7 VIETNAM NATIONAL UNIVERSITY, HA NÓI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES: FACULTY OF POST - GRADUATE STUDIES ane, LE LAN HUONG TEACHING ESSAY WRITING TO THE 10°" FORM STUDENTS AT NGUYEN MONG TUAN HIGH SCHOOL, THANH HOA PROVINCE: DIFFICULTIES AND SOLUTIONS May viết bài luận cho học sinh lớn 10 trường THPL Nguyễn Mộng 'Tuân, tỉnh Thanh Hỏa: Những khó khăn vả giải pháp khắc phục) M. MINOR PROGRAMME THESIS Field: English Languge Teaching Methodolgy Code: 60.10 TIANOIE - 2013 VIETNAM NATIONAL UNIVERSITY, HA NÓI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES. LE LAN HUONG TEACHING ESSAY WRITING TO THE 10'™ FORM STUDENTS AT NGUYEN MONG TUAN HIGH SCHOOL, THANH HOA PROVINCE: DIFFICULTIES AND SOLUTIONS (Dạy viết bài luận cho học sinh lớp 10 trường THPT Nguyễn Mộng Tuan, tinh Thanh Hoa: Những khó khăn vả giải phán khắc phục) M. MINOR PROGRAMME THESIS Tield: English Language Teaching Methodulogy Code: 60.
Nguyén Huy Kỷ HANOI - 2013 TABLE OF CONTENTS STATEMENT OF THE AUTHORSHIP ACKNOWLEDGEMENTS ABSTRACT TABLE OF CONTENTS LIST OF TABLES PART I: INTRODUCTION 1. Rationale of the study 2. Objectives of the study bội bồi 3. Research questions 4, Methods of the study bà 5.
Significance of the study Ww. Scope of the study a & 7. Organization of the study uw & PART I: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Wo 1. Teaching essay writing 1.
What is writing? 1.2, From paragraph to essay 1. What is an essay and its parts? 1. Typos of essays 1. Stages of writing an essay 1.
Approaches to teaching writing 1. Summary CHAPTER 2: THE STUDY 2. The research context. Rationale of the study Nowadays, English plays an important role in many aspecls of life.
TL has been taught in Vietnamese schools as one of the most important subjects at all level of education. The Leaching and learning of Fnglish in our country has today changed from the linguistic competence to the communicative competence. As a result, our new English textbook series were compiled under the impact of the communicative approach which focuses on four skills: reading, speaking, listening and writing. Compared to the other three skills, writing is considered to be the most difficult skill to master.
Therefore, teaching, writing is not an easy job. One of the teachers’ challenges in high school education is to develop the skills and knowledge necessary for Vietnamese students Lo write Unglish essays effectively. In high school context, where exposure to linglish is typically limited to three periods each week. students receive little practice in writing in Enghsh, only one period (45 minutes) per uniL Most teachers are nol salisfied with reading and giving feedback on their students” essays because many essays are nonsense, lack of ideas or even the content, of some essays is very similar to each ater, especially when they write about the same topic Conversely, students are not mterested in learning essay writing.
They tend to wanslate ideas from mother tongue into Lnglish, express ideas in long sentences, and are not aware of different. kinds of writing, which leads them unable to write in real life. Because of limited background knowledge, they often feel bored when doing written work, especially when lacking support and motivation from teachers. Ihave been teaching writing to the 10" form students at Nguyén Méng Tuan high school with the textbook “Tiếng Anh 10” for two years, and I encountered many dillicullies in the writing lessons.
Therefore, the situation envouraged ine lo carry out the study “Teaching essay writing to the 10th form students at Neuyén Mang Tuan high school, Thanh Hoa province: Difficulties and solutions” with the hope of improving the teaching and leaning essay writing for my colleagues and my students. Rationale of the study Nowadays, English plays an important role in many aspecls of life. TL has been taught in Vietnamese schools as one of the most important subjects at all level of education. The Leaching and learning of Fnglish in our country has today changed from the linguistic competence to the communicative competence.
As a result, our new English textbook series were compiled under the impact of the communicative approach which focuses on four skills: reading, speaking, listening and writing. Compared to the other three skills, writing is considered to be the most difficult skill to master. Therefore, teaching, writing is not an easy job. One of the teachers’ challenges in high school education is to develop the skills and knowledge necessary for Vietnamese students Lo write Unglish essays effectively.
In high school context, where exposure to linglish is typically limited to three periods each week. students receive little practice in writing in Enghsh, only one period (45 minutes) per uniL Most teachers are nol salisfied with reading and giving feedback on their students” essays because many essays are nonsense, lack of ideas or even the content, of some essays is very similar to each ater, especially when they write about the same topic Conversely, students are not mterested in learning essay writing. They tend to wanslate ideas from mother tongue into Lnglish, express ideas in long sentences, and are not aware of different. kinds of writing, which leads them unable to write in real life.
Because of limited background knowledge, they often feel bored when doing written work, especially when lacking support and motivation from teachers. Ihave been teaching writing to the 10" form students at Nguyén Méng Tuan high school with the textbook “Tiếng Anh 10” for two years, and I encountered many dillicullies in the writing lessons. Therefore, the situation envouraged ine lo carry out the study “Teaching essay writing to the 10th form students at Neuyén Mang Tuan high school, Thanh Hoa province: Difficulties and solutions” with the hope of improving the teaching and leaning essay writing for my colleagues and my students. Rationale of the study Nowadays, English plays an important role in many aspecls of life.
