VIEINAM NATIONAL UNIVERSITY, [IANGI UNTVERSITY OF LANGUAGES ANT INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ĐÖ THỊ HỎNG HÀ 10" GRADE STUDENTS’ ATTITUDE OWARDS TEACHERS’ ERROR CORRECTION IN CLASSROOM ORAL ACTIVITIES AT DO SON BOARDING ITIGII SCIIOOL, IIAI PIIONG TILAI DO CUA LGC SINII LOP 16 TRUONG TUPT NỘI TRÚ ĐỎ SƠN, HÃI PHÒNG ĐỎI VỚI VIỆC CHỮA LỖI CUA GIAO VIEN TRONG CAC IIOAT DONG NOI M. MINOR THESIS Kield : English Tcaching Mcthodology Code : 601410 HANOL - 2011 VIEINAM NATIONAL UNIVERSITY, [IANGI UNTVERSITY OF LANGUAGES ANT INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES DO TIN TIONG TA 10" GRADE STUDENTS’ ATTITUDES TOWARDS TEACHERS’ ERROR CORRECTION IN CLASSROOM ORAL ACTIVITIES AT DO SON BOARDING ITIGII SCIIOOL, ILAI PIIONG THAI DO CUA HQC SINH LOP 10 TRUONG THPT NOLTRU DO SON, HAL PHONG DOL YGL VLEC CHU'A LOL CUA GIAO VIEN TRONG CAC HOAT DONG NOL M. MINOR THESIS Field : English Teaching Methodology Cude : 601410 Supervisor : Khoa Anh Việt, MLA. TIANOI -2011 iv TABLE OF CONTENTS PART A: INTRODUCTION.
Rationale of the Študy,. Aims of the Study 3. Seups of the Study be 4, Rescarch QueSfiOHlS. Methods of the Study ai Gv 6.
Significance of the Study 7, Design of the Study.ssenminnneetenienen sienna thbà 8. Summary PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Defimtion of “Error”, 2. Types of Trrors 3.
Distunction between “Error” and “Miisttke”. Ta 4, Perspectives on Errors and Error Correction 8 4. Perspectives on Birors - - 8 4. Perspectives on Etror Comection.
The Role of Oral Error Correotion. 'Fechmiquss of Oral Ltror Correction. con rset PART A: INTRODUCTION 1. Rationale of the Study “The teaching and learning of English language is always on its progress to search for effective methodologies.
One of the issuss which has constantly alfracled great concern and discussion among many linguists, educational researchers and teachers is the correction of learners’ errors I has boon widoly accepted thal error making is inovilable and il appoars tial to the language leaming process, The comection of Jeamers’ exers has also been recognized as an integral part of fanguage teaching. So far, a number of studies have been conducted (o sock for effective methods af coreeting leamers’ errors with the aim of fostering more successful language learning. The research findings have revealed that leamers’ perceptions and attitudes towards instructional methods have a great influence on their achievement (Schulz’s, 1996, 2001). Teachers need to know leamers’ beliefs about Janguags tcaching and Icarning becausc a mismatch between students’ expectations and the realities they encounter in the classroam can prevent improvement in language acquisition (Tlonwity, 1988) In reality, such mismatch has been found in many settings including Vietnam, and as a result, it has bronght about unsatisfactory learning outcomes.
‘This problem is not an excepliorin the coment of Do Son Boating Tigh School where T have been working as # icachcr of English. From my professional experince and personal obscrvation, T have realized that the teachers seem not to have paid umach attention to what their students think and feel about oral error correction, whereas the students come to class with a variety of ‘betiofs, Icarning styles and language proficiency, and they respond in different ways to the teachers’ error treatment, Rather, the teacher-centered instruction tends to be dominant and ‘the instructional techniques seem to follow “one size fits all” mode. These fretors have ‘becn proved to affoot students’ progress in language Icaming in gencral and in speaking English in particular, Rooted ftom the problem existing in my context and the awareness of the significance of oral crror correction as well ax the nocd far teachers lo leami about thair students’ perceptions and preferences for error treatment, I would like to conduct an investigation into "10" grade students’ attitudes towards teachers’ error correction in 7. Previous Studies on Students’ Attitudes towards ‘Teachers’ Oral lirror Correotion.
Summary - soc? CHAPTER 2: THE STUDY. Context of the Study 18 1I. Subjects of the Study. Data Collection lustruments.
Data Colleeion Proeedute. Findings and Discussion - - 2L 11. Students’ perceptions of oral crrors and oral error corteelion -. Students’ reactions to teachers’ actual practices of oval etror coIreetio.
Students’ preferences for teacher correction of oral arrofs:. Preferred types oferrors to be corrected. Preferrcd timing oÊ cror correetion.3, Preferred techniques of error correcien. Preferred forms of error correction -.
cọ net ngoai 231 PART €: CONCLUSION 32 1. Summary of the Findings -. Recormmndstiens for Teachers’ Error Correction in Oral Classroom Activilies. Knowing about the Students.
Working out Appropriate Error Correction Strategies. Creating a Supportive and Pleasant Classroom Environment 36 3. Linitations of the Sbudy. Recommendations for Further Research.
wel APPENDIX 1: SURVEY QUESTIONNAIRE L APPENDIX 2: INTERVIEW QUESTIONS, - so TX APPENDIX 3: CLASSROOM OBSERVATION NOTES. What are the students” reactions to the current practices of teachers’ oral error correction? 3. What are the shudents’ preferencs for teach ” correction of oral crrors? 5, Methods of the Study Tn order 1 seck for answers lo the rescarch questions, various sources of dala were used from a survey questionnaire, classroom observations and interviews. ‘The main instrument for collecting data is a survey questionnaire aimed to discover what the students think about the role of errors and crror conection, how they cvaluate the current practices of teachers’ error comection, and how they prefer their errors to be corrected in classroom oral activities.
