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MQT VAI QUAN DIEM VE VAI TRO CUA TU" Mj^G<br />
TRONG DAY NGO^I NGf CHO HQC SINH TIEU HQC<br />
SOME VIEWPOINTS ON THE ROLE OF VOCABULARY<br />
IN TEACHING FOREIGN LANGUAGES TO PRIMARY PUPILS<br />
VO THJ THANH D q ; ?<br />
(ThS; Tnrdrng Dfi hpc Quy Nhim)<br />
Abstract: Primary Fnglish, still in its infancy in Vietnam, has attracted public interest as eariy<br />
English learning and teaching is part of tiie National Language Project 2008-2020. Aceoidmg to<br />
many sdentists, whether the language is first, second or foreign language, vocabulary leaniing is<br />
central to language acquisition to young learners. Therefore, an exploration into psychological<br />
perspectives on vocabulary in children's foreign language development hopefiilly strengthens a<br />
theoretical background and skills for effective vocabulary instruction to young school-aged<br />
leameis.<br />
Key words: vocabulary instruction; primary leameis.<br />
1. Dannh$p<br />
hpc sinh nhd tuoi hgc ngdn ngft dugc thinh cic<br />
i.7. Trong xu hudng h$i nhip toin ciu h i ^ nhdm: nhdm hpc sinh hpctiCTgmp dd vd mdt<br />
nay, ti^ Anh dd tid thdnh m$t trong nhfhig ngdn ngtt khic cftng Iftc tft nhd (bilinguals).<br />
ngdn ngtt giao tilp phi biln nbit gifia cic quIc nhdm hpc sinh nhd hgc ngdn ngft tiift hai<br />
gia. Theo Chan, Chin, Sulhiwan (2011), nlu (second language young learners) vd nhdm hpc<br />
nhu tixmg nhfing ndm 1990, d cdc nude sft sinh hpc ngdn ngft hai nhu m|t ngogi ngft<br />
dyng tilng Anh khdng phii l i bin ngft, ti&ig (foreign language leamers) [6\. Khi trd hpc<br />
Anh chu ylu dugc dua vdo chuong trlnh giio ngdn ngft thft hai bay ngogi ngtt, trd dd cd Unh<br />
dye trung hpc co sd v i phi thdng v i chi tiift thinh mdt s l khii n i ^ co bin bdng tilng mp<br />
nghipm d dp tilu hpc thl ngiy nay dgi da s l dd. Trong jdigm vi bii nghidn cOtu niy, trd hoc<br />
cic nude die bi^ d cic quOc gia tanng cdng ngogi ngtt dugc hilu hgc sinh tilu hgc (tft 6 den<br />
ding ASEAN diu dua tilng Anh vio chuong 11 mil). Iheo cic nhi phuong p h ^ dgy hpc<br />
trinh giing dgy ngay tft b$c tilu hgc d l tilp tyc nhu McKay (2008) [6], Nikolov f2009) [8] v i<br />
phit triln chuong tiinh giing dgy tilng Anh Nunan (2011) [9], vdi cic ylu to tdm ^nh li<br />
chit lugng cao v i hi|u qui bon cho cdc c ^ hpc bdn liong vd b&i ngoii, trd hgc ngogi ngft cd<br />
nhfhig ^ do tgo trong tgo nhfhig ndt ddc tiiung d hpc sinh tilu<br />
Vidt Nam dd hudng din ndng cao chit lugng hpc hpc ngogi ngft l i Ird ed khi ndng %) trung<br />
dgy v i hge tilng Anh d tit c i cic c ^ tiidng qua ehl trong tiidi gian ngdn, cd khi ndng bit chudc<br />
Bd dn ngogi ngO quae gia (2008 - 2020). M^t tit, it nggi ngftng so vdi ngudi ldn khi idigm lli<br />
Irong nhtfaig trpng dilm ciia D l dn Id dua ngogi ngay cd khi tgo nhttng dm thanh khic Ig. Ngodi<br />
ngft vio trong chuong trinh thi dilm d d p tilu ra, do kiln thiic v l mdi trudng xung quanh cdn<br />
