………………………………… List of abbreviations………………………………………………………………… List of charts and tables…………………………………………………………… Chapter 1: Introduction……………………………………………………………… Rationale of the study……………………………………………………………… Aim of the study…………………………………………………………………… Research questions………………………………………………………………… Scope of the study……………………………………………………………… Methods of the study…………………………………………………………… Design of the study ……………………………………………………………… Chapter 2: Literature review……………………………………………………… 2.1 Overview of teaching English grammar……………………………………… 2.1.1 Overview of writing…………………………………………………………… 2.1.1.1 Definitions of writing………………………………………………………… 2.1.1.2 The importance of writing…………………………………………………… 2.1.1.3 Writing errors………………………………………………………………… 2.1.2.2 The importance of teaching grammar………………………………………… 2.1.2.3 Grammatical error…………………………………………………………… 2.1.2.4 Grammar Rules………………………………………………………………… 2.2 Overview of the feature forms in rewriting English sentence exercises 2.2.1 Phrase structure rules…………………………………………………………… 2.2.2 Run-on sentences……………………………………………………………… 2.2.3 Parallel sentences structures…………………………………………………… Chapter 3: Methodology and data………………………………………………… 3.1 An overview on current situation of teaching and learning in rewriting English sentences in Faculty of Automobile Engineering, UTEHY……………… 3.1.1 Objectives of the English course in FAE, UTEHY …………………………… 3.1.2 Learners ……………………… 3.1.3 Teachers ……………………………………………………………………… 3.2 Research questions………………… …………………………………………… 3.3 The subjects of the study………………………………………………………… 3.3.1 Student subjects……………………………………………………………… 3.3.2 Teacher subjects……………………………………………………………… 3.4 Data collection instrument……………………………………………………… 3.4.1 Questionnaire…………………………………………………………………… 3.4.2 The interviews…………………………………………………………………… 3.5 Procedures of data collection…………………………………………………… 3.6 Summary………………………………………………………………………… Chapter 4: Data analysis, main findings and discussion………………………… 4.1 The opinion of students in rewriting English sentences……………………… 4.1.1 The difficulty……………………………………………………………… 4.1.2 The importance……………………………………………………………… 4.1.3 The frequency……………………………………………………… 4.1.4 The New Headway textbook…………………………………………………… 4.2 Current situation of learning in rewriting English sentences at FAE, UTEHY i ii iii iv vi vi 1 2 2 4 4 6 10 11 11 14 14 14 14 14 14 15 16 17 17 17 27 28 29 30 30 31 31 31 32 32 34 4.2.1 Students’ difficulties in rewriting English sentences…………………………… 4.2.2 The assessment of pre-rewiting English sentences……………………………… 4.2.3 Students’ mistakes in rewriting English sentences……………………………… 4.2.3 Students’ activities to improve in rewriting English sentences………………… 4.2.3.1 Students’ practicing…………………………………………………………… 4.2.3.2 Techniques before rewriting English sentences……………………………… 4.2.3.3 Techniques after rewriting English sentences………………………………… 4.2.3.4 Activities for improving in rewriting English sentences……………………… 4.3 Main findings and discussion…………………………………………………… 4.3.1 Opinions of students about rewriting English sentences……………………… 4.3.2 Current situation in studying the rewrite English sentences…………………… Chapter 5: Recommendation for improving rewriting English sentences 5.1 Techniques to improve the grammar…………………………………………… 5.2 Techniques to improve sentence structure…………………………………… Chapter 6: Conclusion……………………………………………………………… 6.1 Summary of the study…………………………………………………………… 6.2 Limitations and suggestions for further study………………………………… References…………………………………………………………………………… Appendices…………………………………………………………………………… 35 35 35 37 LIST OF ABBREVIATIONS FAE: Faculty of Automobile Engineering UTEHY: Hung Yen University of Technology and Education S: student Ss: students LIST OF CHARTS AND TABLES Table 3.2.1: The interview results of students’ assessment in rewriting English sentences Table 3.2.2: The interview results of students’ assessment on the importance of rewriting English sentences Table 3.2.3: The interview results of students’ opinions about the frequency in rewriting English sentences Table 3.2.3: The interview results of students’ opinions about the suitableness of the New Headway textbook Table 3.2.5: Students’ difficulties in rewriting English sentences Table 3.2.6: Students’ mistakes Table 3.2.7: Students’ techniques before rewriting English sentences Chart 3.2.1: Students’ assessment on the difficulties in rewriting English sentences Chart 3.2.2: Students’ opinions on the importance of rewriting English sentences Chart 3.2.3: Students’ opinions about the frequency of rewriting English sentences Chart 3.2.4:Students’ opinions about the suitableness of the New Headway textbook Chart 3.2.5: Students’ opinions about the assessment of pre-rewriting English sentences