VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* NGUYỄN THỊ THUÝ ADAPTING WRITING ACTIVITIES IN ENGLISH 11 TO MOTIVATE 11TH GRADERS AT DUONG AN HIGH SCHOOL TO LEARN ENGLISH WRITING SKILL (THIẾT CHỈNH MỘT SỐ HOẠT ĐỘNG VIẾT TRONG SÁCH GIÁO KHOA TIẾNG ANH 11 ĐỂ KHUYẾN KHÍCH HỌC SINH TRƯỜNG THPT ĐƯỜNG AN HỌC KĨ NĂNG VIẾT) M.MINOR THESIS Field: English Teaching Methodology Code: 601410 Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES ********************* NGUYỄN THỊ THUÝ ADAPTING WRITING ACTIVITIES IN ENGLISH 11 TO MOTIVATE 11TH GRADERS AT DUONG AN HIGH SCHOOL TO LEARN ENGLISH WRITING SKILL (THIẾT CHỈNH MỘT SỐ HOẠT ĐỘNG VIẾT TRONG SÁCH GIÁO KHOA TIẾNG ANH 11 ĐỂ KHUYẾN KHÍCH HỌC SINH TRƯỜNG THPT ĐƯỜNG AN HỌC KĨ NĂNG VIẾT) M.MINOR THESIS Field: English Teaching Methodology Code: 601410 Supervisor: Nguyễn Thị Thơm Thơm, MA Hanoi, 2011 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com iv LIST OF ABBREVIATIONS CLT: Communicative Language Teaching MOET: The Ministry of Education and Training ESL/ EFL: English as a Second Language or a Foreign Language ELT (English Language Teaching) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com v LIST OF TABLES and Figures Table 1: Differences between Process Approach and Product Approach……………….8 Table 2: Checklist of writing tasks in English textbook 11.………………………………22 Table 3: The average marks of the control and experimental group…………….………28 Table 4: The average marks of the control and experimental group before the experiment.……………………………………………………………………………30 Table 5: Students’ motivation in learning writing English ……………….………………31 Table 6: Students’ participation in writing lessons.……31 Table 7: Factors prevent students from participating in writing in the class.32 Table 8: Students’ opinions towards English writing skills in the textbook English 1….33 Table 9: Students’ opinion about the way their teachers teach writing…………….……33 Table 10: Students’ evaluation towards their current writing lessons………………….…34 Table 11: Results of experimental group’s participation………………………………….…42 Table 12: Students' range in the two classes before and at the end of experiment.………43 Figure 1: The material evaluation process……………………………………………………14 Figure 2: A preliminary framework for materials analysis and action……………………15 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com vi TABLE OF CONTENTS DECLARATION……………………………………………………………… …….iii LIST OF ABBREVIATIONS ……………………………………………….iv LIST OF TABLES AND FIGURES ………………………………………………………v TABLE OF CONTENTS………………………………………………………………….vi PART A: INTRODUCTION………………………………………………. Rationale for the study……………………………………………………………. Aims of the study ……………………………………………………………………. Scope of the study…………………………………………………………………….
Methods of the study………………………… …………………………. Design of the study……………………………………………………………………. 3 PART B: DEVELOPMENT………………………………………………………………4 CHAPTER 1: LITERATURE REVIEW………………………………………………. An Overview of Writing…………………………………………………………….
Definitions of writing………………………………………………………………… 4 1. Roles of writing……………………………………………………………………… 4 1. Approaches to teaching writing……………………………………………………. Writing teaching procedure………………………………………………………… 9 2.
An Overview of Motivation ………………………………………………………… 9 2.1 Definitions of motivation…………………………………………………………….2 Roles of motivation…………………………………………………………………. Types of Motivation…………………………………………………………………. The concepts of materials evaluation……………………………………………. The reasons for materials evaluation……………………………………………….
Models for evaluation………………………………………………………………. Criteria for evaluation……………………………………………………………… 16 4. Definition of material adaptation……………………………………………………. The purpose of adaptation………………………………………………………… 17 4.
Techniques for adaptation………………………………………………………… 18 LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Levels of adaptation…………………………………………………………. 19 CHAPTER 2: THE STUDY……………………………………………………………. The setting of the study………………………………………………….
Data collection instruments………………………………………………………. The teacher interview……………………………………………………… 26 2. Follow-up student interview…………………………………………………. Data collection procedure…………………………………………………….27 CHAPTER 3: DATA ANALYSIS AND FINDINGS………………………………….
The students' level and motivation before the experiment……………………. Results from questionnaire………………………………………………………. Results from teacher interview…………………………………………………. Results from the end of experiment observations……………………………….
Observations in control group……………………………………………. Observations in experimental group…………………………………………37 3. Students’ participation in experimental and control group in three lessons at the end of the intervention…………………………………………………………………42 3. Comparison of students’ participation in experimental and control group ….
Follow-up student interview……………………………………………………. Summary of the study………………………………………………………………. Limitations of the study ……………………………………………………………. Suggestions for further study ……………………………………………………….
APPENDICES LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 1 Part A: Introduction 1. Rationale of the study The introduction of new English 10, 11, 12 textbook to school curriculum in 2006, 2007 and 2008 has marked a dramatic change in the way English is taught. Along with three skills, namely, speaking, listening, reading, writing has been put in priority and integrated in the textbook.