MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ---------------- TRUONG THI VAN USING ANIMATED VISUAL AIDS TO TEACH LESSONS IN LET’S GO AT SOME PRIMARY SCHOOLS IN HUE CITY MA THESIS IN EDUCATION Hue, 2010 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES ---------------- TRUONG THI VAN USING ANIMATED VISUAL AIDS TO TEACH LESSONS IN LET’S GO AT SOME PRIMARY SCHOOLS IN HUE CITY FIELD STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.10 MA THESIS IN EDUCATION SUPERVISOR: TRAN QUANG HAI, Ph. D Hue, 2010 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ SỬ DỤNG HÌNH ẢNH TRỰC QUAN SINH ĐỘNG ĐỂ GIẢNG DẠY GIÁO TRÌNH LET'S GO TẠI MỘT SỐ TRƯỜNG TIỂU HỌC Ở THÀNH PHỐ HUẾ CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.10 LUẬN VĂN THẠC SĨ GIÁO DỤC NGƯỜI HƯỚNG DẪN KHOA HỌC TS. TRẦN QUANG HẢI HUẾ, 2010 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 Truong Thi Van ACKNOWLEDGEMENTS Above all, I am deeply indebted to my supervisor, Dr. Tran Quang Hai, for the invaluable knowledge and experience, the enthusiastic and helpful guidance, the responsible care as well as the sympathetic encouragement he has given to me at every stage of the development of this research paper. Sincerely speaking, without him, the research paper cannot be completed. I would like to show my deep gratitude to Mr. Truong Vien who gave me early suggestions and enthusiastic support for the research. Also, my special thanks go to the teachers and the pupils at 8 primary schools in Hue City: Ngo Kha, Vy Da, Thuy Bieu, Phu Hoa, Tran Quoc Toan, Thuan Hoa, Kim Long, and Thanh Long who generously and enthusiastically spent their time for my interviews and questionnaires to be conducted conveniently. Finally, from the bottom of my heart, I am deeply grateful to my family who had to take more workload while I was busy with the thesis paper and my close friends for their kindness, sincere, encouragement and real help .TABLE OF CONTENTS Contents Page SUB COVER PAGE STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENTS TABLE OF CONTENTS . 1 LIST OF ABBREVIATIONS . 4 LIST OF FIGURES. 5 LIST OF TABLE . Structure of the study . 11 Chapter 2 - LITERATURE REVIEW 2. Review of Previous Studies . Context of learning and teaching English at primary schools in Asia . Context of Teaching and Learning . Context of learning and teaching English at primary schools in Vietnam . Using animated visual aids in teaching English at primary schools . What are animated visual aids? .1 Definitions of animated visual aids .2 Main kinds of animated visual aids and their common techniques. The impacts of animated visual aids on teaching . Advantages of using animated visual aids . Application of animated visual ads in teaching and learning Let’s Go textbook .1 Preparation for animated visual aids .2 Showing animated visual aids . Goals of language learning and teaching in the primary schools . Data Collection Instruments . Data Collection Procedure . 40 Chapter 4 - FINDINGS AND DISCUSSION 4. The teachers’ and pupils' attitudes towards using animated visual aids . The teachers’ awareness of the importance of using animated visual aids. Teachers' Frequency of Using Animated Visual Aids . Pupils' attitudes towards using animated visual aids . Learners’ opinion on the necessity of using animated visual aids . Teachers' viewpoints on what aspects of language and skills are focused on when using animated visual aids. Effects of using animated visual aids on aspects of language and language skills . Types of activities in which aspects of language and language skills are developed when using animated visual aids . Interaction in the classroom when using animated visual aids . Teachers' benefits when using animated visual aids. Why teachers use animated visual aids when teaching . How pupils feel when learning English with the help of AVA . Teachers’ difficulties when using animated visual aids. Difficulties from pupils . Pupils' difficulties in learning English at primary school . Frequency of Pupils' Home Practice of EFL . Suggestions to effective using of animated visual aids . 57 Chapter 5 - CONCLUSION AND IMPLICATIONS 5. Summary of findings . Limitations of the study . Suggestions of further study. 62 APPENDICES 3 LIST OF ABBREVIATIONS AVA : Animated Visual Aids EFL : English as a Foreign Language N : Number Per. : Percentage P : Pupil Ps : Pupils T : Teacher Ts : Teachers % : Per cent TESOL : Teaching English to Speakers of other Languages 4 LIST OF FIGURES Figure 4.1: The Importance of Using Animated Visual Aids Figure 4.4: Learners' Opinions on the Necessity of Using AVA Figure 4.11 : Frequency of Students' Home Practice of EFL 5 LIST OF TABLES Table 4.2: Teachers' Frequency of Using Animated Visual Aids.3: Students’ attitudes towards using animated visual aids.5: Effects of using animated visual aids on aspects of language and language skills.6: Types of activities when using animated visual aids.7: Interaction in the classroom when using animated visual aids.8: Reasons why teachers use AVA when teaching.9: Students’ feelings when learning English with the help of AVA.10: Teachers’ difficulties when using animated visual aids. 6 ABSTRACT This study was conducted to investigate the use of animated visual aids to teach lessons in Let’s Go at some primary schools in Hue City. The subjects of the study consisted of 136 pupils at primary school and 8 EFL teachers. The study focuses on the teachers’ and pupils' attitudes towards using animated visual aids, what aspects of language and language skills are developed, benefits and difficulties when using animated visual aids and some suggestions for effective use of animated visual aids. In order to obtain reliable results, both qualitative and quantitative methods were used. Major data collection instruments included questionnaires, interviews and class observations. The findings of the study showed that there were a number of problems facing