Figure 3.2.6: The frequency degrees of students’ rewriting English sentences Chart 3.2.7: Students’ techniques after rewriting English sentences Chart 3.2.8: Students’ opinions about the activities for improving in rewriting English sentence CHAPTER INTRODUCTION 1.1 Rationale Nowadays, English is very popular in the world and even become the most international language English is used in global commerce, communication, education and so on Many countries consider English a national language,such as the Philippines, Hong Kong, Singapore (as a second language) English has been considered very important in every country, and English is a language of progressive science and technology, trade and cultural relations English is so powerful that it has been used when negotiating with very prominent personalities with regards to international meetings In our country, English plays a vital part in integrating into the world Vietnam took part in WTO, so Vietnamese companies will trade with companies in other countries As a result, English has been a compulsory subject at schools, colleges and universities Moreover,it would know about the importance of English teaching and learning if we understand the relations among language, grammar and vocabulary Therefore, the goals of English language teaching are not only to help the students learn language, but also more importantly to use language fluently Besides, English began to be used widely in education and in daily-life activities It is obviously seen that many Vietnamese students have a little experience of writing since leaving secondary schools or colleges when they presenting written work in a daily life Moreover, they may be very anxious about having to write essays, letters and curriculum vitaes Because of the importance of learning English, Vietnamese students hope to improve the four language skills but they rarely have opportunities to use English outside the class Most writing programs are still taught using the traditional model, emphasizing accuracy of grammatical structure and vocabulary Besides, the formative tests in most writing programs stress objective-type questions, which require sentence completion, reordering sentences, reordering words and error correction Students have very few actual chances to communicate and widen knowledge Therefore, using the four language skills, is essential to English non-major students at Faculty of Automobile Engineering (FAE) at Hung Yen University of Technology and Education (UTEHY) in particular Because the students must take the B1 including the four language skills, writing seems to be the most difficult but really important skill among the four skills Moreover, writing skill include rewriting English sentences and writing letters accounts for 30 over 100 marks; separately writing English sentences accounts fot about ten marks with five rewriting sentences When students pass the B1 exam, they will develop four skills, and they can speak fluently and get better jobs in foreign companies However, all students find that they had more difficulties rewriting English sentences with grammar structures and vocabulary because this course require students to write letter and rewrite English sentences Thus, its is very important to find out the effective methods in rewriting English sentences for all English non-major students as well In conclusion, in order to find appropriate methods, techniques to rewrite English sentences better, a study entitled: “The difficulties of first-year students at Faculty of Automobile Engineering, Hung Yen University of Technology and Education in rewriting English sentences and some suggested solutions” is conducted because of all above mentioned reasons 1.2 Aims of the study This study is aimed at investigating the reality of difficulties and solution in rewriting English sentences of the first-year students at Faculty of Automobile Engineering, UTEHY To be specific, the aims of the study are: + To clarify of the importance of grammar and vocabulary in rewriting English sentences + How to help the students have better understanding about rewriting English sentence exercises for the first year students at Faculty of Automobile Engineering, UTEHY + To find the factors causing the difficulties for students in the rewriting English sentence exercises of the first year students at Faculty of Automobile Engineering, UTEHY + To recommend practical suggestions for improving rewriting English sentences of the first year students at Faculty of Automobile Engineering, UTEHY 1.3 Scope of study To improve the effectiveness in rewriting English sentences of the first year students at UTEHY, the researcher intends to