NHỮNG KHÓ KHĂN MÀ SINH VIÊN NĂM TƯ GẶP PHẢI KHI THỰC HIỆN HOẠT ĐỘNG DẠY VI MÔ TRONG MÔN LÝ LUẬN GIẢNG DẠY NGOẠI NGỮ II

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Ngày đăng: 22/09/2014, 07:12

Microteaching is a training technique which has been proved its effectiveness in familiarizing students with real teaching practice. Consequently, it has been officially brought into ELTM II course for the fourthyear students in Faculty of English Language Teacher Education, in the University of Languages and International Studies, Vietnam National University. However, during microteaching, students encountered a lot of difficulties. Due to the fact that this issue has not been thoroughly t investigated so far, the researcher attempts to provide a closer look at difficulties facing students in the microteaching process, their causes and some treatments. Thanks to a combination of qualitative and quantitative methods, valid and reliable results can be yielded from the study. Overall analysis of the findings indicates that the fourth year students faced with difficulties in both preparation stage and performance stage. Specifically, the two biggest problems facing students in preparation stage were Designing teaching activities and Writing a lesson plan while in performance stage, some major problems were Explaining instructions clearly, Motivating mock students, Interacting with mock students, Black board writing skill, and Observing mock students’ attitude towards microlesson. Besides, many students found it hard to handle time management, control their voice projection and body language, and cooperate with their partner(s). In an attempt to identify the causes of the difficulties, the researcher understood that the difficulties originated from not only student teachers themselves but also mock students in class and the policy of the course as well. Among them, Lacking teaching experience, Having a few opportunities to practice microteaching, and mock students’ unexpected mood were major ones. Accordingly, some highly recommended measures to improve the performance in a microteaching practice were Strictly assigning roles of mock students, Increasing opportunities to practice microteaching for students, Practicing and Rehearsing before real performance. 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'70 2,%% %'    -%    ,    %'       %%,Designing teaching activities  Writing a lesson plan , %'    '  '8  %'  , Explaining instructions clearly, Motivating mock students, Interacting with mock students, Black board writing skill, and Observing mock students’ attitude towards micro-lesson. '  '''0%8 %,%!$'% ' '0'.% , '' Lacking teaching experience, Having a few opportunities to practice micro-teaching,  mock students’ unexpected mood ,  '8   '''''%0%' '2%, Strictly assigning roles of mock students, Increasing opportunities to practice micro-teaching for students Practicing  Rehearsing %' 5 <GFG .,'9999999999999999999999 * 99999999999999999999999999999 ** #0%%99999999999 -** 6&KKKKKKKKKKKKKKKKKKKKK8 E 1. -'%'999999999 E 2. '8099999999999999999 C 3 -%99999999999999999999999 L 4. -999999999999999999999 L 5. 00,%%9999999999999999 I 6&G!GGKKKKKKKKKKKKKKKKKKKK8 M GE6GGG!GJKKKKKKKKKKKKKKK88 M 1.1. .99999999999999999999 M 1.1.1. 1299999999999999999999999 M 1.1.1.1. 6'2999999999999999 M 1.1.1.2. -'299999999999999999 N 1.1.1.3. '%    12  +'       +'99999999999999999999999 O 1.1.2. %%'#1"#23#-253 /99999999999999999999999999 ED 1.1.2.1. %%'#1"#2 3#-99999999999999999999 ED 1.1.2.2. %'2#19999999 EE 1.1.3. :99999999999999999999999 EC 1.1.3.1. 7099999999999999999999 EC 6 1.1.3.2. 5'9999999999999999999 EL GC6G&'KKKKKKKKKKKKKKKKKK8 EM 2.1. +%'%'9999999999999999 EM 2.1.1. +%9999999999999999999999999 EM 2.1.2. -'%'999999999999999999999 EM 2.2. :99999999999999999999999 EN 2.3. 6'%99999999999999 EP 2.3.1. +9999999999999999999 EO 2.3.1.1. 6'99999999999999999 EO 2.3.1.2. 6%9999999999999999 EQ 2.3.1.3. 6'%999999999999 CD 2.3.2. +0,999999999999999999999 CE 2.3.2.1. 6'99999999999999999 CE 2.3.2.2. 6%9999999999999999 CE 2.3.2.3. 6%99999999999999999 CC 2.4. %99999999999999999999 CL GL6F&&&KKKKKKKKKKKK888 CI 3.1. .%%2 '#19999999999999999999 CI 3.2. :&;' 0'"#3#-53# < CO 3.2.1. +%9999999999999999999999 CQ 3.2.2. +'999999999999999999999 LI 3.3. :&; '0'"#3#- ID 7 53#< 3.3.1. :'.99999999999999999 ID 3.3.2. :99999999999999999999 IC 3.3.3. :'.999999999999999999 IL 3.4. :&=; "#'%0&'0< II 3.4.1. (%'2%%#19999 II 3.4.2. +%''. IN 3.4.3. +%'999 IP 3.4.4. +%''. IQ 6KKKKKKKKKKKKKKKKKKKKK8 ML 4.1. -''99999999999999999999 ML 4.2. #'9999999999999999999999999 MM 4.3. -999999999999999999 MN :":(-99999999999999999999999999 MP ++6(999999999999999999999999999 NE 8 F<G #1()' F<<G!    ## #1#1 "#"# 1 1  -6-60 "#"# 3#-30#- 535'30 9 FG&G %%/ %%/0,& %%/ 0,& %%/0,& %%/(0,&( %%/60,&6 %%/0,& %%/"0,&" %%/=0, %%/= 0, %%/=0, 10 [...]... training - Sư dụng kĩ thuật dạy học vi mô nhằm nâng cao hiệu quả bồi dưỡng giáo vi n (Phung, 2006) In this study, micro-teaching was evaluated as a technique to furnish teachers with major teaching skills Micro-teaching, therefore, is not a stereotype, is especially suitable for novice teachers It can be inferred that the application of micro-teaching here is for in-service teachers who have completed... throughout the interviews Hence, researchers intended to hold interview after collecting survey so that researchers can gain clearer information from answers completed in the survey As mentioned above, interviews were conducted in form of face-to-face semistructured interview and were recorded for further investigation The interviews were conducted in English because both the interviewer and interviewees possessed... critically observing a video-recorded lesson can offer valuable opportunities for student teachers to revisit their executed lessons and make thoughtful decisions for improvement and develop teaching strategies 1.1.2 The application of microteaching in ELT in FELTE - ULIS - VNU context 1.1.2.1 The application of microteaching in ELTM II for TEFL fourth-year students in ULIS ELT Methodology II (ELTM II) is a... Indian university; it was different from Vietnamese universities Hence, the findings of this study cannot be applied in Vietnamese context 1.1.3.2 Vietnamese studies In Vietnam, the number of studies in micro-teaching is quite limited Moreover, all of them focused on using micro-teaching techniques and application of microteaching for pre-service teachers and in-service teachers  Using micro-teaching... collected according to three research questions Part III – Conclusion- summarizes the main issues discussed in the paper, the limitations of the research as well as some suggestions for further studies Following this chapter are the References and Appendices 15 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter is aimed at providing a brief overview of the literature on the research topic as... base on to implement semi-structured interview 2.3.2 Phrase 2: Interview 2.3.2.1 Data collection method Along with face-to-face questionnaires, semi-structured interview was chosen to be a valuable research instrument to examine the target population Nguyen, Pham and Luong (2007, cited in Phan 2011, p.50) believed that semi-structured interview provided interviewers with a great deal of flexibility... decide common objectives for the program It provides individualized training with more realistic evidence to students, which enables them to develop competency in using specific teaching skills in view of their unique needs Specifically, microteaching prepares preservice teachers skills in small group settings and real experience in teaching In a protected environment of friends and colleagues, they not... encountered The design of this interview version was divided into parts: problems and suggested solutions The content of the interview as well as transcribe of each interview can be found in the Appendix 2.3.2.2 Data collection procedure Step 1: Preparing Based on information collected and analyzed, the semi-structured interview schedule was constructed and then asked peers and supervisors for evaluation and... quantitative approaches were applied as the researcher divides the whole research 27 procedure into two stages Firstly, a questionnaire was provided to the population to examine the different difficulties they had met in microteaching activity Secondly, a number of samples were randomly picked from the above population and invited to participate in interviews in order to specify the collected difficulties... microteaching activity, a facility of supervision which is not critical on threatening type, but is a helpful and suggestive type is provided However, micro-teaching experiences may not be as effective without offering prospective teachers opportunities to reflect on their performance The goal of any successful pre-service teacher education programs is to prepare effective and reflective teachers Novice student . STUDENTS IN DOING MICRO- TEACHING IN ELTM 2 Supervisor: Pham Hoang Long Bien, M.A. Student: Bui Thi Nguyet Year of enrolment: QH2010.F1.E2 HA NOI, MAY 2014     . %%/=0, 10 11 6& This section outlines the research problems’ rationale for the study together with its aims and objectives, significance of the study, scope of the study. Particularly, in this section,.  & RVBH,/YX?7*,/Z''4'%% ','", %: %% 15 6&G!GG GE6GGG!GJ This chapter is aimed at providing a brief overview of the literature on the research topic as well
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