hpc. Ddy l i nhidm vy khd khdn vl ]diin ldn ft, trd cd nhilu hftng tiift khi tim hidu nhfhig<br />
giio vidn dgy tilng Aidi d c ^ tilu hpc chi dugc (filu mdi xung quanh, nhln nhdn sy vdt h i ^<br />
tiang b) kiln thftc v l phuong phdp giing dgy v i tugng mgt cdch cy thl thdng qua tai nghe, mdt<br />
kl ndng su phgm ti&ig Anh ndi diung, diua tbiy, cim nhln tivicti%>v i ty kiln tgo ^ n^iia<br />
dugc dio tgo hodc dio tgo ngdn hgn dl dgy cho thdng qua tlnh hulng nhanh hon qua ngdn ngft.<br />
Nhfhig ylu t l tdc d$ng cua mdi tiudng b ^<br />
dli tugng ngudi hgc nhd tuli.<br />
1.Z Ddc dilm cda hgc sinh nhd tuli hgc ngoii tgo ndn ddc dilm ridng cfta hpc sinh tilu<br />
ngogi ngft, theo McKay (2(K)8) cd phdn chia hpc l i tgi tiudng ldp noi tid bit diu dugc tiep<br />
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c|n vdi kiln tiiftc khic v i dugc hudng din<br />
nhieu cich tiep cdn khic nhau chdng hgn nhu<br />
qua hlnh inh, bii hit, trd choi, cdu do v i phim.<br />
Cdc hogt ddng giao tiqi n ^ ndi tid tuong tic<br />
tiieo cdp, theo nhdm hodc vdi c i ldp Id cdc hogt<br />
ddng hpc tdp phi biln.<br />
1.3. Tft vvmg Id mgt tiianh to vd cung quan<br />
tr^ig khi sft dyng ngdn ngft vl v ^ hgc tft vyim<br />
Id mdt qud tdnh khd phftc t ^ dd thu hftt rat<br />
nhilu hudng nghidn cihi cfta nhilu nhd khoa<br />
hgc. Vi dy, Lewis (1999) khdi xudng md rdng<br />
ranh gidi cfta tit vvmg khdng chi gidi hgn d tit<br />
don (lexical apjHoach) [5]. Nation (2000) chi rd<br />
nhfh^ n$i bkm cua tft vyng liao gIm: nghla,<br />
hinh fliftc vd cich sft dyng tft vyng hong tinh<br />
hulng dl tft dd dng dua ra qui tiinh hpc tft<br />
vvmg (vocabulary learning burden), kilm tra v i<br />
ddnh gii vin tft vving cfta ngudi hpc dvra tren<br />
tin so (woni ficquency test) [7]. Read (2004)<br />
dd nhin mgnh din vide hpc tft vvmg flidng qua<br />
cic hogt d|ng hpc tft vyng tivic tilp (intentional<br />
learning) hodc giin tiep flidng qua cdc hogt<br />
ddng vui dioi (inradeotal leammg) [11]. Trong<br />
khi dd, xuit phit tft gdc nhln cfta ngudi hpc nhd<br />
tuli, Linse and Nunan (2005) vgch rd nhfhig li<br />
do vi sao tft vvmg thu hftt sy dift ^ trong gidi<br />
nghidn cftu Idioa hpc vd cftng ^uan dilm vdi<br />
Nation trong m|t so nguydn tdc dgy hgc tft<br />
vyng [4].<br />
Song song vdi hudng nghidn cftu tft vvmg d<br />
gdc dd ngdn ngft hpc ftng dvmg, nhilu nghidn<br />
cftu cfta cdc nhi tdm li ngdn ngft hpc nli tilng<br />
ching hgn nhu Jean Piaget, Lev Vygotsky v i<br />
Jerome Burner cho thiy cdch tid hpc ngogi ngft<br />
khdc vdi ngudi ldn cdn nhi phuong p h ^<br />
Jeannctte Deiccarico (trich theo Celce-Murcia,<br />
2001:284) cho ring: "Vi^ hgc til vyng l i vin<br />
dl bung tdm cfta qui trinh thy ddc ngdn/ngogi<br />
ngtt; cho dft trd hpc ngdn ngft mp dd, ngdn ngtt<br />
flift hai bay ngogi ngft" [2]. Vi$c tim hiai vd h?<br />
thing xdu chuSi Igi cic cQc tnmg tam li hpe<br />
ngogi ngft cua tid vd m$t s l quan (film v l vai<br />
tid cfta tft vvmg hong qud tiinh phit triln ngdn<br />
ngft cua cic nhi khoa hgc hing diu chuydn<br />
