VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES OK 24s 2K 24g 2k 24s 2 24s 2k 3 3k3 3k 3 2 3 3k 3 ok 3k ok NGUYEN THANH BÌNH (THÁI DO CUA HỌC SINH LỚP 10 DOI VỚI VIỆC SỬA LOI NÓI CỦA GIÁO VIÊN: MỘT NGHIÊN CỨU Ở TRƯỜNG TRUNG HỌC PHO THONG THUẬN THÀNH II) M.MINOR PROGRAMME THESIS MAJOR : ENGLISH TEACHING METHODOLOGY CODE : 60140111 HANOI - 2015 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES k*t********************% NGUYEN THANH BÌNH (THÁI DO CUA HOC SINH LỚP 10 DOI VỚI VIỆC SỬA LOI NÓI CỦA GIÁO VIÊN: MỘT NGHIÊN CỨU Ở TRƯỜNG TRUNG HOC PHO THONG THUẬN THÀNH II) M.MINOR PROGRAMME THESIS MAJOR : ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR : PROF. HOANG VAN VAN HANOI - 2015 CANDIDATE’S STATEMENT I hereby certify that the thesis entitled “TEN GRADERS’ ATTITUDES TOWARDS TEACHERS’ ORAL ERROR CORRECTION: A STUDY AT THUAN THANH II HIGH SCHOOL” is the result of my research for the Degree of Master of Art and that the thesis has not been submitted for any degree at any other university or tertiary institution. Ha noi, 2015 Nguyén Thanh Binh ACKNOWLEDGEMENTS To complete my thesis, I have been lucky to receive a great deal of useful and practical support and encouragement. My deepest thanks and appreciation first go to my supervisor, Prof.
Hoang Van Van. His knowledge and logical way of lecturing have been of great value to me. During my thesis writing period, he provided lots of valuable guidance and encouragement. Without his constructive comments, this study could not have been completed.
I gratefully acknowledge all the lecturers at Faculty of Post-Graduate Studies, VNU University of Languages and International Studies for providing us with knowledge from precious and helpful lectures. I would like to express my sincere thanks to all my students and my colleagues at Thuận Thanh II High School for their helpful contribution and co-operation in this study. Last but not least, my hearted thanks are reserved for my family and friends for their love and support that have encouraged me a lot in carrying out this study. li ABSTRACT Speaking seems to be the most important skill among the four language skills.
However, in reality, the ability to speak English of the students at Thuan Thanh II High School is still far from satisfaction. This study focuses on the students’ attitudes towards teachers’ oral error correction. The subjects of the study were 111 students from three classes (I0AI, 10A5, 10A6) and 3 teachers teaching English for grade 10. The data revealed that students at Thuan Thanh II High School are aware of the significance of oral errors in language learning and they have strongly positive attitudes towards teacher correction of oral errors.
However, they are not fully satisfied with the teachers’ treatment of errors. In addition, they have a strong desire to have their grammatical and phonological errors corrected rather than other types of errors. Besides, they prefer to be corrected right after they have finished speaking. Among the six techniques of oral error correction, the most preferred one is explanation and explicit correction.
Based on such findings, some suggestions were given with the hope that they might be useful for the teachers at Thuận Thanh II High School to develop their students’ speaking skill. ili TABLE OF CONTENTS PART A: INTRODUCTION. Aims and Objectives of the Sfudy. Objectives Of the StUAY n.
Scope of the Stud 0. Methods of the Study 110. Significance of the Study 00. Design of the Study 1 335.- G1 kg HH HH HH HH, 6 CHAPTER 1: LITERATURE REVIENW.
Definition Of ETTOT. - - «+ sSx+k+EsEk#kekeEvEkekeEkrkekeksrkrkekrkrkrkerkrkree 6 1. Classification Of EETTOTS. ---- - + + + +S+*++k+E+EvEk+keEeEkekererkekererkrkrkererkrke 7 IES0000v.
Distinction between “Error” and “Mistak€””.- - - + ss+cscsxe+eexerereexe 9 1. Perspectives on Error and Error COTT€CfIOT. Techniques of Oral Error COrT€CfIOn. - - 5 <+s+s+s+xexe>e+e+ezxss+ II 1.
Previous Studies on Students’ Attitudes Towards Teachers’ Oral Error COmTeCHION 0107. Definitions of other terms. cv nà 19 CHAPTER 2: METHODOLOGY. Rationale for the Use of Survey Research.
The Subjects of the Study. Data Collection Instruments .- 2 - s6 +ss + + E8 E525 33+ £ze£esezs s2 24 2. Data Collection PrOC€dUTe. 27 CHAPTER 3: FINDINGS AND DISSCUSSION.
Students’ Perception of Oral Errors and Error Correcfion. Students’ Reactions to Teachers’ Actual Practices of Oral Error 09. Students’ Preferences for Teacher Correction of Oral Errors. Ăn HS HH HT ng HH nh Hiệp 42 1.
Summary of the FindIngs. Student ConsId€rafIOTI. Error Correction Methods Considerafion.--- s5 ess5++xessx+sx2 45 ENBiuoi ion. Recommendations for Further Research.
