VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES FOIE ERA REIS DU AI HUE CHI TEACIING AND LEARNING ENGLISH WRITING SKILLS AT CHU VAN AN HIGH SCHOOL FOR THE GIFTED, LANG SON PROVINCE: DIFFICULTIES AND SOLUTIONS (VIỆC DẠY VÀ HỌC KỸ NĂNG VIẾT TẠI TRƯỜNG THPT CHUYÊN CU VAN AN, LẠNG SƠN: NHỮNG KIIÓ KHĂN VÀ GIẢI PHÁP) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Cade : 60140111 Hanoi, 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES FOIE ERA REIS DU AL HUE CO TEACIING AND LEARNING ENGLISH WRITING SKILLS AT CHU VAN AN HIGH SCHOOL FOR THE GIFTED, LANG SON PROVINCE: DIFFICULTIES AND SOLUTIONS (VIỆC DẠY VA HOC K¥ NANG VIET TAT TRUONG THPT CHUYÊN CHU VAN AN, LANG SON: NHONG KHO KHAN VA GIAI PHAP) M. MINOR PROGRAMME THESIS Field : English Teaching Methodology Code + 60140111 Supervisor: Assoe. Kidu Thị Thu Hương Hanoi, 2015 STATEMENT OF THE AUTHORSHIP I hereby certify that the minor thesis entitled “Teaching and Learning English Whiting Skills at Chu Van An High School for the Gifted, Lang Son Province: Difficulties and Solutions” is the result of my own stndy to fulfill the requirements for the Degree of Master of Arts at College of Foreign Languages, [lanoi National Universily, and that this minor thesis has not b mn subsrilied for any degree al any other usiversily or terliary instilution.
Hanoi, September 2013 Du Ai Hue Chit ACKNOWLEDGEMENTS Lam indebted to many people without whose help the present thesis could not have been completed. First of all, I would like to express my sincere gratitude to Dr. Kien Thi Thu Huong, my research supervisor, for her invaluable guidancu, insightful comments and endless support, T am deeply thankful to Dr. Le Tumg Tien and all the staff members of the Post graduate Department, College of Forcign Languages, Hanoi National University for their interesting und informative lectures, which have provided me with uscfid knowledge of teaching methodology My thanks are also extended to all the teachers and students at Chu Van An High School for the Gifted, Lang Son province for their enthusiastic assistance during the process of collecting data and information for my study.
My special thanks are due to the library staff at ULIS for their tremendous efforts in finding books and joumnal articles for me. Firully, T owe the completion of this rescarch tơ tuy parerus and my siblings, my husband and my child, who have always given me their love, understanding and encouragement throughout my study. To all mentioned, and to many more, my heart extends the warmest thanks ACKNOWLEDGEMENTS Lam indebted to many people without whose help the present thesis could not have been completed. First of all, I would like to express my sincere gratitude to Dr.
Kien Thi Thu Huong, my research supervisor, for her invaluable guidancu, insightful comments and endless support, T am deeply thankful to Dr. Le Tumg Tien and all the staff members of the Post graduate Department, College of Forcign Languages, Hanoi National University for their interesting und informative lectures, which have provided me with uscfid knowledge of teaching methodology My thanks are also extended to all the teachers and students at Chu Van An High School for the Gifted, Lang Son province for their enthusiastic assistance during the process of collecting data and information for my study. My special thanks are due to the library staff at ULIS for their tremendous efforts in finding books and joumnal articles for me. Firully, T owe the completion of this rescarch tơ tuy parerus and my siblings, my husband and my child, who have always given me their love, understanding and encouragement throughout my study.
To all mentioned, and to many more, my heart extends the warmest thanks LIST OF ABBREVIATIONS 1. BEL: English as a foreign language 2. HST: English as a scuond languape 3. CWA: Chu Van An High School for the Gifted, Lang Son Province iv 3.3, Sludents' judgment of their writing difficulties 23 3.
Students’ difficulties in Pre-writing siage. Students’ difficulties in While-writing stage. Students’ difficultics in Post-writing stage. Analysis of the questionnaire for teachers - 25 3.
