Tiến Sĩ Sách bài tập về các tiểu kỹ năng ngôn ngữ tiếng Anh dành cho sinh viên năm thứ nhất ở một số trường

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TABLE OF CONTENTS
Page
TITLE PAGE I
TABLE OF CONTENTS . Vi
LIST OF TABLES . Ix
LIST OF FIGURES Xi
CHAPTER
I. THE PROBLEM
Introduction 1
Statement of the Problem 7
Scope, Delimitation and Limitation . 8
Significance of the Study 9
II. REVIEW OF LITERATURE
Conceptual Literature . 11
Research Literature . 40
Synthesis 48
Theoretical Framework 51
Conceptual Framework 53
Hypothesis 54
Definition of Terms 56



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



iii
III. RESEARCH METHOD AND PROCEDURE
Research Environment . 58
Research Design . 60
Subject of the Study . 60
Data Gathering Instrument . 62
Data Gathering Procedure . 65
Statistical Treatment of Data . 66
IV. PRESENTATION, ANALYSIS AND
INTERPRETATION OF
DATA .

67
V. SUMMARY, CONCLUSIONS AND
RECOMMENDATION

Summary of Findings . 131
Conclusions 140
Recommendations 141
BIBLIOGRAPHY
142
APPENDICES
Questionnaires

150
Request Letters 157
Documentations 170
CURRICULUM VITAE



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



iv

LIST OF TABLES
Table Page
1 Distribution of student respondents . 61

2 Level of proficiency of students in the modality of Reading 69
3 Level of proficiency of students in the modality of Writing

70
4 Level of proficiency of students in the modality of Speaking

72
5 Level of proficiency of students in the modality of Listening 75
6 English language micro-skills of students Utilized in the
Basic English course


78
6 English language micro-skills of students Utilized in the
Basic English course


79
7 English language micro-skills of students as to frequency
of use .


80
7 English language micro-skills of students as to frequency
of use .


81
8 English language micro-skills of students as to degree
of importance


83
8 English language micro-skills of students as to degree
of importance


84
9 Comparison of the student’s language performance and
teacher’s assessment of student’s language micro-skills
performance .


87



THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



v







10 Difficulty of the student respondents in the four modes
of language

89

11 English language micro-skills of students performance
and their frequency of use .

92

11 English language micro-skills of students performance
and their frequency of use .

93
12 English language micro-skills of students and their
frequency of use according to the
respondents .


93

13 Parameters used as basis in the design of workbook on
Micro-skills of the four modes of language .

97




THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



vi
LIST OF FIGURES
Figure Page
1. Research Paradigm 55





THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



1
CHAPTER 1
THE PROBLEM
Introduction
Language is a very important tool of communication that an
individual must possess. In every aspect and interaction in life,
language cannot be absent. Language is used to inform the people
around as to what ones think, feel and desire as well as question and
understand the world around. Language is expressed by words,
gestures, tone, and voice in varied situations in communication.
Through the use of language, thoughts and experiences can make
sense and people can also be connected. Thus, there should be a
warm and comfortable environment where one could learn the
complexities of language. It is realized that if a person possesses strong
language skills, this will serve as an asset that will promote a lifetime or
effective communication. Language can also help people learn other
culture.
As one of the main ways to communicate with other people either
in writing or on the phone, through chatting on the internet or in person,
people are able to connect, share ideas to others and be heard and
understood by others or it can open to new world. No matter distant we
are, language helps connect people together and make us closer to one


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



2
another. Language is the most effective tool for people to express our
thoughts and our feelings.
Since the 21
st
century, English language has become one of the
great global languages. There is a need to really learn this language as
it may not only benefit the economy but also have cultural and quality of
life benefit as well. In this multilingual and multi cultural world, the ability
to speak the language is so significant most especially the oral
language because of its important role in the development of literacy
skills. The ability of coming up with vocabulary is through talking and the
process of producing complex sentence is through speaking aside from
our skills in recounting, narrating and persuading. In the oral domain,
questions that involve lower order and higher order thing are taken first
all before the application of reading comprehension. In reading and
writing, all these skills are of vital importance to make meaning of the
words read and in forming sentences and putting them together needs
the proficiency of a person.
In school projects like themes, books, writings and others, one
can provide the reading experience to learners that will strengthen their
oral language skills with cohesion and meaning. In teaching the
concept of reading, sub skills is very important as it serves as basis for
their planning of syllabi, course materials and description of student’s
competencies of the language. For teachers to be effective in