nghidn cftu tdm li hpc ngdn/ngogi ngft cfta trd<br />
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Sl9(239)-2015<br />
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em sd gii^ cftng c l eg sd li lu|n v l giing dgy<br />
ngogi ngtt Ian vd cic phuong phdp vd Idf tiiii(lt<br />
dgy tft vvmg cho hgc smh dqi tilu hpc m|t cicii<br />
hipu qud v i ding tiidi rftt ngdn khodng cich<br />
gitta chucmg trinh ddo tgo giio vidn tieng Anh<br />
d c ^ tilu hpc v i thyc tl giing dgy.<br />
2. M f t s I quan diim t i m lingSn ngft hgc<br />
v l vai trd ciia tft v ^ g trong qui trinh phit<br />
triln ngdn ngft ciia hpc sinh nhd tuli<br />
2.L Jean Piagid (1S96 -1980)<br />
Jean Piaget l i nhd tdm li hpc trd em faing<br />
diu da cd nhftng phdt hidn ftng dyng tiiilt thyc<br />
trong vi|c giio dvic, hlnh thinh nhdn cdch cung<br />
nhu tri tiif bd. Qua cic cuOc khdo sdt chit v ^<br />
nhilu Ird bdng nhfhig cdu hdi ddtim:"Khi chiu<br />
di, chiu di bdng chdn. Vdy khi chiu nghl,<br />
chdu suy nght bing ^ ? " hoJc "Suy n ^ li<br />
^7", Piaget (1979:37-60) dd tim hilu cidi ti«<br />
nh|n thftc thl gidi qua nhfhig cdu hoi dip tir<br />
nhfhig dli tugng nghidn cihi nhd tuli nhu li<br />
"bdng tai", "bdng mdt", "lidng cl", "bSng<br />
diu", "bing tim" dd din ddt dng din quan<br />
nidm A i g trd tu duy v l thl gidi xung quanh<br />
thdng qua trvtc quan. Tft gdc nhln cfta tii,<br />
Piaget (1979:44) ndu rd: " t nght bao gIm<br />
hodc tft vvmg gdn vdi svr v^t h i ^ tugng hodc<br />
d dgng hoi phit ra. Trong tiivic tl, dli vdi tii,<br />
tft vvmg khdng mang ylu t l ndi tgi hodc tim<br />
<br />
r.<br />
V i n l i m^t nhi tdm U hgc vd cung l i nhi<br />
nghidn ciiu theo thuylt kiln tgo c i nhin<br />
(individual constructivism), Piaget ^ dl nghj<br />
phin chia qui trlnh nh$n tiiftc cfta trd thinh 4<br />
giai dogn md trd ndo cung phdi tiii qua. D6 li<br />
giai dogn cim giic - v§n d|ng (sensori-motoi<br />
stage) tft Iftc mdi sinh din 2 tuli, giai dogn<br />
tiln thao tic cy thl (pre-operational stage) til<br />
Iftc 2 tuli din 7 tiili, giai dogn tiiao tic cy tbi;<br />
(concrete operational stage) tft 7 tuli din 11<br />
tuli and giai dogn thao tic hlnh thiic / tiiao<br />
tic tu duy logic (fonnal operational stage) tik<br />
11 tuli ti* ldn. Dilm c6t ldi cfta khdi ni?m<br />
niy thl h i ^ tu duy cfta trd mang d|m min<br />
sdc xuc cim vd chilm uu thl d Unh thftc tu<br />
duy trvic quan - hinh ddng den tu duy trim<br />
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tugng. Khi tilp xuc vdi thl gidi xung quanh, ddy khdng phdn bi^ id tiiinh nhftng don vj<br />
trd cd thl tidi cvic ty kiln tgo nhdn thftc cfta ngdn ngft mdi. Cic khia cgnh nghla vi ylu to<br />
chinh mliih.<br />
bdn ngoii cfta ngdn tft phdt triln flieo cic<br />
2.Z Lev Vygolsl^ (1896-1934)<br />
hudng tidi diilu - tftridngbi|t din chung, tft tft<br />
Khic vdi quan nidm cua Jean Piaget Id tid wmg din cau, hodc ngugc Igi.<br />
cd thl ty kiln tgo khdi nidm vl thl gidi xung<br />
Bdn cgnh nhftng ddng gdp cfta dng vl in$t<br />