Teachers! attitude Lowards teachin, writing. Leamers' training in writing.1 Prequency of activities nsed by teachers in Pre-writing 26 3. Frequency of activities used by teachers in While-writing 28 3. Frequency of activities used by teachers in Post-writing 29 3.ceisecsnenieeettesnassieatininenasttenenesniarieneen een SO PART C.
Students’ diliculties in leamming wring.2, Reasons for the difficulties. Negative nflitudz towards wrling,. Shortcomings in the students’ strategies and training. Suggestions tor the soRution.1 Create and maintain a positive atmosphere for lzanrung, 4.
Take advantage of the ‘out-ofbook! lessons - 34 4. Give students ownership and publishing.4, Engage students in writing regularly.5, Provide students with constructive response and guide them how to offer response to other writes, viii ACKNOWLEDGEMENTS Lam indebted to many people without whose help the present thesis could not have been completed. First of all, I would like to express my sincere gratitude to Dr. Kien Thi Thu Huong, my research supervisor, for her invaluable guidancu, insightful comments and endless support, T am deeply thankful to Dr.
Le Tumg Tien and all the staff members of the Post graduate Department, College of Forcign Languages, Hanoi National University for their interesting und informative lectures, which have provided me with uscfid knowledge of teaching methodology My thanks are also extended to all the teachers and students at Chu Van An High School for the Gifted, Lang Son province for their enthusiastic assistance during the process of collecting data and information for my study. My special thanks are due to the library staff at ULIS for their tremendous efforts in finding books and joumnal articles for me. Firully, T owe the completion of this rescarch tơ tuy parerus and my siblings, my husband and my child, who have always given me their love, understanding and encouragement throughout my study. To all mentioned, and to many more, my heart extends the warmest thanks TABLE OF CONTENTS.
Statement of the authorship - i Acknowledgements. List of abbreviations. Tre - iv List oftables and charts. Table of comtemt.cccscstessisianiasssssesine _ PART A: INTRODUCTION 1, Rationale of the study.
Aiins of the siuđy. Methods of the sfudy. Scope of the sturdy 2 G, Significance of the sftuUdty. Organization of the study - Tớ 3 PART B.
Definition of writing. Fundamental components of writing 5 1. Problems caused by writing 3 1. Differences between skilled and unskilled writers.
Approaches to teaching writing 1. Controlled-lo-fiee approach _ 8 LIST OF ABBREVIATIONS 1. BEL: English as a foreign language 2. HST: English as a scuond languape 3.
CWA: Chu Van An High School for the Gifted, Lang Son Province iv ACKNOWLEDGEMENTS Lam indebted to many people without whose help the present thesis could not have been completed. First of all, I would like to express my sincere gratitude to Dr. Kien Thi Thu Huong, my research supervisor, for her invaluable guidancu, insightful comments and endless support, T am deeply thankful to Dr. Le Tumg Tien and all the staff members of the Post graduate Department, College of Forcign Languages, Hanoi National University for their interesting und informative lectures, which have provided me with uscfid knowledge of teaching methodology My thanks are also extended to all the teachers and students at Chu Van An High School for the Gifted, Lang Son province for their enthusiastic assistance during the process of collecting data and information for my study.
My special thanks are due to the library staff at ULIS for their tremendous efforts in finding books and joumnal articles for me. Firully, T owe the completion of this rescarch tơ tuy parerus and my siblings, my husband and my child, who have always given me their love, understanding and encouragement throughout my study. To all mentioned, and to many more, my heart extends the warmest thanks 1. Free writing approach 1.
Paragraph-patiorn approach.4, Grarmmar-syutax-orgartization approach 1. Producl-oriented approach.8, Summary of the differences between produet and process pproaches.1, Context of the study. The waiting section in English 10 textbodk. co nh nhưng gen 2.2 Tnstruments and praceduse CHAPTER 3.
