KHÁM PHÁ CÁC KHÍA CẠNH XÃ HỘI VÀ CẢM XÚC CỦA VIỆC DẠY VÀ HỌC TIẾNG ANH NHƯ MỘT NGOẠI NGỮ

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Tác giả: Anh Tuấn Huỳnh, Mai Hương Nguyễn Thị, Yến Trần Thị

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2024

Mô tả vật lý: tr.166-187

Bộ sưu tập: Báo, Tạp chí

ID: 402430

Thêm vào giỏ Liên kết toàn văn

Bài báo nghiên cứu các khía cạnh xã hội và cảm xúc vốn có trong việc dạy và học tiếng Anh như một ngoại ngữ (EFL). Nhận thức được bản chất đa chiều của việc học ngôn ngữ, nghiên cứu này nhấn mạnh tầm quan trọng của việc lồng ghép các chiến lược học tập cảm xúc xã hội (SEL) vào lớp học Tiếng Anh. Nghiên cứu đã tiến hành quan sát toàn diện các hoạt động học tập cảm xúc xã hội trong một lớp học Tiếng Anh lớp 10, sử dụng bảng quan sát học tập cảm xúc xã hội được thiết kế dựa trên Phiếu tự đánh giá 10 Phương pháp giảng dạy hỗ trợ học tập cảm xúc xã hội của nhóm tác giả Yoder và Gurke (2017). Quá trình quan sát kéo dài ba tuần, bao gồm tám tiết của một bài học, mỗi tiết 45 phút, tập trung vào 10 phương pháp giảng dạy hỗ trợ học tập cảm xúc xã hội. Kết quả nghiên cứu cho thấy một số điểm mạnh trong thực hành giáo dục cảm xúc xã hội của cả giáo viên và học sinh như phương pháp dạy học lấy học sinh làm trung tâm, ngôn ngữ của giáo viên, sự ấm áp và hỗ trợ, thể hiện môi trường lớp học tích cực. Tuy nhiên, các lĩnh vực cần cải thiện đã được xác định, bao gồm: việc thực hiện chưa nhất quán trách nhiệm và lựa chọn của người học, tự đánh giá của người học, việc sử dụng linh hoạt và đa dạng phương pháp giảng dạy của giáo viên. Từ đó, bài báo đề xuất cần thực hành các phương pháp học tập cảm xúc xã hội nhất quán hơn, thường xuyên hơn và rõ ràng hơn nhằm tạo ra môi trường học tập năng động trong các lớp học Tiếng Anh.Social-emotional learning has become crucial in fostering well-rounded individuals who possess not only academic knowledge but also essential skills such as self-awareness, empathy, and effective communication. Through prioritizing the development of social and emotional competencies, we equip individuals with the tools to navigate complex social dynamics, build meaningful relationships, and contribute positively to both their personal and professional communities. This journal article aims to explore the critical yet often underinvestigated social and emotional aspects inherent in the teaching and learning of English as a Foreign Language (EFL). Recognizing the multifaceted nature of language teaching and learning, this article aims to emphasize the importance of integrating Social and Emotional Learning (SEL) strategies into EFL pedagogy. The study conducted a comprehensive observation of Social-Emotional Learning practices which were used in a Grade 10 English classroom, utilizing the Social-Emotional Learning Classroom Observation Sheet adapted from the Rubric for 10 Teaching Practices that Support SEL, developed by Yoder and Gurke (2017). The observation spanned three weeks, covering eight periods of 45 minutes each, with a focus on ten common practices for promoting SEL. The findings reveal the teacher’s strengths in student-centered disciplines, teacher language, warmth and support, showcasing positive classroom environment. However, areas for improvement are identified, including inconsistent implementation of responsibility and choice, self-assessment and balanced instruction. Implications include the need for consistent positive practices, explicit SEL incorporation, and a balanced approach for a dynamic learning environment in EFL classrooms.

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