VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUTHES: XE KEM THÁI THỊ MAI LIÊN DESIGNING AN ENGLISH SYLLABUS FOR THE THIRD YEAR STUDENTS AT FLD, NGHE AN TEACHER TRAINING COLLEGE (Thiết kế chương trình môn Văn học Anh cho sinh viên năm thứ ba Khoa Ngoại ngữ trường CĐSP Nghệ An ) M.A Minor Program Thesis Field: English Teaching Methodology Code: 601410 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUTHES: XE KEM THÁI THỊ MAI LIÊN DESIGNING AN ENGLISH SYLLABUS FOR THE THIRD YEAR STUDENTS AT FLD, NGHE AN TEACHER TRAINING COLLEGE (Thiết kế chương trình môn Văn học Anh cho sinh viên năm thứ ba Khoa Ngoại ngữ trường CĐSP Nghệ An.A Minor Program Thesis Field: Methudology Code: 601410 Supervisor: Assoc. Professor Nguyễn Xuân Thơm Hanol, 2010 Declaration i. - 1H List of figures and tables - - - _. THÙÏe oŸ conlerl PART A: INTRODUCTION.
1 Rationale for the topic Alms and objegfives. wo Scope of research, Significance of the sluly 5. co PART B: DEVELOPMENT. CILAPTER 1: TIIEGQRETICAL BACKGROUND.
Definition of Literature. Literature and language teaching- - - — 1. Pactry and language leaning 6 1. Prose and language learning.
Drama and langnage learning. Cuniculum nổ syllabus 8 1. Types of Syllabus. A notional/fimetional syllabus.
A skill-based syllabus .A task-based syllabus. 18 iv LIST OF FIGURES AND TABLE ‘Table 2.1: ‘rhe uses of English Literature ‘Table 2.2: Important items that inglish Literature subject support to students” study Table 2.3: People whe decided the contents of the syllabus Table 2.4: People who should decide the contents of the syllabus Table 2.5: The order of syllabus contents Table 2.6: Old or Modern English Literature ‘Table 2.7: he most favorite of students” studying Table 2.8: The ordsr of ths eauteuls lo be tauglel Table 2.9: The activities caredm the past ‘Table 2.10: ‘'he activities should be carried during the course Table 2.11: The ways students should be assessed PART A: INTRODUCTION 1. Rati le for the topic ‘Together with the recent political and economic development, English has become a means to help strengthen the understanding and promote communication between countries. Linglish has been taught and emphasized greally in grammatical rules, phonetics and.
vocabulary in ‘Vietnam, Consequently, Vietnamese leamers of English, despite their perfect grammar often fail to understand English speakers who come from a culture different from their own. This Jeads to a consideration into the social and cultural in English Language acquisition, English Viterature as well as many other subjecis for the last year students al Nghe An Teacher Training College helps them develop English language skills at advanced level. Most of the English-majored-students at Nghe An Teacher Training College spend their first two years to further their knowledge on English language skills and language competence. In their last year at the college, they have a chanoc to study English Litcrature and Country Study considered as the two cultural subjects when they are in their last year.
English Literature subject focuses on the history devetopment and oustanding works composed in English Language. Literatur aut, a special form of alt. Literature is the art of exploiting words, Culture is expressed through language. Thus, the subject does not only help improve general language skills but also provides our learners with eulinral knowledge of uative country of the English language ‘The name of the subject “A glimpse of English Literature” as well as the allocation of time (30 periods in 15 weeks, in the Mor 2 term of three year degree) introduced ai the cricdlum causes the teaching and leaming confused.
There is no further instruction, either on the aims, the objectives of the course, contemts, and methodology or evaluation techniques. Presently, books em English Literalure subject are rare in Viel Nam, the best onc “A history of English and American Literature” wntten by Nguyen Kuan Thom has shown its advantages, positive aspects in both contents and construction, That it has been used as the textbook for students at inany universities in all over Viel Narn is understandable. Towever, to some extent, it is nol suitable to choose this course book for the college students because of the specitic conditions such as students* language proficiency, the aims and objectives as well as the time allocation and many other factors. (The students al the universities spend three lormns dealing with thi 1.
A content-based-syllabus 16 CHAPTER 2: DATA ANALYSIS AND RESULTS. Objectives of the course - - - -. Contents af the course 20 2.1, Sibuations oFleaching English Laterature at the FLD. Students’ needs - - - eel 2.
Teaching methodology and assessment. Situations of teaching English Literature at the KLD eed 2. Objectives of the course - - -. Contents of the course - - -.
Teaching methodology and asscssttef. Situations of teaching Fuglish Literature al tha FLD 29 2.30 CIIAPTER 3: TITE PROPOSED ENGLISII LITERATURE SYLLABUS. Aims and Objectives of the ơurse. cọ th ch Hee 3.
Contents of the course. Teaching methodology and assassrsnt of the cours 36 PART C: CONCLUSION References. - - - - — 2 subject where as the college students have just one term for the subject). Hence, the teachsrs of this subject at all the colleges in Victnam have to decide themselves what and how to teach their students.
