NHỮng vưỚng mắc trong việc nâng cao chất lưỢng dạy tiếng anh

Tài liệu tham khảo

Aduwa-Ogiegbaen, S.E. (2006). Factors affecting quality of English language teaching and learning in secondary schools in Nigeria. ERIC Document Reproduction Service No. EJ 765347.

Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84, 261-271.

Ames, C., & Archer, J. (1988). Achievement goals in the classroom: Student learning strategies and motivation processes. Journal of Educational Psychology, 80, 260-267.

Atsuta, H. (2003). Improving the motivation of unsuccessful learners in the Japanese high school EFL context. ERIC Document Reproduction Service N0. ED 476750.

Beebe, L.M. (1985). Input: Choosing the right stuff. In S.M. Gass and C.G. Madden (Eds.), Input in second language acquisition (pp. 404-415). Rowley, MA: Newwbury House Publishers.

Berg, B.L. (1989). Qualitative research methods for the social sciences. Boston, MA: Allyn and Bacon.

Best, J.W. (1970). Research in education. Englewood Cliffs, NJ: Prentice-Hall.

Brown, P.C. (2002). A model of SLA and its andragogical implications in teaching EFL to young adult Japanese learners. The Language Teacher, 3: http:// www.jalt- publications. org/tlt

Browne, C.M., & Wada, M. (1998). Curent isues in high school English teaching in Japan: An exploratory survey. Language, Culture and Curiculum, 11(1), 97-112.

Bui Thi Minh Hong (2006). Teaching speaking skills at a Vietnamese university and recommendations for using CMC. Asian EFL Journal 14. Online Journal.

Carless, D. (1998). A case study of curriculum innovation in Hong Kong. System, 26, 253-368.

Carless, D. (2001). A case study of curriculum innovation in Hong Kong. In D. R. Hall, & A.Hewings (Eds.), Innovation in English language teaching (pp. 263-274). London: Routledge.

Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31 (4), 485-500.

Carron, G., & Ta Ngoc, C. (1981). Reduction of regional disparities: The role of educational planning. Paris: International Institute for Educational Planning.

Chamot, A.U. (2001). The role of learning strategies in second language acquisition. In M.P. Breen (Ed.), Learner contributions to language learning: New directions in research (pp. 25-43). New York: Longman.

Chamot, A.U., & O’Malley, J. (1994). The CALLA handbook: Implementing the cognitive academic language learning approach. Reading, MA: Addition Wesley.

Chen, J.F., Warden, C. A., & Chang, H.T. (2005). Motivators that do not motivate: The case of Chinese EFLlearners and the influence of culture on motivation. TESOL Quarterly, 39(4), 609-633.

Choi, Y.H. (2007). The history and the policy of English language education in Korea. In Y.H. Choi & B. Spolsky (Eds.), English education in Asia: History and policies. (pp.33-66). Seoul: Asia TEFL

Creswell, J.W. (2003). Research design: Qualitative, quantitative, and mixed methods approaches (2^nd ed.). Thousand Oaks, CA: Sage

Cummins, J. (1979a). Linguistic interdependence and the educational development of bilingual children. Review of Educational Research, 49, 222-250.

Cummins, J. (1979b). Cognitive academic proficiency, linguistic interdependence, the optimal age question and some other matters. Working Papers on Bilingualism, 19, 197-205.

Cummins, J. (1980). The entrance and exit fallacy in bilingual education. National Asociation for Bilingual Education Journal, 4, 25-59.

Deci, E.L. (1975). Instrinsic motivation. New York: Plenum Press.

Deci, E.L., & Ryan, R.M. (1985). Instricsic motivation and self-determination in human behavior. New York: Plenum.

Deci, E.L., & Ryan, R.M. (2002). The paradox of achievement: The harder you push, the worse it gets. In J. Aronson (Ed.), Improving academic achievement: Contributions of social psychology (pp. 59-85). New York: Academic Press.

Denzin, N.K., & Lincoln, Y.S. (1998). Collecting and interpreting qualitative materials. Thousand Oaks, CA: Sage.

Dorney, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31, 117-135.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge: Cambridge University Press.

Dorney, Z., & Skehan, P. (2003). Individual differences in L2 learning. In C.J. Doughty & M.H. Long (Eds.), The handbook ò second language acquisition, (pp. 589-630). Malden, MA: Blackwell.

Dương Thị Hoàng Oanh & Nguyễn Thị Hiền (2006). Memorization and EFL students’ strategies at university level in Vietnam. TESL-EJ, 4(2), 1-17.