TL has been taught in Vietnamese schools as one of the most important subjects at all level of education. The Leaching and learning of Fnglish in our country has today changed from the linguistic competence to the communicative competence. As a result, our new English textbook series were compiled under the impact of the communicative approach which focuses on four skills: reading, speaking, listening and writing. Compared to the other three skills, writing is considered to be the most difficult skill to master.
Therefore, teaching, writing is not an easy job. One of the teachers’ challenges in high school education is to develop the skills and knowledge necessary for Vietnamese students Lo write Unglish essays effectively. In high school context, where exposure to linglish is typically limited to three periods each week. students receive little practice in writing in Enghsh, only one period (45 minutes) per uniL Most teachers are nol salisfied with reading and giving feedback on their students” essays because many essays are nonsense, lack of ideas or even the content, of some essays is very similar to each ater, especially when they write about the same topic Conversely, students are not mterested in learning essay writing.
They tend to wanslate ideas from mother tongue into Lnglish, express ideas in long sentences, and are not aware of different. kinds of writing, which leads them unable to write in real life. Because of limited background knowledge, they often feel bored when doing written work, especially when lacking support and motivation from teachers. Ihave been teaching writing to the 10" form students at Nguyén Méng Tuan high school with the textbook “Tiếng Anh 10” for two years, and I encountered many dillicullies in the writing lessons.
Therefore, the situation envouraged ine lo carry out the study “Teaching essay writing to the 10th form students at Neuyén Mang Tuan high school, Thanh Hoa province: Difficulties and solutions” with the hope of improving the teaching and leaning essay writing for my colleagues and my students. ‘The development consists of3 chapters Chapter 1 provides the theoretical background of essay writing. It focuses on writing definitions, from paragraph lo essay, essay definitions and ils parts, types of essays, slages of writin an essay, approaches to teach writing. Chapler 2 discusses ihe methodology of the study, ie.
describes the study context, participants and instruments. Besides, the textbook “Tidng Anh 10” is thon claborated. Chapter 3 is about data analysis and discussion. In this part, questionnaires, interviews and classroom observation are analyzed and presented.
In this chapler, T will give some feasible solutions for better teaching and learning Hnglish essay writing, The conchision summarizes the whole study issue and provides suggestions for further study Besides, the limitations of the thesis are also pointed oul APPENDICES. APPENDIX 1 APPENDIX 2 APPENDIX 3 VU vi Informal interviews with the teachars at Nguyễn Miộng Tuân high school are conducted. The purpose of interview is to investigate difficulties teachers face when they teach essay writing to the 10" form students Survey questionnaires for the 10" form students at Nguyén Mộng Tuân high school are to collect. information about their views of writing difficulties and causes of them, Classroom observation is used to record more information trom teachers.
Significance of the study The significance of this study is to reveal that problems teachers of English at Nguyén Méng Tuan high school encounter when they teach essay writing to the 10 form sludenls. The study is tended o find out how the leachers cope and manage their problems in order to help the 10" form students at Nguyễn Miộng Tuân bigh school to write better. Also, this study is carried out with the hope that its findings can give some suggested solutions for English high school teachers so thal they can have teaching practice better in writing lessons 6. Scope of the study The study is conducted at Nguyén Méng Tuan high school in order to recognize difficulties in teaching and Teaming essay wriling skills of both the teachers and the 10 form students with the new textbook “Liếng Anh 10”.
On the basis of findings, some suggested solutions were advanced to further improve teaching essay writing to students Within its scope, the study is limited only to the 10 form students at Neuyen Neuyén Mộng Tuén teaching context. 7, Organization of the study This thesis has 3 main parts: introduction, development and conclusion, The introduction presents the rationale, objectives of the sludy, research questions, methods of the study, significance of the study, scope of the study, organization of the study, which offers readers an overview of haw the research idea is generated 3 PART I: INTRODUCTION 1. Rationale of the study Nowadays, English plays an important role in many aspecls of life. TL has been taught in Vietnamese schools as one of the most important subjects at all level of education.
The Leaching and learning of Fnglish in our country has today changed from the linguistic competence to the communicative competence. As a result, our new English textbook series were compiled under the impact of the communicative approach which focuses on four skills: reading, speaking, listening and writing. Compared to the other three skills, writing is considered to be the most difficult skill to master. Therefore, teaching, writing is not an easy job.
One of the teachers’ challenges in high school education is to develop the skills and knowledge necessary for Vietnamese students Lo write Unglish essays effectively. In high school context, where exposure to linglish is typically limited to three periods each week. students receive little practice in writing in Enghsh, only one period (45 minutes) per uniL Most teachers are nol salisfied with reading and giving feedback on their students” essays because many essays are nonsense, lack of ideas or even the content, of some essays is very similar to each ater, especially when they write about the same topic Conversely, students are not mterested in learning essay writing. They tend to wanslate ideas from mother tongue into Lnglish, express ideas in long sentences, and are not aware of different.
