Luận văn an evaluation of the writing component in the english 12 textbook in terms of content and methodology

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAT, STUDIES FACULTY OF POST — GRADUATE STUDIES AR RRR RRR TRAN TID HÃNG AN EVALUATION OF THE WRITING COMPONE

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AN EVALUATION OF THE WRITING COMPONENT IN THE

« ENGLISII 12 » TEXTBOOK IN TERMS OF CONTENT AND

METIIODOLOGY : A CASE AT UONG BI TIIGIE SCHOOL, QUANG

NINH PROVINCE

pANII GIA PHAN VIET TRONG CIIUONG TRINII SACII GIAO

CUU TAI TRUONG THPT UONG Bi, TINH QUANG NINH

M.A Minor Thesis

Ficld: English Mcthodology

Code: 60 1410

Hanoi — 2010

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VIET NAM NATIONAL UNIVERSITY-HA NOI

UNIVERSITY OF LANGUAGES & INTERNATIONAT, STUDIES

FACULTY OF POST — GRADUATE STUDIES

AR RRR RRR

TRAN TID HÃNG

AN EVALUATION OF THE WRITING COMPONENT IN THE

« ENGLISH 12 » TEXTBOOK IN TERMS OF CONTENT AND

METHODOLOGY : A CASE AT UONG BI HIGH SCHOOL, QUANG

NINH PROVINCE

DANII GIA PIIAN VIẾT TRONG CHƯƠNG TRÌNH SÁCH GIÁO

KHOA LOP 12 VE MAT NOI DUNG VA PHƯƠNG PHÁP : NGHIÊN

CỨU TẠI TRƯỜNG TIIPT UÔNG Bi, TINEI QUANG NINIL

MA Minor Thesis

Field: English Methodology

Code: 60 1410

Supervisor: Hoang Xuan Hoa, Ph.D

Hanoi - 2010

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set of materials is suitable for a particular situation Most often materials evaluation is carried! ont to find ont the strengths and weaknesses af the materials so (hal changes nocd

to be made to improve the suitability and enhance the etféctiveness of the materials This is the reason why the researcher conducted an evaluation of the writing component in

“Tinglish 127 textbook

2, Aims of the study

‘The study is aimed to evaluate the Writing component in “English 12” textbook at Uong Bi

secondary school in terms of content and mothodatogy to determine whether il uly reflects the objectives prescribed by MOET for the course and suitable to the students’ needs of English It is expected that the findings from the study would make contribution

to the improvement of ths lexthook or propose changes to enhance the effectiveness of the material for the future use

3, Rescarch questions

The study is to find out the answers to the following research questions

1 Does the writing component of the “English 12” textbook mect the requirements of the course in terms of content and methodology?

2.18 the writing component, of the “Fngtish 12” lextbook suitable fo the students’ needs in terms of content and methodology?

4, Scope of the study

Though the author is awa

at in order to lave a comprehensive evaluation of any material, a great number of critaria should be taken into consideration, such as the audience, the content, the methodology, the cultural bias, the authenticity, the layout ete, and each

criterion needs taking inte account various aspects With the scope of this minor thesis, this

study is only aimed at cealnating the suitabilily of the writing component in English 12 textbook in the standard in terms of content and methodology

This study is a in-depth survey at Uong Bi Iligh School in Quang Ninh Therefore, the findings of the study arc not intended to be gencralized to other school contexts, Indeed the findings may not apply beyond the actual participants in this particular study

5, Significance of the study

The findings of the thesis will serve as a back-up for the improvements of the writing component in the “English 12° textbook, teachers’ method adjustment and materials adaptation as well Practically, the findings are beneficial for both teachers and learners at

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6, Method of the study

In order to evaluate the writing component of the ‘English 12” textbook, document analysis

and survey questionnaires were cruployed lo addrass (he lwo questions bog invostigats Document analysis was one of the main instruments with a thorough objective analysis of the textbook under evaluation Survey questionnaire was used to collect the data that

