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

LIST OF FIGURES AND TABLES FIGURES Figure 1: The students’ self-evaluation on their English level Figure 2: Students’ self-reported frequency of preparing their new lesson Figure 3: Stu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

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

VIETNAM NATIONAL UNIVERSITY, HANOI

UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

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 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

LIST OF ABBREVIATION

MOFT: Ministry of Education and Training

CLT: Communicative Language Teaching,

EEL: — Unglishas a Foreign Language

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

L.L.1 c7 v

1.1.2 'Phe role of the fextbook in a language program

1.2 CLT and ils implarnentation in the classroom ?n Victam

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

2.2.1 Aims of the new Finglish textbook 8 - - 12 2.2.2, Specific objectives of the new English textbook 8 12 2.2.3, Approach to textbook development 13 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 2.3 Summary - - - 7 CHAPTER THREE: METHODOLOGY

3.1 Research questions - - - 18 3.2 Subjeels of the study - - - 18 3.3 Data collection instruments „18 3.3.1 Questionnaire - - - 18 3.3.2 Interview - - ig 3.3.3, Classroom obscrvaion cseesrererrerrereTÐ 3.4, Summary - 20 CHAPTER FOUR: FINDINGS AND DISCUSSTON

4.1 Data analysis cesses sec 21 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

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

10

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

2.2.1 Aims of the new Finglish textbook 8 - - 12 2.2.2, Specific objectives of the new English textbook 8 12 2.2.3, Approach to textbook development 13 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 2.3 Summary - - - 7 CHAPTER THREE: METHODOLOGY

3.1 Research questions - - - 18 3.2 Subjeels of the study - - - 18 3.3 Data collection instruments „18 3.3.1 Questionnaire - - - 18 3.3.2 Interview - - ig 3.3.3, Classroom obscrvaion cseesrererrerrereTÐ 3.4, Summary - 20 CHAPTER FOUR: FINDINGS AND DISCUSSTON

4.1 Data analysis cesses sec 21 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

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

LIST OF FIGURES AND TABLES

FIGURES

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

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

10

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

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

L.L.1 c7 v

1.1.2 'Phe role of the fextbook in a language program

1.2 CLT and ils implarnentation in the classroom ?n Victam

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

LIST OF FIGURES AND TABLES

FIGURES

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

L.L.1 c7 v

1.1.2 'Phe role of the fextbook in a language program

1.2 CLT and ils implarnentation in the classroom ?n Victam

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

LIST OF FIGURES AND TABLES

FIGURES

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 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

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

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

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

2.2.1 Aims of the new Finglish textbook 8 - - 12 2.2.2, Specific objectives of the new English textbook 8 12 2.2.3, Approach to textbook development 13 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 2.3 Summary - - - 7 CHAPTER THREE: METHODOLOGY

3.1 Research questions - - - 18 3.2 Subjeels of the study - - - 18 3.3 Data collection instruments „18 3.3.1 Questionnaire - - - 18 3.3.2 Interview - - ig 3.3.3, Classroom obscrvaion cseesrererrerrereTÐ 3.4, Summary - 20 CHAPTER FOUR: FINDINGS AND DISCUSSTON

4.1 Data analysis cesses sec 21 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

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

10

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

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

L.L.1 c7 v

1.1.2 'Phe role of the fextbook in a language program

1.2 CLT and ils implarnentation in the classroom ?n Victam

LIST OF FIGURES AND TABLES

FIGURES

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

LIST OF FIGURES AND TABLES

FIGURES

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

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

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

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

LIST OF FIGURES AND TABLES

FIGURES

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

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

10

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

2.2.1 Aims of the new Finglish textbook 8 - - 12 2.2.2, Specific objectives of the new English textbook 8 12 2.2.3, Approach to textbook development 13 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 2.3 Summary - - - 7 CHAPTER THREE: METHODOLOGY

3.1 Research questions - - - 18 3.2 Subjeels of the study - - - 18 3.3 Data collection instruments „18 3.3.1 Questionnaire - - - 18 3.3.2 Interview - - ig 3.3.3, Classroom obscrvaion cseesrererrerrereTÐ 3.4, Summary - 20 CHAPTER FOUR: FINDINGS AND DISCUSSTON

4.1 Data analysis cesses sec 21 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