quanh, Vygotslgr- mdt nhd tdm li hgc xu£ ngdn ngft, Vygotsky cdn phan tich qui trlnh<br />
chftng ngudi Li&i Xd - cho ring,tidcU vdi nS phittii&iUnhfliinhkhii nipm cda trd. dng da<br />
lyeridngcua cd nhdn tU qui trinh tu duy sS lim Id ring khi tid lin diutidng ^ tft mdi, tid<br />
diinracb^rn vd it cd hi|u qui hem so vdi cdc fliudng khdngflielidn hd din sy vdt (referent)<br />
tid nh|n dugc sy bl tig vi cpng lie cfta nhttng li^ tftctiidi.Thong qua vide sft dyng din ti^<br />
ngudi cd ndng Ivic cao hon.<br />
mp dd vd qua nhieu lin tilp xftc vdi ngft cinh<br />
Vygotsky cung ddtidnphong gdn kit ngdn hpc cd ^ nghia, trd mdi cd thl gin nghia cua tft<br />
ngft vdi dli tugng hpc nhd tuli bdng cich nhin l^ngtilngmp dd vdititmdi (d dgng ndi liudc<br />
mgnh vaitidcfta tft vvmg nhu li cdng cy tu duy ill mdi d dgng vilt). Tid bit diu hpc tft mdi<br />
dl trd tgo xssi ldi ty ndi thim (inner speech tonhd vio ndng lye ty nUdn von cd nhu chft ^,<br />
self) hodc ldi ndi vdi nhau (external speech to cim giic, sau dd ning Ivic cot bin niy dupc rdn<br />
oflieis) vdi sy hi tig cfta ngudi dgy. Theo luydn d mftc tu duy tritu tugng.<br />
Vygotsky (1986:256), tft vyng cdtilldugc xem<br />
v l mdt vdn hda - xd hdi, Vygotsky dd dira ra<br />
li m$t trong nhftng budc d ^ trong qui trinh m$t khii nipm cot 151 nhin mgnh vai tid cfta<br />
phit Iriln ngdn ngft cua hd [12]: 'Tft vvmg li mdi tiudng hpc miflidngqua dd ngudi hpc nhd<br />
Unh thftc bilu dgt tiyc tilp cfta bdn chit nhdn taili cdfliekhai fliic dl hgc ngbta ciia tft. Trd<br />
thiic cua con ngudi. Nh§n thftc dugc thl Udn hgc nghta cua tft kbic vdi cich ngudi ldn hpc.<br />
qua tft vvmg id idng nhu thl inh ndng mdt tidi Cic ndt nghia cfta tft sd din din sing rd hon<br />
bong m$t gipt nude. Mli quan hp m$t tUlt qua mli iM trd dugctiepxuc trvictiepvdi vdt<br />
gifta tft vvmg lidn quan vdi nhdn Ihitc con ngudi quy cUlu trong mdi tiudng hpc hing ngiy<br />
y nhu mli quan h$ cua m$t tl bio sing doi vdi hc^ sdn choi noi mi tid cung vdi nhfing trd<br />
m$t CO thl sing, hay nhu till li mli quan hp khic tuong tdc c[ua cic mli quan b$ nhu trong<br />
cua hgt nhdn trong vutivniy. Tft vyng li trung gia dinh, bd bgn,tiiiycd vi trong xd h|i. Thdng<br />
tim cfta nh|ntiiftccon ngudi".<br />
qua nhftng tlnh hulng hdng ngiy trone SA<br />
Ngoii ra, Vygotsky dd cU ra mli quan h| sing cua trd diinragdn vdi nhfhig nim cau eg<br />
cbdt chd gifta tft, cym tft, nghla cfta tft, tu duy bin hdng ngiy ciia tid nhu Id dn uIng, ngft<br />
vd H ndng ndi. Vygotsky (1978:219,253) tin ngU^ hgc t ^ vi vui choi hodc qua nhftng tlnh<br />
ling [12]: "V tudng tiudctidnphii mang nghla huong hpc 1^ khic mang nUlu miu sdc da<br />
sau 66 dugc the Udn qua ngdn tft. Trong thyc dgng vdi nUlu vui choi thoii mil, tid cd the sft<br />
tl, qui tiliih phit triln tft vyng dugc khdi diu dyng tft vyng dugc dgy dl tliam gia hogt dpng<br />
giao ti^ tuong tic vdi nhfhig ngudi hay tixmg<br />
tft d$ng CO rli hlnh thdnh ndn ^ tudng, diu tidn<br />