The study also included classroom observations to investigate how error correction was delivered in the classroom to see if there was anything not revealed or anything that condirms comments made by the students in the questionnaire. Scmi-struchued interviews with a small group of students were atded to the instraments described above to get deeper insights into students’ attitudes and expectations for teachers’ error correction methods. Significance of the Study "The issue of teacher's oral error correction has presented certain problems for both FFI, icachers and studenls duc to the mismatch between Icachers® actual practices and students’ expectations. As a result, the teachers’ error treatment in classroom oral activities has not reached adequate efficiency.
This study therefore hopes to find out reasonable answers to the research questions so that teachers can gain more awareness of the significance of students’ belicfS and their influcnec on the language teaching and Icamning. By comparing students’ attitudes and preferences with actual classroom practices, teachers are hoped to find oul their own appropriate ways for delivering oral errur correction to their students. Design of the Study The thesis contains three main parts as follows: + Pait A provides an introduction of the study including the rationale, the aims, the research questions, the significance, the scope, the methods and the stndy organization. Rationale of the Study “The teaching and learning of English language is always on its progress to search for effective methodologies.
One of the issuss which has constantly alfracled great concern and discussion among many linguists, educational researchers and teachers is the correction of learners’ errors I has boon widoly accepted thal error making is inovilable and il appoars tial to the language leaming process, The comection of Jeamers’ exers has also been recognized as an integral part of fanguage teaching. So far, a number of studies have been conducted (o sock for effective methods af coreeting leamers’ errors with the aim of fostering more successful language learning. The research findings have revealed that leamers’ perceptions and attitudes towards instructional methods have a great influence on their achievement (Schulz’s, 1996, 2001). Teachers need to know leamers’ beliefs about Janguags tcaching and Icarning becausc a mismatch between students’ expectations and the realities they encounter in the classroam can prevent improvement in language acquisition (Tlonwity, 1988) In reality, such mismatch has been found in many settings including Vietnam, and as a result, it has bronght about unsatisfactory learning outcomes.
‘This problem is not an excepliorin the coment of Do Son Boating Tigh School where T have been working as # icachcr of English. From my professional experince and personal obscrvation, T have realized that the teachers seem not to have paid umach attention to what their students think and feel about oral error correction, whereas the students come to class with a variety of ‘betiofs, Icarning styles and language proficiency, and they respond in different ways to the teachers’ error treatment, Rather, the teacher-centered instruction tends to be dominant and ‘the instructional techniques seem to follow “one size fits all” mode. These fretors have ‘becn proved to affoot students’ progress in language Icaming in gencral and in speaking English in particular, Rooted ftom the problem existing in my context and the awareness of the significance of oral crror correction as well ax the nocd far teachers lo leami about thair students’ perceptions and preferences for error treatment, I would like to conduct an investigation into "10" grade students’ attitudes towards teachers’ error correction in vi LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as a Foreign Language BSL English as a Second Language L2: Second Language SLA: Second Language Acquisition TESOL: Teaching of English to Speakers of Other Languages vi LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as a Foreign Language BSL English as a Second Language L2: Second Language SLA: Second Language Acquisition TESOL: Teaching of English to Speakers of Other Languages LIST OF TABLES Table 1: Students’ perceptions on the role of oral exzors in language leaming ‘Table 2: Students’ perceptions on the role of teachers” oral error correction Table Students’ fovel of undorslanding of loachers? oral error cơrrootion Table 4: Students’ level of improvement in speaking skill due to teachers’ correction ‘Table 5: Students’ preferences for types of errors to be corrected Table 6: Students* prefer s for amount of citor Lo be correeted Table 7: Students’ preferences for timing of error correction ‘Table 8: Students’ preferences for error comection techniques ‘Table 9: Students’ most favored and least favored correction techniques Table 10: Students’ prefcrenees for crror eorrcetion forms classroom oral activities at 1o San Hoarding lligh Sehool, Lai Phong". 'The fact that there has been limited eh into this subject matter in the context, of Victwam has atso inspired me to carry out this study.
It is hoped that the research outcomes will be able to assist teachers to gam more insights into the issues of oral error corection so that they can adjust or adopt appropriale methods catering for students’ needs with the airn of improving Janguage learning. Aims of the Study The specific aims of the study arz: «to find out what students think about the correction of oral errors delivered by their jeachers sI wh as whether they like their errors to be cor cled, and how important they think teachers’ error correction to their learning of English. «fo understand how students respond to the current methods of correcting oral errors employed by their teachers, for example, to what extent they understand their teachers” correction, and how effective they think their icachers’ instruction is. «to explore in what ways students expect their oral error correction to be delivered (e.
which errors to correct, when to correct, how to correct) with the aim of matching teachers” instruction and students’ expectations so thai tcachers can make best use of their methods to enhance language leaming. Scope of the Study It is clear that oral etror correction is a broad issue. A study on students’ attitudes towards oral error correction apparently opens for a variety of subject matters which cannot be entirely discussed within the scope ofa minor thesis. Therefore, in this study, I would like to restrict the focus to investigating the attitudes towards teachers’ methods of spoken error correction among a group of 10" grade students at Do Son Boarding High Schoo! in Tai Phong city 4.
Research Questions In an allempl lo achieve the aims slated above, the present siudy aims to address tuee research questions. What are the students’ perceptions of the rote of oral erors and teachers’ oral error correction?
