CHIẾN LƯỢC CỦA GIÁO VIÊN TIẾNG ANH TRONG VIỆC GIẢM THIỂU LỖI SAI CỦA HỌC SINH LỚP 9 TRONG VIỆC SỬ DỤNG CÂU BỊ ĐỘNG

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Mỹ Thẩm Dương, Thụy Vân Hy Hà

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2024

Mô tả vật lý: tr.142 - 150

Bộ sưu tập: Báo, Tạp chí

ID: 381339

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Nghiên cứu này được thực hiện để tìm hiểu các chiến lược của giáo viên tiếng Anh lớp 9 nhằm giảm thiểu lỗi của học sinh khi sử dụng câu bị động trong tiếng Anh. Những người tham gia là bốn giáo viên đang giảng dạy tại một trường trung học cơ sở ở một vùng nông thôn Việt Nam. Nghiên cứu đã phân tích dữ liệu định tính từ bốn cuộc phỏng vấn giáo viên trực tuyến bao gồm chín câu hỏi. Về mặt chiến lược khi nhận xét cho học sinh, kết quả nghiên cứu cho thấy hầu hết các giáo viên đều thích nhận xét gián tiếp hơn, tức họ thường khuyến khích học sinh tự sửa lỗi hoặc khoanh tròn lỗi sai để học sinh tự sửa. Thời gian giáo viên cho nhận xét cũng rất khác nhau, và trong khi một số giáo viên nhận xét về các lỗi ở cuối bài học, những giáo viên khác sửa lỗi ngay lập tức trong khi vẫn cố gắng duy trì một không khí tích cực trong lớp. Về ngôn ngữ giảng dạy, giáo viên tham gia nghiên cứu đề xuất bốn chiến lược chính: chỉ dẫn bằng ngôn ngữ mẹ đẻ, tập trung vào cấu trúc, tập trung vào nghĩa và bổ sung các hoạt động ngoài thú vị. Đặc biệt, việc chú trọng vào cấu trúc thông qua việc củng cố ngữ pháp rất được giáo viên chú trọng. Điều này có nghĩa là họ nhấn mạnh tầm quan trọng của việc học các động từ có quy tắc và bất quy tắc, và phân tích câu. Tập trung vào nghĩa cũng được coi là cần thiết để giúp học sinh hiểu nghĩa câu một cách hiệu quả, kéo theo nhu cầu học sinh cần cải thiện vốn từ vựng.This research was conducted to investigate English teachers' strategies for minimizing ninth graders' errors in using English passive voice. The participants were four teachers who were teaching at a secondary school in a Vietnamese rural region. The research analyzed the qualitative data from four online teacher interviews which included nine questions. The research results showed that, regarding feedback strategies, most of the teachers preferred indirect feedback, including techniques such as encouraging self-correction and circling errors in homework for students to correct independently. Feedback timing varied, with some teachers addressing errors at the end of the lesson, while others provided immediate correction. In terms of language instruction, teacher participants proposed four major strategies: instruction in mother tongue, focus on forms, focus on meaning, and fun extra activities. Especially, focus on forms through grammar reinforcement was emphasized, meaning that the teachers highlighted the importance of regular and irregular participle verbs, tenses, and sentence analysis. Focus on meaning was also deemed essential to enable students to understand sentence meanings effectively, entailing the need for vocabulary improvement.

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