VIETNAM NA TIONAL,LINIVERSITY HANOI TNEVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST- GRADUATE STUTHES Hannah PHAM THUY TRIN THE REALITY OF TEACHING AND LEARNING ENGLISH WRITING SKILL AT TRAN NGUYEN HAN HIGH SCHOOL IN HAL PHONG AND RECOMMENDATIONS (Thực trạng của việc dạy va hoc ky mang viết tại trường TUPT Trần Nguyên Liãn - Hải Phòng và một số giải pháp) M.A MINOR THESIS: Feld: English Teaching Methodology Code: 60. l0 Cohort: MA 15 HANOE2009 VIETNAM NATIONAT UNIVERSITY HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES. DEPARTMENT OF POST- GRADUATE STUDIES #X£ X4 8 tư tắc PHAM THUY TRINH THE REALITY OF TEACHING AND LEARNING WRITING SKILL AT TRAN NGUYEN HAN HIGH SCLIOOL IN ILAL PHONG AND RECOMMENDATIONS (Thực trạng của việc dạy va hoc ky nang viết. tại trường THPT Trần Nguyên Hãn - Hai Phòng và một số giải pháp) M.A MINOR THESIS: Field: English Teaching Mcthedology Code: 60.10 Chơi MAIS Supervisor Khoa Anh Vict, M.
HANOE2009 TABLE OF CONTENT DECLARATION ACKNOW LW DGEME ARBTRACT. TABLE OF CONTENT. LIST OF TABLES. Rationale of the study 1 1.
Objective of the study. The significance of the study.4, Scupe of the study 2 LS. Methodology of the study w. Design of the study 2 PART 2.1 Definition of writing.
Writing versus speaking. Approaches to writing. "The controlled to free approach 6 1. Free writing approach 6 1.
The paragraph-pattem apptoah. "The grammar syntax organization approach. The communicative approach 7 1. The pToc2ss approach.
Design of the study The study is expected Lo consist of three main parts: Part A includes the rationales, aims, significance, scope, and methods of the study. Part B includes 3 cheplors Chapter 1 deals with detinitions of writing, the differences between writing and speaking, writing difficulties, approaches to writing and writing in the communicative classes. Chapter 2 di s the methodology of the stndy, ic. describes the study con patticipants, and instruments.
Besides, the introduction of the new “Tieng Anh 11” textbook is elaborated. pler3 is aboul the data analysis and findings. Tt describes how coftected dala is analyzed and presented, Chapter 4 provides recommendations for better teaching and learning English writing skill. Part C is the conclusion which summarizes the thesis and offers some suggestions for further research.
Besides, the limitations of the thesis are alsa pointed out. DATA ANALYSIS AND FINDINGS 3.1, Data analysis from teachers’ survey questionnaire - - 20 3. Data analysis from students’ survey questionnairs - - 35 số.1, Techniques in pre-writing stage. aseismic kererirrrie iooio35 4.1, Identifying the purpose and audiet©2.
Analy ảng models - - 36 4. Asking journalists’ question - 38 4,2. Techniques in while- writing stage. ‘Techniques in post- wnting stage - - - 38 4.4 ‘Yechniques for motivating students - 3o 4.
Using oral prescutalion - - 39 4.3, Providing an appropriate tone of feedback - 3g 4,5 SUMMALY ốố. x vi LIST OF TABLES AND FIGURES: L LIST OF TABLES 'Table 1: Checklist of writing tasks in English 11 textbook - - 18 Table 2: Teachers’ and studonis’ ullitudes towards appropriate lime for teaching and learning Englist writing skill - - - 2 Table 3: Teachers' opinions on the writing lessons. - - 22 Tablc 4: Difficulties cncounfcred by the tcachers.23 “Table 5: Teachers" expectation for batter teaching and leamning situations. 25 ‘Table 6: Difficulties encountered by the students, - - 26 Table 7: Sbudants' personal views of causes of difñioulties.
