TEACHERS’ USE OF PHONICS INSTRUCTION IN TEACHING READING TO YOUNG ENGLISH LEARNERS

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Tác giả: Ngoc Ly Tran

Ngôn ngữ: eng

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Ngôn ngữ và Văn hóa, 2020

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Bộ sưu tập: Metadata

ID: 329420

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Nghiên cứu này điều tra nhận thức của giáo viên tiếng Anh tiểu học về đánh vần ngữ âm và việc ứng dụng ngữ âm vào dạy đọc cho học sinh. Dữ liệu được thu thập thông qua bản câu hỏi, dự giờ lớp học, và phỏng vấn với sự tham gia của 27 giáo viên ở các trường tiểu học tại một thành phố ở miền trung Việt Nam. Dữ liệu được tổng hợp, phân tích và diễn giải về mặt định lượng và định tính. Kết quả nghiên cứu chỉ ra rằng hầu hết giáo viên tham gia vào nghiên cứu này đều nhận thức được vai trò quan trọng của đánh vần ngữ âm đối với việc dạy đọc tiếng Anh cho học sinh tiểu học. Tuy nhiên, kiến thức ngữ âm của giáo viên là một vấn đề đáng đặt câu hỏi khi rất nhiều giáo viên không chắc chắn hoặc mâu thuẫn khi trao đổi về các khía cạnh của ngữ âm. Đánh vần ngữ âm rất ít được những giáo viên này ứng dụng trong lớp học do nhiều nguyên nhân, bao gồm hiểu biết và kỹ năng về ngữ âm chưa vững, sĩ số lớp học đông với thời lượng dạy hạn chế, nghi ngại về tác động của các phương pháp và khối lượng chương trình dạy học được triển khai nặng.This study aims to investigate the views of the English primary school teachers about phonics instruction and their in-class practices of phonics instruction in teaching reading. A questionnaire, class observations and interviews were used to collect data, with a sample of 27 teachers from seven primary schools in a city in Central Vietnam. The data were analyzed, synthesized and interpreted both quantitatively and qualitatively. The findings showed that most of the teachers recognized the important role of phonics instruction in teaching reading to young English learners. However, teachers’ knowledge of phonics was a questionable matter as many of them were conflicted when talking about aspects of phonics. In classroom practice, phonics instruction was hardly employed by the observed teachers due to many reasons including teachers’ lack of skills and knowledge of phonics, large size classes and limited teaching time, teachers’ doubt of teaching methods’ effects, and heavily implemented curriculum.

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