iv TABLE OF CONTENTS Acknowledgement Abstract PART A; INTRODUCTION L Rationale. Rw NR ye 2. Aims of the study. hoy 3, Research questions.
4, Scape of the study. 5, Method of the study. Design of the study. PART B: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1.
An overview of teaching writing 1. Writing and Teaching writing in a fareign languape class. Major approaches to teaching writing .1 The product approach 1. The process approach.
Adaptation the textbook. The English textbook. The aims of the New textbook of English:. Au overview of the Writing part of English 11.3, Challenges of teaching and learning writing of English 11.18 4, Conclusion CHAPTER TWO: DATA COLLECTION, FINDINGS, DISCUSSIONS 1.
The context of the study .1, Setting of the study. Subjects of the study.Methods and instruments 2, Data analysis. Teachers’ Part of English 11. Students’ ideas an how their teachers adapt the Writing Part of English 11.
Conclusion of the majar findings. CHAPTER THREE: AN EXAMPLE OF ADAPTATION OF THE WRITING PART OF ENGLISH 11 PART C: CONCLUSION 1. Recommendations and suggestion. Limitations of the study 4.
Suggestions for further stud: REFERENCES. APPENDIXES PART A: INTRODUCTION 1. Rationale English, one of the most popular foreign languages in Vietnam, began to be used widely im educalion and im daily-Tife activities. As a matier of fact, the status of foreign languages, particularly English, was reconfirmed by the Order mumber 1400/QĐ-TTg, signed by the Prime Minister (September, 30" 2008).
It is suggested that English should ‘be faught from grade 3" It is obviously seen that the objectives of the new textbook provides adequate contribution to 4 language skills, but in fact, for many Vietnamese students, learning writing and having a good writing production are substintiel challenges. They have difficulties in learning writing and may be anxious about having a writing lesson in class To the best of my knowledge, if teachers of English only use what is presented in the textbook, students usually find it difficult to study and are not keen on writing tasks. Most of the students of Nguyen Van Cu upper-sccondary school are at average level and have little background knowledge. ‘'hey don’t pay much attention to writing in English, especially at grade TH" To some extent, all writing lopics in English 10 are more Ganiliar te students than those in English 11, English 11 requires students to be more active and spend more time for fize writing than English 10.
Students need to self-study more. In many writing lessons, sludents are nol. supported models, just song usefid language which is newly presented or was in the provious lessons. ‘That is the reason why this research “An adaptation of the Writing Patt of the new textbook: Unglish 1] at Neuyen Van Cu Upper-secondary school” is conducted.
The rescarcher would like lo sludy Leaching and loaning Writing of English U1 at Nguyen Van Cu upper-secondary school (NVC school) to find out students’ and teachers’ difficulties on teaching and leaming writing as well as their practice on adapting this part of English 11. The rescarcher will show the facts of leaning and teaching Waiting part of English 11 and an adaptation of this for other teachers of other schocis to reference. Therefore, the intentionm doing this research is that any textbook needs adapting to meet certain groups of students” needs anc Jevels. Aims of the study This study is aimed to, 3 jearning writing.
Chapler 2 presenls the conlsxl of the study aud explains the methodology used in the study including population information, instrumentation, data collection, data procedures, data analysis and findings. ‘'he last part summarizes major findings and discussion, implications, limitations and provides tecormmendations for finther sludy PART RB: DEVELOPMENT CHAPTER ONE: LITERATURE REVIEW 1. An overview of teaching writing 1.1, Writing and teaching writing in a foreign language classroom 8 loachers may begin their class by asking stulls lo wrile freely on any topic withoul worrying about grammar and spelling for five or ten minutes. The teachers does not correct these pieces of free writing.
They simply read them and may comment on the ideas the writer express d Alternatively, some students may volunteer lo read their own waiting aloud to the class. Conoern for “audience” and “content” are seen as important in this approach, ¢) ‘The Paragraph-Pattem Approach: Tnslzad of accuracy of grammar or fluency of content, the Paragraph-Pattern- Approach stresses on organization. Students copy paragraphs and imitate model passages. ‘They put scrambled sentences into paragraph order.
They identify general and specific statements and choosc to invent an appropriate topic scntence or insert or delete sontenecs. ‘This approach is based on the principle that in different cultures people construct and organize communication wilh each olher in different ways. d) The Grammar-Syntax-Orpanization Approach: This approach strzsses on simultaneous work on more than one composition featue, ‘Yeachers who follow this approach maintain that writing cannot be seen as composed of separate skills which ara icamed scrpucnfiully. Tharcforg, student should bo trained to pay attention to organization while they also work on the necessary grammar and syntax.
[his approach links the purpose of writing to the forms needed to convey message 2) The Communicative Approach: This approach stresses the purpose of writing and the audience for it, Student writers are encouraged to behave like writers in real life and ask themselves the crucial questions aboul purpose and audisnce: “Why aru T writing this?, Who will readii12” Traditionally, the teacher alone has been the audience for student writing. But some feel that writers do their best when writing is truly a communicative act, with a writer writing (or a veal reailer. The readership way be extended to classmate and pen pals. £) The Process Approach: Recently, the teaching of writing has moved away from a concentration on written product to an cinphasis on the process of writing, Thus, writors ask therusclyes “How do I write this? How do I get started?” In this approach, students are trained to generate ideas for writing, think of the purpose and audience, write multiple drafts in order to present written products that commrunicate their own idcas.