sien DT Table 8: Stndents’ expectations for better teaching and learning sitizations. LIST OF FIGURES Tigure 1: The importance of writing as perceived by 11" form students - 20 Figure 2; The importance of writing as perceived by the teachers. Figure 3: ‘Teachers’ and students’ attitudes towards students’ writing competence 21 Figure 4: Teachers” pre-writing techniqnes. - - 38 Figure 5: Work arrangementin the while- writing stage - - 29 Figure 6: Teacher’s activities during the while- writing stage.) Figure 7: The main source of feedback on students’ writing.
eieeeee SO vii 6. Design of the study The study is expected Lo consist of three main parts: Part A includes the rationales, aims, significance, scope, and methods of the study. Part B includes 3 cheplors Chapter 1 deals with detinitions of writing, the differences between writing and speaking, writing difficulties, approaches to writing and writing in the communicative classes. Chapter 2 di s the methodology of the stndy, ic.
describes the study con patticipants, and instruments. Besides, the introduction of the new “Tieng Anh 11” textbook is elaborated. pler3 is aboul the data analysis and findings. Tt describes how coftected dala is analyzed and presented, Chapter 4 provides recommendations for better teaching and learning English writing skill.
Part C is the conclusion which summarizes the thesis and offers some suggestions for further research. Besides, the limitations of the thesis are alsa pointed out. decided to do the research entitled “ ‘Lhe reality of teaching and leaming English writing skill at Tran Nguyen Tan high school in Tai Phong and recommendations.” 2, Aims of the study The main purpose of this study is to rescarch the current realily of teaching and learning writing skill to 11 form students at Tran Nguyen Han high school on the basic of finding out the difficulties experienced by the teachers and the students. Furthermore, some suggestions are made lo stirmulale th ludznls and some primicndations are made ta improve teaching methodology for the teachers at Tran Nat Han high school.
The significance of the study Pedagogically, the findings and comments of the study are believed to be relevant to improving the teaching of writing to the students. The stndy may help teachers to make their writing lessons more effective so Uhat they can help their students develop waiting skill as well as other language skills. Scope of the study The study focuses on the realily of teaching and learning English writing skill to 11 grade students at Tran Nguyen Han high school. In addition, some recommendations for a better writing teaching and learning situation are presented, Although the author is well aware that the survey statistics are not fully representative of all high school students studying English in Hai Phong, she hopes to propose some of the most popular facts that occurring in this study, 5, Methods of the study Both quantitative and qualitative methods are employed to carry out the study.
With the aim of increasing validity and reliability of tha dala collected, the survey questionmaircs will be delivered, The purpose of the survey is to collect data about the cuzent situation of teaching and leaming writing at Tran Nguyen Lan high school. Informal interviews with the colleagues and the students are also conducted. Besides, reviewing the relaled documents is also a method to establish the theoretical background far the study. DATA ANALYSIS AND FINDINGS 3.1, Data analysis from teachers’ survey questionnaire - - 20 3.
Data analysis from students’ survey questionnairs - - 35 số.1, Techniques in pre-writing stage. aseismic kererirrrie iooio35 4.1, Identifying the purpose and audiet©2. Analy ảng models - - 36 4. Asking journalists’ question - 38 4,2.
Techniques in while- writing stage. ‘Techniques in post- wnting stage - - - 38 4.4 ‘Yechniques for motivating students - 3o 4. Using oral prescutalion - - 39 4.3, Providing an appropriate tone of feedback - 3g 4,5 SUMMALY ốố. x vi LIST OF TABLES AND FIGURES: L LIST OF TABLES 'Table 1: Checklist of writing tasks in English 11 textbook - - 18 Table 2: Teachers’ and studonis’ ullitudes towards appropriate lime for teaching and learning Englist writing skill - - - 2 Table 3: Teachers' opinions on the writing lessons.
- - 22 Tablc 4: Difficulties cncounfcred by the tcachers.23 “Table 5: Teachers" expectation for batter teaching and leamning situations. 25 ‘Table 6: Difficulties encountered by the students, - - 26 Table 7: Sbudants' personal views of causes of difñioulties. sien DT Table 8: Stndents’ expectations for better teaching and learning sitizations. LIST OF FIGURES Tigure 1: The importance of writing as perceived by 11" form students - 20 Figure 2; The importance of writing as perceived by the teachers.
