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A Cross Culture Vietnam and American

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MỘT SỐ GIẢI PHÁP GIÚP SINH VIÊN NÂNG CAO
KỸ NĂNG ĐỌC HIỂU TIẾNG ANH THEO CHUẨN TOEIC

CN. Lê Cao Hoàng Hà BM. Biên - Phiên dịch

I. Mở đầu Nhằm đáp ứng nhu cầu của thị trường và nâng cao chất lượng dạy và học Tiếng Anh trên toàn quốc, hiện nay rất nhiều trường đại học tại Việt Nam đang chuyển sang dạy và học Tiếng Anh theo chuẩn TOEIC. Cũng với mục đích đó, trường Đại học Nha Trang chuyển sang dạy và học Tiếng Anh theo chuẩn TOEIC cho tất cả sinh viên kể từ khoá 50. Điều đó đòi hỏi các giáo viên Tiếng Anh phải đổi mới phương pháp giảng dạy cho phù hợp với chương trình mới và giúp người học đạt kết quả cao trong các bài kiểm tra và trong kỳ thi ra trường với điểm chuẩn TOEIC quốc tế. Tuy nhiên, sau một năm giảng dạy theo Tiếng Anh theo chuẩn TOEIC tôi đã tiến hành khảo sát sinh viên các lớp thuộc khoa Xây Dựng, Chế Biến và Kinh Tế và nhận thấy sinh viên gặp một số khó khăn trong quá trình học. Trong khuôn khổ bài viết này tôi xin đề cập đến một số khó khăn sinh viên gặp phải trong đọc hiểu và đề xuất một số giải pháp nhằm giúp sinh viên nâng cao kỹ năng đọc hiểu tiếng Anh theo chuẩn TOEIC.

II. Nội dung 1. Một số khó khăn khi dạy và học đọc hiểu a. Về phía sinh viên Qua khảo sát tôi nhận thấy nhìn chung trình độ sinh viên rất thấp do những nguyên nhân sau: + Một số sinh viên lần đầu tiên tiếp xúc với Tiếng Anh do Tiếng Anh không được đưa vào chương trình học phổ thông, hoặc ở một số địa phương không đủ số lượng giáo viên Tiếng Anh. Vì vậy, đối với một số sinh viên Tiếng Anh là môn học hoàn toàn mới mẻ, sinh viên không có đủ vốn từ và ngữ pháp cần thiết để làm những bài tập đọc hiểu đơn giản. + Thói quen học: Sinh viên có thói quen dịch trong quá trình làm bài đọc hiểu. Khi gặp từ mới sinh viên thường không đoán nghĩa từ mà thường hỏi bạn, hỏi giáo viên hoặc tra từ điển rồi mới đọc tiếp. Như vậy sẽ gây gián đoạn quá trình đọc và làm mất khả năng đoán từ theo ngữ cảnh (context prediction), sinh viên sẽ đọc bài rất chậm và khả năng nhớ từ kém. Một số sinh viên ngại hỏi, số khác thì cho rằng bài quá khó và không tiếp tục đọc. + Thái độ học tập của sinh viên: Sinh viên rất thụ động trong các hoạt động giáo viên tổ chức tại lớp. Sinh viên không làm bài tập về nhà, không học từ vựng cũng như không chuẩn bị bài trước khi đến lớp. Một lý do nữa là sinh viên cho rằng tiếng Anh là môn phụ nên không bỏ ra nhiều thời gian để trau dồi, hoặc không có niềm tin sẽ tiến bộ nếu luyện tập nhiều. + Thiếu dụng cụ học tập: Một số sinh viên không trang bị từ điển hoặc những phương tiện khác phục vụ cho việc học tiếng Anh. Phòng học cũng chưa có trang thiết bị (kết nối Internet) để phục vụ cho việc sinh viên tự tìm nghĩa của từ tại lớp. + Cách kiểm tra và đánh giá môn học: Sinh viên cho rằng môn tiếng Anh không tính điểm tích lũy theo từng học kỳ (hoặc chỉ là điểm ảo) nên không nỗ lực cố gắng học ngay từ đầu. Giáo viên lại không tính điểm trong quá trình học nên không tạo động lực học tập cho sinh viên. Sinh viên lười học dần và trình độ giảm dần. b. Về phía giáo viên Vì cơ chế đào tạo không đánh giá điểm kiểm tra và điểm tham gia trong quá trình học nên giáo viên không thể bắt buộc sinh viên đến lớp, cũng như không thể có hình phạt đối với những sinh viên không làm bài tập về nhà hay không tham gia hoạt động giáo viên tổ chức tại lớp. Đặc biệt, giáo viên gặp khó khăn khi giảng dạy lớp có nhiều trình độ vì khó có thể đáp ứng tất cả nguyện vọng của sinh viên. Như vậy nếu giáo viên dạy lại từ đầu sẽ làm những sinh viên khá giỏi chán nản và cảm thấy không lĩnh hội được kiến thức gì mới. Ngược lại nếu giáo viên dạy nhanh hon thì sinh viên yếu kém không thể theo kịp bài và dễ dàng bỏ lớp. Vì vậy giáo viên chỉ có thể đáp ứng nhu cầu học tập của một nhóm sinh viên nhất định trong lớp.

