VIETNAM NATIONAL UNIVERSITY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRAN THI CHUNG OANH AN EVALUATION OF THE MATERIAL “LIFELINES* FOR THE FIRST NON- ‘LISIL MAJOR STUDENTSAT HAL PLEONG UNIVERSETY DANH GIA GIAO TRINH “LIFELINES” DANH CHO SINH VIEN KHONG CHUYEN NAM THU NHAT TRUONG DAI HOC HAI PHONG. MINOR PROGRAMME TIIESIS FIELD: METHODOLOGY CODE: 601410 HANO01-— 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUIMES FACULTY OF POST-GRADUATE STUDIES TRAN THỊ CHUNG OANH AN EVALUATION OF THE MATERIAL “LIFELINES"¥OR THE FIRS’ ENGLISH MAJOR STUDENTS AT HAI PHONG UNTVERSITY ĐÁNH GIÁ GIÁO TRÌXH “LIFELIXES” DÀNH CHO SINH VIỄN KHÔNG CHUYÊN NĂM TIIỮ NHẤT TRƯỜNG ĐẠI HỌC HẢI PHÒNG MIXOR PROGRAMME THESIS FIELD: METTIODOLOGY CODE: 601410 SUPERVISOR: DR. HOANG THI XUAN HOA HANOI— 2010 LIST OF ABBREVIATIONS T: Teachers S: Students HPU: Hai Phong University 1. Summary of previous parts 2.
Limitations and suggestions for further research References APPENDICES: Appendix 1: Questionnaire for teachers Appendix2: Questionnaire for students Appendix 3: Hutchinson and Water's criteria checklist 7. Organization of the thesis The thesis consists of three parts: Part J: introduce the rationale, aims, significance, scope and methodology of the study. Part TT: includes three chapters Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on, Chapter 2: Methodology: Includes an overview of the approach used on conducting the study. It also provides a thorough description of the data collection procedure as well as the analytical procedlare.
Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study. Organization of the thesis The thesis consists of three parts: Part J: introduce the rationale, aims, significance, scope and methodology of the study. Part TT: includes three chapters Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on, Chapter 2: Methodology: Includes an overview of the approach used on conducting the study. It also provides a thorough description of the data collection procedure as well as the analytical procedlare.
Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study. Organization of the thesis The thesis consists of three parts: Part J: introduce the rationale, aims, significance, scope and methodology of the study. Part TT: includes three chapters Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on, Chapter 2: Methodology: Includes an overview of the approach used on conducting the study. It also provides a thorough description of the data collection procedure as well as the analytical procedlare.
Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study. PART E INTRODUCTION This part includes seven sections. The first seclion [ocuscs ơn the ratiơnalc of the thesis; the second section presents the aims of the thesis; the third section touches on the research questions; the fourth section is the significance of the thesis; the fifth section poinis out the methodatogy, lhe next section is the scops and the fast. is the organization of the study.
Rationale of the study Textbooks are a key component in most language programs, They may provide the basis for the content of the lessons, the balance of skills taught and the kinds of language practice the studcnts take part in (Richards, 2001:35). Allwright (1981:5-18) also emphasizes that textbooks are too inflexible to be used directly as instructional material, they should give teachers rationales for what they do From O'Neill's points, in many , toachors and students rely heavily an loxlbooks and they determine the components and methods of leaming, Students leam what is presented in the textbook and the way the textbook presents material is the way students learn it Thus, according ta Mink (2007) “lexthook should bs carefully ovaluaicd and selected before being used for a language program. Textbook evaluation helps the managerial and teaching staff select the most appropriate materials available for a parueular course. Tt alsa helps lo identify the strengths and weskne of a, particular textbook that is already in use”, Cunningsworth (1995:45) and Ellis (1997) also suggest that textbook evaluation helps teachers move beyond impressionistic assessments and it helps them to acquire useful, accurate, systematic and contextual insights into overall nature of textbook material, Al Hai Phong University, “Lifstines” has hoon used as major tmalerial far several ‘years but no evaluation or consultation has been condusted to determine its strengths and weaknesses and to see how well it suited the desired and attainable goals of the course.
