CẢI THIỆN VIỆC HỌC KỸ NĂNG VIẾT CHO SINH VIÊN KHÔNG CHUYÊN TIẾNG ANH THÔNG QUA PHƯƠNG PHÁP DẠY - HỌC NGÔN NGỮ THEO NHIỆM VỤ
Nội dung chính của bài viết
Tóm tắt
Tóm tắt: Kỹ năng viết luôn là kỹ năng khó cho sinh viên học tiếng Anh như một ngoại ngữ ở bậc đại học. Nghiên cứu cho thấy phần lớn sinh viên nhập học hàng năm có trình độ tiếng Anh bậc sơ cấp, kỹ năng viết kém càng làm sinh viên thiếu tự tin trong việc học tiếng Anh. Theo các nghiên cứu về giảng dạy ngoại ngữ, phương pháp dạy - học theo nhiệm vụ (Task-based language teaching-TBLT) là một phương pháp hiệu quả cho việc dạy các kỹ năng giao tiếp và có được sự tham gia của người học dựa vào bài tập mô phỏng thực tế theo cách ngôn ngữ thực sự được dùng. Cụ thể, nghiên cứu này tìm hiểu chi tiết về cách giảng viên sử dụng TBLT để hỗ trợ sinh viên cải thiện việc học kỹ năng viết. Với thiết kế nghiên cứu gần thử nghiệm cho 60 sinh viên, nghiên cứu tìm hiểu ở những phương diện nào, TBLT giúp cải thiện việc học kỹ năng viết cho sinh viên không chuyên tiếng Anh tại một trường đại học ở Việt Nam. Kết quả cho thấy việc sử dụng TBLT với các bài tập nhiệm vụ giúp sinh viên nhiệt tình hơn khi học kỹ năng viết. Các ý kiến của người tham gia cũng được thảo luận để hiểu sâu hơn về nhận định tính hiệu quả của phương pháp này.
Chi tiết bài viết
Từ khóa
phương pháp dạy - học theo nhiệm vụ, kỹ năng viết, bài tập nhiệm vụ, kỹ năng giao tiếp bằng văn bản
Tài liệu tham khảo
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Gonzalez, L. E., & Pinzon, M. M. (2019). The impact of Task-based language teaching on learners’ writing skills. Indonesian EFL Journal, 5(2), 41-48. https://doi.org/10.25134/ieflj.v5i2.1820
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Huang, H. (2018). Assessing English language proficiency of EFL students in Taiwanese universities. Journal of Language Teaching and Research, 9(1), 145-152.
Humphrey, S. (2017). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge. https://doi.org/10.4324/9781315625584
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Kafipour, R., Mahmoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education. https://doi.org/10.1080/2331186X.2018.1496627
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Le, V. T. (2014). Factors affecting task-based language teaching from teachers’ perspectives. Study in English Language Teaching, 2(1), 108-122. https://doi.org/10.22158/selt.v2n1p108
Milarisa, S. (2019). The Effectiveness of Task Based Language Teaching (TBLT) toward ESP students’ writing achievement. English Language in Focus (ELIF), 1(2), 121-126. https://doi.org/10.24853/elif.1.2.121-126
Mills, G. E. (2014). Action Research: A Guide for the Teacher Researcher (5th ed.). Upper Saddle River, NJ. https://eric.ed.gov/?id=ED439152
Na, C. D. (2017). Task-based language learning in Vietnam: Misunderstanding and Suggestions. Dalat University Journal of Science, 7(4), 587-600. https://doi.org/10.37569/dalatuniversity.7.4.303(2017)
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Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage. https://doi.org/10.4135/9781412961288
Silverman, D. (2016). Doing qualitative research. Sage.
Sullivan, P. J. (2000). Playfulness as mediation in communicative language teaching in Vietnamese classroom. In J. P. Lantolf (Ed.), Socio-cultural theory and second language learning (pp. 115-131). Oxford University Press.
Sundari, W. (2018). The difficulties of learning English for the beginner English learners. Culturalistics: Journal of Cultural, Literary, Linguistic Studies, 2(1), 34-41. https://doi.org/10.14710/culturalistics.v2i1.2050
Tomlinson, B. (2011). Materials development in language teaching. Ernst Klett Sprachen.
Yen, P. H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University Journal of Science, 2(1), 37-45. https://doi.org/10.22144/ctu.jen.2016.002
Vo, T. H. L. (2021). Online simulated workplace tasks to enhance business English learning. Journal of Asian Business and Economic Studies, 29(3), 205-221. https://doi.org/10.1108/JABES-06-2020-0058.
