Luận văn an investigation into the difficulties that teachers and students face in using new english textbook 8 at lower secondary schools in nghe an

FACULTY OF POST-GRADUATE STUDIES BUI THI THU HA AN INVESTIGATION INTO THE DIFFICULTIES THAT TEACHERS AND STUDENTS FACE IN USING NEW ENGLISH TEXTBOOK 8 AT LOWER SECONDARY SCHOOLS IN NG

FACULTY OF POST-GRADUATE STUDIES

BUI THI THU HA

AN INVESTIGATION INTO THE DIFFICULTIES THAT TEACHERS AND STUDENTS FACE IN USING

NEW ENGLISH TEXTBOOK 8

AT LOWER SECONDARY SCHOOLS IN NGHE AN

Những khó khăn mà giáo viên va hoc sinh gặp phải trong việc sử dụng sách giáo khoa Tiếng Anh §

ở trung học cơ sở Nghệ An

M.A MINOR PROGRAMME TIIESIS

Field: English Tcaching Mcthodology Code: 601410

FIANOI - 2010

BUI THI THU HA

AN INVESTIGATION INTO THE DIFFICULTIES

THAT TEACHERS AND STUDENTS FACE IN USING

NEW ENGLISH TEXTBOOK 8

AT LOWER SECONDARY SCHOOLS IN NGHE AN

Những khó khăn mà giáo viên và học sinh gặp phải trong việc sử dụng sách giáo khoa Tiếng Anh 8

ở trung học cơ sở Nghệ An

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 601410

Supervisor: Assoc Prof, Dr.Ngé Dinh Phuong

HANOI — 2010

CLT: Communicative Language Teaching,

EEL: — Unglishas a Foreign Language

Figure 1: The students’ self-evaluation on their English level

Figure 2: Students’ self-reported frequency of preparing their new lesson

Figure 3: Students’ perecption of the difficult level of the new English textbook 8 Figure 4: The most difficult language skill

TABLES:

Table 1: Dilficultics in listoring skill

Table 2: Difficulties in speaking skill

‘Table 3: Difficult in reading skill

Table 4: Difficultics in writing skill

‘Table 5: Difficult level of language focus part

Table 6: Students’ opinion aboul working in pairs or groups

2 Ans and significance of the study s.oe.siuenennisnentnuntneane

3 Scope of the study

4, Roscarch questions senimennemene:nsinanetneinianantnaninnainne

5 Method ofthe siudy

6 Design of the study

PART B: DEVELOPMENT

CHAPTER ONE: LITERATURE REVIEW

1.1 Textbook and the role of the texthook in the classroom

1.1.2 'Phe role of the fextbook in a language program

1.2 CLT and ils implarnentation in the classroom ?n Victam

2.2.4, Underlying teaching approach of the new Linglish textbook 8 14 2.2.5 Overall layout of the new English textbuok 8 - 15 2.2.6, Overall layout of each tiL neo TỔ

CHAPTER THREE: METHODOLOGY

3.1 Research questions - - - 18 3.2 Subjeels of the study - - - 18 3.3 Data collection instruments „18

3.3.3, Classroom obscrvaion cseesrererrerrereTÐ

CHAPTER FOUR: FINDINGS AND DISCUSSTON

4.1.1 Reports of the result collected by means of questionnaire 21 4.1.1.1 The students’ self-cvulualion on thzir English level u

4.1.1, 2 The students’ self-reported frequency of preparing their new lesson .22 4.1.1.3 ‘The Students’ perception of the difficult level of the new English

4.1.1.4, The students’ difficulties in learning the language skills and language

knowledge in the new textbook Linglish 8 - 23 4.1.1.4.1 The most đi[Reult language skill 24 4.1.1.4.2, The difficulties in listening skal

