TRƯỜNG ĐẠI HỌC VINH

KHOA: SƯ PHẠM NGOẠI NGỮ

BỘ MÔN: LÝ THUYẾT TIẾNG ANH

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SEMINAR

Lĩnh vực chuyên môn: TỪ VỰNG-NGỮ NGHĨA HỌC

Tiêu đề/Title:

IMPROVING EFFECTIVENESS OF SELF-STUDY AND GROUP- WORK FOR COURSE 54- ENGLISH MAJORS STUDYING LEXICOLOGY-SEMANTICS

(NHỮNG GIẢI PHÁP GIÚP NÂNG CAO HIỆU QUẢ HỌC NHÓM VÀ TỰ HỌC MÔN TỪ VỰNG-NGỮ NGHĨA HỌC TIẾNG ANH CHO SINH VIÊN CHUYÊN NGỮ K54)

 

Người trình bày/Speaker:

Họ và tên: Ths. GVC Võ Thị Hồng Minh

Nơi công tác: Khoa Sư phạm Ngoại ngữ

 

Thời gian/Time:

7.00 thứ 6 ngày 21.04.2017

 

Địa điểm/Venue:

Phòng máy Tầng 2 thư viện Nguyễn Thúc Hào


ABSTRACT/ TÓM TẮT

 

Lexicology- Semantics is a compulsory specialized subject for all Course 54-English majors in term 7 of the Training Curriculum. In order to register for the course, all students must have accomplished the courses concerning 4 skills - Listening, Writing, Reading and Speaking in the first two years. They also ought to have finished English Grammar 1, 2 and English Phonetics -Phonology in order that they can have a considerable competence of language to study this subject. From my experience of teaching this subject for many years, I realize that students find it useful and necessary but complain it is hard to study. What and how to do so that students can study this subject more effectively. Obviously, a precise syllable which suits students’ level and provides basic knowledge of English Vocabulary involved is part of success. Nevertheless, the teacher’s tasks and activities to raise students’ awareness and improve their effectiveness of self-study and group-work are also important. 

Although the students all find that it is a useful and a very important subject to study, they are lazy reading materials to prepare or review the lessons at home. In order to help students have the habit of reading before class, the teacher should have a well-prepared plan with specific questions related to the issues to be deal with. The teacher should provides students with questions, specific materials (which book/ article, which page) to read to answer the questions assigned and due date. 

During the course, students are asked to do a lot of activities in groups; therefore, when they are divided into certain groups the teacher can easily assess which students make progress. The teacher gives the name to each group and type student names under the groups. The individuals have to be responsible for part of the task given to each group every week. The leader of the group has to report the students who do not co-operate in work to the teacher and those students will get ‘zero’ for the work assessment.

Putting pressure on students by assigning them specific tasks to do, assessing their progress in group-work activities during the course and evaluating their individual presentations are the ways I have applied to my teaching of the subject and I have found that the students have become more interested in the subject and have more motivation to study them.

 

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