‘VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FVACULTY OF POST-GRADUATE STUDIES: NGUYEN THI MINH NGUYET AN EVALUATION OF THE MATERIAL “REWARD” FOR THE FIRST-YEAR NON-ENGLISH MAJOR STUDENTS AT HAIPHONG PRIVATE UNIVERSITY (Đánh giá giáo trình “Reward” dành cho sinh viên năm thứ nhất không chuyên. của truéng Dai hoc Dan lap [fai Phong) M. MINOR THESIS Kield: English Teaching Methodology Colle: 60 1410 LIA NÓI, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF FOREIGN LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STTIDIES NGUYEN THI MINH NGUYET AN EVALUATION OF THE MATERIAL “REWARD” FOR THE FIRST-YEAR NON-ENGLISIT MAJOR STUDENTS AT HAIPHONG PRIVATE UNIVERSITY (Dánh giá giáo trình “Reward” đảnh cho sinh viên năm thứ nhất khéng chuyén của trường Đại học Dân lập Hải Phòng) M. MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Vii Thi Thu Thily, M.
HANOI, 2010 iii TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS. TABLE OF CONTENTS LIST OF ABBREVIATIONS. vi LIST OF FIGURES AND TABLES. vit Part A: Introduction.
Rationale of the study. 1 2, Aims of the study. Methods of the study. 4, Scope of the study.
Design of the study. ta Part B: Development. al apa a Chapter 1: Literature review. Textbook, course hook and materials 1.
The role of mmaterials in a language program 2. al al uw 2. Types of matetials evaluation.3, Criteria of materials cvaluation.4, Materials cvaluation procedure. to] 00] œ3 3, Materials adaptation.
4, An overview of Communicative Language Teaching. Communicative Language Teaching 10 PART A: INTRODUCTION 1. Rationale of the study Responding to th changes brought by the mterational integration tendency, mastering foreign languages, especially English, has become one of the prerequisites for success, English is, henee, necessary for both undergraduates and on-the-job employees. ‘The demand of English study has resulted in the development of ELT industry as well as ELT materials.
Publishing commercial textbooks is considered a million — dollar industry and serves as an abundant malerials resource so Lal English ieachers and lemmers have quite a wide range of selection of the textbooks Ihal are suitable for thoir own purposes. Regarded as “an inevitable teaching partner” and “the visible heart of any ELT program” by Sheldon (1988, p.237), ELT matcrials in gencral and textbooks in particular have been proving, themselves one of the most impoutant factors in every English class, functioning as the teaching and learning toot, the tutor, guidebook as well as gauge. However, among various textbooks commercially available in the market, choosing the one that is appropriate to the students’ learning purposes and that can help students enhance their conmmunicative competence is wol an easy job. Tl is, therefore, necessary for the teachers to be good at asscssmenl skill for the cvaluation of madcrials so as lo cusure (bul (heir studenis can got much benefit fiom their textbooks.
The importance ofmaterials evaluation to the teachers of English in an ELT program has urecd me to choose it as the theme of this study. ‘The second reason for this choice originated fiom the fact that in the recent two years, there have been different opinions of both teachers and learners on the actual effectiveness of the textbook Reward Pre — intermediate by Simon Greenall currently used in teaching English for first — year non — English major students at Haiphong Private University. ‘The textbook itself has revealed many potentials as well as shortcomings in the teaching and learning enviroument of HPU. IL is really essential thal we shonld conduel an evaluation of the textbook to assess its appropriateness agamst the Icarning purposes and then find out the solutions to anprove the quality of English teaching m the university, 2, Aims of the study ‘The purpose of the research projects are: - Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project.
Definition of CLT 10 42. Principles of CLT. Good points and limitations of CLT 11 Chapter 2: The study. Description of data collection instruments and procedures 13 1.
Description of the survey questionnaires. Formml itcrvicws and class obscrvatiơn. Prdlirninary rosnlts and analysis 14 2. Students’ Frglish background and their expeetalions from the course 14 2.
Students° English lcarning time and the resuÏts. Students’ difficulties in learning English. Suderts' expeotatHions #om an English eourse.2, Students’ improvement after learning the textbook. Students’ level of Huency in language points.
Students’ tasks completion 19 22. Students’ reading tasks completion 20 2. Students’ writing tasks completion. Students’ speaking tasks completion.
Students’ listening tasks completion 23 2. Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement. Teachers’ and students’ cvaluation on the content of the materials. Topics of the textbook.
Aims of the units. Tasks and exercises in the texthook 27 iv 42. Definition of CLT 10 42. Principles of CLT.
Good points and limitations of CLT 11 Chapter 2: The study. Description of data collection instruments and procedures 13 1. Description of the survey questionnaires. Formml itcrvicws and class obscrvatiơn.
Prdlirninary rosnlts and analysis 14 2. Students’ Frglish background and their expeetalions from the course 14 2. Students° English lcarning time and the resuÏts. Students’ difficulties in learning English.
Suderts' expeotatHions #om an English eourse.2, Students’ improvement after learning the textbook. Students’ level of Huency in language points. Students’ tasks completion 19 22. Students’ reading tasks completion 20 2.
Students’ writing tasks completion. Students’ speaking tasks completion. Students’ listening tasks completion 23 2. Stustonis” satisfaction level in cach skill and teachers’ assesstnent on their skill improvement.