4.1.1.4.4 The difficultics in reading skill eect cere

4.1.1.4.5 The ditficulties in writing SKIL ccc eeeee re 27

4.1.1.-4.6 The difficnitiss in language focus

4.1.1.4,7 Students’ opinion about working in pậrs/eroups to learn in class

4.1.2 Reports of the result collected by means of the interview and

classroom observation

4.1.2.1 The interview:

The teachers’ difficulties in using the new English textbook 8

4.1.2.2 The classroom observation:

How the textbook is actually tanght and Icamt in chass

4.2 Discussion and some implications to improve the problems that teachers and

students face in using tha now English Lexthook &

4.2.2 Some implications to improve the problems that teachers and students

face in using the new English textbook 8 4.2.2.1, Implications for teachers

4.2.2.2 Implications for students

4.2.2.3 Tunplications for policy makers or designers

Appendix 1: Questionnaire for students

Appendix 2: Questions for teachers

Appendix 3: Reading in Unit 6

Appendix 4: Writing in Unit 6, Speaking and Listening in Unit 13

Appendix 5: Language focus in Unit [3

In Vietnam, a new series of textbooks for lower secondary schools ( English 6,7,8,9) was introduced in 2002 by the Ministry of Education and Training (MOET) with aim to teach students communicative skills in Bngtish, The four skilts ( Listening, Speaking, Reading and Writing) are promoted in the new textbook ( new method) While teachers and students in Vietnam are still familiar with old method ( only reading and writing) and students come to

dlass with an expectation thal icachers say and students sten and wrilc The new lextbook

presents many difficulties that need to be overcome by teachers and students, In reality,

‘Vietnamese teachers show great interest in new methodologies but they still continue teaching

in their own way and using traditional method in their classes because they fell constraincd to implement communicative teaching in their classrooms for many reasons ( Le, 2007)

‘Teachers’ English proficiency is low classes are large, the furnishing and other facilities are

‘basic and only low levels af support, can be provided in terms of materials, Hbraries and advisory services, They offen require teachers to spend more time doing additional preparatory work (Le, 2007) Beside that, the majority of students leam English just to pass the cxaminations and cuxrcntly the two most important Enslish cxaminations in Victnam arc the school final examination and the university entrance examination and neither of them has a listening and speaking component, ence, slulents do nol have obvious communicative need All they only need a sufficient and good knowledge of grammar and vocabulary of the target Janguage to pass exams

On the other hand, in this series of textbook, the content of each unit 1s too long so both teachers and students have not cnough time to finish them ( An investigation of policy makers

in Minisiry of Training and Education, 2006), And some topics such as Festivals, Wonders of

the world are not familiar to stndents, some listening texts are too long and diffieutt From that both teachers and students also have some difficulties in using this new textbook

As a teacher of English at lower secondary school, i would like to find out some difficulties that hoth teachers and students have faced with when using the new texthook English 8 Onoc the difficulties are ford oul, solutions to overcame will be suggested

2 Aims and significance of the study

‘The major aims of the study are

- to investigate the difficultics that teachers and students arc facing with in using the new English textbook 8

~ 10 offer some solutions lơ overcome the diffeullics

‘The study cartied out with the hope to be of some help to improve the effectiveness of English teaching and learning at lower secondary school

3 Scope of the study

This study focuscd on the difficulties that students and teachers have in using English textbook 8 at three lower secondary schools in Nghe An: Hung Chink, Le Mao and Hung Binh, Thus, itis 1

Tn order to avhieve the aims of the sludy, my research qu

(1) What kinds of difficulties do students have when they leam the new English textbook 8?

fions are:

(@) Whal kinds of difficulties đo lower secondary school toachers have when they use the new English textbook 8 to teach their students?

(3) What are the solutions to overcome those difficulties?

5 Method of the study

In order to collect sufficient and relevant data for the study, three research techniques were employed:

- Conducting @ survey questionnaire to investigate students’ ideas about their difficulties they have in English learning as well as their attitudes towards the new English textbook 8

- Interviewing teachers to clarify issnas raised in their teaching with the new English textbook 8 to their students

- Observing classes to find out how the new English textbook 8 is employed, and to get information of both teacher’s methods of teaching and students’ ways of leaming in classroom

6 Design of the study

The study consists of three parts: introduction, development and conclusion

Part onc provides the overview of the study inchuding the rationale, objectives of the study, scope of the study, research questions, methodology and the structure of the study

Parl lwo is the major part of the thesis IL is divided into Tour chapters Chapler ong seviews theoretical background, some concepts on the textbook and its roles in the classroom,

CLY and its implementation in the classroom in Vietnam Chapter two introduces the

overview of English language teaching in Vietnam and the new English textbook 8, Chapter three presents the methodology of the study Chapter four discuscs the findings of the study and some implications are also offered in this chapter

Parl dice is the conclusion It presents the conclusion and Tinitations of the study and suggestions tor further study