investigate the difficulties in rewriting English sentences 10 Newspapers Magazine Ss 15 Ss 52 Ss 39 Ss 47 Ss (2,55%) (9,55%) (33,13%) (24,84%) (29,93%) Ss 16 Ss 38 Ss 40 Ss 55 Ss (5,09%) (10,19%) (24,21%) (25,47%) (35,04%) Table 3.2.7: Students’ techniques before rewriting English sentences It can be seen clearly from the Table 3.2.7 that most of first-year students of Faculty of Automobile Engineering, UTEHY occasionally, rarely and never use the author’s given techniques: books, model essays, newspapers and magazine is high The number of students never use magazine about (35,04%) and newspapers about (29,93%) books is the highest Besides, the number of students often look at books and model essays it is very low (more than 10% occasionally) although this media is very important and useful for students in rewriting English sentences To rewriting English sentences well, the before rewriting English sentences meadias are really very important Students should prepare grammatical structures and vocabulary and the sentence structures Fof example, proper sentence structure make the flow of information more logical and easy to read It will help the reader understand what the writer is trying to say while helping to make the paragraph more interesting In learning English class, especially learning in rewriting English sentences, visual aids such as games, music, pictures, maps, reading text, etc could help to reduce stress in the classroom and create a better learning environment Students will feel more interesting with the lesson Moreover, the model essay is also the good instrument to help students have a good structures, students can learn a lot of difficulties grammatical and sentence structures to rewrite sentences perfectly Based on the collected data from the interview, five students said thatbooks are the main ideas for rewriting English sentences Beside, three students said that they brainstorm in model essays , two other students said they use newspaper to rewrite English sentences In general, first-year students at Faculty of Automobile Engineering, UTEHY also use some techniques before rewriting English sentences but the frequency is still low although those techniques are very useful for students to develop further rewriting sentences skill 3.2.2.3.3 Techniques after rewriting English sentences 36 The next question in the questionnaire for students is about the activities students often after rewriting English sentences The collected data is shown in the below chart: Chart 3.2.7: Students’ techniques after rewriting English sentences Chart 3.2.7 shows the frequently of using techniques after rewriting English sentences, overall, first-year students at Faculty of Automobile Engineering, UTEHY use almost these above techniques Asking your teachers to correct for you is the highest technique with about 51,59% of students Besides, nothing after rewriting sentences is 16,56% of them, and reading again to find mistakes and correct it by self is the technique which students at UTEHY often use after rewriting English sentences( 12,73% use) In additions, bothasking your friends in class to correct for you and others is about 9,56% of them According to the collected data from the interview, three students said that they read again to find mistakes and correct it yourself, one student said they ask their teacher for correction, six other students said: “Asking my teachers to correct for me.” In the interview, the researcher also asked students about the activities they often did after rewriting English sentences, all students said that they correct by self and sometimes they ask the other such as friends and teachers for correcting for them In general, based on the collected data, most of first-year students at FAE, UTEHY use these techniques The percentage rarely and never using them is very low 3.2.2.3.4 Activities for improving in rewriting English sentences To improving in rewriting English sentences, the author gives activities such as: Enriching vocabulary, perfecting your grammar, learning English structures, writing everyday, writing diary and others Chart 3.2.8: Students’ opinions about the activities for improving in rewriting English sentences Chart 3.2.8 shows that students’ opinions about the activities to improving in rewriting English sentences According to the collected data, most of students say that they should perfecting their grammar with 99 students about 63,06% of students and learn English structures with 95 students for about 60.50% of them Nearly 50% of students agree that they should enrich vocabulary and writing everyday to improve in rewriting English sentences 37 Just 19,74% of students suggest that