Vo, T. H. L. (2020). Task-based language teaching to meet learning outcomes. Journal of Foreign Language Studies, 63, 100-111.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Zhang, Y. (2016). English language challenges faced by Chinese EFL students in higher education. Asian EFL Journal, 18(2), 20-34.
Zhaochun, S. (2015). A tentative study on the Task-Based Teaching of ưriting to English majors in Chinese Settings. English Language Teaching, 8(3), 71-79. https://eric.ed.gov/?id=EJ1075224
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
Willis, J., & Willis, D. (2013). Doing task-based teaching-Oxford handbooks for language teachers. Oxford University Press. https://tesl-ej.org/ej45/r6.html
Adams, R., & Newton, J. (2020). TBLT in Asia: Constraints and opportunities. Asian Journal of English Language Teaching. https://doi.org/10.26686/wgtn.12720848.v1
Angrist, J. D., & Lang, K. (2004). Does school integration generate peer effects? evidence from Boston’s Metco program. American Economic Review, 94(5), 1613-1634. https://doi.org/10.1257/0002828043052169
Bygate, M., Skehan, P., & Swain, M. (2013). Researching pedagogic tasks: Second language learning, teaching, and testing. Routledge. https://doi.org/10.4324/9781315838267
Cao, P. T. H. (2018). Task-based language teaching : Affordances and challenges in TBLT implementation at the Vietnamese tertiary level. The Journal of AsiaTEFL, 15(2), 510-515. https://doi.org/10.18823/asiatefl.2018.15.2.19.510
Cohen, L., Manion, L. & Morrison, K. (2000). Research Methods in Education. Routledge Falmer, London. https://doi.org/10.4324/9780203029053
Chenoweth, N. A., & Hayes, J. R. (2001). Fluency in writing: Generating text in L1 and L2. Written communication, 18(1), 80-98. https://doi.org/10.1177/0741088301018001004
Coombe, C., Purmensky, K., & Davidson, P. J. (2012). Alternative assessment in language education. In C. Coombe, P. Davidson, B. O’Sullivan & S. Stoynoff (Eds.), The Cambridge guide to second language assessment (pp.147-155). Cambridge University Press.
Creswell, J. W., & Creswell, J. D. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publication.
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
Ellis, R. (2006). The Methodology of Task-based Teaching. Asian EFL Journal, 8(3), 19-45.
Ellis, R. (2009). Task‐based language teaching: Sorting out the misunderstandings. International journal of applied linguistics, 19(3), 221-246. https://doi.org/10.1111/j.1473-4192.2009.00231.x
Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. Routledge. https://doi.org/10.4324/9780203796580
Gebril, A. (2018). Integrated‐Skills Assessment. In The TESOL Encyclopedia of English Language Teaching (pp. 1-7). https://doi.org/10.1002/9781118784235.eelt0544
Gonzalez, L. E., & Pinzon, M. M. (2019). The impact of Task-based language teaching on learners’ writing skills. Indonesian EFL Journal, 5(2), 41-48. https://doi.org/10.25134/ieflj.v5i2.1820
Grabe, W., & Zhang, C. (2013). Reading and writing together: A critical component of English for academic purposes teaching and learning. Tesol Journal, 4(1), 9-24. https://doi.org/10.1002/tesj.65
Hall, G. (2011). Exploring English Language Teaching: Language in Action. Routledge. https://doi.org/10.4324/9780203827840
Hammond, J., & Gibbons, P. (2005). Putting scaffolding to work: The contribution of scaffolding in articulating ESL education. Prospect, 20(1), 6-25. http://hdl.handle.net/10453/6610
Harmer, J. (2011). The practice of English language teaching (4th ed.). Pearson Education Limited.
Hayes, J. R. (1996). A new framework for understanding cognition and affect in writing. In C. M. Levy, & S. Ransdell (Eds.), The Science of Writing: Theories, methods, individual differences and applications (pp. 1–27). Lawrence Erlbaum.
Hegarty, C. (2000). Writing English in context. Saddleback Educational Publishing.
Hiep, P. H. (2007). Communicative language teaching: Unity within diversity. ELT Journal, 61(3), 193-201. https://doi.org/10.1093/elt/ccm026
Hoang, V. V. (2013). The current situation and issues of the teaching of English in Vietnam. Ritsumei. http://r-cube.ritsumei.ac.jp/bitstream/10367/4129/1/LCS_22_1pp7-18_HOANG.pdf
Hu, G. (2005). English language education in China: Policies, progress, and problems. Language policy, 4(1), 5-24. https://doi.org/10.1007/s10993-004-6561-7
Huang, H. (2018). Assessing English language proficiency of EFL students in Taiwanese universities. Journal of Language Teaching and Research, 9(1), 145-152.