PART B: DEVELOPMENT

CHAPTER ONE: LITERATURE REVIEW

‘This chapter aims to provide a theoretical base to develop an operational framework for the sindy TL first explains the notion of the textbook and the role of the textbuok in the classroom It then moves on to discuss the Communicative language teaching (CLT) which is

a teaching approach intended in the textbook in the school classroom in Vietnam,

1.1 Texibook and the role of the textbook in the classroom

1.1.1 What is a textbook?

‘Textbook is the material that both teachers and students need to use in their teaching and learning, it is @ backbone for classroom activily and serves thờ ngods g a lange group of teachers According to Penny Ur (1996), a textbook is a book which each teacher and each student has a copy, and which is followed systematically as the basic for a language course

Furthermore, some people define that textbook is “a book used in schools or colleges for the formal study of a subject” ( www msdnaa.net/cumeulunyglossary.aspx)

While others define * il is a manual of instruction or standard book in any branch of study They are prodused avcording ta the demand of the edneational institutions”

(en Wikipedia org/wiki/textbook)

1.1.2 The role of the textbook in a language program

Until now, the role of the textbook in language teaching program has been studied by many educators and researchers and each of them has developed their own concepts and ideas

as following:

According to Prablm (1987), textbooks are fully specified materials available as textbook packages which typically consist of a student’s book, a teacher's book, a workbook and some or afl af the fotlowing components: a lost booklet, audio tapas or compact discs for

listening comprehension and pronunciation work, video tapes and guides, grammar book

Textbook materials play a very important part in language teaching and Feaming

il is true that in mumy cases teachers and students rely heavily on texthooks, and textbook determine the components and methods of leaming, that is, they control the content, methods and procedures of learning Students learn what is presented in the textbook, and the

guide fo proper language use Most of the language that students will acquire curing their schooling in English will be from cither their teacher or their lextbook Theoretically, the textbook will influence the class and the learning process Therefore, in many cases, materials are the center of instruction and one of the most important influences on what goes on in the classroom ( Kitao, 1997)

Lr (1996) said that textbook provides framework to help teachers and leamers know where they are going and what is coming next, so that there is a scnse of strucluc and progress,

Richards ( 2001, p12) defines: “‘Yextbook is an important material is most language

programs In some situations, textbook may serve primarily to supplement the teachers instruction or provide the major source of contact they have with the language for learners apart from input provided by the teacher in other situations , textbook may also serve as a forma of teacher training | provided idsas on how lo plarr and Loach lessons as well as formats that teachers can use”

in short, we cannot deny the important roles of textbock in teaching and leaming English because i provides framework amd ideas so as te both teachers and students know how to plan and teach as well as learn

1.2 CLT and its implementation in the classroom in Vietnam

1.2.1 What is CLT?

Communicative language teaching (CLT) is a necessary method and plays an important role in teacang and learning English It supplies leamers with lot of chances to talk int English and can conmmunicats real life situations CLT appeared from 1960s, ils soơpc, however, has expanded since the mid-1970s, It is also referred to as “communicative approach

to the teaching of foreign languages” or simply the “ Communicative Approach” So far, several researchers have done the work on CLT and cach of them developed her/his own idcas segarding CLT

According to Richards and Rodgers (2001) CIT means little more than an integration

of grammatical and functional teaching Sharing the same view with them, Littlewood (1981:1) affirms that CL “pays systematic attention to functional as well as structural aspects

promote communicative language use, they are task-based and authentic”

‘As for Bock (2000 ) CLT is tailored to get at meaning and leamers negotiate meaning

in class Meaning is considered as what is communicated ‘the negotiation of meaning can be implicated through pair work, group work in problem- solving tasks

To sum up, CLT has boon scen as a new method in English speaking Icarning and people can communicate in real contexts or situations when they use this new method in class

1.2.2 Implementation of CLT in the Vietnamese classroom

In Vietnam, although CLT has been encowaged in schools, the use CLT is szen as

problematic Bock, (2000) affirms, CLT is not commonly practiced in Vietnam because

there arc difficullics of implementing cormumeative language teaching in EFL cnvirorments,

‘And no one can deny the special role the communicative approach plays in language teaching and learning However, to appreciate its value and to make it work effectively in a certain

comlex! are not the sane

In reality, there are a lot of constraints in using the CLT in the school classrooms in Vietnam regarding to context, culture, history, teaching and leaming style, leamers’ needs and classrom issues

- Culture and history:

