Luận án: Chức năng ngôn ngữ tiếng Anh trong dạy tiếng Anh cơ bản tại hệ thống Đại học Thái Nguyên

i THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines PURSUING THE ENGLISH LANGUAGE FUNCTIONS IN TEACHING THE BASIC ENGLISH COURSE AT THAI NGUYEN UNIVERSITY (TNU) SYSTEM A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Doctor of Philosophy Major in English By: LUU THI HUONG (JULIA) i THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines TABLE OF CONTENTS TITLE PAGE.6 ﾧﾧ Statement of the Problem.13 ﾧﾧ Scope, Delimitation and Limitation.14 ﾧﾧ Significance of the Study.15 ﾧﾧ II. REVIEW OF LITERATURE.18 ﾧﾧ Research Literature.34 ﾧﾧ Synthesis.39 ﾧﾧ Theoretical Framework.42 ﾧﾧ Conceptual Framework.45 ﾧﾧ Hypothesis.48 ﾧﾧ Definition of Terms.48 ﾧﾧ III.51 ﾧﾧ Subjects of the Study.52 ﾧﾧ Data Gathering Instrument.53 ﾧﾧ Data Gathering Procedure.54 ﾧﾧ Statistical Treatment of Data.56 ﾧﾧ ii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA. SUMMARY, CONCLUSION AND RECOMMENDATION.88 ﾧﾧ Findings.90 ﾧﾧ Conclusion.99 ﾧﾧ Recommendations.101 ﾧﾧ BIBLIOGRAPHY.

Letters of Requests.145 ﾧﾧﾧ CURRICULUMN VITAE .158 LIST OF TABLES Table Title Page iii THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines 1 ﾧ. Distribution of Sample Respondents. Assessment of the teacher respondents' awareness of the seven functions of the English language. Assessment of the seven functions of the English language according to the degree of importance as perceived by the teacher respondents.

Application of the seven functions of the English language in Reading.Error! Bookmark not defined. Application of the seven functions of the English language in Writing.Error! Bookmark not defined. Level of students reading performance in the seven functions of language. Level of students writing performance in the seven functions of language.

T-test comparison of the student's language performance in the seven functions of language. List of seven functions of the English language in reading and writing evaluated to be employed in teaching the Basic English course by the respondents. List of seven functions of the English language in reading and writing evaluated to be employed in teaching the Basic English course by the respondents.Error! Bookmark not defined. iv THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines 10a.

List of seven functions of the English language in reading and writing and their frequency of use according to the respondentsError! Bookmark not defined.List of seven functions of the English language in reading and writing and their frequency of use according to the respondents.List of seven functions of the English language in reading and writing and their degree of importance according to the respondents.Error! Bookmark not defined.List of seven functions of the English language in reading and writing and their degree of importance according to the respondents.Error! Bookmark not defined. T-test comparison of the student's language performance and teachers assessment in the seven functions of language in Reading and Writing.Error! Bookmark not defined. Parameters used as basis in the design of functional activities for students and teachers.80 LIST OF FIGURES Figure Title Page v THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines 1 Research Paradigm ﾧ.48 6 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines CHAPTER I THE PROBLEM Introduction The increasing use of the English language globally has had a large impact on many other languages, leading to language shift and even language death, and to claims of linguistic imperialism. English itself has become more open to language shift as multiple regional varieties feed back into the language as a whole.

English is a global language. People hear it on television by politicians from all over the world and whenever people travel, they see English sign and advertisement. A language achieves a genuinely global status when it develops a special role that is recognized in every country. These points add to the complexity of the present day world situation, but they do not alter the fundamental point.

Because of the three pronged development of first language, second language, and foreign language speakers, it is inevitable that a global language will eventually come to be used by more people than any other language. English has already reached this stage. English is the dominant business language and it has become almost a necessity for people to speak English if they are to enter a global workforce. Research from all over the world shows that cross-border business communication is most often conducted in English.

Its importance in the global market place therefore cannot be understated, learning English really can change people’s life. 7 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines During the last decades, the world has witnessed lots of cultural, social, political, economical and technological changes. In this new, global world, people have had to meet the needs brought about by these changes in order to keep up with them. One of the most important needs is language learning.

By the help of the developments in technology and science, people all over the world have to communicate with people from other countries, which require the learning of different foreign languages. The most commonly used language in the world is English. In fact English is known as a key to open the door into bustling world of rapid changes and development. Everyday an increasing number of people are trying to learn English for different purposes with the hope that they can use it effectively.