Figure 3: ‘Teachers’ and students’ attitudes towards students’ writing competence 21 Figure 4: Teachers” pre-writing techniqnes. - - 38 Figure 5: Work arrangementin the while- writing stage - - 29 Figure 6: Teacher’s activities during the while- writing stage.) Figure 7: The main source of feedback on students’ writing. eieeeee SO vii 6. Design of the study The study is expected Lo consist of three main parts: Part A includes the rationales, aims, significance, scope, and methods of the study.
Part B includes 3 cheplors Chapter 1 deals with detinitions of writing, the differences between writing and speaking, writing difficulties, approaches to writing and writing in the communicative classes. Chapter 2 di s the methodology of the stndy, ic. describes the study con patticipants, and instruments. Besides, the introduction of the new “Tieng Anh 11” textbook is elaborated.
pler3 is aboul the data analysis and findings. Tt describes how coftected dala is analyzed and presented, Chapter 4 provides recommendations for better teaching and learning English writing skill. Part C is the conclusion which summarizes the thesis and offers some suggestions for further research. Besides, the limitations of the thesis are alsa pointed out.
DATA ANALYSIS AND FINDINGS 3.1, Data analysis from teachers’ survey questionnaire - - 20 3. Data analysis from students’ survey questionnairs - - 35 số.1, Techniques in pre-writing stage. aseismic kererirrrie iooio35 4.1, Identifying the purpose and audiet©2. Analy ảng models - - 36 4.
Asking journalists’ question - 38 4,2. Techniques in while- writing stage. ‘Techniques in post- wnting stage - - - 38 4.4 ‘Yechniques for motivating students - 3o 4. Using oral prescutalion - - 39 4.3, Providing an appropriate tone of feedback - 3g 4,5 SUMMALY ốố.
x vi PARI B, DEVELOPMENT Chapter 1. Definitions of writing ‘There aro a lot of definitions of writing, According to Byrne (1991), writing can be defined as the act of forming graphic symbols, When we write, we use graphic symbol (alphabet, grammar, and structures) to make visual meaningtid utterances. Therefore, on one level, writing can be said to be the act of making marks on flat surface of some kinds. However, writing is not just simply putting wards, sentences together, Many resvarehers tended to focus on the nature of writing as an entity of linguistic creation, For example, Brannon, Knight and Neverow-Tusk (1982, p.
2} pointed ont “ writing is a creative art, not as asscmbly line opcration of locking words together into sentence and bolting scntenoes together into paragraphs in accordance with a predefined plan.” Other Tosearchors considered writing as @ conmmmicative process with jurposefid inferaction between the participants, For example, NuNan (1999, p. 100) stated, “Writing is not a solitary act, rather, it is the result of the interaction among people, contexts, and texis.” OI adiya (1990) considered the nalure of wriling as % GỀ “Via-lext communication” between an addresser and an addressee. However, wriling, in language lcachers’ opinions, is “a language skill which is difficult to acquire” (Tribble, 1996, p. 3), It is “a process that occurs over a patiod of time, particutarly if we take into account the sometimes extended periods of thinking that precede creating an initial draft.
10) In short, the definitions of writing are various. However, writing is characterized with some basic thatures, i. being linguistics, creative, progressive and interactive. Besides, the word “writing” itsclf may imply an act, a process, or a skill, which necds practice and study to develop.
It requires both physical and mental powers from the writers. DATA ANALYSIS AND FINDINGS 3.1, Data analysis from teachers’ survey questionnaire - - 20 3. Data analysis from students’ survey questionnairs - - 35 số.1, Techniques in pre-writing stage. aseismic kererirrrie iooio35 4.1, Identifying the purpose and audiet©2.
Analy ảng models - - 36 4. Asking journalists’ question - 38 4,2. Techniques in while- writing stage. ‘Techniques in post- wnting stage - - - 38 4.