QC Q HH nh nh ĐT nh nh kiệt I LIST OF TABLES Table 0.1: Students’ frequencies Of €TTOTS .2: Teachers’ frequencies of error COTT€CfIOT1. 55+ s+++ss++ss2 28 Table 0.3: Students’ perceptions on the role of oral errors in language learning29 Table 0.4: Students’ perceptions on the role of teachers’ oral error correction .5: Students’ level of understanding of teachers’ oral error correction .6: Students’ level of improvement in speaking skill due to teachers’ correction 32 Table 0.7: Students’ preferences for types of errors to be corrected.8: Students’ preferences for amount of error to be corrected .9: Students’ preference for timing of error correcfIon.-- - --‹- 35 Table 10: Students’ preferences for error correction techniques. 37 Table 11: Students’ most favored and least favored correction techniques. 39 Table 12: Students’ preferences for error correction ÍOrims.- ---‹--s«- 40 vi ABBREVIATIONS CLT Communicative Language Teaching COFs Classroom Observation Forms EFL English as a Foreign Language ESL English as a Second Language TESOL Teaching of English to Speakers of Other Language.
vil PART A: INTRODUCTION This chapter introduces the study. It begins with the rationale for the study. Next, it presents the aims and objectives, the research questions of the study as well as the scopes of the study. This is followed by a brief description of methodology used in the present study and the significance of the study.
Finally, the chapter concludes with a description of the organization of the thesis. Rationale It can’t be denied that English plays a very important role in today’s global world. According to Quirk (1972: 2-3), “English is the world’s most important language.and the world’s most widely used language”. English 1s also “a top requirement of those seeking good jobs” (Quirk, 1972: 4).
Thus, without the powerful language English, connecting nations all over the world would have been something impossible. As a result, no language is more widely studied or used as a foreign language than English and more timetable hours are devoted to English than any other subject (Quirk, 1972: 4). In Vietnam, English is being paid more and more attention to. The English school curriculum is always changed to meet the society’s needs.
Therefore, students are more motivated and get better and better results. However, it doesn’t mean that learners have no errors in learning. We are living in “an imperfect world and consequently errors will always occur in spite of our best efforts” (Richards, 1984: 20). There exist different views towards errors.
In the past, errors committed by students were considered to be “something undesirable which they diligently sought to prevent from occurring” (Touchie, 1986: 75). In contrast, errors are now viewed as evidence for a creative process in language learning (Touchie, 1986: 75) or as a necessary part of learning a language (Norrish, 1987: 6). Over a long period, considerable attention has been paid to errors and error correction in speaking classes. Correcting learners’ oral errors seems to be the most frustrating task that English teachers have to encounter.
One of the factors that have a great influence on how to correct those errors is learners’ perceptions and attitudes towards teachers’ oral error correction. Clearly, Vietnamese students are often much anxious about speaking and are afraid of making errors in speaking classrooms because of the fear of appearing a fool. Nevertheless, they need to be encouraged to see it as a means of learning, rather than demonstrating learning. Thus, teachers’ error correction can be considered as a pedagogical tool for the students’ speaking improvement.
Good method of correction gives students stimulation for revision and motivation to maintain their interest in speaking. Aims and objectives of the study 2. Aim of the study As the title suggests, the overarching aim of this thesis is to study ten graders’ attitudes towards teachers’ oral correction at Thuan Thanh II High School. Objectives of the study To achieve the above aim, the following objectives are set for exploration: 1.
investigating the teachers’ method of oral error correction in classes: their responding methods, their correction focus as well as the error correction types; 2. finding out the students’ perceptions of the error correction they receive from their teachers and the recommendations for improving it; and 3. finding out students’ attitudes towards teachers’ oral error correction by examining their perception and their preferences for teachers’ oral error correction. Of the three objectives, the last one is the focus of the study.
Research questions To make the task manageable, the above aim and objectives are translated into the following research questions: 1. What methods do the teachers of Thuan Thanh IT High School often use to correct their students’ oral errors? 2. What are students’ perceptions and attitudes towards the teachers’ oral correction (their perceptions, their reaction and their preferences)? 4. Scope of study It is easily seen that oral error correction is so broad an issue that it is not possible to discuss all of its aspects.
Therefore, in this study, I would like to focus only on investigating students’ attitudes towards teachers’ methods of spoken error correction among a group of 10” grade students at Thuận Thanh II High School in Bắc Ninh province. Methods of Study To achieve the aims of the study, the researcher reviews the related documents to lay the theoretical background of the study. In the study both qualitative and quantitative methods are used. That is the data serving the research analysis and discussion are collected by means of survey questionnaires and classroom observation.
Quantitative method is used to analyze the results from data collection of the survey questionnaires on the 10” form students at Thuận Thanh II High School. Besides, quantitative method is employed to analyze the data from classroom observation forms (COFs). The COFs are then synthesized and analyzed by the researcher. By using each of the methods, relevant information to support the study will be achieved.
Significance of Study It is hoped that the findings of the study will be useful to both the teachers of English and students of tenth grade at Thuan Thanh II High School. It will help the teachers to realize their student’s attitudes towards their oral error correction so that they can find appropriate ways for delivering oral error correction to their students. Design of Study The thesis consists of three parts: Introduction, Development, and Conclusion. *The Introduction provides the rationale for the study, the aim and objectives of the study and research questions, the scope of the study, the significance of the study, and the design of the study.
* The Development consists of 3 chapters Chapter 1 presents the theoretical background for the thesis including definitions and classifications of error; sources of errors; distinction between the notions of “error” and ‘mistake”; major perspectives on the roles of errors and error correction in general and of oral error correction in particular; the roles of oral error correction; common techniques of oral error correction; and review of previous studies on students’ attitudes and preferences for teachers’ oral error correction. Chapter 2 presents the methodology of the research: the participants involved in the study, the data collection procedure and the statistical analysis of data. Chapter 3 presents the findings and discussion of the findings, pointing the students’ attitudes towards teachers’ oral error correction, and recommendations for teaching.