Teachers who usc this approach give students time to tray 7 ideas can be exarrined, reconsidered, added to, rearranged, and changed. Writing js Tost likely to encourage thinking and leaming when students view writing as a process, By recognizing that writing is a recursive process, and that every writer mses the process ina differen! way, sludents experience less pressure to "gelil right the first time" and are more willing to experiment, explore, revise, and edit, Yet, novice writers need to practice “writing” or exercises that involve copying or reproduction of leaned material in order to jearn the conventions of spelling, punctuation, grammatical agreement, and the like Furthermore, students necd to “write in the language” through engaging in a varicly of gramanar practice activities of controlled nature, Finally, they need to begin to write within a framework “flexibility measures” that include: transformation exercises, sentence combining, sxpansion, cinbellishments, idea frames, and similar activitics). “Yo sum up, teaching writing is necessary for students studying English as a foreign language (EPL) because it “normally requires some form of instruction” and “il is not a skill that is readily picked up by exposure” ( Tribbls,1996:11) 4. Major approaches te teaching writing Several approaches to teaching writing are presented by (Raimes, 1983) as follows: a) ‘The Controlled-to-Free Approach: Tn the 1950s and carly 1960, the audio-lingual method dominated second-iamgnage learning This method emphasized speech and writing served to achieve mastery of gramzmatical and syntactic forms.
Hence teachers developed and used techniques to enable sladent ta achieve this mastery. The controlled-fo-lrec approach in is sognenlial: studsnts are first given sontenice excreisas, [hen paragraphs lo copy or manipulate grammatically by changing questions to statements, present to past, or plural to singular. They nmght also change words to clauses or combine sentences. With these controlled compositions, it is relatively casy to for students write and yet avoid crrors, which makes exror correction easy.
Students are allowed to try some free composition after they have reached an intermediate tevel of proficiency. As such, this approach stress on grammar, syntax, and mechanics, It emphasizes accuracy rather than fluency or originality. b) The Hree-Writing Approach: This approach stresses writing quanlily rather than quality. Teachers who use his approach assign vast amtounls of fros writing on given topics wilh ouly minimal correction: The emphasis in this approach is on content and fluency rather than on accuracy and form.
Once ideas are down on the page, grammatical accuracy and organization follow. ‘rhus, 5 writing task which is motivating and manageable to some can turn out to be daunting or impossible for others because students are linguistically of mixed abilities so that. It is understandable that teachers of high school often complain that “writing is the most problematic skill to teach in such classes” (Hess, 2001, p. It is obvious that writing is a difficult skill because it requires many characteristics which are not necessary for speaking such as formality, well- planned, accuracy and time.
Secondly, the nature of wnting causes many strategies for writers. Candlin and Hyland (1999:2) pointed out that “every act of writing is thus linked in complex ways to a set of communicative purposes which occur in a context of social, interpersonal and occupational practice”. And “Each act of writing also constructs the reality that it describes, reproducing a particular mode of communication and maintaining the social relationship which it implies”. Writing is not only a personal but also socio-cultural act of identity whereby writers both signal their membership in what maybe a range of communities of practices as well as express their own creative individuality.
I absolutely agree with Raimes that “writing helps our students learn"(Raimes,1983:3). To her point of view, writing can help students reinforce the grammatical structures, idioms and vocabulary that we have been teaching our students. Students will have a chance to be adventurous with the language to go beyond what they have just learned to say, to take risks. And writing can make students become very involved with the new language, the effort to express ideas and the constant use of eyes, hand and brain is unique way to reinforce learning.
In a foreign language class, among the four skills, writing and speaking are productive skills. When we learn a language, we need four skills for to complete communication. The four language skills are related to each other in two ways: the direction of communication (in/out) INPUT OUTPUT >®6®-› and the method of communication (spoken or written) Input is sometimes listening speaking called "reception" and 2@ 5> output is sometimes reading writing 2 (1) Examine learning and teaching the Writing part. of English 11 in NVC schoot (2) Explore some ways of adapting the Writing part of English 11 used by teachers at Nguyen Van Cu upper-secondary school to help students study their writing skill better.
Research questians The study was carried out in order to find out the answers to 4 research questions: (1) Do teachers of English and students in Nguyen Van Cn upper-secondary school have difficulties in teaching and earning writing Lnglish 11? (2) Do Leachers of Frglish in the schoo! often adapt the Writing part of English 112 (3) How do teachers in the school adapt the Writing part of English 11? (4) What are the benefits students. can get when their teachers adapt the textbook? 4. Scope of the study ‘The study is focused on only students from the 11** grade in Nguyen Van Cu upper- secondary school, their studying the Writing park of Bnglish 11 and the teachers’ adaptation this part of the textbook. The adaptation of the Waiting part of the new textbook: English 11 is helpful to the group of teachers of English and students of 11° grade in Nguyen Van Cu upper-secondary school.
it would be able to be a reference to teachers of other schools.