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



3
performing their tasks of helping the students’ develop skills, first, they
are required to conduct a need analysis on their students to identify
their micro skills and construct language tests afterwards.
As regard to vocabulary skills, often students fail in the use of
context to form lexical inference and this is due to misidentification and
many identification errors resulting from insufficient knowledge from
orthographic processing. It is stated that words comprehension in
reading has strong relation to that of students’ knowledge aside from
the importance of structural knowledge where students’ should have
long exposure to print words for them to develop automaticity in using
information form grammatical structures to facilitate reading. Teachers
on the other hand must provide students with more opportunities to
encounter English passages to enhance their automaticity in reading.
Relative to the background knowledge of readers as to text
structure, it has also some effects to students reading in a second
foreign language. So that teachers in order to make their students
aware of discourse structure, must engage in explicit teaching of
discourse markers and several basic discourse structures since this is
very useful in skimming, planning and careful reading. Students must
also be exposed to a wide variety of text genres for them to read texts
correctly. In reading, it is stated that enjoyment is the key to success
and so in teaching, teachers must provide students with content area


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



4
reading materials which students find interesting and would increase
students’ motivation for improving their reading skill. Reading ability
can be developed with the association of other skills, since it is one of
the components of the overall English proficiency. Therefore, language
teachers should provide students with reading activities related to
listening, speaking and writing activities if reading ability is improved
through activities related to other skills.
In connection with writing, it is an essential skill that can benefit
students like introducing and practicing writing with engaging activities
that can foster confidence and lifelong love for writing as it is important
for students’ continued learning, communication and self-expression. In
academic areas, writing exercises can develop students critical and
problem solving skills. Students learning the process of writing can
translate it into other parts of learning and it is very important to
vocabulary and reading development.
Writing is great tool in helping students know about what others
are thinking and can solidify ideas and thoughts and allow for a
reflection of ideas revolving around the mind. It assist learners with
other language tools like learning how to form language, spell, put
together words in logical aspect and make persuasion in writing. Varied
writing problems are encountered by students learning the second
language. These problems include grammar-related writing problems,


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



5
stylistic writing problems, word use writing problem, punctuation
problems and social networking writing problems. Teachers and parents
must work hand in hand in trying to understand the learner’s strengths
and weaknesses to ensure success of the program. One way of
monitoring learner’s program is through collecting a portfolio of learners
work over time. Identifying early problem may help teachers develop
effecting teaching strategies to help endorse writing problems.
Speaking problems are those learning difficulties experienced by
students in the course of speaking. These include inhibition of students
to speak because of wordiness about committing mistakes and being
shy to face the audience. Another is when students have nothing to say
in a situation because they cannot think of anything to say and they lack
the confidence to express themselves. In the case of a large group,
problems arise when there is little time allocated for students to speak
and where only one student has the opportunity to be heard. Further,
there are classes who are dominated by some learners who speak well
the language in class while others do not speak at all and the problem
on the use of the mother tongue where students tend to speak on their
native language rather than using the second language. There is also
this problem where students seem not discipline in the use of the target
language.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



6
Language teachers in this situation must try to motivate students
to use the target language often, and create a small group where each
student can engage in conversation and check other’s errors. This can
also give them opportunity to have learning of new vocabulary and
make use of videos, music or authentic conversation in English as an
exposure for student in speaking English.
Listening on the other hand plays also a vital role in
communication and students listen for varied purposes like
entertainment, academic purposes and obtaining information. Listening
is important because it provides language input. Without listening, no
communication can be achieved. Those students who are non-native
speaker or are learning second language find it difficult to acquire good
listening skill. If students fail to listen, this leads to poor result such as
poor comprehension. Students’ problems in listening were accompanied
by four following factors: the message, the speaker, the listener and the
physical setting. Other identified problems in listening include speech
rate, vocabulary and pronunciation. To help students get improve their
listening skill, language teachers must identify first their listening
problems and the cause of such difficulties in order to address the
students’ concern.
From the researcher’s experience of 17 years teaching at Thai
Nguyen University of Education, it proved that the students’ English