Teachers’ and students’ cvaluation on the content of the materials. Topics of the textbook. Aims of the units. Tasks and exercises in the texthook 27 PART A: INTRODUCTION 1.
Rationale of the study Responding to th changes brought by the mterational integration tendency, mastering foreign languages, especially English, has become one of the prerequisites for success, English is, henee, necessary for both undergraduates and on-the-job employees. ‘The demand of English study has resulted in the development of ELT industry as well as ELT materials. Publishing commercial textbooks is considered a million — dollar industry and serves as an abundant malerials resource so Lal English ieachers and lemmers have quite a wide range of selection of the textbooks Ihal are suitable for thoir own purposes. Regarded as “an inevitable teaching partner” and “the visible heart of any ELT program” by Sheldon (1988, p.237), ELT matcrials in gencral and textbooks in particular have been proving, themselves one of the most impoutant factors in every English class, functioning as the teaching and learning toot, the tutor, guidebook as well as gauge.
However, among various textbooks commercially available in the market, choosing the one that is appropriate to the students’ learning purposes and that can help students enhance their conmmunicative competence is wol an easy job. Tl is, therefore, necessary for the teachers to be good at asscssmenl skill for the cvaluation of madcrials so as lo cusure (bul (heir studenis can got much benefit fiom their textbooks. The importance ofmaterials evaluation to the teachers of English in an ELT program has urecd me to choose it as the theme of this study. ‘The second reason for this choice originated fiom the fact that in the recent two years, there have been different opinions of both teachers and learners on the actual effectiveness of the textbook Reward Pre — intermediate by Simon Greenall currently used in teaching English for first — year non — English major students at Haiphong Private University.
‘The textbook itself has revealed many potentials as well as shortcomings in the teaching and learning enviroument of HPU. IL is really essential thal we shonld conduel an evaluation of the textbook to assess its appropriateness agamst the Icarning purposes and then find out the solutions to anprove the quality of English teaching m the university, 2, Aims of the study ‘The purpose of the research projects are: - Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project. vii LIST OF FIGURES AND TABLES Figure 1 ‘The materials evaluation process (by ‘om Lutehinson & Alan Waters) Table 1 Students’ English Toarning time ‘Table 2: ‘Teachers’ and students’ assessment of students’ results in learning English Table 3 Studcuts’ difficulties in learning English Table 4: Students’ expectations from an English course Table 5: Students’ level of fluency in language points Table 6: Students’ reading tasks completion Table 7: Students’ writing tasks completion Table 8: Students’ speaking tasks completion Table 9: Students’ listening tasks completion Table 10: Students’ satisfaction level in each skill ‘Table 11 ‘Teachers’ point of view on students” improvement in each skill Table 12: Students’ point ofview on the aims of the units ‘Table 13: ‘Teachers’ and students’ opinions on the tasks and exercises of the textbook Table 14: Teachers’ und students’ points of view on the methodology of the book Table 15: Teachers’ and students’ opinions towards the layout of the textbook and the current time for teaching and learning the book Table 16: The distribution of tasks in each unit PART A: INTRODUCTION 1. Rationale of the study Responding to th changes brought by the mterational integration tendency, mastering foreign languages, especially English, has become one of the prerequisites for success, English is, henee, necessary for both undergraduates and on-the-job employees.
‘The demand of English study has resulted in the development of ELT industry as well as ELT materials. Publishing commercial textbooks is considered a million — dollar industry and serves as an abundant malerials resource so Lal English ieachers and lemmers have quite a wide range of selection of the textbooks Ihal are suitable for thoir own purposes. Regarded as “an inevitable teaching partner” and “the visible heart of any ELT program” by Sheldon (1988, p.237), ELT matcrials in gencral and textbooks in particular have been proving, themselves one of the most impoutant factors in every English class, functioning as the teaching and learning toot, the tutor, guidebook as well as gauge. However, among various textbooks commercially available in the market, choosing the one that is appropriate to the students’ learning purposes and that can help students enhance their conmmunicative competence is wol an easy job.
Tl is, therefore, necessary for the teachers to be good at asscssmenl skill for the cvaluation of madcrials so as lo cusure (bul (heir studenis can got much benefit fiom their textbooks. The importance ofmaterials evaluation to the teachers of English in an ELT program has urecd me to choose it as the theme of this study. ‘The second reason for this choice originated fiom the fact that in the recent two years, there have been different opinions of both teachers and learners on the actual effectiveness of the textbook Reward Pre — intermediate by Simon Greenall currently used in teaching English for first — year non — English major students at Haiphong Private University. ‘The textbook itself has revealed many potentials as well as shortcomings in the teaching and learning enviroument of HPU.
IL is really essential thal we shonld conduel an evaluation of the textbook to assess its appropriateness agamst the Icarning purposes and then find out the solutions to anprove the quality of English teaching m the university, 2, Aims of the study ‘The purpose of the research projects are: - Yo investigate the evaluation methods discussed by a number of researchers and choose the most appropriate one for the project. Rationale of the study Responding to th changes brought by the mterational integration tendency, mastering foreign languages, especially English, has become one of the prerequisites for success, English is, henee, necessary for both undergraduates and on-the-job employees. ‘The demand of English study has resulted in the development of ELT industry as well as ELT materials. Publishing commercial textbooks is considered a million — dollar industry and serves as an abundant malerials resource so Lal English ieachers and lemmers have quite a wide range of selection of the textbooks Ihal are suitable for thoir own purposes.