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sử to the toaclurs’ and students’ porspoclives and altitudes lowards the lexthook they have just finished, The findings are expected to provide convincing evidence for the contribution to the improvement of the textbook for the future use

7 Design of the study

The study consists of three parts: the introduction, the main content and the conclusion

‘The introduction provides the basic information such as the rationale of the study, the aims, the research questions, the scope, the significance of the study and the methods of the study

‘The main content is divided into 3 chapters Chapter one reviews the literature on materials evaluation 11 first presents the Totes and types of inalerials in language leaching, Then il presents major issues in materials evaluation, including reasons for materials evaluation, types of materials evaluation, who carries out and who provides data for materials evaluations, models for materials evaluation and criteria for materials evaluation Next it provides the information about mulcrials adaptation such as reasons for adapting and adapting techniques, Finally, it focuses on theoretical backgrounds to writing and teaching writing, which consists of reasons for teaching writing and main approaches to teaching writing This part plays an important role in the cvaluation of the writing component in the study Chapter two focuses on the methodology employed in the study, including the research questions, research method, dala collection procedures and the participants Chaptor thrag reports discussions of the results, the findings and the recommendations for the improvement of the materials, The conclusion presents a review of the study, the limitations and some suggestions for further research

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2.2.3.1 Document analysis 22 2.2.3.2 Survey questionnaire 22 2.2.4, Data collection procedure

Chapter 3: Results and discussions

3.1 Document Analysis 35

3 1.1, Description of the writing component of in the “English 12

3.1.2 Requirements of the writing component of the course 25 3.2 The Survey Resulls - - 26

3.2.1 The appropriateness of the writing component to the content of the course 26 3.2.2 The appropriateness of the writing component in terms of tucthodology an - 33 3.3 Major Findings 36

3.3.1 The suitability of the writing component in the English 12 textbook to the

1 Conclusion of the study we "—

2 Limitations af the study " Al

3 Suggestions for fiather sPHÄÿ à óc ch HH Home 42 REFERENCES

APPENDIX 1: AN OVERVIEW OF THE WRITING COMPONENT IN THE ENGLISH 12

TEXTBOOK

APPENDIX 2: QUESTIONNAIRE FOR TEACHERS

APPENDIX 3: QUESTIONNAIRE FOR STUDENT

APPENDIX 4: QUESTIONNATRE FOR STUDENTS ( Vietnamese version) XIV

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PART I: INTRODUCTION

1, Rationale of the study

Nowadays English has become increasingly important as a means of global communication and a lridge 1 mankind's knowledge In the process of global integration, the teaching and Jeaming English has become a great concem in Vietnam, Therefore, the government has changed the curriculum in order to tran the citizens who can use English for conmmmicative purposes Ry doing this, in 2002 the Ministry of Eđnealion and Training (MOET) announced a new textbook project for upper secondary school level The new textbooks comprised two sets Set 1, unofficially called “sách chuẩn” (¡e “standard texthooks”, was intended for students pusuing Ban cơ bản (.c The nomspecialization program) and Ban ty nhiễn (ie specialization in sciences) Set 2, unofficially called “Sich ning cao"tie advanced textbooks), was intended for Ban x4 héi (ie specialization in social sciences and hnmanities) Each set comprised of three books, from English 10 to English 12

‘The new English textbooks for high school students are claimed to adopt the latest teaching and learning approaches: comumicalive approach and learner-centered approach and aim

at developing both language skills and language knowledge for students, Each unit in the

new English textbooks consists of five parts: Reading, Speaking, Listening, Writing and Language Focus

English 10 and English 11 were approved and officially introducad into schools by MOET

in the academic years 2006-2007 and 2007-2008 respectively However, English 12 textbook has only been used nationwide since the academic year 2008-2009 Therefore, English 12 textbook is rather new (o the students and teachers and littls rescarch has boon cared out to evakuate this textbook