d dgngtiiim(flunking words/mner qieech), sau ddiflmdngnhu ngudi thdn hong gia dhdi, fliiy<br />
dd qua nghia cfta tft vi rli the hidnrangdn tft bgn vi nhfhig ngudi xung quanh khic. Cic hogt<br />
d^ng hpc tj]) cingfliftvi,tidcing dugctilpxuc<br />
(outer speech)".<br />
v l mdt ngbia, trd thudng bdt diu vdi don v} vdi nUlutinhhulng hpc tit - cd thl tiyc tilp<br />
Irpn vpn, hodc don vj phftc hgp cd nghla ili sau hodc gidn ti^, ngudi hpc cing cd thl cd nUlu<br />
dd bit i:^ hpc nhfing don vj ngdn ngtt cd ndt CO hpi dl rdn luypntiidiquen ngdn ngft vi tilp<br />
nghia, lli hpc ngUa cfta tit, vd sau dd ngudi flu tft vvmg vi d cic don vj phftc hgp cd n^<br />
hpc sd din jdiln djnh mOt sl khii ni$m trudc nghm nhu cym tft ho$c cdu.<br />
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Ve mdt tdm li ngdn ngtt hpc Vygotsky Id nhu vgy. Biuner (2006:34) tin ring vaitidcia<br />
ngudi khdi xudng khii ni|m "vftng phit tiiin giio vidn trong qui tiinh hpc li tUlt ylu vl<br />
tidm ndng" (Zone of Proximal Development), chfnh giio vidn li ngudi tiiilt kl, tl chftc tit ci<br />
dng cho ring ddy Id khii nidm cU khodng cidi cic hogt d|ng hpctiltrong ldp hpc [1]. "Chfnh<br />
gifhi ndng Ivic cua trd vd ndng Ivic tid cdtillfdiit vai trd chitc ndng cfta giio vidn li tdnh biy<br />
triln hon nlu dupc sy hitiX7cfta ngudi cd ndng<br />
lye tit boa Dli vdi trd hpc ngogi ngft, khii nhdm g i ^ ngudi hgc cd thl dgt mftc tli uu khi<br />
nidm niy nhin mgnh den vai trd cfta giio vidn hpc nhftng ^ d& dugc d^. Dilu niy lim niy<br />
trong tl chftc vi sip xIp cdc hogt d^ng cd i sinh vin de Id lim till nio dl trinh cic ki&<br />
nghta nhdm myc dich giftp trd cd thl tham gia thftc kbic nhau dl phit buy dftng vai tid giing<br />
vdo cdc hogt ddngtiidnthipn vi ty nUdn vdi dgy. d giai dogn Idiic nhau tU ndn gidi tU^u<br />
dli tugng hpc. Trd hpc ngogi ngft bdng cdch ngtt lidu A & ^ trinh ty nio vd bdng phuong<br />
tham gia vdo cdc sinh hogt hing ngdy vd tuong cdchnio7'.<br />
Thdng qua vide tiyc tilp tuong tic gida ti<br />
tic vdi giio vidn - li ngudi cd the dua ra cic<br />
miu dftng de bd bit chudc theo. Vd cftng vi giio vidn dtrong ldp de hi tig chotad,giio<br />
chfnh Vygotsky li ngudi da nb^n d i ^ nhdn to vidn Ulu rS vl dli tugng ngudi hgc, cdtilldua<br />
quan trpng trong vftng phit triln tilm ndng dd ra ndn dgy tft vyng nio, tgo ra nhfhig tlnh<br />
Id Id sy hi trg tftng budc cho tid thl Udn tinh hulng hpc vfta sftc phft hgp tidn co sd kiin<br />
vita sftc (scaffolding). (Dung gilng nhu khung fliftc U$nflidicftatid,tiiiltkd cdch dgy vi th(m<br />
dd tgm thdi, sy hi trg tftng budc cfta giio vidn chi cd till tidn li|u nhftng khd khdn ngudi hgc<br />
giftp cho tid khdng nhftng tvi tim ra cich hpc cd thl g ^ phii.<br />
3. Thay Idi kit<br />
vita site trong hpc tft vvmg mi cdn giiip giio<br />
EHim chung cfta cdc li thuylt hpc<br />
vidn s ^ xep cic hogt ddng phft hgp vdi dd<br />
tuli tft cy the din trftu tugng hay tft dl din ngdn/ngogi ngtt trdn do Jean Piaget, Lev<br />
khd vi giio vidn bilt rd ddc &km cfta trd. Giio Vygotsky vi Jerome Bruner doi hudng din dii<br />
