tailieunhanh - Báo cáo nghiên cứu khoa học: "Training students’ self-expression in English through portfolio assessment: A trial in English literature"

Cách tiếp cận để giảng dạy ngôn ngữ và học tập gần đây đã được tập trung vào thông tin liên lạc như nhận được những điều thực hiện trong ý nghĩa thực dụng. | VNU Journal of Science Foreign Languages 26 2010 226-233 Training students self-expression in English through portfolio assessment A trial in English literature Nguyen Thi Thu Ha Faculty of Linguistics and Cultures of English-speaking Countries College of Foreign Languages Vietnam National University Hanoi Pham Van Dong Street Cau Giay Hanoi Vietnam Received 02 September 2010 Abstract. The recent approach to language teaching and learning has been focusing on communication as getting things done in the utilitarian sense. However the core of communication if it wishes to mean anything significant to the world at all should be self-expression. The ultimate aim of foreign language teaching therefore should be to create individual learners who have their own foreign language personalities and know how to express themselves in the target language. Making use of primarily qualitative methods this study is an investigation into the implementation of the literature portfolio and its effects on students self-expression in written and spoken English. With a carefully developed portfolio design and assessing criteria the portfolio implementation not only uncovered the students problems but also brought about highly favorable learning processes and results regarding self-expression ability. In this study the literature portfolio was used not only as a fair process assessment tool but also as a way to train students self-expression in English. Keywords Self-expression portfolio assessment literature qualitative research. 1. Introduction The teaching of ESL EFL has recently been dominated by the utilitarian point of view which sees language as a mere tool to get things done in a practical world. At its extreme calculative thinking views language teaching as no more than a mass-production process with students as the input and automated communicating learners-entities as the output Lehtovaara in Kohonen et al 2001 p. 145 . However since language learners are unique human beings .