Changing textbook mmst depend on a lot of things such as users, contexts and especially culture, CLT originates from the context of Westcin culture where individualism and competition are typical, there must be a clash in this new context and he said “ Everyone

talk at the same time”, Tint Western culture is quite different from Vistmamese củlms where colfectivism dominates the leaming and teaching environment, students offen find it is shameful to say something wrong and they even cannot interrupt their teachers while they are speaking, L4mthermore, the educational system in Vietnam is characterized as a closed system

andt knowledg

to be required So Le (2007) indicated that central to pedagogical practices in Vietnam is the traditional view of the teacher-student relationship, and the teacher is only a provider of

-cemercd The textbook, he syllabus and the teacher determine the knowledge

knowledge and traincr of behavior Victnamesc Icarers often come to class with an expectation that teachers will explain the vocabulary and pieces of grammar rules and style point, Clearly, it is diffied to apply the CIT in schoots in Vietnam successfully because we Know that a language always exists in close relation to its socio-cultural context

- Learning and teaching style

To Vietnamese students , the spsaking and listening time is difficult time, they do not like to express thoir idcas and only want to listen to their teacher and ropcat what they listen Hence, teachers must spend a lot of time preparing a lesson and making their students able to spouk and Histon casior The students had to nuernorize (Hoso sayings lơ rovite thom when they were asked to, and he also said that the major method of learning in Vietnam is still memorizing and the transfer of knowledge is in one direction from the teacher to student

Chung (2000, p.203) assumes: “ Many Vietnamese spent hours in English classes writing

words, memorizing the spelling of these words, and studying English grammar Shifting from

a grammar-based approach to a more communicative approach, they experience difficulties in

Kcoping up” Talking abont Vienamese learning style, much of student done in

° loaming this passive, receptive mode, The teacher’s role is mainly offering further explanations to reinforce and test what they have leamt On the other hand, teachers and students are not confident aboul their English speaking ability because they only Ica grammar points and mules when they leam a language and they always try “to push the message to match the structure” (Ellis, 1994 p 37 ) when they speak in English Therefore, they cannot speak English flucnily and comfortably Actually, affected by traditional teaching and learning habit, Vietnamese teachers as well as students tend to pay more attention to English grammar

Chung ( 2000, p 41 ) rzported that: “ Many teachers of Trglish admit that, in spite oŸ making some recent improvements in methodology, they do not strictly apply new methods to their teaching because their teaching goal is to help their students pass the final examinations according to the norms that they are set to achieve, not to help the students practice the

‘Vietnamese classroom, the atmosphere is collaborative rather than individual and competitive

so students often respond collectively Hence, Being so familiar with the about teaching methodology and concept of education, when a Vietnamese students encounters a new caching method and a new tearing environment, ha hells ombarmassed, confused and certainly thces many difficulties,

- Learners’ needs:

fn Victnam leamers' neods is quile different, They do nol like ta communicate but they only notice to grammar or how to do exercises to pass the national examinations According to Canale and Swain (1980, p.27) argue that “a communication must be based on and respand to

sollings Mcanwhite most af the students learn English to pass the national examinations, they

do not have the competence needs in communicating and only put weight to English grammar

Om the other hand, teachers’ coming to class must teach attitude or personalities to students The Vietnamese teachers’ two major responsibilitics arc to help to develop students’ personalities and to provide them knowledge This means teachers are center, while CLT is a

cøntered learner method In fact, CIT plays an important role in teaching inglish but it is no universal method, In fact, using the implementation of CLT in Vietnam as a case study and of course, both students and teachers have many constraints in using this method

- Classroom issues:

Practically, now Victnamese teachers of Fnglish arc facing various difficulties in teaching English to large classes because of the variety of lamers’ levels, Moreover, the variety of leamers in the classroom reqnites plenty of efforts ftom the teachers, With regard to teaching cfiiciency in classes with mixed abilitics, a teacher of English is required not only widened knowledge of English but also the ability of organizing, managing the classroom to holp students iearn better For oxample: checking their understanding, designing appropriaic texts and more importantly organizing different in some features such as leaming, styles, motivation to study English, attitudes towards inglish, leaming strategies and especially learning ability Therefore, these multilevel classes usually cause enormous challenges for cfcctive Ieamning and teaching English Besides, teachcrs do not know how to coxect mnistakes of all leamers if they correct learners’ mistakes individually, they have not enough time, Especially whon learners work in pairs or groups, tsachers camol go around all of groups at the same time to detect Jeamers ‘mistakes In brief, large classes with mixed abilities cause problems not only for teachers but also for leamers and their leaming process

fn conctusion, CLT is a new method in leaming and tcaching English, but i is not suitable for using in Vietnam because there are difficulties conceming to culture, learning and teaching styles, learners’ needs in using this method