they should write diary and 17,83% of them for others opinion: “Ensure the information within the sentence is clear This means ensuring that new information follows old, words are defined for the reader and context is clear.” According to the collected information of the interview, when asked “ What should be changed to make rewrite English sentence lesson more interesting?” five students say that to improving in rewriting English sentences should learn English sentences and perfect the grammar, four students thibk that enriching vocabulary should be done everyday and student say that they should write everyday In short, firts-year students at Faculty of Automobile Engineering, UTEHY have the different ideas about this Perfecting grammar and learning English structures is two activities which students agree most to improve in rewriting English sentences 3.2.3 Main findings and discussion The following findings were with drown from the data taken from the survey students 3.2.3.1 Opinions of students about rewriting English sentences The survey result indicates that most of students in the first year at FAE, UTEHY was the importance of rewriting English sentences in their study especially in their future job as well as their oral test Almost students agree that it is good way to improve in rewriting English sentences Besides, most of them were interested in this skill compared to other skills such as listening, speaking and reading They also knew good rewriting English sentences skill could help them to improve knowledge about grammar and vocabulary All students have been trying to make use of the advantages rewriting English sentences skill bring about 3.2.3.2 Current situation in studying the rewrite English sentences For the first-year students at FAE, UTEHY, they have a lot of difficulties in rewriting English sentences such as vocabulary, grammar mistakes, English structures and sentence structures But the number of students lack of grammar mistakes in rewriting English sentences is the highest In addition, first-year students at FAE, UTEHY often have some mistakes in rewriting English sentences are: grammar, structures and vocabulary The firstyear students at Faculty of Automobile Engineering, UTEHY, they essential ask friends to understand more the difficulty sentences structures and they hardly prepare grammatical structures and vocabulary, so that they have a lot of difficulties in rewriting English sentence exercises And lack of English structures is also the mistake most of first-year students at 38 FAE, UTEHY make Besides, students at UTEHY are quite lazy in practicing rewrite sentences at home Most of them write twice a week because they have two home assinment a week Therefore, their vocabulary and grammar are limited, rewriting English sentences are poor, and the sentences are not logic Furthermore, they are lack confident to rewrite English sentences And first-year students at FAE, UTEHY also use some techniques before rewriting English sentences such as preparing structures and vocabulary, reviewing the important grammatical structures, working in group to understand more the difficulty sentences structures, looking for information on the internet, textbooks and newspapers, discussing with friends to divide the form exercises, books, model essays, newspapers, magazine Moreover, some good students also gives more activities: reading again to find out the mistakes and correct it yourself, asking your friends in class to correct for you, especially, asking your teacher to correct best answer for you Furthermore, perfecting grammar and learning English structures is two activities which students agree most to improve rewriting English sentence skill but the frequency is till low In conclusion, in order to get the maximum benefits this technique offers, some recommendations are proposed to the first-year students at Faculty of Automobile Engineering, UTEHY 3.3 Recommendations for improving in rewriting English sentences By using the survey questionnaires and interview, the author pointed out some finding relating the study on techniques for improving in rewriting English sentences for first-year students at Faculty of Automobile Engineering, UTEHY The findings showed that most of respondents, students stated they have difficulties in rewriting English sentences and want to improve this skill For them, rewriting English sentences is very important to students’ at FAE, UTEHY Based on the findings stated above, some suggestions for improving in rewriting English sentences for the first-year students at Faculty of Automobile Engineering, UTEHY are given to help students in rewriting English sentences 3.3.1 Techniques