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|Title: ||HUẤN LUYỆN CHIẾN LƯỢC SIÊU NHẬN THỨC VÀ SỬ DỤNG HOẠT ĐỘNG PHỤ ĐẠO NHẰM NÂNG CAO KỸ NĂNG GIAO TIẾP VỚI SỰ LƯU Ý ĐẶC BIỆT TỚI CÁC PHỤ ÂM TIẾNG ANH|
|Other Titles: ||USING METACOGNITIVE STRATEGY TRAINING AND PEER TUTORING TO IMPROVE ORAL COMMUNICATION WITH PARTICULAR ATTENTION TO ENGLISH CONSONANTS|
|Authors: ||Tran thi Lan, Anh|
|Keywords: ||HUẤN LUYỆN CHIẾN LƯỢC SIÊU NHẬN THỨC VÀ SỬ DỤNG HOẠT ĐỘNG PHỤ ĐẠO NHẰM NÂNG CAO KỸ NĂNG GIAO TIẾP VỚI SỰ LƯU Ý ĐẶC BIỆT TỚI CÁC PHỤ ÂM TIẾNG ANH|
|Issue Date: ||2009|
|Abstract: ||In recent years, articles about second language learning strategies and about second language pronunciation teaching and learning have been on the increase. Surprisingly, there appears little publication that focuses on the relationship between pronunciation and learning strategies. Particularly, there seems to be no published study on the training of any particular group of strategies or strategy and its effect on pronunciation acquisition. In addition, as it is becoming difficult for the teachers to maintain the role as the primary communicator via one-to-one interactions in pronunciation lessons, this study advocates cooperative learning through the use of group work, peer interaction and peer feedback in the form of reciprocal peer tutoring.
The 15 students in this action research were taught to use metacognitive strategies based on Oxford (1990) and Peterson’s (2000) strategy classification system while learning English consonant sounds. They were also assigned to work in groups of three to facilitate peer-tutoring sessions in class on some focused sounds. Pretest and posttests, reflective reports, field notes and discussion were used with the students to elicit the qualitative and quantitative data about the strategy use, peer tutoring and pronunciation improvement.
Primary findings indicate that, following metacognitive strategy training, these students improved their overall pronunciation competence. They also used a number of strategies out of the teacher’s guidance. The peer-tutoring assignment, part of the training, also contributed to the increased speaking confidence of the students while communicating in English.|
|Appears in Collections:||3.2 Luận văn|
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