Ebata, M. (2008). Motivation factors in language learning. The Internet TESL Journal, 14 (4). http://iteslj. org/Articles/ Ebata_Motivati onFactors.html

Ehrman, M.E. (1996). An exploration of adult language learner motivation, self-efficacy, and anxiety. In R. Oxford (Ed.), Language learning motivation: Pathways to the new century (pp. 81-103). Honolulu: HI: University of Hawai’i at Manoa.

Ellis, R. (2005). Principles of instructed language learning. Asian EFL Journal, 7 (3)

Fraser, B.J. (1994). Research on classroom and school climate. In D. Gabel (Ed.), Handbook of research on science teaching and learning (pp.493-541). New York: MacMillan.

Fullan, M. (1991). The new meaning of educational change. London: Cassells.

Fullan, M. (1993). Change forces: Probing the depth of educational reform. London: Palmer Press.

Gall, J., Gall, P., Meredith, D., & Borg, W.R. (1999). Applying educational research: A practical guide (4^th ed.). Addison Wesley Longman, Inc.

Gan, Z., Humpreys, G., & Hamp-Lyons, L. (2004). Understanding successful and unsuccessful EFL students in Chinese universities. The Modern Language Journal, 88, 229-244.

Gardner, R.C., & Lambert, W.E. (1972). Attitudes and motivation in second language learning. Rowley, MA: Newbury House.

Gardner, R.C. (1980).On the validity of affective variables in second language acquisition: Conceptual, contextual, and statistical consideration. Language Learning, 30, 255-270.

Gardner, R. (1985). Social psychology and second language learning: the role of attitude and motivation. London: Edward Arnold.

Gay, L.R. (1987). Educational research: Competencies for analysis and application. Melbourne: Merrill Publishing Company, A Bell & Howell Information Company.

Gogolin, L., & Swartz, F. 1992. A quantitative and qualitative inquiry into the attitudes toward science of non-science college students. Journal of Research in Science Teaching, 29 (5), 487-504.

Gorlach, M. (1995). More Englishes: New studies in varieties of English 1988-1994. Amsterdam: John Bemjamins.

Green, J.M., & Oxford, R.L. (1995). A closer look at learning strategies, L2 proficiency, and gender. TESOL Quarterly, 29, 261-297.

Grisay, A., & Mahlck, L. (1991). The quality of education in developing countries: A review of some research studies and policy documents. London: Pau Chapman.

Guba, E.G., & Lincoln, Y.S. (1994). Competing paradigms in qualitative research. In N.K. Denzin and Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 105-117). Thousand Oaks, CA: Sage.

Hammersley, M. (1992). Deconstructing the qualitative-quantitative divide. In J. Brannen (Ed.), Mixing method: qualitative and quantitative research (pp. 39-55). England: Avebury Ashgate Publishing Limited.

Hardre, P.L., Chen, C.H, Huang, S.H., Chiang, C.T, Jen, F.L. & Warden, L. (2006). Factors affecting high school students’ academic motivation in Taiwan. Asia Pacific Journal of Education, 26 (2), 189-207.

Hawes, H., & Stephens, D. (1990). Questions of quality: Primary education and development. Essex, England: Longman.

Hidi, S., & Harackiewicz, J.M. (2000). Motivating the academically unmotivated: A critical issue for the 21^st century. Review of Educational Research, 70, 151-179.

Holliday, A. (1994). Appropriate methodology and social context. Cambridge: Cambridge University Press.

Howe, S. (1993). Teaching in Vietnam. Interchange, 22, 29-32.

Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93-105.

Hu, G. (2005). English language education in China: Policies, progress, and problems. Language Policy, 4, 5-24.

Huang, X-H., & van Naerssen, M. (1987). Learning strategies for oral communication. Applied Linguistics, 8, 287-307.

Hui, L. (1997). New bottles, old wine: Communicative language teaching in China. English Teaching Forum, 35 (4), 38-41.

Hussin, S., Maarof, N., & D’Cruz, J. (2001). Sustaining an interest in learning English and increasing the motivation to learnEnglish: An enrichment program. The Internet TESLJournal, 7 (5). Http://iteslj. Org/Techniques/Hussin-Motivation/

Kabilan, M.K. (2000). Creative and critical thinking in language classrooms. The Internet TESL Journal, 6 (6).

Kaplan, R.B. (2000). Foreword. In J.K. Hall & W.G. Eggington (Eds.), The sociopolitics of English language teaching. Clevedon: Multilingual Matters.

