Dương Thị Hương Lan, Nguyễn Vũ Phong Vân, Nguyễn Hiền Lương - Ứng dụng các hoạt động học tập trải nghiệm vào trong một giờ học nói tiếng Anh ở Trường Đại học Kinh tế và Quản trị Kinh[r]
Trang 1Tập 170, số 10, 2017
Trang 2T¹p chÝ Khoa häc vµ C«ng nghÖ
CHUYÊN SAN KHOA HỌC XÃ HỘI – NHÂN VĂN – KINH TẾ
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Journal of Science and Technology
170 (10)
N¨m 2017
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ro kinh doanh của các công ty bất động sản 203
Lê Văn Thơ, Vũ Anh Tuấn - Đánh giá tình hình sử dụng đất tại các khu đô thị trên địa bàn thành phố Việt Trì,
tỉnh Phú Thọ giai đoạn 2011 – 2016 209
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41
APPLIED EXPERIENTIAL LEARNING ACTIVITIES IN AN ENGLISH
SPEAKING LESSON OF UNIVERSITY OF ECONOMICS AND BUSINESS ADMINISTRATION - THAI NGUYEN UNIVERSITY
University of Economics and Business Administration – TNU
SUMMARY
In the world, there are many controversies on methods of education in teaching English There are distinctions between the traditional education and the experiential education In teaching English the method should be communicative and suited to the students’ characteristics It is aimed to create the teaching learning process which is interesting and comforting to the students so that they can reach the learning goal and English becomes a more attractive subject for them The paper explains that experiential education is in fact important part of communicative teaching and task-based teaching by presenting sample English speaking activities in a lesson at Thai Nguyen University of Economics and Business Administration (TUEBA) The principles of the English speaking class can be realized only when teachers create experiential activities and only when experiences are closely related to tasks and the needs
Keywords: speaking skill, communication, experiential education, experiential learning activities and task-base approach
INTRODUCTION *
Every student at university has their own
reasons and goals to learn English Among
the four skills required when learning a
foreign language including Listening,
Speaking, Reading and Writing, Speaking
skill is one of those skills that play a decisive
role for the success of communication in
foreign languages It is well known that the
task-based method of teaching speaking is not
an easy job A key question for
communicative language teachers is how we
get our students to be willing to express their
opinions freely Therefore, in order to help
students develop the speaking skill, varieties
of methods have been proposed and applied
in the training process However, due to some
factors such as the insufficient amount of time
in classroom, needed learning content to
ensure, limited learning dynamism and
background knowledge of participants, and
especially the students’ low initiative, some
methods that are still used in fact cannot
really promote efficiency Particularly, Thai
Nguyen University of Economics and
Business Administration applies TOEIC tests
*Tel: 0989669885; E-mail: duonghuonglan.tn@gmail.com
so that students do not have time to focus on developing speaking skills Specifically in the classroom, some teachers focus on only reading skills and listening comprehension, and speaking is ignored Due to the fact that TOEIC tests include only two skills of listening and reading comprehension, we can see its limitation of developing speaking skills That is one of the basic causes that result in students’ unconfident communication, or hesitation to participate in speaking English In fact only until some recruitment agencies require communication skills, students rush to find short communication courses, so the results are not
as high as they expected
To teach English, teachers will face some problems during the teaching learning process Even though, teachers have their own priority
to manage their classroom, as Richards states
“teacher have primary responsibility for how they teach; they may assume very different roles within their own classroom” [6] Therefore, teachers should make their classroom more comfortable and interesting From the reason above, experiential learning could be the solution Experiential learning method can be used in teaching English to
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make the teaching learning process much
interesting and fun It will increase students’
interest in learning process in the classroom,
because the circumstances become more
interesting It is suitable for the characteristics
of the students who are likely to be active in
English speaking classes, so experiential
learning can be helpful in teaching English
speaking skill
In order to increase time in learning English,
which is guaranteed to be the objective
requirements for the content and duration of
study at the request of the school, using
experiential learning activities in developing
English speaking skill is offered as a solution to
controlling and increasing learning time to
create students’ initiative in many foreign
language training centers This method has been
shown to be the most effective in improving
learners’ skills at these training centers
The paper is written to introduce experiential
learning and a sample lesson as an example of
experiential learning
WHAT IS EXPERIENTIAL LEARNING?
