NGHIÊN CỨU TƯỜNG THUẬT VỀ ỨNG DỤNG PHƯƠNG PHÁP DẠY HỌC NGOẠI NGỮ DỰA TRÊN KIẾN THỨC CHUYÊN NGÀNH TRONG GIẢNG DẠY TIẾNG ANH PHÁP LÝ
Nội dung chính của bài viết
Tóm tắt
Dạy học ngoại ngữ dựa trên trên kiến thức chuyên ngành (CBI) đã được sử dụng rộng rãi trong giảng dạy tiếng Anh chuyên ngành. Nghiên cứu này tìm hiểu quan điểm của một giảng viên về việc áp dụng phương pháp CBI trong giảng dạy tiếng Anh pháp lý. Khung tường thuật được sử dụng như nguồn dữ liệu chính để tìm ra quan điểm của giảng viên về phương pháp CBI. Giảng viên được nghiên cứu viết một bài tường thuật về quá trình giảng dạy tiếng Anh pháp lý từ quá khứ đến hiện tại, và dự định sắp tới trong tương lai. Dữ liệu nghiên cứu cũng được thu thập qua quan sát lớp học và giáo án của giảng viên này. Kết quả nghiên cứu cho thấy việc áp dụng phương pháp CBI đã góp phần vào việc phát triển tiếng Anh pháp lý của sinh viên. Sinh viên có cơ hội học và sử dụng ngôn ngữ đích trong môi trường mà việc tiếp thu ngôn ngữ diễn ra thông qua các kiến thức chuyên ngành. Bài báo cũng chỉ ra những vấn đề giảng viên phải đối mặt bao gồm tài liệu giảng dạy và kiến thức chuyên ngành của giảng viên.
Chi tiết bài viết
Từ khóa
dạy học ngoại ngữ dựa trên kiến thức chuyên ngành, CBI, tiếng Anh pháp lý, tiếng Anh chuyên ngành
Tài liệu tham khảo
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Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33(2), 205-223.
Emelyanova, T. V. (2017). Peculiarities of teaching legal English in multinational groups. Procedia - Social and Behavioral Sciences, 237, 1494-1499.
Frade, C. (2007). Power dynamics and legal English. World Englishes, 26(1), 48-61.
Gray, D. E. (2004). Doing research in the real world. SAGE Publications.
Grossfield, B. (1985). Language and the law. Journal of Air Law and Commerce, 50(4), 793-803.
Haigh, R. (2009). Legal English. Routledge-Cavendish.
Howe, P. (1990). The problem of the problem question in English for academic legal purposes. English for Specific Purposes, 6, 215-236.
Hudson, T. (1991). A content comprehension approach to reading English for science and technology. TESOL Quarterly, 25(1), 77-104.
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Hutchinson, T., & Waters, A. (1987). English for specific purposes - A learning-centered approach. Cambridge University Press.
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Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
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Parkinson, J. (2000). Acquiring scientific literacy through content and genre: A theme-based language course for science students. English for Specific Purposes, 19, 369-387.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publishing.
Pham, A. H., & Ta, B. T. (2016). Developing a theoretical framework for ESP teacher training in Vietnam. The Asian ESP Journal, 12(1), 66-84.
Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338-349.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press.
Robinson, P. C. (1991). ESP today: A practitioner's guide. Prentice Hall International.
Ryshina-Pankova, M. V. (2016). Scaffolding advanced literacy in the foreign language classroom: Implementing a genre-driven content-based approach. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 51-76). Routledge.
Shiflett, M. (2017). Development of legal English. International Journal of Novel Research in Education and Learning, 4(2), 108-110.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction. Heinle, Cengage Learning.
Song, B. (2006). Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes, 25, 420-437.
Soroka, I. A. (2019). Legal English: Particularities and challenges of teaching. Current Issues of Philology and Translation Studies, 15, 73-76.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Tedick, D. J. (2018). Teacher development for content-based instruction. In S. Madya, F. A. Hamied, W. A. Renandya, C. Coombe & Y. Basthomi (Eds.), ELT in Asia in the digital era: Global citizenship and identity (pp. 3-14). Routledge.