Kenndedy, C. (1996). Teacher roles in curriculum reform. English Language Teacher Education and Development, 2 (1), 77-88.

Kirgoz, Y. (2008). A case study of teachers’ implementation of curriculum innovation in English language teaching in Turkish primary education. Teaching and Teacher Education. Doi: 10.1016/J.tate.2008.02.007

Koike, I. (2007). Historical view of TEFL policy in Japan. In Y.H. Choi & B. Spolsky (Eds.), English education in Asia: History and policies. (pp.95-116). Seoul: Asia TEFL.

Lamb, M. (2000 September). Can we change our students’ learning behaviour? Paper presented at Conference on Education in Indonesia at the University of Leeds, Leeds, UK.

Lamb, M. (2002). Explaining successful language learning in difficult circumstances. Prospect, 17 (2), 35-52.

Lantolf, J.P. (ed.) (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Larsen-Freeman, D. (2001). Individual cognitive/affective learner contributions and diferential success in second language acquisition. In M. Breen (Ed.), Learner contributions to language learning. Harlow: Person Education.

Lewis, M. (1996). Teaching English in Vietnam. Occasional Papers: I. Institute of Language Teaching and Learning, University of Auckland.

Lewis, M., & McCook, F. (2002). Cultures of teaching: Voices from Vietnam. ELT Journal, 56(2), 146-153.

Lightbown, P.M. (2000). Anniversary article. Classroom SLA research and second language teaching. Applied Linguistics, 21 (4): 431-462.

Lightbown, P.M., & Spada, N. (2006). How languages are learned (3^rd ed.). Oxford: Oxford Univéity Press.

Lile, W. (2002). Motivation in the ESLclassroom. The Internet Journal, 8 (1). http://iteslj. org/Techniques/Kabilan_Critical Thinking.html.

Lincoln, Y.S. , & Guba, E.G. (1985). Naturalistic inquiry. Beverly Hills, CA: Sage

Littlewood, W. (2004). Second language learning. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 501-524). Malden, MA: Blackwell

Mantle_Bromley, C. (1995). Positive attitudes and realistic beliefs: Links to proficiency. Modern Language Journal, 79, 372-386.

Mathison, S. (1988). Why trianguale? Educational Researcher, 17 (12), 13-17.

McCombs, B.L. (1990). Putting the self in self-regulated learning: The self as agent in integrative will and skill. Educational Psychologist, 25, 51-69.

Naiman, N., Frohlich, M., Stern, H., & Todesco, A. (1978). The good language learner. Toronto, Canada: The Ontario Institute for Studies in Education.

Noels, K.A. (2001). New orientations in language learning motivation: Towardsa model of instrinsic, and integrative orientations and motivation. In Z. Dorney & R. Schimidt (Eds.), Motivation and second language acquisition (pp. 43-68). Honolulu, HI: University of Hawai’i Press.

Noels, K.A., Pelletier, L.G., Clement, R., Vallerand, R.J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50, 57-85.

O’Malley, J.M., Chamot, A.U., Stewner-Manzanares, G., Kupper, L., & Russo, R.P. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.

Oxford, R.L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle.

Patton, M.Q. (1990). Qualitative evaluation and research methods. Newbury Park, CA: Sage.

Peshkin, A. (1993). The goodness of qualitative research. Educational Researcher, 22(2), 24-30.

Phạm Hòa Hiệp (1999). The key socio-cultural factors that work against success in tertiary English language training programs in Vietnam. Paper presented at the 4^th International Conference on Language and Development, Hanoi, October 13-13.

Phạm Hoà Hiệp (2006). Researching research culture in English language education in Vietnam. TESL-EJ, 10 (2), 1-20.

Phan Lê Hà (2005). University English classrooms in Vietnam: Contesting the stereotypes. ELT Journal, 58(1), 50-57.

Politzer, R., & McGroarty, M. (1985). An exploratory study of learning behaviors and their relationship to gains in linguistic and communicative competence. TESOL Quarterly, 19, 103-123.

Purpura, J.E. (1998). Learner strategy use and performance on language tests: A structural equation modeling approach. Cambridge: Cambridge University Press.

Reesor, M. (2002). The bear and the honeycomb: A History of Japanese English language policy. NUCB JLCC, 4 (1), 41-52

Reeve, J. (1996). Motivating others. Boston, MA: Allyn & Bacon.

Reeve, J., Deci, E., & Ryan, R. (2004). Self-determination theory: A dialectical framework for understanding sociocultural influences on student motivation. In D.M. McInerney & S. Van Etten (Series and Vol. Eds.), Research on sociocultural influences on motivation and learning: Vol. 4: Big theories revisited (pp. 31-59). San Francisco: Information Age Publishing.