Broadly, experiential learning is any learning
that supports students in applying their
knowledge and conceptual understanding to
real-world problems or situations where the
instructor directs and facilitates learning The
classroom, laboratory, or studio can serve as a
setting for experiential learning through
embedded activities such as case and
problem-based studies, guided inquiry,
simulations, experiments, or art projects [3]
Experiential learning involves observing the
phenomenon and doing something
meaningful with it through an active
participation It emphasizes learning in which
the learner is directly in touch with the
phenomenon being studied, rather than just
watching it or reading, hearing or thinking
about it [4]
Although there is no agreed definition, we can
conclude that experiential learning comes
from the notion that learners are at the center
of the learning process, and that learning is a process of self-discovery
Experiential learning is learning through reflection on doing Here, experiential learning focuses on the learning process for the individual Ambrose (2010) states: “The learner is directly in touch with the realities being studied It is contrasted with learning in which the learner only reads about, hears about, talks about, or writes about the realities but never comes in contract with them as part
of learning process… It involves direct encounter with the phenomenon being studied rather than merely thinking about the encounter or only considering the possibility
of doing something with it.” [1]
According to Bound (1993) experiential learning includes activities that engage both left and right brain processing, that contextualize language, that integrate skills, and that point toward authentic, real world purposes It means that experiential learning
is constructivist learning where students are active learners, constructing their own language, rather than observing the demonstrative behavior of a teacher Because experiential learning is active learning where students more readily understand what they are learning and thus retain the knowledge to
a greater degree than when merely having information presented to them by another The hands-on nature of experiential learning
is highly motivating for students
In this paper the researchers recommended the use of such learning which may involve one or more of the following instructional strategies: Experiments, Games, Role plays, Discussions, Debates, Picture description, Story retelling, Brainstorming, etc
The most comprehensively formulated model
of experiential learning is that of Kolb (1984)
He, together with Roger Fry, created his famous model on experiential learning out of four elements: concrete experiences, observation and reflection, the formation of abstract concepts and testing in new situations [4]
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43
There have been many trends in language
curriculum development over the last thirty
years, for example, learner-centeredness,
learning and acquisition, the interactive
approach, experiential learning, etc One of
them with a profound effect on all aspects of
the curriculum, according to Nunan (2001), is
a shift from a transmission model of education to an experiential model [5] The changes to practice written by experientialists are summarized in Table 1 [5]
Table 1 Traditional and experiential educational models compared
Constructivism
professionalism as individual autonomy
Facilitating learning (largely in small groups); collaborative professionalism
information; mainly individual work
Active participation, largely in collaborative small groups View of
knowledge
Presented as ‘certain’ application problem-solving
Construction of personal knowledge; identification of problems
Learning
experiences
Knowledge of facts, concepts and skills;
focus on content and product
Emphasis on process; learning skill, self-inquiry, social and
communication skills Control of
Emphasis on learners; self-directed learning
Evaluation
Product-oriented: achievement testing;
criterion-referencing (and norm-referencing)
Process-oriented: reflection on process, self-assessment; criterion-referencing
Table 2 Transmission teaching and experiential teaching compared
2 Top-down
1 Needs and interest-driven
2 Bottom-up
2 Learning objectives are not clear
1 Teacher-based
2 Learning objectives are clear Learning
Resources
1 Textbooks
2 Student workbooks
3 Teacher’s knowledge
1 Textbooks
2 Library
3 Life experience and background
4 Interest
5 Peers
2 Teacher-centered
3 English learned as knowledge
4 Individual learning
1 Student-centered
2 Learning resources-centered
3 English learned as a tool
4 Cooperative learning
2 Standardized tests
1 Students portfolios
2 Performance
3 Examinations Relationship
between teacher
and students
1 Teacher transmits knowledge