vidn tilu hpc cing bieu rd ddc dilm cua ngudi tugng ngudi hgc nhd tuli. Khdi dilm qui ttioh<br />
hpc, hidu qui dgy hgc tft vving cing cao. Sy hi thy die ngdn/ngogi ngtt cfta tid li hpc tft vyng<br />
tig ndy dugc ling gbdp trong nUlu mdt chdng theo cUlu hudng phit tri^ trong mdi tiudng<br />
hgn nhu trong gidi tUdu tft vyng, cich ddt cdu hgcflilnfliipnvdi tid. Vai tid cfta tft vyng li<br />
hdi, cich giii tiiich hodc thilt kl cic tinh dilm giao trong phdt triln ngdn ngft cfta hgc<br />
sinh d cip tilu hgc. Ba quan dilm diu giao<br />
hulng dgy hpc cd ^ nghla.<br />
nhau d vai tid cfta sir tuong tdc mang tthh vin<br />
2J. Jerome Bruner (1915-2014)<br />
Bruner (2006:62-63) hoin toin ding -j vai hda xd hdi trong qud trinh kiln tgo kiln fliftc<br />
tad quantirpngcua tft vvmg trong qui trlnh phdt Chinh ndt d^ trung niy giii thich sy khic U^<br />
triln ngdn ngft cfta trd [1]: 'Tft vyng gift chiic cfta trd d mli nu6c cftng khdc nhau.<br />
ndng CO bin khdng nhfing vl nd cU v$t quy<br />
Ngoii ra, quan dion cfta Piaget ringtadc6<br />
chilu tuongftngtaxingthl gidi khdch quan mi till ty kiln tgo kilnfliftclit phft hgp dli vdi tii<br />
tft vvmg cdn taflu tugng hda, khu bi$t id vd sing trong mdi trudng cftng Iftc hai ngdn ngD<br />
ting qudt hda cic ndt nghia chung hodc ridi^. phong phft vl khi ndng tilp xuc vdi ngdn ngS<br />
Chfnh sy hp thing nhfing trii ngU|m tavc ti^ ndi chung vd cy thl li tft vyng da dgng, fliudng<br />
niy lim dio vai tid cfta tft vyng tid ndn CVIC Id xuydn vi d&i vdi tad mit cich n ^ nbiin<br />
quan tipng trong qud blnh hinh tiiinh khdi khdng cd SVI s ^ xIp. Trd hpc tit vyng taong<br />
nidm".<br />
ngft cinh fliyc (autiientic), giiu ^ ngt^<br />
^ Qui trinh hpc ngdn/iigogi ngft khdi diu (meaningfijl), gin gui vdi nhfhig nhu ciu fliia<br />
bing tft vvmg tU vi$c dgy ngdn/ngogi ngft cung ylu cfta trd (personalizing) vdi sytichhgp df<br />
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If ndng nghe, ndi, dgc v i vilt mdt cich ty<br />
nUdn. Trong khi dd, dli vdi tid sing trong<br />
mdi trudng tilng nhu ngdn ngft hai (second<br />
language leamers) hodc ngogi ngtt (foreign<br />
language learners), cdc ylu t l ve ngtt cinh<br />
hpc trdn cin dugc sdp xIp hodc thilt kl cfta<br />
ngudi dgy mi cy thl li gUo vidn. Ddy chinh<br />
li dilm khic bidt co bin gifta thuylt kiln tgo<br />
ci nhdn (individual constructivism) ciia<br />
Piaget vd thuyet kiln tgo xd h|i (social<br />
constiuctivism) ciia Vygotsky hay ciia<br />
Bruner.<br />
Trong thvic tl gidng dgy tilng Anh tgi<br />
Vi^ Nam, vai trd cfta gido vidn d d p tilu<br />
hpc rit quan trgng vl giio vidn chinh li<br />
ngudi thiet kl, tl chftc vi tiln hinh cic hogt<br />
d|ng dgy hgc tft vvmg d trong ldp. Ngodi ra,<br />
cic hogt ding hgc tdp vui choi thdng qua<br />
smh hogt hdng ngdy, cic tid choi ddn gian,<br />
dl chft,... dugc ling gbdp trong chuong trinh<br />
gidng dgy tilu hpc ndi chung vd cy thl li<br />
trong giing dgy tilng Anh thl hidn tfnh<br />