to improve the grammar First of all, speak in English, assuming English is the language whose grammar you wish to improve upon English is understood in most parts of the planet, and its importance is increasing in our daily lives Learning grammar can be hard if we not really know how to speak English Improve your grammar by continuous practice Your speech will refect 39 patterns you hear, and the rest will fall into place Find a friend who can speak to you in English, and move on Whenever you feel stuck, always remember to ask for help Secondly, that is making a plan Try to get an overview of English grammar from a text book or online resource Note the grammar points you need to work on and plan to work on each for at least a few days The third suggestion is finding a good teacher Some of us may disagree with the idea of going to a teacher for grammar lessons, but why not? If you are looking for an alternative, practice grammar using online exercises There are a number of sites that offer exercises on a range of topics While using a computer to type a document, grammar checkers can be very helpful too Fourthly, that is identifying common mistakes People who speak the same language often make the same mistakes in English grammar For example, many Russian speakers have trouble using "a" and "the" in English Find out what grammar points are often difficult for speakers of your native language Pay extra attention to learning those grammar points.You should find some grammar exercises To learn English grammar well, you'll need to practice each grammar point until you can use it easily Look for a book of grammar exercises that also has answers Online activities and quizzes can also help Focus on just one grammar point each time you study Fifthly, that is paying close attention to grammar when you read English When you're trying to learn correct English grammar, it's not enough to understand general idea of what you read You'll need to understand exactly why each sentence is written that way When you read a sentence, ask yourself if you can make similar sentences If you can't or you're not sure, find text book exercises for those grammar points and practice Next, that is translated from your native language into English When you write or speak your own thoughts, it's easy to avoid complicated grammar When you translate, you have to work with whatever is on the page, even if the grammar is difficult Should start translating simple things like advertisements and then move to newspapers and magazine articles Translating dialog in plays is another good way to practice Read and practice is the last solution The more you read, the better you get with your vocabulary It improves grammar too If possible, read aloud Functional grammar deals with the way in which words and word order are used in social perspectives to get the message across However, if you have a sudden dislike towards heavy grammar books, try the 'parrot 40 method.' This refers to listening and repeating things as many times as possible, so it becomes natural for you to say it that way 3.3.2 Techniques to improve sentence structure Writing good sentences requires a knowledge foundation in sentence structure and types Review these tips for writing better sentences with this simple lesson plan There are four basic sentence structures: Firstly, a simple sentence consists of a subject and a predicate They are easy to write and understand Too many simple sentences, however, produces choppy writing and simple thoughts and ideas (Outdoor enthusiasts love the Dominican Republic.) Secondly, a compound sentence contains two simple sentences joined by a comma and a conjunction (Outdoor enthusiastlove the Dominican Republic, and indoor enthusiasts love Canada.) Thirdly, a complex sentence contains a simple sentence with clauses attached (Unlike the carnivorous snipe, the elusive South American strackalaka prefers leaves and grass at least that's what they want you to believe before devouring your children whole.) Last but not least, as the name implies a compound-complex sentence combines a complex sentence with a simple sentence With the proliferation of cell phones, teenagers throughout the country can text fellow students instantly, and teachers can take the phone away instantly as well Putting the subject close to the beginning of the sentence ,writers often bury the subject behind a lengthy clause, rendering the subject punchless Obviously, there are times when the writer intends to highlight something other than the subject It should, however, be done sparingly, use active voice, not passive voice, and vary sentence length Teach students how to combine sentences Varying sentence