2 Teacher takes charge of students learning
3 Teacher is ‘safe’ with his knowledge
1 Teacher and students are co-learners
2 Teacher is a learning facilitator
3 students are responsible or their learning
4 Teacher’s knowledge is vulnerable
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From the table, we can conclude that the
traditional transmission teaching and the
experiential teaching are different from each
other in almost every aspect of the teaching
process The linear transmission model has
shaped mainstream teaching and curriculum
development in the last century The
classroom is understood simply as the
transmission of knowledge from teachers to
students However, proponents of an
experiential philosophy believe that the
function of an educational system is to create
the conditions whereby learners might
recreate their own knowledge and skills The
following chart compares the transmission
teaching of instruction with the experiential
learning It is based on the authors’
observations and experience in both methods
at TUEBA
A SAMPLE SPEAKING LESSON
In this section, we will describe a language
lesson for a group of elementary learners as a
sample lesson to illustrate some of the key
principles of experiential learning in this paper
The material is based on the textbook Master
English 2 – Elementary Market Leader – Business English Course Book The lesson is a part of an intensive English course for students
to brush up on their speaking skills
1 Class There are 60 students in class 14 Accounting
of 2016-2017 academic year in Thai Nguyen University of Economics and Business Administration (TUEBA) They have 3 periods of English each week and 2 periods for the speaking class for each unit
2 Text
We select Unit 5 “Food and entertaining” in Master English 2 – Elementary Market Leader – Business English Course Book as a sample lesson
3 Teaching Objectives After the lesson, students will be able to:
- describe dining etiquette in business cultures;
- give a brief talk on the topic for 5-8 minutes;
- converse with partners how to entertain clients
4 Teaching procedure (table 3)
Table 3 Activities and their rationales
Activity 1: Self-study
In the first period, students are required to finish
reading the text on their own before their coming to
the English speaking classes The materials
provided by the series of textbooks were not only
online texts but also pictures, sounds, music
Besides, students can interact with computers
Taking responsibility for one’ own learning is something which can be achieved by adult learners
Activity 2: Presentation of dining etiquette in
business cultures by teacher
In this part, the teacher presents pictures and videos
about dining etiquette collected before coming into
the classroom on PowerPoint, for example, dining
etiquette in Asia, in Western countries, etc In this
way, the topic or the theme of the unit is presented
to the students
Tasks of this type serve to activate experiences from the lives of the learners and introduce them into the classroom The teacher projected the pictures or the videos onto the screen After each new stimulus, the students had time to filter out from their memories the images which were being evoked It was very important that nobody talked during this phase and that their attention was directed to the images presented
Activity 3: Questions and answers
Students are divided into pairs or groups to discuss
the questions about the dining etiquette in Vietnam
according to their own experience in real life
Such kinds of open questions have a lead-in role
as well as a warming-up function to get students ready to learn the text
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45
Activity 4: Brainstorming
The students are asked to write down as many
expressions as possible related to the best way to
entertain the visitors and dining etiquette Their
personal opinions are also taken down Then they
can refer to the text to identify those expressions
they had thought of
This task is for reflection on both knowledge and learning which had a significant impact on the new cycle of experiential learning
Activity 5: Sharing experiences
The students try to get familiar with expressions
related to dining etiquette They will describe how
to entertain visitors by using ‘Useful language’ and
dining etiquette they have ever known
The above mentioned tasked are closely
bound-up with the students’ physical or mental experiences which activate their background knowledge and their desire to open their mouths
Activity 6: Text reception/ analysis
After making contact with their own experiences,
the students are now able to study the text and
examine the language expressions used by the
authors
They can also determine to what extent the experiences of the narrator in the texts were different from their own experiences
Activity 7: The students make a conversation on