Humphrey, S. (2017). Academic literacies in the middle years: A framework for enhancing teacher knowledge and student achievement. Routledge. https://doi.org/10.4324/9781315625584
Humphrey, S. & Feez, S. (2016). Direct instruction fit for purpose: Applying a metalinguistic toolkit to enhance creative writing in the early secondary years. Australian Journal of Language and Literacy, 39(3), 207-219. https://doi.org/10.1007/BF03651974
Kafipour, R., Mahmoudi, E. & Khojasteh, L. (2018). The effect of task-based language teaching on analytic writing in EFL classrooms. Cogent Education. https://doi.org/10.1080/2331186X.2018.1496627
Long, M. (2014). Second language acquisition and task-based language teaching. John Wiley & Sons.
Le, V. T. (2014). Factors affecting task-based language teaching from teachers’ perspectives. Study in English Language Teaching, 2(1), 108-122. https://doi.org/10.22158/selt.v2n1p108
Milarisa, S. (2019). The Effectiveness of Task Based Language Teaching (TBLT) toward ESP students’ writing achievement. English Language in Focus (ELIF), 1(2), 121-126. https://doi.org/10.24853/elif.1.2.121-126
Mills, G. E. (2014). Action Research: A Guide for the Teacher Researcher (5th ed.). Upper Saddle River, NJ. https://eric.ed.gov/?id=ED439152
Na, C. D. (2017). Task-based language learning in Vietnam: Misunderstanding and Suggestions. Dalat University Journal of Science, 7(4), 587-600. https://doi.org/10.37569/dalatuniversity.7.4.303(2017)
Nunan, D. (2004). Task-based language teaching. Cambridge University Press. https://doi.org/10.1017/cbo9780511667336
Nunan, D. (2006). Task-based language teaching in the Asia context: Defining 'task'. Asian EFL Journal, 8(3), 12-18.
Nunan, T. (1999). Exploring the concept of flexibility. Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203991817-8/exploring-concept-flexibility-ted-nunan
Pham, V., & Do, T. (2022). The impacts of task-based instruction on students’ grammatical performances in speaking and writing skills: A quasi-experimental study. International Journal of Instruction, 14(2), 969-986. https://doi.org/10.29333/iji.2021.14255a
Richards, J. C., & Rogers, T. S. (2011). Approaches and Methods in Language Teaching (3rd ed.). Cambridge University Press.
Salkind, N. J. (Ed.). (2010). Encyclopedia of research design (Vol. 1). Sage. https://doi.org/10.4135/9781412961288
Silverman, D. (2016). Doing qualitative research. Sage.
Sullivan, P. J. (2000). Playfulness as mediation in communicative language teaching in Vietnamese classroom. In J. P. Lantolf (Ed.), Socio-cultural theory and second language learning (pp. 115-131). Oxford University Press.
Sundari, W. (2018). The difficulties of learning English for the beginner English learners. Culturalistics: Journal of Cultural, Literary, Linguistic Studies, 2(1), 34-41. https://doi.org/10.14710/culturalistics.v2i1.2050
Tomlinson, B. (2011). Materials development in language teaching. Ernst Klett Sprachen.
Yen, P. H. (2016). Challenges of shifting to task-based language teaching: A story from a Vietnamese teacher. Can Tho University Journal of Science, 2(1), 37-45. https://doi.org/10.22144/ctu.jen.2016.002
Vo, T. H. L. (2021). Online simulated workplace tasks to enhance business English learning. Journal of Asian Business and Economic Studies, 29(3), 205-221. https://doi.org/10.1108/JABES-06-2020-0058.
Vo, T. H. L. (2020). Task-based language teaching to meet learning outcomes. Journal of Foreign Language Studies, 63, 100-111.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes. Harvard University Press.
Zhang, Y. (2016). English language challenges faced by Chinese EFL students in higher education. Asian EFL Journal, 18(2), 20-34.
Zhaochun, S. (2015). A tentative study on the Task-Based Teaching of ưriting to English majors in Chinese Settings. English Language Teaching, 8(3), 71-79. https://eric.ed.gov/?id=EJ1075224
Willis, J. (1996). A Framework for Task-Based Learning. Longman.
Willis, J., & Willis, D. (2013). Doing task-based teaching-Oxford handbooks for language teachers. Oxford University Press. https://tesl-ej.org/ej45/r6.html