EFL teachers and pupils at primary school, involving teaching methods, classroom facilities. The research also attempts to clarify the teachers' attitudes of applying animated visual aids to teach children. The study then suggests some solutions to the problems detected to enhance the effectiveness of using animated visual aids to teach children English. Rationale Globalization and Informatics are now presenting themselves in nearly every corner of the world. Almost no country in the globe is not under their daily and hourly profound influence. In such a globalized and technologized social context, much importance is attached to teaching English at primary schools. Vietnam is in the mainstream of the whole world. It is now making all efforts to integrate into the ever-changing and dynamic world with the motto of wishing to be a friend and be a trustful partner of other countries in the international community, striving for peace, independence and development (Embassy of the Socialist Republic of Vietnam in the United States of America, 2001). In order for Vietnam to have successful integration, needs to be done in equipping the people, especially the children, the future generation, with knowledge of foreign languages in general and the English language in particular. In such a new kind of global and local communication contexts, the need to apply animated visual aids to teaching becomes more urgent than ever. The lessons are explained to students in a very vivid and attractive way when using animated visual aids. Moreover, everyone knows that learning a language is a long process, extending over many years and requiring constant practice. Pedagogically and psychologically, the reasons for teaching young children a foreign language and the culture are of the soundest. In the last few years, the Ministry of Education and Training (MOET) has introduced the use of Let’s Go textbooks for primary students all over the country. In general, these textbooks are suitable for Vietnamese children. This new material becomes more and more effective. As an English teacher at a primary school, I would like to choose this research to be my title thesis because of the following reasons: children are capable of learning English; according to the MOET, the topic of the academic year in the last 8 few years is that we go on teaching method innovations thanks to teaching aids especially animated visual aids; and English tends to be a compulsory subject at the primary school in the next academic years The first reason is that young children do not come to the language classroom empty-handed. They bring with them an well-established set of instincts, skills and characteristics which will help them learn another language. Wendy and Lisbeth ( 1990: 3-4) goes into more details about general characteristics of eight to ten year- old children as follows: - Their basic concepts are formed. They have very decided views of the world. - They can tell the difference between fact and fiction. - They ask questions all the time. - They rely on the spoken words as well as the physical world to convey and understand meaning. - They are able to make some decisions about their own learning. - They have definite views about what they like and do not like doing. - They have a developed sense of fairness about what happens in the classroom and begin to question the teacher's decisions. - They are able to work with others and learn from others. In addition, both Wendy and Lisbeth (1990:4) believe in the children's language development. They assert: Eight to ten year olds have a language with all the basic element in place. They are competent users of their mother tongue and in this connection they are aware of the main rules of syntax in their own language. By the age of ten children can: - Understand abstracts - Understand symbols( beginning with words) - Generalise and systematise Therefore, it is undeniable that children are capable of learning foreign languages, especially English. However, working with such young language learners in the primary classroom can be both a rewarding and demanding experience. 9 The second reason is that with the rapid growth of informatics and technology, it is essential to apply animated visual aids especially powerpoint slides to teaching so that the learning and teaching process will be more and more successful. Thanks to modern and powerful teaching aids –animated visual aids - pupils pay more attention to the lesson and are excited about what will be taught. In addition, according to MOET, we should make use of informatics and technology to improve traditional teaching methodologies and this will be one of the educational policies during the last few school years. The last reason is that English is no longer an optional subject at primary school. Instead, in the next academic years English will become a compulsory subject at primary school. As a result, English is of great importance at primary schools. To be an excellent student, schoolboys and schoolgirls have to try their best to achieve high English marks. This becomes real motivation for pupils and encourages us to improve teaching condition at primary schools. Research purposes This study aims to: - Investigate teachers’ and pupils' attitudes towards using animated visual aids in teaching and learning at some primary schools in Hue City. - Find out what aspects of language and skills are presented when using animated visual aids. - Research the difficulties and benefits teachers encounter when using animated visual aids. - Find out how to use animated visual aids to design good lesson plans to attract young learners. - Design and develop some sample lesson plans used powerpoint slides as a suggestive use of AVA to teach children at primary schools. - To suggest ways of using animated visual aids effectively in order to stimulate pupils' learning interest and motivation at the early age.