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



7
language proficiency does not meet the requirement. The first reason
that causes it is the students were mainly taught with knowledge such
as grammatical structures and vocabulary, but not skills. The
imbalanced teaching, thus, made their English skills incompetent.
With this scenario, as College English language teacher
handling Basic English courses, the researcher is interested to know
and identify the First year college students’ micro skill needs with the
end view of proposing a workbook to enhance first year college
students’ micro skill needs.

Statement of the Problem:

This study determined the English language micro skill needs of
students among selected universities of Thai Nguyen.
Specifically, it sought to answer the following questions.
1. What is the level of English language proficiency among students
in the four modes of language performance?
1.1 reading
1.2 writing
1.3 speaking and
1.4 listening?
2. How do faculty respondents assess the students’ English
language micro-skills performance relative to


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



8
2.1 Motor-perceptual skills
2.2 Intonation skills
2.3 Deductive skills
2.4 Perceptual or communicative skills
2.5 Conceptual skills
2.6 Intrasentencial structure and semantic relations skills
2.7 Discourse coherence skills, and
2.8 Information transfer skills
3. Is there a significant difference between students’ language
performance in the teacher-made test and teacher’s assessment
of students’ language micro skills performance as assessed by
the faculty?
4. In which among the four modes of language do student
respondents find difficulties?
5. What is the faculty assessment of students’ language micro-skills
performance relating to
5.1 frequency of use
5.2 degree of importance?
6. What supplementary workbook may be proposed to enhance
micro skill needs of students in Basic English course?


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



9
Scope, Delimitation and Limitation of the Study
The study deals with the assessment of the English language
micro skill needs of Thai Nguyen University students. It covered the
level of English language proficiency among students in the four modes
of language performance in reading, writing, speaking and listening.
Students’ English micro skills in terms of motor-perceptual skills for
spoken and written media, intonation skills concerned with
understanding and conveying meaning especially attitudinal meaning,
deductive skills in terms of deducing meaning or use of unfamiliar
lexical items such as reducing recourse to use of dictionary, perceptual
or communicative skills, conceptual skills in reference to understanding
and expressing conceptual meaning, intrasentencial structure and
semantic relations skills, discourse coherence skills and information
transfer skills were also covered in the study.
Difficulties encountered by first year college students in the four
modes of language were also included. With all these knowledge, the
researcher will come up with a proposed instructional material to
enhance the students micro skill needs. The subjects of the study were
limited to three hundred eighty (380) freshman students during the
Academic Year 2013-2014 in the four (4) Thai Nguyen Universities in
Thai Nguyen Province. Other students in higher level in the four
universities mentioned are not included in the study as well as those
who are not English teachers.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



10
Significance of the Study
The study is deemed beneficial to the Administrators of Thai
Nguyen University, English teachers, First Year students, Parents and
Future researchers.
Administrators of Thai Nguyen. This study can guide them in
improving their English curriculum by evaluating the different English
proficiency enhancing activities. This study will serve as a guide for the
enhancement of the existing Basic English curriculum to meet their
institutional goals and objectives.
Faculty of Basic English. This study will serve as a tool for the
faculty teaching Basic English as they may become aware of the
present level of English language proficiency of students in the four
modes of language. This will provide them insights on what innovative
learning activities will be appropriate to enhance the language
proficiency of their students.
First Year Students. The findings of this study will make them
aware of their level of English language proficiency in the four modes of
language and their English language micro skills. This will be an
instrument for them to improve their weak points and enhance their
levels of performance in Basic English.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam




BATANGAS STATE UNIVERSITY
Republic of the Philippines



11
Parents. Results of the study will help them become aware of
the English performance of their children which will make them more
supportive and cooperative in school activities especially for the
improvement of Basic English skills of their children.
Future researchers. This study will serve as reference for their
undertaking.