DATA ANALYSIS AND DISCUSSION 3.1, Analysis of the questionnaire for students 3. Students! attitnds towards writing 3. Students! writing strategies. Students’ writing stralegies.
Studonts' rewriting strategies vi LIST OF TABLES AND CHARTS Tables Table 1: Differences between the process writing and the product writing Table 2. Topies and text lypes in each unit of English 10 Table 3. Sludents' writing strategies Table 4. The mamber of drafts Table 5.
Students' rewriting strategics Table G. Students' judgment of their Pre-writing difficulties Table 7. Students' judement of their While-writing difficulties Table 8. Students' judgment of their Post-writing difficulties ‘Table 0.
Frequency of activities used by teachers in Pre-writing Table 10. Frequency of activities used by teachers in While-writing Table 11. Frequency of activities used by teachers in Posi-writing Charts Chart 1. The most diffienlt skills to Jean Chart 2.
How much the students like learning writing Chart 3. The most difficult skill to teach Chart 4, How much the teachers like teaching writing ABSTRACT ‘This study is an attempt to explore the reality of the teaching and Jeaming English wriling skills al Chu Van An High School for the Gifled in Lang Son Province. TL aims at affording deep insights into the difficultics encountered by the tenth graders in their leaming of writing. Such issues as the teachers’ and students’ attitudes towards writing, the students’ writing strategies and the students' writmg traming are carefully examined on the basis of the data obtained trom elicited wntten questionnaires and class observation.
‘he findings exhibit that students have to face many difficulties in three writing stages: Pre-writing, While-writing and Post- writing. These difficulties are not only due to the teachers' and students’ negative altitudes towards writing but also he shortcomings in the sindenis' writiyg stra gics and training. Based on those findings, the study provides some pedagogical suggcstions to overcome the difficultics. Free writing approach 1.
Paragraph-patiorn approach.4, Grarmmar-syutax-orgartization approach 1. Producl-oriented approach.8, Summary of the differences between produet and process pproaches.1, Context of the study. The waiting section in English 10 textbodk. co nh nhưng gen 2.2 Tnstruments and praceduse CHAPTER 3.
DATA ANALYSIS AND DISCUSSION 3.1, Analysis of the questionnaire for students 3. Students! attitnds towards writing 3. Students! writing strategies. Students’ writing stralegies.
Studonts' rewriting strategies vi 3.3, Sludents' judgment of their writing difficulties 23 3. Students’ difficulties in Pre-writing siage. Students’ difficulties in While-writing stage. Students’ difficultics in Post-writing stage.
Analysis of the questionnaire for teachers - 25 3. Teachers! attitude Lowards teachin, writing. Leamers' training in writing.1 Prequency of activities nsed by teachers in Pre-writing 26 3. Frequency of activities used by teachers in While-writing 28 3.
Frequency of activities used by teachers in Post-writing 29 3.ceisecsnenieeettesnassieatininenasttenenesniarieneen een SO PART C. Students’ diliculties in leamming wring.2, Reasons for the difficulties. Negative nflitudz towards wrling,. Shortcomings in the students’ strategies and training.
Suggestions tor the soRution.1 Create and maintain a positive atmosphere for lzanrung, 4. Take advantage of the ‘out-ofbook! lessons - 34 4. Give students ownership and publishing.4, Engage students in writing regularly.5, Provide students with constructive response and guide them how to offer response to other writes, viii LIST OF ABBREVIATIONS 1. BEL: English as a foreign language 2.
HST: English as a scuond languape 3. CWA: Chu Van An High School for the Gifted, Lang Son Province iv LIST OF TABLES AND CHARTS Tables Table 1: Differences between the process writing and the product writing Table 2. Topies and text lypes in each unit of English 10 Table 3. Sludents' writing strategies Table 4.
The mamber of drafts Table 5. Students' rewriting strategics Table G. Students' judgment of their Pre-writing difficulties Table 7. Students' judement of their While-writing difficulties Table 8.
Students' judgment of their Post-writing difficulties ‘Table 0. Frequency of activities used by teachers in Pre-writing Table 10.
