Nghiên cứu những vấn đề giáo viên và sinh viên năm thứ nhất trong các lớp học lớn nhiều trình độ tại Trường Đại học Điện lực phải đối mặt khi dạy và học kỹ năng

VIET NAM NATIONAL UNIVERSITY-HA NOI
UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



BÙI THỊ MINH


AN INVESTIGATION INTO PROBLEMS FACED BY
TEACHERS AND THE FIRST YEAR STUDENTS IN
LARGE MULTILEVEL CLASSES AT ELECTRIC
POWER UNIVERSITY WHEN TEACHING AND
LEARNING SPEAKING SKILL
NGHIÊN CỨU NHỮNG VẤN ĐỀ GIÁO VIÊN VÀ SINH VIÊN NĂM
THỨ NHẤT TRONG CÁC LỚP HỌC LỚN NHIỀU TRÌNH ĐỘ TẠI
TRƯỜNG ĐẠI HỌC ĐIỆN LỰC PHẢI ĐỐI MẶT KHI DẠY VÀ
HỌC KỸ NĂNG NÓI


M.A MINOR THESIS


FIELD: METHODOLOGY
CODE: 601410


Hanoi – 2010

VIET NAM NATIONAL UNIVERSITY-HA NOI


UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES
FACULTY OF POST – GRADUATE STUDIES
*****************



BÙI THỊ MINH


AN INVESTIGATION INTO PROBLEMS FACED BY
TEACHERS AND THE FIRST YEAR STUDENTS IN
LARGE MULTILEVEL CLASSES AT ELECTRIC
POWER UNIVERSITY WHEN TEACHING AND
LEARNING SPEAKING SKILL
NGHIÊN CỨU NHỮNG VẤN ĐỀ GIÁO VIÊN VÀ SINH VIÊN NĂM
THỨ NHẤT TRONG CÁC LỚP HỌC LỚN NHIỀU TRÌNH ĐỘ TẠI
TRƯỜNG ĐẠI HỌC ĐIỆN LỰC PHẢI ĐỐI MẶT KHI DẠY VÀ
HỌC KỸ NĂNG NÓI

M.A MINOR THESIS


FIELD: METHODOLOGY
CODE: 601410
SUPERVISOR: TRẦN THANH NHÀN, M.A

Hanoi - 2010

4
TABLE OF CONTENTS

CERTIFICATION
ACKNOWKEDGEMENTS
ABSTRACT
TABLE OF CONTENTS
ABBREVIATIONS
LIST OF FIGURES AND TABLES

PART A: INTRODUCTION 1
1. RATIONALE OF THE STUDY 1
2. AIMS OF THE STUDY 2
3. RESEARCH QUESTIONS 2
4. SCOPE OF THE STUDY 2
5. METHODS OF THE STUDY 3
6. DESIGN OF THE STUDY 3

PART B: DEVELOPMENT 4
CHAPTER I: LITERATURE REVIEW 4
I.1. Large multilevel classes 4
I.1.1. Definitions of large multilevel classes 4
I.1.2. Challenges and benefits of teaching a large multilevel class 6
I.1.2.1. Challenges 6
I.1.2.2. Benefits 7
I.2. An overview of speaking skills 9
I.2.1. Roles and status of speaking in language learning and teaching 9
I.2.2. Characteristics of a successful speaking activity 10

I.2.2.1.High learner‟s talking time 11
I.2.2.2. High motivation 11

5
I.2.2.3. Even participation 12
I.2.2.4. An acceptable level of language 12

CHAPTER II: METHODOLOGY 13
II.1. Setting of the study 13
II.1.1. An overview of Electric Power University and English courses at EPU 13
II.1.2. Learners at Electric Power University 14
II.1.3. Teachers at Electric Power University 15
II.1.4. Teaching and learning conditions 15
II.2. Methodology 16
II.2.1. Methods of the study 16
II.2.2. Description of data collection instruments & procedures 17
II.2.2.1.Subjects 17
II.2.2.2. Instruments 17
II.2.3. Data collection and data analysis procedures 18

CHAPTER III: FINDINGS AND DISCUSSIONS 19
III.1. Current situations of teaching and learning English at EPU 19
III.2. Difficulties in teaching &learning English speaking skills in large multilevel classes 20
III.3. teachers‟ and students‟ attitudes towards teaching and learning speaking skills
24
III.4. Teachers‟ current methods and techniques for English language speaking teaching
24
III.5. Teachers‟ and students‟ evaluation on the effectiveness of teaching and learning through
group work and pair work activities in large multilevel classes 30

CHAPTER IV: RECOMMENDATIONS 35
IV.1. SOME GENERAL RECOMMENDATIONS FOR TEACHERS 35
IV.1.1. Understanding individual students as much as possible in large class English teaching

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35
IV.1.2. Clarifying learning goals to inspire the motivation and interest of the students
35
IV.1.3. Use of group work and collaborative learning 36
IV.1.4. Foster the students' independent learning abilities and reduce their dependence on
teachers 37
IV.1.5. Form the students‟ habit of speaking in the class 37
IV.1.6. Use different learning materials and different teaching forms 38

IV.2. SOME ACTIVITIES FOR USE IN LARGE MULTILEVEL CLASSES 39
IV.2.1. Using information gap activities 39
IV.2.2. Using role plays 39
IV.2.3. Using communicative games 40
IV.2.4. Using Discussions or opinion-sharing activities 40
VI.2.5. Using project presentations 41
VI.2.6. Using interviews and surveys 42

PART C: CONCLUSION 44
REFERENCES
APPENDICES