tuong tic mang tfnh vdn hda xi h|i Vift<br />
nam ddc trung. Nhgn thftc dung cua giio<br />
vidn vi tft vvmg, vi vftng phdt triln tilm<br />
ndng vl tft vvmg sd giftp giio vidn thilt kl<br />
cic hogt dgng vita sftc, thdn tM$n vdi tid vi<br />
de ra hS trg phft hgp vdi tdm sinh li trd, nhu<br />
vjy trd cd flie hgc cdc ndt nghta cfta tft vvmg<br />
cy the trudc rli din trim tugng. Kin tid<br />
thdnh cdng trong tham gia eic hogt d$ng vfta<br />
hpc vfta chcri, gido vidn cd thl tgo cho tid sy<br />
hftng thft trong hge t$p (motivation), thu hut<br />
sy chu i (attention) cfta trd ti-ong gid hgc,<br />
kich thich klii ndng ty hpc (autasnomy) vi<br />
chia sd trich nludm ty dl ra cich hgc<br />
(learning styles and sti-ategies) ndi chung vd<br />
tft vvmg ndi ridng.<br />
Vide kit hgp cic ddc trung tdm li hpc<br />
ngogi ngft cfta trd vdi vai trd cfta tft vvmg<br />
trong qui trinh phit triln ngdn ngtt cfta tid<br />
do cic nhi khoa hpc hing diu chuydn<br />
nghidn cftu tdm li hpc ngdn/ngogi ngtt cua<br />
trd em giftp lim i« co sd li ludn vl giing dgy<br />
dgy tft vvmg cho hgc sinh d p tilu hpc. Nhdn<br />
<br />
35<br />
<br />
thftc cui giio vidn tilu hgc vl tft vvmg, vai<br />
tid cua tft vvmg, nguydn tdc dgy vd hogt<br />
ddng hgc tft wmg phft hgp vdi trd li mdt<br />
trong nhfing nhin to ddng vai trd then chit<br />
cho svr thinh cdng trong ldp hpc ngogi ngft d<br />
d p tilu hpc.<br />
TAI u f u THAM K H A O<br />
1. Bruner, J. S. (2006), In search of<br />
pedagogy - The selected of works ofJerome<br />
S. Bruner. UK, USA: Roufledge.<br />
2. Celce-Murcia, M. (Ed.). (2001),<br />
Teaching English as a second or foreign<br />
language. USA: Thomson Leaniing, Inc.<br />
3. Chan, W. M., CUn, K. N. &<br />
Sufliiwan, T. (Eds). (2011), Foreign<br />
language teaching in Asia and beyond Current perspectives and future directions.<br />
Germany: Walter de Gruyter, Inc.<br />
4. Linse, C. T., & Nunan, D. (2005),<br />
Practical English language teaching: Young<br />
leamers. USA: McGraw-Hill.<br />
5. Lewis, M. (2008), Implementing the<br />
lexical approach<br />
Putting theory into<br />
practice. UK: Heinle Cengage Learning.<br />
6. McKay, P. (2008), Assessing young<br />
language leamers. UK: Cambridge<br />
University Press.<br />
7. Nation, P. (2001), Learning<br />
vocabulary in another language. UK, USA :<br />
Cambridge University Press<br />
8. Nikolov, M. (2009), Early learning<br />
of modem forcing languages: Processes and<br />
outcomes. USA, Canada: Multilmgual<br />
Matters.<br />
9. Nunan, D. (2011), Teaching English<br />
lo young language learners. US: Anaheim<br />
University Press.<br />
10. Piaget, J. (1979), The child's<br />
conception of the world. USA: International<br />
Library of Psychology.<br />
11. Read, J. (2004), 5escarc/i in fcac/iing<br />
vocabulary. Annual Review of Applied<br />
Linguistics, 24(1), 146-161.<br />
12. Vygotsky, L. (1986), Thought and<br />
language. USA: MIT Press.<br />
<br />
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