Nhận thức và thực tiễn của giáo viên tiểu học về việc sử dụng phần mềm Phonics để dạy tiếng Anh ...

2018

87
0
0

Phí lưu trữ

30 Point

Mục lục chi tiết

DECLARATION

ACKNOWLEDEMENTS

ABSTRACT

TABLE OF CONTENTS

1. PART ONE: INTRODUCTION

1.1. Statement of the problem

1.2. Aims and objectives

1.3. Scope of the study

1.4. Method of the study

1.5. Significance of the study

1.6. Organization of the study

2. PART TWO: DEVELOPMENT

2. CHAPTER ONE: LITERATURE REVIEW

2.1. Computer assisted language learning (CALL)

2.1.1. What is CALL?

2.1.2. Impacts of CALL on language learning and teaching

2.1.3. Models of CALL

2.2. The criteria for selecting CALL software program for young learners

2.3. Definition of teachers’ perceptions

2.4. Relationship between teachers’ perceptions and practices

2.5. Some theoretical frameworks of teachers’ perceptions and practices

2.6. Previous studies on teachers’ perceptions of CALL

3. CHAPTER TWO: THE DESIGN OF PHONICS AND AN OVERVIEW OF THE USE OF PHONICS AT A PRIMARY SCHOOL

3.1. An overview of the use of Phonics at a primary school

3.2. The context of a primary school

3.3. The design of Phonics software

4. CHAPTER 3: METHODOLOGY

4.1. Participants of the study

4.2. Difficulties encountered

4.3. Ethics

5. CHAPTER FOUR: DISSCUSION OF THE FINDINGS

5.1. Finding from interviews

5.1.1. Teachers’ perceptions of Phonics software

5.1.2. Meeting students’ needs and characteristics

5.1.3. Improving young learners’ overall language skills

5.1.4. The problems in the application of Phonics software

5.1.5. Teachers’ difficulties in implementing Phonics software

5.1.6. Teachers’ needing supports

5.1.7. Teachers’ recommendations to improve Phonics software

5.2. Finding from classroom observations

5.2.1. The reality of teachers' class teaching

5.3. Discussions of the findings

5.3.1. Relationship between teachers’ positive perceptions of Phonics software and classroom observations

5.3.2. Relationship between teachers’ negative perceptions of Phonics software and classroom observations

5.3.3. Problems in the application of Phonics software

6. PART III – CONCLUSION AND RECOMMENDATIONS

6.1. Summary of the study major points

6.2. Summary of the study

6.3. Conclusion

6.4. Limitations of the study and suggestions for further research

REFERENCES

APPENDICES

I. APPENDIX A

II. APPENDIX B

XI. APPENDIX C

XII. APPENDIX D

Luận văn thạc sĩ vnu ulis teachers perceptions and practices of using phonics software to teach english at a primary school in hanoi