MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ------------ MAI QUYNH NGA AN EVALUATION OF NEW CUTTING EDGE PRE-INTERMEDIATE TEXTBOOK USED AT THUA THIEN HUE COLLEGE OF EDUCATION FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.10 MA THESIS IN EDUCATION SUPERVISOR: Assoc.Phan Van Hoa HUE, 2012 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ ------------ ĐÁNH GIÁ GIÁO TRÌNH “NEW CUTTING EDGE PRE-INTERMEDIATE” ĐANG ĐƯỢC SỬ DỤNG TẠI TRƯỜNG CAO ĐẲNG SƯ PHẠM THỪA THIÊN HUẾ CHUYÊN NGÀNH : LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC : PHÓ GIÁO SƯ, TIẾN SĨ PHAN VĂN HÕA HUẾ, 2012 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine. The data and findings discussed in the thesis are true, used with permission from associates and have not been published elsewhere. Author Mai Quynh Nga i To complete this research from the first draft to the final one, there are many people helping me complete the progress in varied ways. First among these and someone to whom I really own depth of gratitude to Assoc. Phan Van Hoa for his critical and constructive supervision, valuable guide and encouragement throughout my research. Without his continuous and precious comments, I could not finish this research on time in a good way. I also would like to convey my since thanks to all my teachers of the post- graduate course, whose knowledge and enthusiasm are of great help to the achievement of my academic study. I am then very appreciated to the Board of leaders in my school who gave me the most favorable conditions during my study. Thanks are also due to my colleagues, participating teachers, whose insightful opinions on the ii research were of great significance in the achievement of this study. I also would like to acknowledge all of my wonderful students for their willingness and their insightful ideas on my research. Last but not least, I would like to thank my dear friends and my beloved family whose support and belief always got me through in time. iii TABLE OF CONTENTS Pages STATEMENT OF AUTHORSHIP . ii TABLE OF CONTENTS .1 LIST OF ABBREVIATIONS.5 LISTS OF TABLES .6 LISTS OF CHARTS .3 Aims of the study . Scope of the study . Organization of the study .12 CHAPTER II: LITERATURE REVIEW AND THEORETICAL BACKGROUND . The role of the textbook . The roles of textbook in language teaching and learning . The roles of textbook in Communicative Language Teaching Approach . Communicative Language Teaching Approach . The roles of textbook in Communicative Language Teaching Approach .1 Defining Materials evaluation . Purposes of Materials Evaluation . Types of Materials Evaluation . Criteria for evaluation . Criteria defined by Hutchinson and Waters (1987) . Criteria defined by Sheldon (1988) . Criteria defined by Ur (1996) . Criteria defined by Tomlinson (1999) . Criteria defined by McGrath (2002) . Criteria defined by Cunnings Worth (1995) . Criteria defined by Mc.Donough and Shaw(1993) . Definitions of Materials Adaptation . Purpose of Materials Adaption . Techniques for adaptation .29 CHAPTER III: METHODOLOGY . The research context .2 Syllabus and its objectives . Methods of the study . Data Collection Procedures .5 Methods of data analysis .38 CHARTER IV: FINDINGS AND DISCUSSION .1 Teachers and students‟ analysis .1 Teachers‟ teaching experience .2 Students‟ background knowledge of English. The Suitable material for the courses‟ aims .1 Syllabus objectives analysis .3 Students and teachers‟ evaluation of textbook New Cutting Edge Pre- Intermediate .2 Teachers‟ evaluation on Accompanying Material .10 Activities and tasks .1 Results of Category Analysis .2 Results of Statements Analysis .10 Activities and tasks .3 Suggestions for adapting the current textbook for non-English major at Thua Thien Hue College of Education.76 CHAPTER V: CONCLUSION AND IMPLICATIONS .2 Implications of the study . Limitation of the study .81 APPENDICES1 4 LIST OF ABBREVIATIONS CLT : Communicative language teaching EFL : English as a foreign language ESL : English as a second language ESP : English for specific purposes MOET : Ministry of Education and Training TTHCE : Thua Thien Hue College of Education 5 LISTS OF TABLES Table 4.1: Teachers‟ year of teaching English .2: Students‟ year of studying English .3: The vocabulary in mini-dictionary .71 6 LISTS OF FIGURES Figure 4.1a Teachers‟ evaluation on General Appearance .1b Students‟ evaluation on General Appearance ……….2 Teachers‟ evaluation on Accompanying Material ……………………47 Figure 4.3a Teachers‟ evaluation on Objectivies.3b Students‟ evaluation on Objectivies .4a Students‟ evaluation on Topic contents .4b Teachers‟ evaluation on Topic contents …………………………….5 a Teachers‟ evaluation on Language contents .5b Students‟ evaluation on Language contents .6a Students‟ evaluation on Language skills…………………………….6b Teachers‟ evaluation on Language skills……………….7 Teachers‟ evaluation on Teachability ….8a Teachers‟ evaluation on Flexibility .8b Students‟ evaluation on Flexibility ………………………….9 Teachers‟ evaluation on Teaching Methods.10a Teachers‟ evaluation on Activities and tasks .10b Students‟ evaluation on Activities and tasks .67 7 ABSTRACT The thesis was carried out to evaluate the material “New Cutting Edge Pre- Intermediate” which is currently in use for the first year non- English major students at Thua Thien Hue College of Education (TTHCE) since 2005 with the hope that practical suggestions would be given for further improvements of the material in the near future to meet the target of ensuring the effectiveness of the teaching and the learning English at TTHCE. The data collection instruments used in this study were questionnaires and interviews. In this sequence, the material in use is analyzed basing on the criteria suggested by Cunnings Worth (1995) with an aim to determine how the material realizes the course requirements. A survey on the teachers and students‟ opinions about the extent to which the material meets the requirements of the course in terms of the aims, content and methodology is conducted. The results of descriptive statistics indicated that there is an overall consensus among the teachers and students that the material is quite satisfied with the course aims, content and methodology. Based on the findings, the thesis suggests some recommendations on materials adaptation such as addition, modification and others that should be made to remedy the weaknesses of the material so that the students can benefit more from it in future courses. 