‘'hat the teaching is completely left to individual teachers leads to the fact that the teachers teach what ever they consider necessary or capable in terms of convenience and the availability of maicrials. Being one of the teachers of the subject, secing the buming situation, the thought of doing something to improve this situation has riscn in the mind of the author of this study. In present time to do some changes to the fixed curriculum seems to be impossible. The only one thing that a teacher conld do is to develop syllabus based on stndents’ needs in arder to give students a chance to understand the history development of English Literature and approach to a special kind of text: novels, poems, and plays which they are really interested in.
There is also a hope that the leamers can be more confident in using English to express their understandings of their own country literature. From all the reasons giver above, the anthor of this paper is strongly believed that if the minor thesis “Designing an English Literature Syllabus for the 3" year students at Nghe An Teacher ‘Training College” is completed, the situation will be improved, the teaching and learning Engtish Literatnre snbjecl at Nghe AnvTeacher Training College will be more effective ta both teachers and lamers. The author of the rescarch cxpects that the study would be a ncvessity and of great significance to the teachers of the subject who have been at sea for a long time working oul how to make the Leaching anul studying of Fnglish Literature subject clearer, more interesting and more effective 4 Since the study attempts to analyze the students” need and teachers” opinions in finding out what should be presented in English Litcrature syllabus for the last year students at the college, a survey has been conducted. Descriptive and analytical methodology is applied to analyze the collected data ftom the questionnaires and the interviews.
Because the number of socơnd year students in the department is not big, thus a decision of taking all of then as sample for the study is a probability within the researcher’s time, Questionnaires have been employed to the second ycar students and the students who have completed the course at FLD. [he survey elicits the second year students” expectation from the subject in their last year and it alsa seeks for the siluation and the experisnces of ex- students of the teaching and leaning English Literature at Nghe An Teacher Training College. In addition, mterviews have been carried out to teachers in the FLD to get help and opinions from them in the field, 4 Since the study attempts to analyze the students” need and teachers” opinions in finding out what should be presented in English Litcrature syllabus for the last year students at the college, a survey has been conducted. Descriptive and analytical methodology is applied to analyze the collected data ftom the questionnaires and the interviews.
Because the number of socơnd year students in the department is not big, thus a decision of taking all of then as sample for the study is a probability within the researcher’s time, Questionnaires have been employed to the second ycar students and the students who have completed the course at FLD. [he survey elicits the second year students” expectation from the subject in their last year and it alsa seeks for the siluation and the experisnces of ex- students of the teaching and leaning English Literature at Nghe An Teacher Training College. In addition, mterviews have been carried out to teachers in the FLD to get help and opinions from them in the field, PART B: DEVELOPMENT CITAPTER 1: TITEGRETICAL BACKGROUND 1. Definition of Literature ‘There are many definitions on Literature from unscientific to scientific view points.
Oxford Advanced Loamer's Dictionary 7° edition defines Literature as “picees of writing thal are valued as works of art, especially novels, plays and poems.” Lazar (1993) introduces Literature as “feelings and thoughts in black and white”, “the use of language to evoke a personal response in the reader or listener”, and “means to mect a lot of people, to know other different points of view, ideas, thoughts, minds. to know ourselves better”, Selden (1989) sees Lileralure as “a special use of language which achieves ils dislinciness by devialing and distorting practical language”. Literature as defined above is the term used to describe written or spoken material. Broadly speaking, “Litcraturc” is uscd to describe anything from creative writing to more technical or scientific works, the term is more commonly used to refer to works of the creative imagination, including works of poslry, drama, fiction and non-fiction 1.
Literature and language teaching Literature on the one hand provides texts of different genres like novels, short stories, poems and plays, which mainly discuss the human life Grom all aspects. On the other hand, if offers culture and lift styles all around the world, and morc than that, it transcends the time and culture to speak directly to a reader of a different culture at different periods of time. In other words, Lilerature can be said to bave ä cơnrnuuncaliơn task from people to people regarding time, space and culture, Seeing this important role of Literature, the constructors of many course books as well as text books all over the world have been bringing a variety of reading lexts into the books, Titerary texts are now considered the valuable anthontic material, which plays a very important part im student’s cultural ennchment, language enrichment as well as personal involvement. Ilaving this subject at the college for the students who want to become isachers of English is a necessity for the fact thal the course can provide them with a deep understanding into different forms of Literature.
As a result, they should have a basic knowledge for their teaching of different genres of Literature designed in many course books and text books. Aims and objectives The study aims to have a decp understand into the student’s necds and teacher’s ability coneeming English Literature. It draws the experiences of ex-students and the situation of teaching and learning Linglish Literature at NA 'LTC. It also caries a hops to build an inglish Literature syllabus for the last year students in FLD al NA TTC from the detailed aspects of aims and objectives of the course, contents of the lectures as well as teaching methodology and assessment.
The syllabus is designed for a three-month teaching time (15 weeks) with a schedule of two hours per week per class The syllabus mainly focuses on ths contents of the syllabus.