Uong Bi High school, ons of the high schools in the country, adopted “standard textbooks” Asa teacher of English, the rescarcher has worked quite closcly with the new textbooks It

is noticed that although the textbooks have shown a great deal of improvement compared

1o the olf series of gramnmar-based textbooks, the implementation of this textbook causes 4

largo tumiber of difficuttics, aspocially the writing componont

Evaluation of teaching matetials is obviously a very important process in language teaching and leaming The results from materials evaluation help to determine whether the

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Scope of the study

Significance of the study

Mcthod of the study

7, Design of the study

PART 11: DEVELOPMENT

Chapter 1: Theorctical Background

1.1 Teaching Materials in Language Teaching and Learning

L.L.1 The roles of Teaching Materials - 4 1.1.2, Types of Materials

1.2 Materials Evaluation

1.2.1 The concepts of Materials Livaluation

1.2.2 The reasons for Malcrials Evaluation

1/2.3 Types of Materlals Evaluatlom chi

1.2.4 Materials l¿valuators

1.2.4.1 Maleridls Evalualion by QulSẪEF cà eceeriiriieeiE

1.2.4.2 Materials Evaluation by Iisider scene cnsieenniee cine

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1.2.5 Models for Malerials Evaluation

1.2.5.1 Evaluation model hy Huchinson and Waters

1.2.5.2 Evalucation model by EWR8 cesses cso 1.2.5.3 Evaluation model by McDonough and Shaw 10

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Criteria defined by Huichinson and Waters 1H

1.4, Theoretical backgraunds to writing and teaching writing

1.4.1 Reasons for teaching writing 14 1.4.2 Main approaches to teaching writing 15

Chapter 2: The study

2.1 Gverview of the current situation of teaching and learning English writing

component at Vong Bi High School „18

2 1.1 The school context - 18

2.1.1.1 The teachers at Uong Bi high shool 18 2.1.1.3 The learners at Uong Bi high school si ce TẾ 2.1.2, The new English textbook for grade 12 (Standard Taxfbook) 18 2.1.3 The current teaching and learning of inglish 12 writing component at Liong

Bi High school - - 19

2.1.3.L-The opportunities of the context ào sec TÔ 2.1.3.2 The constraints of the context a 20 2.2 The study

2.2.1, Research questions „21 3.3.3 Parlicipards of the stuẩy au

2.2.2.1 The teachers 22 3.2.2.3 The SEUđSHfS cọ nhe e2

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LIST OF FIGURES AND TABLES

Figure 1 The materials evaluation nrodel of Hutchinson and Waters ( 1993: 98) 9 Figure 2: The process of writing (Tribble, 1996: 38) 17

Table 3.1 Teacher’s rank of the sinderts’ interest and students’ mterest on MOET topics

Table 3.3: The teachers and students’opinions about wsing four intergrated macro-skills in

Table 3.4: Teachers and students’ opinions about the amount of knowledge given in

Table 3.5: The students and teachers’ judgement on each part of the writing component in

Table 3.9: Students’ opinions of ihe teaching methods used by the teachers during the

Table 3.10: Students’ expectations about the ways the English teachers’ teaching writing

Table 3.11: Teachers and Students'opinions about kinds of tasks, exercises and guidance

Table 3.12 Teachers and Students’s opinions of the interaction patterns in the class

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TEXTBOOK

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Scope of the study

Mcthod of the study

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Scope of the study

Mcthod of the study

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TEXTBOOK

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Scope of the study

Mcthod of the study

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Tiêu đề	An Evaluation of the Writing Component in the English 12 Textbook in Terms of Content and Methodology
Người hướng dẫn	Hoang Xuan Hoa, Ph.D
Trường học	Vietnam National University - Hanoi, University of Languages & International Studies
Chuyên ngành	English Methodology
Thể loại	Minor Thesis
Năm xuất bản	2010
Thành phố	Hanoi

Định dạng
Số trang	75
Dung lượng	195,48 KB