2. Một số giải pháp Với những khó khăn trên tôi xin đề xuất một số giải pháp giúp việc dạy và học đọc hiểu thuận tiện hơn. a. Về phía sinh viên + Để nâng cao vốn từ vựng sinh viên phải trang bị phương tiện học tập (từ điển). + Sinh viên cần chủ động làm bài tập ở nhà và chuẩn bị bài mới trước khi đến lớp để quá trình học đạt hiệu quả. b. Về phía giáo viên Giáo viên cần tạo các hoạt động để sinh viên nhớ từ vựng ngay tại lớp, ví dụ như: yêu cầu sinh viên ghi nhớ từ mới trong một phút, đóng sách và lặp lại, hoặc yêu cầu sinh viên nhớ từ gắn liền với hình vẽ và viết lại (memory game). Hoặc giáo viên yêu cầu sinh viên đặt câu với những từ vựng vừa học hoặc là viết đoạn văn với nội dung tương tự như bài vừa đọc (quảng cáo sản phẩm, mô tả công việc hàng ngày của bản thân…). Như vậy sinh viên có thể sử dụng lại từ vựng mới và nhớ từ lâu hơn. Ngoài ra giáo viên cần tạo niềm tin cho sinh viên đặc biệt là sinh viên yếu kém. Giúp sinh viên nhận ra rằng học tiếng Anh là quá trình lâu dài, cần sự tích lũy kiến thức dần dần và luyện tập nhiều là chìa khóa thành công. c. Về phía Nhà trường Nhà trường cần kiểm tra đầu vào cho sinh viên để xếp lớp cho phù hợp với trình độ của sinh viên. Việc sinh viên học theo đúng trình độ sẽ tiết kiệm thời gian đào tạo đồng thời sẽ không gây nhàm chán đối với những sinh viên có trình độ cao và tạo điều kiện cho các sinh viên yếu kém có thể theo học. Hơn nữa, với việc phân cấp trình độ đầu vào, giáo viên sẽ thuận lợi hơn trong việc giảng dạy và thiết kế bài giảng cho từng cấp độ sinh viên. Bài giảng càng hay thì càng có thể thu hút sinh viên đến lớp nhiều hơn.

III. Kết luận Trên đây là một số khó khăn và giải pháp tôi đã rút ra được sau một năm giảng dạy tiếng Anh theo chuẩn TOEIC tại trường. Hy vọng những ý kiến của tôi có thể góp phần nâng cao kỹ năng đọc hiểu của sinh viên và từ đó có thể cải thiện tình trạng học tiếng Anh theo chuẩn TOEIC tại trường. Tôi rất mong nhận được những ý kiến chia sẻ từ đồng nghiệp để bài viết này được hoàn thiện hơn.

Tài liệu tham khảo
1. English for Effective Communication – Beginning to Pre-Intermediate (student’s book, workbook, teacher’s book) by IIG Vietnam, 2009
2. English for Effective Communication – Beginning to Pre-Intermediate (student’s book, workbook, teacher’s book) by IIG Vietnam, 2010 www.ets.org/toeic/, www.toeic.com.vn/

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