8 CHAPTER I: INTRODUCTION This chapter first specifies the rationale of the study. Then, the aims and significance of the research are stated, followed by the research questions and intended scope of the study. The chapter ends with the structure of the study. Background English has played an important role in the increasing development of science, technology and international relations, which has resulted in the growing needs for English language learning and teaching in many parts of the world. It has become a compulsory subject in national education in many countries, among which Vietnam has considered learning and teaching English as a major strategic tool to develop human resources, and as a way to keep up with other countries. Therefore, in any level of education, from primary school to higher education, learners have to learn English for their purposes i., to fulfill their university‟s course, to access to information technology and to find a good job. It is true that English teaching/ learning is essential for job training. We all know that learning English or any other subject involves three main participants, the teacher, the textbook, and the student (Alshumaimeri, 2001). We should also ensure “that careful selection is made, and that the materials selected closely reflect [the needs of the learners and] the aims, methods, and values of the teaching program. Therefore, textbook evaluation and development is very important in Vietnam. In fact, textbooks are one of the most important factors that have great impact on the success of a language program. According to Richards (2001), textbooks are one of the key components in most language programs. In some case, they serve as the basic of the language input that learners receive and the language practice occurs in the classroom. They may provide the basic for the content of the lessons, the balance of skills taught, and the kinds of language tasks students actively use. In other situations, textbooks may serve primarily to supplement the teacher‟s instructions. For learners, textbooks may provide a major source of 9 contact they have with the target language. Richards (2001) adds that in the case of inexperienced teachers, textbooks may also serve as a form of teacher training because it provides ideas on how to plan and teach lessons as well as formats that teachers can use. This is what textbooks help teacher. How does the teacher make use of textbook to promote learning/teaching of English? Textbook is often very structured in the way that it normally has separate sections on micro skills i., reading, speaking, listening and writing. The good teachers are those who know the students‟ level and choose which sections their students need to work on in a limited time of class meeting. Some parts of the lesson needs to be self-study However, materials can also have unexpectedly counterproductive effects on both teachers and learners. Allwright (1982) considers textbooks as inflexible tool which controls teachers‟ methods and imposes external objective on students. In generally, textbook is like a two-edge cutting knife. If we know how to use it properly, we fasttrack the teaching and learning; otherwise, it hinders the way to empower teachers and students from successful learning. Rationale This research was conducted for the following four reasons: Firstly, materials play an important role in the process of language teaching and learning, as Hutchinson and Waters (1987, p. 97) state: “Materials help to organize the teaching and learning process,…. Good materials provide a clear and coherent unit structure which will guide teacher and learners through various activities in such a way to maximize the chances of learning…”. Thus, to have a successful language- teaching program, it is necessary to choose good materials, especially in Vietnamese setting. Secondly, in the trend of national education reform, the Ministry of Education and Training requires to innovate the way of the second language teaching by applying the communicative approach in teaching English in Vietnamese classrooms. It means that the textbooks and curriculums for both schools and universities should be designed for the communication-oriented and 10 learner-centered approach. Therefore, one of TTHCE's most important missions is how to choose the materials that meet the main goals of MOET. As a result, New Cutting Edge textbooks series have been chosen for non- English major students to suit the training objectives as well as the students‟ needs. Until now, no research on the textbook evaluation has, however, been carried out to examine how well New Cutting Edge textbooks being in use match the course requirements in terms of aims, content and methodology. Thirdly, New Cutting Edge textbooks have been designed for students who would like to use English both for fluency and accuracy and all the skills are developed systemically. They concentrate on communicative approaches which required students to work out rules individually and reflect upon their personal opinions. However, we all know that no book will suit to all the students in terms of their learning styles, motivations, interests and levels of English. So, we should have to adapt the textbooks aiming to help students, especially Vietnamese students to master more balanced language skills. Last but not least, as a teacher of English at TTHCE, I find it quite essential to have more insights into the evaluation of the textbook New Cutting Edge textbooks series that may help the English faculty members of the college to make the teaching and learning process more effective and practical in this particular context. The experience from the study is also necessary for me in evaluation, selecting and adapting the materials in my language classroom.
Đánh giá giáo trình New Cutting Edge Pre-Intermediate tại Trường Cao đẳng Sư phạm Thừa Thiên Huế
Đánh giá giáo trình New Cutting Edge Pre-Intermediate tại Trường Cao đẳng Sư phạm Thừa Thiên Huế, khám phá nội dung và hiệu quả giảng dạy.
Trường đại học
Hue University College of Foreign LanguagesChuyên ngành
Theory and Methodology of English Language TeachingNgười đăng
Ẩn danhThể loại
ma thesisPhí lưu trữ
35 PointMục lục chi tiết
THÔNG TIN CHI TIẾT
Tác giả: Mai Quynh Nga
Người hướng dẫn: Phó Giáo Sư, Tiến Sĩ Phan Văn Hóa
Trường học: Hue University College of Foreign Languages
Chuyên ngành: Theory and Methodology of English Language Teaching
Đề tài: Đánh Giá Giáo Trình New Cutting Edge Pre-Intermediate Tại Trường Cao Đẳng Sư Phạm Thừa Thiên Huế
Loại tài liệu: ma thesis
Năm xuất bản: 2012
Địa điểm: Hue
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