One of the main goals of language teachers is to provide students with the tools to be effective communicators in the teaching language. Often when students are assigned projects and assignments their lack of practical tools to produce the actual language becomes evident. In these cases, students might very well have the necessary resources to accomplish the task, but teachers might need to consider a communicative approach to teaching the language, focusing on the functions of language, to properly equip students to complete assigned tasks. Those functions are namely: Instrumental showing the way an individual satisfies the need by asking for something like “May I use your phone?”; Regulatory stating controlling another’s behavior such as the teacher requests students “stand up!”; Interactional used for maintaining interpersonal like wishing a friend a merry Christmas; Personal is considered as where one talks about oneself “I feel so happy today”; Heuristic is used to find out the world in general, for example: “is there any solution for environment pollution?”; Imaginative focuses on where one talks about one’s 8 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines imagination like telling stories and jokes; Representational refers to seeking and giving varied types of information like “ How many survivors were there in the terrorism in France last week?”.

Many people believe it’s important to have knowledge on the functions of language for specific purposes. Whether they are apologizing, expressing a wish or asking permission, they use language in order to fulfill that purpose. Each purpose can be known as a language function. Savignon (1983) describes a language function as the use to which language is put, the purpose of an utterance rather than the particular grammatical form an utterance takes.

By using this idea to structure teaching, the instructional focus becomes less about form and more about the meaning of an utterance. In this way, students use the language in order to fulfill a specific purpose, therefore making their speech more meaningful. The basic communication goals can be expressed in terms of situations, functions and topics. It is up to the teacher to plan the situations within which students will be able to use their language for a purpose in the classroom context.

By creating a situation the teacher is providing the necessary context students need to use the language for a function. Language functions have two categories: micro functions which refer to the specific individual use and macro functions which serve more overall aims according to Finch (1998). Micro functions consist of seven functions such as physiological function in terms of releasing physical and nervous energy, phatic function for sociability, recording function, identifying function, reasoning function, communicating function, 9 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines and pleasure function. Macro functions refer to the ideational function, interpersonal function, poetic function, and textual function.

In the study of language, it is of significant importance that students develop their language skills. These language skills are vital tools for complete communication. These are reading, writing, listening and speaking. Writing is one among the basic skills in learning a language.

It is both social and cognitive process. Students view writing as a necessity. They are aware that this can improve thinking as well. Students find writing as most difficult among the language skills because of its complexity.

Their writing skill is one way to know their academic success or performance and it is also a basic requirement to participate in any endeavor in their personal life as well as in the global economy. The basic level of writing required by colleges or universities for incoming students who want to study is not met since there are large number of adolescent graduates from high school who are not equipped with the basic literacy skills needed like lacking the ability to write to meet the growing demands of the college curriculum. Students who have poor writing skills are also referred to as low performing writer. They are those students whose writing skills do not meet the adequate demands of the class.

Writing difficulties like all other learning problems can be frustrating on the part of the students’ education and self -esteem. A student who has problem in writing would experience interference in his learning. He is unmotivated and lacks enthusiasm to write because of his inadequacy of the skill. Problems that confront teachers regarding students’ problems in writing are focused on what students will write and how to motivate them to write about interesting topic.

If 10 THAI NGUYEN UNIVERSITY BATANGAS STATE UNIVERSITY Socialist Republic of Vietnam Republic of the Philippines students do not have the proper or right perspective, writing for them becomes a boring act. So that teachers look for a way to combine other skills in teaching for students to have freedom to meaningfully express them. Reading as a language skill helps students expand their knowledge in large messages or paragraphs. It is one of the most important skills that a person can acquire.

It helps the learner to understand the world by enabling them to learn about the past and plan for the future. For academic success, reading is important since it is also considered a critical skill. In the educational system reading is well integrated that either educational or academic success is considered synonymous to reading success. Reading is the key that unlocks the door in the world of enjoyment.

Reading is perhaps the most important language skill to develop in all learners, requiring a multi- faceted process. Therefore, reading should become indispensable to learner because if they don’t learn reading especially from the beginning, they would surely find difficulty in learning other skills. Students do not become good readers due to the following reasons: poor ability or for making insufficient effort, unsuitable course books, which do not encourage them to read and do not raise their interest of reading, wrong attitude of the teachers and students about the subject, inappropriate teaching methods and classroom techniques. Reading difficulties become most apparent when the reader is unable to grasp the meaning from a text passage.

Reading may be affected by the difficulties of the text, the vocabulary of the words used in the text, and the reader’s familiarity with the subject matter, among other factors.