1.3 Summary

In short, the quality of leaning and teaching English at school in Vietnam today needs

to be enhanced, and textbook plays an important part in the leaming and teaching process However, as Tinentioned above, thore are a lol of constraints in using the current textbook, Therefore, an investigation into the difliculties that teachers and students face is imperative as

it can help them achieve better outcomes in their teaching and learning English

CHAPTER TWO:

AN OVERVIEW OF ENGLISH LANGUAGE TEACHING IN VIETNAM

AND INTRODUCTION OF THE NEW ENGLISII TEXTBOOK 8

This chapler presents ant overview of English language tcaching in Vietnam where the new English textbook 8 is taught and general description of the new English textbook 8

2.1 Am overview of English language teaching in Vietnam

With the context of cconomic renovation in Victnam in the past two decades, English has become the first foreign language in recent years, Vietnam has seen an explosion in the demand for English with the move to a market economy by the Vietnamese government and growth pf informational businoss as well as an increasing mumbor of foraign tourisis, knowledge of English has become a passport to have bettar paid job not only for the tourism and hospitality industries but also in many other companies In fact, Lnglish has been considered an cssential tool which helps Vietnam open to the countries in the region and to the world and encourage a mutual understanding between the different countries,

Nowadays, in Vietnam, learning English also becomes popular English is laught in socondary schools, universitios and cvcning classes cross the connfry, Thora arc now more teachers and Jeamezs of Engtish in Vietnam than of any other subjects Although schools offer either Linglish and L'tench, many students opt for English due to employment, and also due to the fact that English is “in fashion” among young people Indeed, awareness of the necd to increas? the quality of English language education has been widespread in Vietmam Therefore, Fnglish is aught in lower secondary schools Eryslish textbook 8 has been used to teach the students who have learnt English for at Jeast 2 years (grade 6,7) because some students have learnt Linglish for more than two years at primary schools Students learn English for Uuce forty-five minute periods a week, cxeopt in grads 9 when they Tsar for 2 poriods a weck, In addition, most of the students are oflen nol a good at English, or they spend only a litle time learning it For them, English is simply an obligatory subject They leam it anaindy for marks, just lo pass the tests Therefore, they seem to be likely passive in learning, They depend much on the textbook and teachers” method of delivery,

The large number of students in English class, often more than 40 students in each ons, poorly equipped only with blackboard and desks for 4 or 5 students sharing one are really challenging for both teachers and students

Hor long time, the process of teaching and leaming a foreign language at lower

sceondary schaot has boon mainly dominated by the grammar-translation approach, the abil

of teaching and learning English mainly for doing the tests, not for communication, that is because ail the tests are written one Teachers typically provide leamers with a large amount

of acadcmic language knowledge, make light of language practice based on given linguistic data, whereas leamers take notes or acquire language passively As a result, most students could do the tosis quite well, but thoy hardly say a senlence in English, Tis the fact thal both teachers and students seem to be vary lazy to speak English in class In many cases, in class English, teachers and students both talk in Vietnamese

‘A recent survey of the Ministry of Education and Training, most of forsign language teachers spend most of time on prescnting, explaining grammar rulcs Leamers take notes, memorize, acquire knowledge passively and have little chance for developing language skills During Tesson, teachers only toach language data in the textbook, de mol exploit or teach without refarenee to other teaching material resources Leamers listen to their teacher and repeat passively and give a mechanical response

According ta the recent research of farcign organivalion, the professional skills of English teachers are hmited A lot of teachers face difficulties in pronunciation and expressing themselves in the target language Most of teachers do not have a thorough grasp of

the content of the curriculum and the new loxlbook, it tesulls in confusion in teaching methods, Teachers are pootly equipped with audiovisual teaching aids (tapes, videos ) In fact, it’s difficult to break teachers’ habit of not using audiovisual aids, thus they can not bring into play the Icaching facilities even their schaot equips language Icachcrs with cassclles and Janguage laboratory Moreover, most of Nghe An English teachers graduated ftom Junior Teacher's Training College, a three- year college where they wers trained mainly in English