Tran, D., Hoang, T., Le, G., Vu, N., Bui, G., & Cao, H. (2019). An evaluation of English for specific purposes courses at a Vietnamese university. VNU Journal of Foreign Studies, 35(5), 41-53. https://doi.org/10.25073/2525-2445/vnufs.4419
Wette, R., & Barkhuizen, G. (2009). Teaching the book and educating the person: Challenges for university English language teachers in China. Asia Pacific Journal of Education, 29(2), 195-212.
Wu, H., & Badger, R. (2009). In a strange and uncharted land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class. English for Specific Purposes, 28, 19-32.
Yang, J. Y., & Chen, W. C. (2015). Students' perspective of using content-based approach in ESP class. English Language Teaching, 8(8), 18-30.
Badger, R. (2003). Legal and general: Towards a genre analysis of newspaper law reports. English for Specific Purposes, 22, 249-263.
Barkhuizen, G., Benson, P., & Chik, A. (2014). Narrative inquiry in language teaching and learning research. Routledge.
Basturkmen, H. (2006). Ideas and options in English for specific purposes. Lawrence Erlbaum Associates, Inc.
Basturkmen, H. (2019). ESP teacher education needs. Language Teaching, 52(3), 318-330.
Bhatia, V. (1987). Language of the law. Language Teaching, 20, 227-234.
Brenes, C. A. (2010). Using content-based instruction to create a sample lesson for the English course oral communication I, at the University of Costa Rica. Actualidades Investigativas en Educación, 10(2), 1-35.
Brinton, D. M. (2013). Content-based instruction in English for specific purposes. In C. A. Chapelle (Ed.), The encyclopedia of applied linguistics (pp. 897-906). Blackwell Publishing Ltd.
Butler, Y. G. (2005). Content-based instruction in EFL contexts: Considerations for effective implementation. JALT Journal, 27(2), 227-245.
Cammarata, L. (2010). Foreign language teachers’ struggle to learn content-based instruction. L2 Journal, 2, 89-118.
Cammarata, L., Tedick, D. J., & Osborn, T. A. (2016). Content-based instruction and curricular reforms: Issues and goals. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 1-21). Routledge.
Candlin, C., Bhatia, V., & Jensen, C. (2002). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes, 21, 299-320.
Chendeb, H. M. (2020). Evaluation of CLIL approach in legal English pedagogy. Journal of Arts & Humanities, 9(2), 108-116.
Clandinin, D. J., & Rosiek, J. (2007). Mapping a landscape of narrative inquiry: Borderland spaces and tensions. In D. J. Clandinin (Ed.), Handbook of narrative inquiry: Mapping a methodology (pp. 35-76). Sage Publishing.
Deutch, Y. (2003). Needs analysis for academic legal English courses in Israel: A model of setting priorities. Journal of English for Academic Purposes, 2, 125-146.
Dupuy, B. (2000). Content-based instruction: Can it help ease the transition from beginning to advanced foreign language classes? Foreign Language Annals, 33(2), 205-223.
Emelyanova, T. V. (2017). Peculiarities of teaching legal English in multinational groups. Procedia - Social and Behavioral Sciences, 237, 1494-1499.
Frade, C. (2007). Power dynamics and legal English. World Englishes, 26(1), 48-61.
Gray, D. E. (2004). Doing research in the real world. SAGE Publications.
Grossfield, B. (1985). Language and the law. Journal of Air Law and Commerce, 50(4), 793-803.
Haigh, R. (2009). Legal English. Routledge-Cavendish.
Howe, P. (1990). The problem of the problem question in English for academic legal purposes. English for Specific Purposes, 6, 215-236.
Hudson, T. (1991). A content comprehension approach to reading English for science and technology. TESOL Quarterly, 25(1), 77-104.
Husinec, S. (2011). The importance of content knowledge for successful legal language acquisition. Research in Language, 9(1), 125-133.
Hutchinson, T., & Waters, A. (1987). English for specific purposes - A learning-centered approach. Cambridge University Press.
Juraev, A., & Sobirov, T. (2017). Content-based instruction in teaching tourism and economics courses. In Rezekne Academy of Technologies (Eds.), Society. Integration. Education: Proceedings of the International Scientific Conference (Vol. I, pp. 208-215).
