Groupwork
Hanoi National University
University Of Languages And International Studies
-----(((((-----
[pic]
RESEARCH METHODOLOGY
ASSIGNMENT 1
Group 7: Đỗ Thùy Dung
Nguyễn Thị Giảng
Lương Thị Bình Minh
Class: QH2010F1.E3
Research problem: The participation in in-class group work in English speaking lesson of University of Language and International studies (ULIS)’ first year students.
I. Problem statement and rationale:
Nowadays, English is widely used all over the world. It is spoken as official language and second language in many countries. In Vietnam, English is a compulsory subject in the curriculum of schools. However, the fact is that teaching in Vietnam which mainly focuses on grammar skills has led to the lack of students’ capacity to speak to each other in English (Bui, 2010), which is totally against the target of learning second language in the first place: to be able to communicate. As a result, a new method of teaching speaking needs to be taken into practice. Group work was one of activities which have been tried out.
The influences of group work have been recognized in many studies such as Konopka (1963), Brown (1994). According to Tew (n.d), group work is a major key to engaging learners in their learning. In group, students have a better self-awareness and also self-confidence, which leading to the improvement in speaking.
Among many speaking activities in English lesson in Vietnam, from the observation and experience as a lecturer of the Faculty of English at Vietnam University of Commerce, Nguyen (2008) has noted that group work – key features of learner – centered orientation – received more emphasis. ULIS’ students have also been acquainting with working in group since their first year in learning English speaking. However, first year students have to face many challenges. For example, they don’t know how to manage their group or how to divide the
University Of Languages And International Studies
-----(((((-----
[pic]
RESEARCH METHODOLOGY
ASSIGNMENT 1
Group 7: Đỗ Thùy Dung
Nguyễn Thị Giảng
Lương Thị Bình Minh
Class: QH2010F1.E3
Research problem: The participation in in-class group work in English speaking lesson of University of Language and International studies (ULIS)’ first year students.
I. Problem statement and rationale:
Nowadays, English is widely used all over the world. It is spoken as official language and second language in many countries. In Vietnam, English is a compulsory subject in the curriculum of schools. However, the fact is that teaching in Vietnam which mainly focuses on grammar skills has led to the lack of students’ capacity to speak to each other in English (Bui, 2010), which is totally against the target of learning second language in the first place: to be able to communicate. As a result, a new method of teaching speaking needs to be taken into practice. Group work was one of activities which have been tried out.
The influences of group work have been recognized in many studies such as Konopka (1963), Brown (1994). According to Tew (n.d), group work is a major key to engaging learners in their learning. In group, students have a better self-awareness and also self-confidence, which leading to the improvement in speaking.
Among many speaking activities in English lesson in Vietnam, from the observation and experience as a lecturer of the Faculty of English at Vietnam University of Commerce, Nguyen (2008) has noted that group work – key features of learner – centered orientation – received more emphasis. ULIS’ students have also been acquainting with working in group since their first year in learning English speaking. However, first year students have to face many challenges. For example, they don’t know how to manage their group or how to divide the
References: Brown, A. (1997) Group work 3rd Edition Great Yarmouth: Ashgate Publishing. Nguyen, T. (2008) How group work is used in speaking lesson of the 1st-year major students of English at Vietnam University of Commerce. Retrieved September 28th, 2012 from http://tainguyenso.vnu.edu.vn/xmlui/handle/123456789/2972 Smith, Mark K Woolfolk, A. (2001). Educational psychology. Boston: Allyn and Bacon. (Word count: 1507) |Assessment Criteria |Grade Allotment |