Reichardt, C.S., & Cook, T.D. (1979). Beyond qualitative versus quantitative methods. In T.D. Cook and C.S. Reichardt (Eds.), Qualitative and quantitative methods in evaluation research (pp. 7-32). Beverly Hill, CA: Sage.

Richards, J.C. (2008). Growing up with TESOL. English Teaching Forum 46 (1), 2-11.

Ross, K., & Mahlck, L. (1990). (Eds.), Planning the quality of education: The collection and use of data for informed decision making. Paris: International Institute for Educational Planning.

Rossman, G.B., & Wilson, B.L. (1985). Words and numbers: Combining quantitative and qualitative methods in a single large-scale evaluation study. Evaluation Review, 9 (5), 627-643.

Rubin, J. (1975). What the “good language learner” can teach us. TESOL Quarterly, 9, 41-51.

Ryan, R.M., & Connell, J.P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57, 749-761.

Sakui, K. (2004). Wearing two pairs of shoes: language teaching in Japan. ELT Journal, 58(2), 155-163.

Schulman, L.S. (1997). The nature of disciplined inquiry in education. In R. M. Jaeger (Ed.), Complementary methods for research in education (2^nd ed., pp. 3-29). Washington, DC: American Educational Research Association.

Schwandt, T.A. (1994). Constructivist, interprtivist approaches to human inquiry. In N.K. Denzin and Y.S. Lincoln (Eds.), Handbook of qualitative research (pp. 118-137). Thousand Oaks, CA: Sage.

Stern, H.H. (1975). What can we learn from the good language learner? Canadian Modern Language Review, 34, 304-318.

Sterterg, R.J., & Wagner, R.K. (1994). Mind in context: Interactionist perspectives on human intelligence. New York: Cambridge University Press.

Subrahmanian, U. (2001). Helping ESL learners to see their own improvement. The Internet TESL Journal, 7 (4). http://iteslj. org/Techniques/Upendran-Improvement.html

Thomas, H. (2003). The arguments for and the meaning of quality. ELT Journal, 57 (3), 234-241.

Toledo, P. (2001 Feb/March). A Modest Proposal Revisited: Teaching in the Real World. IATEFL Issues. No. 159.

Trần Thị Lý (2007). Learners’ motivation and identity in the Vietnamese EFLwriting classroom. English Teaching: Practice and Critique, 6 (1), 151-163.

Trần Thị Thu Trang & Baldauf Jr., R.B. (2007). Demotivation: Understanding resistance to English language learning - The case study of Vietnamese students. The Journal of Asia TEFL, 4 (1), 79-105.

Ur, P. (1996). A course in language teaching. Cambridge: Cambridge University Press.

Vann, R.J., & Abraham, R.G. (1990). Strategies of unsuccessful language learners. TESOL Quarterly, 24, 177-197.

Vroeijenstijin, T. (1992). External quality assessment, servant of two masters? The Netherlands University Perspective. In A. Craft (Ed.), Quality assurance in higher education. Brighton: Falmer Press.

Walker, C.L., & Tedick, D.J. (2000). The complexity of immersion education: Teachers address the issue. The Modern Language Journal, 84, 5-27.

Wen. Q., & Hu, W. (2007). History band policy of English education in mainland China. In Y.H. Choi & B. Spolsky (Eds.), English education in Asia: History and policies. (pp.1-31). Seoul: Asia TEFL.

Wen, Q., & Johnson, R.K. (1997). L2 learner variables and English achievement: A study of tertiary-level English majors in China. Applied Linguistics, 18, 27-47.

West, M. (1960). Teaching English in difficult circumstances. London: Longman.

Wenden, A. (1998). Learner strategies for learner autonomy. London: Prentice Hall.

Widdowson, H. (2007). Un-applied linguistics and communicative language teaching. A reaction to Keith Johnson’s review of Notional Syllabus. International Journal of Applied Linguistics, 17 (2), 214-220.

Williams, M. (1994). Motivation in foreign and second language learning: An interactive perspective. Educational and Child Psychology, 11, 77-84.

Willis, J. (1996). A framework for task-based learning. Essex, England: Longman

Yin, R.K. (2003). Case study research : Design and methods (3^rd ed.). Thousand Oaks, CA: Sage

Zimbardo, P.G., & Leippe, M.R. (1991. The psychology of attitude change and social influence. Philadelphia: Temple University Press.