A majority of them arz young and novice teachers Some teachers were trained to be Russian

teachers, becamse of general change of our country, they attend some in-service training courses in seme Universities

In order to meet the need of learning English in lower secondary schools, the new English textbook 8 is claimed to have a great improvement in term of methodology, content ant presentation, Tl is expected thal the new textbook will contribute to betler quality of Jearning and teaching English at Vietnamese lower secondary school

2.2 Description of the new English textbook 8

The new English textbook 8 is considered as a renovation in teaching and lcarning, English in lower secondary school It is designed to meet the demand of leamers as well as of

the sacicly:

2.2.1 Aims of the new English texthook &

‘The aims of English textbook at lower secondary school is:

- To help students formulate and develop a fundamental and systematic knowledge of English, then they can usc English as a means of conurunication at the basic level

- Yo develop students’ communicative skills in the target language including listening, spoaking, reading and writing skills

- To equip students with a scholastic knowledge of linguistic and of the target culture and literature

- To creats @ communicative environment or selling for learners to acquire English by using it thorough activities in class,

- To provide teachers with sufficient activities to develop their communicative

competences

- To enrich students’ general understanding of and positive attitudes towards language, people and cultures of some English speaking countries, thms enrich the students’ knowledge and their pride of their own cullure and Janguage

2.2.2 Specific objectives of the new English textbook 8

Uaving learnt the English 8 students will be able to use their English language

knowledge within the book to:

- Listen and understand the mam idea of short dialogue in the classroom, short

readings in the tsxthook topics

- Speak the English expression coutent simple daily communication conceming the content themes and language learning

- Read the content of texts, short paragraphs (about 120-150 words)

- Write simple sentences and shor! paragraphs under the themes in school textbooks under the guidance and model suggestion,

In general, the objectives of the textbook meet the needs of teachers and students They arc realistic, relevant and appropriate to the context of teaching and Jearning in lower

secondary school in Vietnam; aligned with the world trends of English language teaching

nowadays, Learners are provides with opporlunitios to communicate in the targol language im and outside classroom,

2.3.3 Approach to textbook development

‘A theme-based approach is used in the new English textbook for grade 8 This is so different fiom a structural approach to the development of the old textbook where structures were selected, graded and presented To do these well, students have to practice and to remember by doing a lot of meaninglass exercises, Tearninyg by heart, and translating the text The themes provide a context in which language is used and the students can be able to use

appropriate language structures in different situations or different contexts of communication

The new textbook is designed to foster a more communicative approach and toarner- centered learning, and emphasis on oral skills, and language for real-life communication This intention is explicitly presented in the objectives, which have been mentioned above

The theme and vooubulury arc recycled in guided group discussions before students listen to a lecture or tape A writing task taking the form of narrative, letter or reports concludes the theme-based activities Therefore, all four major language skills-listening, speaking, roading and writing, together with natc-lakinyg analytical and interpretive skills, col can be practiced Moreover, the different proficiency levels is mitigated by emphasizing group work as the operating strategy for theme-based work By dividing students deliberately into mixed ability groups, their varying language skills arc pooled while their academic and linguistic abilities are shared in performing the various tasks

The modem method of teaching in the new textbook innovate teachers’ teaching method as well as formulate and develop learners’ learning, methods It also provides a good source of motivation for the students to leam the target language Instead of being the dominating authority in the classroom, the teacher facilitates the communicative process

among all the learners and belwson the students and the various tasks, giving guidance and advice when necessary Furthermore, teacher acts as an independent participant within the jeaming-teaching group, an organizer of resources and a resource; a guide and manager of activities, a researcher and learner, with much to contribute in tezms of appropriate knowledge, abifities, and actual and observed experience in the nature of learning,

2.2.4 Underlying teaching approach of the new English textbook 8

Leamer-centered approach and communicative approach are two popular approaches

in pedagogic and in language teaching methodology, in which task-based teaching is the main method of teaching in the whole textbook According to Michael, task-based teaching offers the opportunity for “natural” Icamning inside thc classroom cmphasizes meaning over form but can also cater for learning form It is compatible with a leamer-centered educational philosophy and it can bo sed alongside a mors traditional approach In Jane Willis? floxille model for task-based approach, learners begin by carrying out a communicative task, without specific focus on form After they have done the task, they report and discuss how they accomptished this, Only al the cnd there is @ spevific focus on features of language form, Some of proponents of task-based approach to language teaching and learning present it as a Jogical development of communicative language teaching since it draws on several principles

