Năng lực viết luận tiếng Anh của sinh viên năm 2 ngành Ngôn ngữ Anh tại Trường Đại học Hạ Long: Hiện trạng và giải pháp

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Tác giả: Thị Hảo Nguyễn

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học Đại học Hạ Long, 2023

Mô tả vật lý: tr.61

Bộ sưu tập: Metadata

ID: 345305

Thêm vào giỏ Liên kết toàn văn

Viết luận tiếng Anh là một trong những kỹ năng khó và quan trọng với sinh viên ngành Ngôn ngữ Anh trong quá trình học để đạt chuẩn đầu ra. Trong bài viết này, tác giả sử dụng bảng hỏi để nghiên cứu về hiện trạng luyện viết bài luận và những khó khăn của sinh viên ngành Ngôn ngữ Anh năm 2 Trường Đại học Hạ Long, từ đó đề xuất và thử nghiệm một số biện pháp giúp sinh viên cải thiện kỹ năng viết luận tiếng Anh. Phiếu hỏi được phát cho 70 sinh viên chuyên Anh năm 2, kết quả cho thấy những khó khăn sinh viên gặp phải là: viết bài đảm bảo tính liên kết và mạch lạc (72%), thiếu từ vựng và ngữ pháp (69%), khó diễn đạt lại ý của người khác - paraphrasing (66%), viết bằng giọng văn của cá nhân (42%), lựa chọn ý tưởng và phát triển ý (31%). Mặc dù sinh viên đã áp dụng các cách thức khi viết luận nhưng chưa thường xuyên luyện viết ngoài giờ lên lớp. Từ hiện trạng tác giả đã thử nghiệm một số biện pháp là: (1) giảng dạy viết theo “the process wheel”, (2) giao sinh viên đọc thêm để điền phiếu học tập, (3) giao viết bài luận và kiểm tra bài viết thường xuyên. Sau khi thử nghiệm các biện pháp này, kỹ năng viết bài luận bằng tiếng Anh của nhóm 25 sinh viên tham gia đã được cải thiện.Writing English essays is a hard and vital skill for English major students to accomplish the program outcome standards at Ha Long university. This study aimed to investigate the difficulties in writing essays encountered by the second-year English major students as well as the frequencies and techniques these students applied to write essays. A set of questionnaires were distributed to 70 of these students. The findings showed that the problems in order from the most to least students facing are coherence and cohesion (72%), vocabulary and grammar (69%), paraphrasing (66%), using the English language in their own tone (45%), and brainstorm ideas for the writing (31%). Although all students have applied suitable writing techniques, most of them did not practice regularly outside the classroom. The author also based on these findings to propose three activities as solutions and carried out an experiment on them. The subjects of the research were 25 fourth-semester English major students. The experimental result proved that teaching writing lessons following “the process wheel”, giving students extensive reading tasks, and assigning writing homework are effective measures to improve students’ essay writing skills.

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