choosing the right places for guests to entertain
customers
Language learning itself is of secondary importance here because the language acted as a vehicle for experience The task encourages learners to draw on personal experiences related
to a particular theme It functions by allowing the participants to act out these experiences which then serve to increase their understanding of the theme in hand
Activity 8: (Home assignments)
You work for a food company, Organic 3000, in
Sydney, Australia Four important customers are
visiting your head office You want to take them to
a good restaurant Each customer prefers a different
type of food You have three restaurants to choose
from Write an email to one of the customers Invite
him or her to dinner and give details of the
restaurant Include the date and time, and the name,
location and type of restaurant
Students undertaking this task are challenged to summarize their experience in terms of knowledge gained That the knowledge may not
be new to the world was not the point It is new
to the learners, belonged to them and is the product of their experiential learning
Activity 9: Closing the exercise
At the close of the exercise, students are asked what
they have learned from the activity and what
feelings or reactions they would like to share about
the activities with the total class
It is very important phase in learning and should not be overlooked In this phase, students share insights they have gained about themselves, the group and the whole class and any feelings they experienced The teacher then summarizes the purpose and the learning for the class
CONCLUSIONS
From the sample speaking lesson, we can see
experiential education is “a development of
the task-based approach” (Kenney & Savage
1997) [3] in a communicative class However,
tasks alone cannot guarantee the realization of
a communicative classroom Only those
experiences related to a theme of the
communicative tasks are valuable The
advantages offered by such tasks, however,
depend on the behavior of the teacher Therefore, the teacher has to have specific skills to manage a learner-centered task-based experiential class For many teachers, experiential learning and teaching is a new area and moving into it from a transmission model requires a great deal of assistance from other teachers who are themselves heavily engaged in “learning-by-doing” classroom action research in their own classrooms
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Therefore, it is necessary for teachers to
make further research and collect
systematic data on experiential learning in
communicative classes
REFERENCES
1 Ambrose, S A., Bridges, M W., Dippier, M.,
Lovett, M C., & Norman, M K (2010) How
Learning Works: 7 Research-Based Principles for
Smart Teaching, San Francisco, CA: Josses- Bass
2 Bound, D., Cohen, R., & Walker, D (Eds.)
(1993) Using Experience for Learning, Bristol,
PA: Open University Press
3 Kenney & Savage (1997) Second Language Acquisition and Second Language Learning
Oxford: Pergamon
4 Kolb, D A (1984) Experiential Learning: Experience as the Source of Learning and Development Englewood Cliffs, NJ:
Prentice-Hall
5 Nunan, D.(2001) Second Language Teaching and Learning Foreign Language Teaching and
Research Press & Heinle&heilele/ Thomson Learning Asia
6 Richards, J.C (2001) Curriculum Development
in Language Teaching Cambridge: Cambridge
University Press
TÓM TẮT
ỨNG DỤNG CÁC HOẠT ĐỘNG HỌC TẬP TRẢI NGHIỆM VÀO TRONG MỘT GIỜ HỌC NÓI TIẾNG ANH Ở TRƯỜNG ĐẠI HỌC KINH TẾ VÀ QUẢN TRỊ KINH DOANH – ĐẠI HỌC THÁI NGUYÊN
Trường Đại học Kinh tế và Quản trị kinh doanh – ĐH Thái Nguyên
Trên thế giới, có rất nhiều tranh luận về phương pháp giáo dục trong việc giảng dạy môn tiếng Anh Có rất nhiều sự khác biệt giữa giáo dục truyền thống và giáo dục trải nghiệm Trong việc giảng dạy tiếng Anh, phương pháp được sử dụng phải có tính giao tiếp và phù hợp với đặc điểm của học sinh Nó nhằm mục đích tạo ra quá trình dạy và học thú vị và làm cho người học thoải mái
vì thế họ có thể đạt được mục tiêu học tập và tiếng Anh trở thành một môn học hấp dẫn hơn đối với họ Bài báo này giải thích rằng giáo dục trải nghiệm thực sự là một phần quan trọng trong giảng dạy và giảng dạy dựa trên cách trình bày một giờ học nói tiếng Anh tại trường Đại học Kinh
tế và Quản trị Kinh doanh - Đại học Thái Nguyên Các nguyên tắc của lớp tiếng Anh chỉ có thể được thực hiện khi giáo viên tạo ra các hoạt động kinh nghiệm và chỉ khi các kinh nghiệm có liên quan chặt chẽ đến các nhiệm vụ và nhu cầu
Từ khoá: kỹ năng nói, giao tiếp, giáo dục kinh nghiệm, các hoạt động học tập trải nghiệm và cách tiếp cận dựa trên nhiệm vụ
Ngày nhận bài: 05/5/2017; Ngày phản biện: 24/5/2017; Ngày duyệt đăng: 28/9/2017
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Journal of Science and Technology
170 (10)
N¨m 2017