that formed part of the communicative language tcaching movement

The Jeamer-centered approach considered leamers as the center of the teaching- learning process, leaming is a process of interaction betwemn students with textbooks, students with teachers and their parners, This promotes students’ al , posiliven activoness and creativity It is directed to communicative competence through skills, Communicative competence is the means of achieving communicative goal, The rele of the teacher here is not

transmit knowledge only but also to instruct, organize, or help students to interact with cach

skills (listening, speaking, reading and writing) are considered as a ultimate goal of languages caching and learning process Other language items such as vooabulary, prommciation and grammar rules are given to students as the means, the conditions to promote the development communicative skills

Communicative language teaching makes usc of real-life situations that acccssitats communication, In other words, the goal of communicative language approaches is to create a realistic context for language acquisition in the classroom, The Isachers prepare a siluation that leamets are likely to encounter in real lif The focus of this method is on functional Janguage usage and the ability to leamers to express their own ideas, feelings, attitudes, desires and needs, Students usually work in small groups on comamnication activities, during which they receive practicc in negotiating meaning

Pair and group work create enough confidence for even weak students to join in class discussions, Working in groups to achisve thair goals gives Vielrunnes¢ learners a, supportive selationship while striving for the target language competence

in case of Linglish teachers in Vietnam, selecting and applying an appropriate teaching ancthod is not am sasy lask Awarcness of new concupls in the ficld of language leaching and learning increases the pressure of enhancing their teaching skills while shouldering their enormous workload

2.2.5 Overall layaul of the new English textbook 8

English 8 is continuously designed based on English 6 and English 7, It continues improving the Linglish level of students by combining practice and skills (listening, speaking, reading and writing) with higher level and large through units

The new English textbook English 8 is theme-based designed with 16 units,

equivalent to 16 topics divided into 6 themes: Yon and me, Education, Community, [ealth,

Recreation, The World around us, Within the framework of cach unit, the language input is respectively intioduced with 7 sections respectively; Getting started, Listen and read, Speak,

Listen, Read, Write znd Ï.angnage focus 7 sections are designed to be tanght in 5 or 6 periods These sections are themes-based closely related to each other as follow to ensure a smooth transition from one to another

2.2.6 Overall layout of each unit

In the new Fngtish lextbook 8, cach unit includes the following parls:

- Getting started: develop vocabulary, grammar points

- Listen and read: includes dialogues to introduce grammar points, vocabulary or corumunicative functions in daily life and theme of cach mnit In this part, there are some questions ot exercises aiming ta check students’ comprehension reading level and help

students more notice to the content of dialagues

- Speak: helps students practice their spenking skill and have chance to use new structure,

‘vocabulary and communicate in English

- Listen: helps students practice their listening skill and then get information to serve other purposes in their lives

- Read: includes some texts with aiming to expand content of thame as well as structure, vooatulary and to dovelop their roading skill

- Write: includes some writing tasks to help students review what they have leamt and know

more some forms about the way to write a letter, an invitation

~ Language focus: inclades some grammar cxereises helping students review some structure points of each unit

Going with this textbook, there are twa cassette lapes Besides that, there are Teachers’

* hook

‘book and Excreisi

However, with this structure, there are some problems in teaching and learning process First, teachers and students must have a fot of time to finish all parts: Getting started, Listen and read, Speak, Liston, Read, Write and Language focus, while, according lo program that is allocated by the Minister of Education and Training, 2007, there are 5 periods to teach

of team in a unit in school This is a problem for teachers and leamers Second, There are always Spcaking part and Listening part in a peried, but tcachers and Icamers sccm not concemed these two parts because in all examinations, speaking and listening skills are not

tested Third, there are toa many new words in the reading part so students can not understand the text or the dialogue well Last, corracting exercises in the warkbook in classroom is very

necessary because teachers can check students’ understanding of what they have learnt

Meanwhile, m reality, teachers and students have not enough time to do this,

2.3, Summary

In this chapter, | have already given general description of the new English textbook 8

and the school context where the textbook is implemented The new textbook is an innovation

in teaching English at the lower secondary school given its great cmphasis on the development

of students ability to use English for communicative purpose However, it is argued that in the samo loaching conditions and the habils of teaching and iearning English al he lower

secondary school, both teachers and students would have to face some difficulties mm usng it,

CHAPTER THREE: METHODOLOGY This chapter presents a description of the methodology employed in the study

3.1 Research questions

In order to achieve the aims of the study, my research questions are:

(1) What kinds of difficultics do students have when they fcam the now English textbook 8?