Larsen-Freeman, D., & Anderson, M. (2011). Techniques and principles in language teaching. Oxford University Press.
Lesiak-Bielawska, E. D. (2015). The role of discipline-specific knowledge in ESP teaching. English for Specific Purposes World, (47), 1-15.
McDonough, J. (2010). English for specific purposes: A survey review of current materials. ELT Journal, 64(4), 462-477.
Medrea, N., & Rus, D. (2012). Challenges in teaching ESP: Teaching resources and students' needs. Procedia Economics and Finance, 3, 1165-1169.
Nguyen, T. T. N. (2019). Content-based instruction in teaching tourism. In VNU University of Languages and International Studies (Eds.), Kỷ yếu Hội thảo Khoa học Quốc tế: Dạy và học ngoại ngữ gắn với chuyên ngành trong bối cảnh hội nhập quốc tế: Lí luận và thực tiễn (pp. 160-168). VNU Publising House.
Northcott, J. (2013). Legal English. In B. Paltridge & S. Starfield (Eds.), The handbook of English for specific purposes (pp. 213-226). Wiley-Blackwell.
Northcott, J., & Brown, G. (2006). Legal translator training: Partnership between teachers of English for legal purposes and legal specialists. English for Specific Purposes, 25, 358-375.
Parkinson, J. (2000). Acquiring scientific literacy through content and genre: A theme-based language course for science students. English for Specific Purposes, 19, 369-387.
Patton, M. Q. (2014). Qualitative research & evaluation methods: Integrating theory and practice. SAGE Publishing.
Pham, A. H., & Ta, B. T. (2016). Developing a theoretical framework for ESP teacher training in Vietnam. The Asian ESP Journal, 12(1), 66-84.
Poedjiastutie, D. (2017). The pedagogical challenges of English for specific purposes (ESP) teaching at the University of Muhammadiyah Malang, Indonesia. Educational Research and Reviews, 12(6), 338-349.
Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge University Press.
Robinson, P. C. (1991). ESP today: A practitioner's guide. Prentice Hall International.
Ryshina-Pankova, M. V. (2016). Scaffolding advanced literacy in the foreign language classroom: Implementing a genre-driven content-based approach. In L. Cammarata (Ed.), Content-based foreign language teaching: Curriculum and pedagogy for developing advanced thinking and literacy skills (pp. 51-76). Routledge.
Shiflett, M. (2017). Development of legal English. International Journal of Novel Research in Education and Learning, 4(2), 108-110.
Shrum, J. L., & Glisan, E. W. (2010). Teacher's handbook: Contextualized language instruction. Heinle, Cengage Learning.
Song, B. (2006). Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes, 25, 420-437.
Soroka, I. A. (2019). Legal English: Particularities and challenges of teaching. Current Issues of Philology and Translation Studies, 15, 73-76.
Swain, M. (1985). Communicative competence: Some roles of comprehensible input and comprehensible output in its development. In S. Gass & C. Madden (Eds.), Input in second language acquisition (pp. 235-253). Newbury House.
Tedick, D. J. (2018). Teacher development for content-based instruction. In S. Madya, F. A. Hamied, W. A. Renandya, C. Coombe & Y. Basthomi (Eds.), ELT in Asia in the digital era: Global citizenship and identity (pp. 3-14). Routledge.
Tran, D., Hoang, T., Le, G., Vu, N., Bui, G., & Cao, H. (2019). An evaluation of English for specific purposes courses at a Vietnamese university. VNU Journal of Foreign Studies, 35(5), 41-53. https://doi.org/10.25073/2525-2445/vnufs.4419
Wette, R., & Barkhuizen, G. (2009). Teaching the book and educating the person: Challenges for university English language teachers in China. Asia Pacific Journal of Education, 29(2), 195-212.
Wu, H., & Badger, R. (2009). In a strange and uncharted land: ESP teachers’ strategies for dealing with unpredicted problems in subject knowledge during class. English for Specific Purposes, 28, 19-32.
Yang, J. Y., & Chen, W. C. (2015). Students' perspective of using content-based approach in ESP class. English Language Teaching, 8(8), 18-30.