From above raasons, if ne wy to conducl an evaluation for the “Lifelines” lextbook, it is also a gond opportunily to discover the suitability of the material with Ihe students’ level ftom the students’ and the teachers’ perceptions and so that adaptation can be made to gain better results of teaching and learning. LIST OF TABLES ‘Table 1: ‘The teachers and students’ opinion about using text types in the 23 xralzrial 34 Table 2: The teachers and students’ opinion about proportion of4 macro skills 24 ‘Table 3: The teachers and students’ opinion about allocation time for each unit Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this 15 material ‘Table 5: The teachers and stvdents’ opinion about language points in this ˆoi material Table 6: The teachers and students’ opinion about kinds of exercises need to be included in this material Table 7; Ths teachers amd students’ opinion about using techniques in this 26 material ‘Table 8: The teachers and students’ opinion about using aids in this material 2, Aims of the study: ‘This study aims to evaluate the “Lifelines” textbook in terms of its content and methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements 3, Rescarch questions The sludy is lo discuss the following questions 1. Does the content of the textbook suit the students’ requirements in the teachers’ and the students’ opinions? 2. Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions? 4.
Significance of the study: The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation. 5, Methodology In this thesis, survey questionaire and informal interview used lo collcet data: Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis. Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement, 6. Scope of the study In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine whether the material is suitable with the students’ requirements.
Organization of the thesis The thesis consists of three parts: Part J: introduce the rationale, aims, significance, scope and methodology of the study. Part TT: includes three chapters Chapterl: Literature review: provides a theoretical basis for issues retating to Material and Material evaluation such as definition of material, types of material, and criteria for material evaluation and so on, Chapter 2: Methodology: Includes an overview of the approach used on conducting the study. It also provides a thorough description of the data collection procedure as well as the analytical procedlare. Chapter 3: Results and Discussion; reports the findings of the survey and discusses the prominent aspects Part TM: Conchsion: summarives the study, recommends o tho material and acknowledges the limitations of the study.
2, Aims of the study: ‘This study aims to evaluate the “Lifelines” textbook in terms of its content and methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements 3, Rescarch questions The sludy is lo discuss the following questions 1. Does the content of the textbook suit the students’ requirements in the teachers’ and the students’ opinions? 2. Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions? 4. Significance of the study: The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation.
5, Methodology In this thesis, survey questionaire and informal interview used lo collcet data: Survey questionnaires here play an important role in collection ideas of teachers and studemts on the material which are very usefill for the completion of the thesis. Informal interview is uscd to scck for detailed and objcctive opinions of participants on the material and students ‘requirement, 6. Scope of the study In Hai Phong University, “ifctine” material uses for both major and non-major students with different levels in the first year and second year, But due to the limitation of minor thesis, this study only focuses on evaluating the “Lifelines” material using for the firsl non-Fnglish major sludents i terms of ils content and methodology to determine whether the material is suitable with the students’ requirements. LIST OF TABLES ‘Table 1: ‘The teachers and students’ opinion about using text types in the 23 xralzrial 34 Table 2: The teachers and students’ opinion about proportion of4 macro skills 24 ‘Table 3: The teachers and students’ opinion about allocation time for each unit Table 4: The leackers and siuđenls” øpiriơn abou! content sequenced of this 15 material ‘Table 5: The teachers and stvdents’ opinion about language points in this ˆoi material Table 6: The teachers and students’ opinion about kinds of exercises need to be included in this material Table 7; Ths teachers amd students’ opinion about using techniques in this 26 material ‘Table 8: The teachers and students’ opinion about using aids in this material 1.
Summary of previous parts 2. Limitations and suggestions for further research References APPENDICES: Appendix 1: Questionnaire for teachers Appendix2: Questionnaire for students Appendix 3: Hutchinson and Water's criteria checklist 2, Aims of the study: ‘This study aims to evaluate the “Lifelines” textbook in terms of its content and methodology from the tsachers’ and the students’ opinions ta determine whether the material is suitable with the students’ requrements 3, Rescarch questions The sludy is lo discuss the following questions 1. Does the content of the textbook suit the students’ requirements in the teachers’ and the students’ opinions? 2. Does the methodology of the textbook suit the students’ requirements in the teachers” and the students’ opinions? 4.
Significance of the study: The findings of this study will find oul the suitability of the textbook with the students’ requirement in terms of its content and methodology, which helps the teachers adjust their ways of teaching and adapt the material to provide their students effective More importantly, it is hoped that the study will make some conttibutions to the field of material evaluation.