lengths adds emphasis where the writer wants it You'll discover a short sentence in between two long sentences makes more of an impact 41 CHAPTER CONCLUSION This chapter will deal with a summary of the major findings, limitations of the study and some suggestions for further studies 4.1 Summary of the study As mentioned in the Introduction, the number of people desiring to know and master English with the hope to get a good job or integrate in the world is multiplied As a result, English is widely taught mot only at universities, at schools, but also at language centers Being a student carrying out the study on “The difficulties of first-year students at Faculty of Automobile Engineering, Hung Yen University of Technology and Education in rewriting English sentences and some suggested solutions”, I identified the current learning and teaching in rewriting English sentences From that, I pointed out some techniques and activities for improving students’ at FAE, UTEHY With regard to theoretical background, in chapter one, the Literature Review presents the understanding of overview of teaching English grammar, overview of writing, the importance of writing, writing errors, definition of grammar, the importance of teaching grammar, grammatical error, grammar rules, overview of the feature forms in rewriting English sentences exercises Based on the survey findings, the researcher find out some techniques suggested enhancing the first-year studentsat FAE, UTEHY in rewriting English sentences including the improving grammar and sentence structures These mentioned techniques have also been presented with the hope to give some contributions to improve the current in rewriting English sentences at FAE, UTEHY 4.2 Limitation and suggestions for further study Although the study has certain strengths such as collection methods, namely interviews, survey questionnaires for students, due to limited time, lack of sources, the 42 researcher’s ability, it is obvious that the study has got a number of drawbacks.The number of informants involved in the survey is still limited, so the findings may, to some extents, not be generalized to all respondents And, the target subject of this study is to find out the difficulties of first-year students at Faculty of Automobile Engineering, UTEHY in rewriting English sentences The last, the techniques suggested in this research are selected from different reliable but limited sources.Thus, there should be techniques appropriate to students of FAE, UTEHY to help them improve their rewriting English sentence skill To get a better and more efficient study, surely the research in coming time with my further research should invite more students to participate in the studies 43 REFERENCES Byrne D (1988),Longman Handbooks for Language Teachers, Longman, London Byrne D (1989),Teaching English as a Foreign language, Routledge, London Choon (1993) “Error analysis and correction of written work in the classroom”,Retrieved March 15th 2013 4.Perl S (1979), The Composing Processes of Unskilled College Writers, National Council of Teachers of English Tribble C (1996), Writing, Oxford University Press, Oxford Murray (1980), Writing as a process: How writing finds its own Meaning, IL National Council of Teachers of English,Urbana Khoii R (2011) A Solution to the Dilemma of Writing in a Foreign Language: Adaptive Mentorship , Retrieved March 15th 2013 Choon (1993) “Error analysis and correction of written work in the classroom”, Retrieved March 15th 2013 David Crystal, The Fight for English Oxford Univ Press, 2006 10 Noam Chomsky (1972), Massachusetts Institute 01 Technology, Cambridge, Mussachusetts, U.S.A 11 R Freidin, Principles and Parameters in Comparative Grammar MIT Press, 1991 12 P.W Culicover and A Nowak, Dynamical Grammar: Foundations of Syntax II Oxford Univ, Press, 2003 44 13 M.” Ángeles Escobar Álvarez (2011), English Grammar and Learning Tasks for Tourism Studies, Universidad Nacional de Education a Distancia Madrid 14 Scott Thornbury (1999), How to teach grammar, Pearson Education Limited 1999 15 George Perkins Marsh (1866), American philologist, Lectures on the English Language 16 Sir Philip Sidney (1583),The Apologyie for Poetrie states, printed 1595 From websites: http://grammar.about.com/od/basicsentencegrammar/a/tengrammartypes.htm APPENDICES SURVEY QUESTIONNAIRE (for students) (Bảng câu hỏi khảo sát dành cho sinh viên) 45 This questionnaire is conducted in order to finding the difficulties in rewriting English sentences of first-year students at Faculty of Automobile Engineering at Hung Yen University of Technology and Education I would highly appreciate it if you could take a few minutes to complete this survey The information you give me is confidential and used for research purpose only.