PHÂN TÍCH NHU CẦU CỦA SINH VIÊN LÀM CƠ SỞ ĐỂ XÂY DỰNG BỘ TÀI LIỆU LUYỆN ĐỌC VIẾT TIẾNG ANH

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Tác giả: Thị Thanh Hương Đặng, Thị Hằng Lê

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.384 - 390

Bộ sưu tập: Metadata

ID: 340001

Thêm vào giỏ Liên kết toàn văn

Phân tích nhu cầu của người học làm cơ sở để phát triển tài liệu đã được ứng dụng rộng rãi trong lĩnh vực dạy và học ngôn ngữ. Bài báo này nhằm xác định nhu cầu của sinh viên về kỹ năng đọc và viết tiếng Anh làm cơ sở để xây dựng bộ tài liệu giao bài tập cho hoạt động luyện đọc và viết. Đối tượng tham gia nghiên cứu gồm 264 sinh viên năm thứ nhất, chuyên và không chuyên tiếng Anh tại Trường Ngoại ngữ – Đại học Thái Nguyên. Bảng câu hỏi được sử dụng để thu thập dữ liệu về nhu cầu học tập của sinh viên. Phần mềm SPSS được sử dụng để phân tích số liệu thống kê mô tả. Kết quả cho thấy sinh viên rất muốn được thực hành nhiều hơn nữa các nhiệm vụ/hoạt động đọc và viết. Ngoài ra, sinh viên cũng muốn được cung cấp thêm các bài tập để luyện từ, ngữ pháp trong mỗi bài học
và các chủ đề liên quan đến cuộc sống hàng ngày và văn hóa. Hơn nữa, sinh viên cũng muốn giáo viên đảm nhận vai trò là người hỗ trợ và hướng dẫn trong hoạt động giảng dạy. Kết quả nghiên cứu này là nền tảng vững chắc giúp cho việc thiết kế sách giao bài tập đọc và viết tiếng Anh phù hợp với sinh viên năm thứ nhất chuyên nghành tiếng Anh và tiếng khác.The merit of needs analysis for material development has been widely incorporated in the field of language teaching and learning. This research aimed at identifying students’ needs for the English reading and writing skills as the solid foundation in order to develop supplementary workbooks for the students’ further reading and writing practice. The participants of the study embraced 264 the first-year English majors and non-majors at the School of Foreign Languages – Thai Nguyen University. Questionnaire was employed to capture the students’ target and learning needs in the study. Data was analyzed quantitatively with the use of SPSS for descriptive statistics. The results unfolded that the students strongly wished to further practise a variety of reading and writing tasks/activities. Additionally, they expressed their desire for vocabulary and grammar tasks in each of the unit
and topics concerning daily life and culture. Also, the respondents wanted their teachers to take on the roles as a facilitator and a guide in the teaching. The implication of the findings served as the strong base in designing the English reading and writing workbooks appropriate for the first-year students majoring in English and other languages.

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