Sử Dụng Hình Ảnh Trực Quan Để Giảng Dạy Giáo Trình Let's Go Tại Các Trường Tiểu Học Ở Huế
Giáo trình về Sử dụng hình ảnh trực quan sinh động để giảng dạy giáo trình lets go tại một số trường tiểu học ở, biên soạn theo chương trình đào tạo chuẩn, hệ thống hóa kiến thức
Trường đại học
Hue University College of Foreign LanguagesChuyên ngành
Lý Luận Và Phương Pháp Dạy Học Môn Tiếng AnhNgười đăng
Ẩn danhThể loại
ma thesisPhí lưu trữ
30 PointMục lục chi tiết
THÔNG TIN CHI TIẾT
Tác giả: Truong Thi Van
Người hướng dẫn: TS. Trần Quang Hải
Trường học: Hue University College of Foreign Languages
Chuyên ngành: Lý Luận Và Phương Pháp Dạy Học Môn Tiếng Anh
Đề tài: Sử Dụng Hình Ảnh Trực Quan Sinh Động Để Giảng Dạy Giáo Trình Let's Go Tại Một Số Trường Tiểu Học Ở Thành Phố Huế
Loại tài liệu: ma thesis
Năm xuất bản: 2010
Địa điểm: Huế
Tài liệu "Giảng Dạy Hiệu Quả Với Hình Ảnh Trực Quan Tại Trường Tiểu Học Huế" cung cấp những phương pháp giảng dạy sáng tạo, nhấn mạnh tầm quan trọng của hình ảnh trực quan trong việc nâng cao hiệu quả học tập cho học sinh tiểu học. Bằng cách sử dụng hình ảnh, giáo viên có thể kích thích sự tò mò và hứng thú của học sinh, từ đó giúp các em dễ dàng tiếp thu kiến thức hơn. Tài liệu này không chỉ mang lại những chiến lược giảng dạy hữu ích mà còn mở ra cơ hội cho giáo viên cải thiện kỹ năng sư phạm của mình.
Để mở rộng thêm kiến thức về tác động của công nghệ và mạng xã hội đến việc học tập, bạn có thể tham khảo tài liệu Luận văn thạc sĩ hcmute ảnh hưởng của facebook và game online đến hoạt động học tập của sinh viên năm thứ nhất trường đại học sư phạm kỹ thuật thành phố hồ chí minh, nơi phân tích ảnh hưởng của các yếu tố bên ngoài đến việc học của sinh viên. Ngoài ra, tài liệu Đề tài nghiên cứu khoa học cấp cơ sở tác động của cách mạng công nghiệp 4 0 đến giáo dục lý luận chính trị cho sinh viên trường đại học ngân hàng tp hồ chí minh cũng sẽ giúp bạn hiểu rõ hơn về sự chuyển mình của giáo dục trong bối cảnh công nghệ hiện đại. Cuối cùng, tài liệu Đề tài nghiên cứu khoa học cấp trường tác động của kiến thức kỹ thuật số đến kết quả học tập của sinh viên sẽ cung cấp cái nhìn sâu sắc về vai trò của kỹ thuật số trong việc nâng cao kết quả học tập. Những tài liệu này sẽ là nguồn tài nguyên quý giá để bạn khám phá thêm về các khía cạnh khác nhau của giáo dục hiện đại.
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