(Bảng câu hỏi thực để tìm khó khăn việc viết lại câu Tiếng Anh sinh viên năm thứ Khoa Cơ khí động lực Trường Đại học Sư phạm Kỹ thuật Hưng Yên Tôi đánh giá cao bạn dành vài phút để hoàn thành bảng câu hỏi Thông tin mà bạn cung cấp cho giữ bí mật sử dụng cho mục đích nghiên cứu.) Please tick ( ) for each response that you choose.(Xin vui lòng đáng dấu ( ) vào câu trả lời mà bạn chọn.) Personal information (Thông tin cá nhân) Your gender: Male (Giới tính) Female (Nam) (Nữ) How long have you been learning English? …………………… year(s) Bạn học Tiếng Anh rồi? (Năm) Your opinions on studying English ( Ý kiến bạn việc học Tiếng Anh) What you think of rewriting English sentences? Bạn nghĩ viết lại câu Tiếng Anh? Very difficult (Rất khó) Difficulty (Khó) Normal Easy (Bình thường) (Dễ) Very easy (Rất dễ) What you think of the importance of rewriting English sentences? Bạn nghĩ tầm quan trọng viết lại câu ? Very important (Rất quan trọng) Important Normal Not important (Quan trọng) (Bình thường) (Không quan trọng) When you start learning the rewriting English sentences? Lần bạn học viết lại câu Tiếng Anh nào? 46 Primary school (Tiểu học) Secondary school High school University (Trung học) (Phổ thông) (Đại học) How you feel when you learn the rewriting English sentences? Bạn cảm thấy học viết lại câu Tiếng Anh? Very interesting (Rất thú vị) Interesting (Thú vị) Normal Boring (Bình thường) Very boring (Chán) (Rất chán) How often you rewrite English sentences? Bạn có thường xuyên viết lại câu Tiếng Anh không? Always (Luôn luôn) Usually Sometimes Rarely Never (Thường xuyên) (Thỉnh thoảng) (Hiếm khi) (Không bao giờ) What you think of the text book for the 1st year students at Faculty of Automobile Engineering? Bạn cảm thấy giáo trình học? Very suitable (Rất phù hợp) Suitable (Phù hợp) Normal Not suitable (Bình thường) (Không phù hợp) How often you rewrite English sentences at home? Bạn có thường xuyên viết lại câu Tiếng Anh nhà không? (L= lần) Once a week(1L/tuần) Twice a week(2 L/tuần) Four times a week (4L/tuần) Three times a week(3L/tuần) Everyday(Hằng ngày) Others(ý #) 10 What are your difficulties in rewriting English sentences? Bạn gặp khó khăn viết lại câu Tiếng Anh? 47 ( You can choose more than one option ) Bạn chọn nhiều ý kiến Limited vocabulary Poor ideas (Từ vựng hạn chế) Lack of structures Grammatical mistakes (Ý tưởng hạn chế) (Lỗi ngữ pháp) Unlogical ideas organization (Thiếu cấu trúc ngữ pháp) (Không biết cách xếp ý) Lack of knowledge Spelling mistakes (Thiếu kiến thức) Others:… (Lỗi tả) (Ý kiến khác) 11 What you often to rewrite English sentences? Bạn thường làm để viết lại câu Tiếng Anh? ( You can choose more than one option ) Bạn chọn nhiều ý kiến Preparing structures and vocabulary (Chuẩn bị cấu trúc từ vựng) Reviewing the important grammatical structures (Ôn tập lại cấu trúc ngữ pháp quan trọng) Working in group to understand more the difficulty sentence structures (Làm việc theo nhóm để hiểu cấu trúc câu khó) Looking for information on the internet, textbooks and newspapers (Tìm kiếm thông tin mạng,sách báo) Discussing with friends to divide the form exercises (Thảo luận bạn bè để phân chia dạng tập) 12 How often you make the following mistakes during rewriting English sentences? Bạn có thường xuyên gặp phải lỗi viết lại câu không? Mistakes (Lỗi) Always (Luôn Usually (Thường Sometimes (Thỉnh thoảng) Rarely (Hiếm khi) Never (Không bao 48 luôn) thường) giờ) Grammar and structure (Ngữ pháp & cấu trúc) Spelling (Chính tả) Lack of logical thinking (Thiếu hợp lý) Lack of vocabulary (Thiếu từ vựng) 13 When you want your teachers to check your answers in rewriting English sentences? Khi bạn muốn giáo viên bạn kiểm tra đáp án viết lại câu Tiếng Anh bạn? During the lesson (Trong học) At the end of the lesson (Cuối học) Right after you finish each sentence (Ngay sau bạn hoàn thành câu) Whether the teacher checks or not (Giáo viên chữa hay không được) 14 How often you use the following media before rewriting English sentences? Bạn có thường xuyên sử dụng phương tiện sau trước viết lại câu Tiếng Anh không? Media (Phương tiện) Very often (Rất thường xuyên) Often (Thường xuyên) Occasionally (Thỉnh thoảng) Rarely (Hiếm khi) Never (Không bao giờ) Books(Sách) Model essays (Các tiểu luận mẫu) Newspapers (Báo) Magazine (Tạp chí) 15 What you after rewriting English sentences? Bạn làm sau viết lại câu? 49 ( You can choose more than one option ) Bạn chọn nhiều ý kiến Reading again to find out the mistakes and correct it yourself (Tự đọc lại tìm lỗi chữa) Asking your friends in class to correct for you (Nhờ bạn lớp chữa cho bạn) Asking your teacher to correct for you (Nhờ giáo viên bạn chữa) Do nothing (Không làm cả) Others:…(Ý kiến khác) 16 In your opinion, what should we to rewrite English sentences better? (Theo bạn, nên làm để viết lại câu Tiếng Anh tốt hơn?) ( You can choose more than one option ) Bạn chọn nhiều ý kiến Enriching vocabulary (Làm giàu them vốn từ vựng) Perfecting your grammar (Hoàn thiện ngữ pháp bạn) Learning English structures (Học cấu trúc câu Tiếng Anh) Writing everyday (Viết ngày) Writing diary (Viết nhật ký) Others: ….