(3) Whal kinds of difficulties do lower secondary schoot leachers have when they use the new English textbook 8 to teach their students?

(3) What are the solutions to overcome those difficulties?

3.2 Subjects of the study

Thuce lower secondary schools in Nghe An; Hung Chinh, Le Mao and Hung Binh were chosen for this study, in order to achieve the ams of the thesis and answer the above research questions the subjects of the sludy include: group of 6 teachers of Fngtish teaching the new English textbook 8 at the lower secondary schools in Nghe Au They are 4 females and 2 males, ranging from 28 to 50 years old ‘Their linglish teaching experience at lower secondary schools ranged from 6 to 25 years They allonded a raining workshop introducing the now textbook by the English language specialists of the Nghe An Office of Education and Training

120 students at these three schools are also Ihe subjects of the study All of them have already leanst English 6 and English 7 They are in subwban and urban areas

3.3 Data collection instruments

Queslionnaires, inlervic' md classroom observations are dala collcetion imstruments

Of these techniques, a survey questionnaire was used to collect data that related to students’ difficulties and attimdes towards the new textbook Interviews were employed to get information from the teachers, Classroom observation assists the rescarchcr to understand accurately the current teaching situations and to provide more usefull information for the study, 3.3.1 Survey Questionnaire

One of the instruments which is often used to collect data in social sciences is the survey questionnaire Many significant advantages of using, questionnaires are indicated by

many researchers, such as lass pressure on informants, not tmđer presstrs of interview bias and analysis of answers is straightforward

"The questionnaire was designed in order to find out the prominent difficulties students face with as welll as some obstacles that affect the effectiveness of the leaming and teaching

“The data gained from the questionnaire were analyzed statistically and descriptively 3.3.2 Interview

‘An interview usually requires cousiderable time commitments from both interviewer and interviewee, but it is an excellent way to collect data In other words, interview is an extremely useful and valuable way to get in-depth and comprehensive information They involve one person interviewing another person for personal or detailed information,

“rhe 6 lower secondary school English teachers were interviewed in this study They wert asked lo give opinions on the now toxthook Fngtish 8, the difficulties facing thom and their suggested solutions to their problems ( Appendix 2), Each interview lasted between 10 0

15 minutes, Alll interview data were analyzed interpretatively

3.3.3 Classroom observation

Observations are most effective when approached as collaboration meant to benefit all involved Kor the ane being observed, an observation can provide useful fzedback that might not bo revealed by other

observation was carried out in 4 Dngiish classes of 3 teachers at lower secondary schools in Nghe An

3.4, Summary

In this chapter, | presented the design for the study, the research questions, subjects of the study and the vationate of using the instruments for data collection The next chapler analyses various types of data collected and explanations are made with an attempt to answer the research questions

observations

4.1 Data analysis

4.1.1, Reports of the result collected by mean of questionnaire

4.1.1.1 The students’ self evaluation on their English level

The new English textbook 8 is the continuation of the new series textbooks for students

Figure 1: Students’ self evaluation of their English proficiency

When being asked to grade how good you were at English, only 10% of the students

think they are good or excellent, 40% of them are medium, Half of them graded themselves

below medium: 32% of them are bad and 18% are very bad in English It can be explained that students do not have to take the graduation examination at lower secondary school Moreover,

for a long time, English is not needed for high school entrance exams Therefore, English

might not be focused, even be ignored by both teachers and students This is one of the big problems for the English teachers It matches with the teachers’ ideas Most of the teachers

4.1.1.2 Students’ self-reported frequency of preparing their new lesson

Figure 2: Students’ self-reported frequency of preparing their new lesson

As can be seen from the chart, only 10% of the students always prepare lesson before class 15% of them usually do, 35% of them sometimes The students rarely or never prepare

lesson occupy the highest percentage, 40% It seems to be very hard for students to get rid of

the bad habit, not preparing lesson at home This is also a challenge for both students and

teachers to improve the effectiveness of teaching and learning English at lower secondary

school Learning a language needs continually practicing, therefore, students only learn

English at school is not enough to have a good achievement The students” self study always

plays a very important part in effectiveness of their learning process.