(Ý kiến khác) Thank you for your cooperation! CẢM ƠN SỰ HỢP TÁC CỦA BẠN! 50 [...]... following questions to achieve its aims: 1 What are the difficulties in rewriting English sentencesfor the first-year English non- major students atFaculty of Automobile Engineering, UTEHY ? 2 What are students attitudes towards rewriting English sentence exercises atFaculty of Automobile Engineering, UTEHY? 3 How to motivate for students in rewriting English sentence lessons at Faculty of Automobile Engineering, ... and data This study, as indicated in Chapter one, was intended to find out the difficulties in rewriting English sentences of first – year students at Faculty of Automobile Enginerring at UTEHY In this section, the data collected from the questionnaire and interview were presented and interpreted 23 3.1.1 An overview on current situation of teaching and learning the rewriting English sentences in Faculty. .. According to the interview results also indicates that first-year students at Faculty of Automobile Engineering, UTEHY, 7 students have mistakes in grammar and structures, 2 students say that they often make lack of vocabulary and 1 student makes lack of logical thinking In conclusion, first-year students at Faculty of Automobile Engineering, UTEHY often have some mistakes in rewriting English sentences. .. rewriting English sentences is difficult, 3 students (30%) of them claim that the rewriting English sentences is a very difficult, and only 2 students (20%) of them say that rewriting English sentences is normal Nobody think that the rewriting English sentences is easy and very easy 3.2.1.2 The importance To research more clearly the opinion of first-year students at Faculty of Automobile Engineering, ... participating in giving responses to the survey questionnaire 3.1.4.2 The interviews An interview is carried out with 10 students in four class of K11 in Faculty of Automobile Engineering at Hung Yen University of Technology and Education There are 4 opened questions were designed according to the aims of the study The data collection supplies the information about the fact of teaching and learning in rewriting. .. 3.2.2: The interview results of students assessment on the importance of rewriting English sentences Moreover, when interviewing most of students think that the rewriting English sentences is very important about 60% (6 students) , 30% (3 students) of them have the opinion that rewriting English sentences is important 10% (1 student) of them think that rewriting English sentences is normal 29 According to... It is confined to the first year students at Faculty of Automobile Engineering, UTEHY only 1.4 Research question The above aims of the study are to answer the three following research questions: 1 What are the difficulties in rewriting English sentences of the first-year English non- major students atFaculty of Automobile Engineering, UTEHY ? 2 What are students attitudes towards rewriting English sentence... exercises atFaculty of Automobile Engineering, UTEHY? 3 How to motivate for students in rewriting English sentence lessons at Faculty of Automobile Engineering, UTEHY? 1.5 Methods of study In order to examine the situation of the study, the research used the following methods: questionnaires and informal interviews are also includimg To collect the data for researching, the author use both quantitative and. .. was intended to find out the difficulties in rewriting English sentences of first – year students at Faculty of Automobile Enginerring at UTEHY In this section, the data collected from the questionnaire and interviews were presented and interpreted 3.2.1 The opinion of students in rewriting English sentences 3.2.1.1 The difficulty The 157 copies of the questionnaire delivered to the learners The data... in rewriting English sentences of first - year students at Faculty of Automobile Engineering this university: + The feeling of students about rewriting English sentences + The difficulties in rewriting English sentences + The effects of those techniques + The recommendation techniques from students 26 After the interview, the researcher based on the interview results to analysis the data The interview