Áp dụng phương pháp clil vào dạy học kỹ thuật – từ góc nhìn của sinh viên
Tóm tắt: 153
| 
PDF: 202 
##plugins.themes.academic_pro.article.main##
Author
Từ khóa:
CLIL
tiếng Anh kỹ thuật
kỹ thuật khuôn mẫu
thiết kế bán thử nghiệm
ngôn ngữ hai (L2)
Tóm tắt
Nghiên cứu này nhằm đánh giá việc thử nghiệm áp dụng phương pháp dạy học tích hợp nội dung và ngôn ngữ (CLIL) tại trường Đại học Công nghiệp Tp. Hồ Chí Minh (IUH) đối với môn học kỹ thuật khuôn mẫu. Do sinh viên kỹ thuật nói chung thường hạn chế về kỹ năng giao tiếp bằng ngôn ngữ tiếng Anh vốn sẽ có tác động lớn đến sự phát triển nghề nghiệp của họ cả trong ngắn hạn và về lâu dài, cùng với thời lượng hạn chế của chương trình đào tạo, việc dạy chuyên môn bằng ngôn ngữ tiếng Anh có thể là một giải pháp hứa hẹn. Tuy nhiên, ít nghiên cứu thực hiện nhằm xác thực hiệu quả của phương pháp dạy học này khi áp dụng cho các sinh viên kỹ thuật tại Việt Nam. Dựa theo thiết kế bán thử nghiệm (quasi-experimental design), sinh viên được chia thành hai nhóm là nhóm thí nghiệm và nhóm đối chứng. Các khảo sát so sánh trình độ tiếng Anh trước và sau khi áp dụng CLIL cũng như so sánh chuyên môn của hai lớp sau khi áp dụng CLIL đã được thực hiện.
Tài liệu tham khảo
-
[1] Balakrishnan, N. L. Abdullah, and M. S. Linda Khoo, “English Language Learning Anxiety and its Relationship with Language Achievement: A Study on Learners in a Technical University”, Journal of Technical Education and Training, vol. 12, no. 3, pp. 161-170, 2020.
[2] D. Einar, “The most spoken languages worldwide 2023”, Statistica, 06/13/2023. [Online]. Available: https://www.statista.com/statistics/266808/the-most-spoken-languages-worldwide/ [Accessed 06/13/2023].
[3] T. B. Phuong, T. V. Chinh, N. T. Ha, and N. K. Trieu, “Content and Language Integrated Learning: An Initial Case Study for Mold Engineering Courses at the Industrial University of Ho Chi Minh City, Vietnam”, Journal of Engineering Education Transformations, vol. 36, no. 4, pp. 120-127, 2023. https://doi.org/10.16920/jeet/2023/v36i4/23122
[4] V. Abellán-Nebot, “Project-based experience through real manufacturing activities in mechanical engineering”, International Journal of Mechanical Engineering Education, vol. 48, pp. 55-78, 2018. https://doi.org/10.1177/0306419018787302
[5] T. Sanmugam and R. N. S. R. Harun, “Technical Instruction in English: Voices of Technical Lecturers”, Journal of Technical Education and Training, vol. 5, pp. 1-13, 2013.
[6] K. Bhar and N. A. Abu Bakar, “Language Barriers: Feedback from the IT Industry”, Journal of Technical Education and Training, vol. 4, pp. 9-20, 2013.
[7] V. Barbosa, P. A. M. Lobarinhas, S. F. C. F. Teixeira, and J. C. F. Teixeira, “Project-Based Learning in a Mechanical Engineering Course: A new proposal based on student's views”, International Journal of Mechanical Engineering Education, vol. 50, no. 4, pp. 767-804, 2022. https://doi.org/10.1177/03064190221078259
[8] A. Goris, E. Denessen, and L. T. W. Verhoeven, “Effects of content and language integrated learning in Europe A systematic review of longitudinal experimental studies”, European Educational Research Journal, vol. 18, pp. 675-698, 2019.
[9] Coyle, P. Hood, and Marsh D., Content and Language Integrated Learning, Cambridge, United Kingdom: Cambridge University Press, 2010.
[10] G. Kim, S. Park, and M. Baldwin, “Toward Successful Implementation of Introductory Integrated Content and Language Classes for EFL Science and Engineering Students”. TESOL Quarterly, vol. 55, pp. 219-247, 2021.
[11] T. Anh and V. D. Phuong, “Equipping the Contents of CLIL for students in mathematics education major, taught in English”, Vietnam Journal of Educational Sciences, no. 03, pp. 42-46, 2018.
[12] Cenoz, F. Genesee, and D. Gorter, “Critical Analysis of CLIL: Taking Stock and Looking Forward”, Applied Linguistics, vol. 35, no. 3, pp. 243-262, 2014. https://doi.org/10.1093/applin/amt011
[13] European Commission, Directorate-General for Education, Youth, Sport and Culture, Content and Language Integrated Learning (CLIL) at school in Europe, Publications Office of the European Union, 2006.
[14] Y. Byun, H. J. Chu, M. J. Kim, I. W. Park, S. H. Kim, and J. Y. Jung, “English-medium teaching in Korean higher education: policy debates and reality”, Higher Education, vol. 62, pp. 431-449, 2011. https://doi.org/10.1007/s10734-010-9397-4
[15] Dafouz, B. Núñez, C. Sancho, and D. Foran, Integrating CLIL at the tertiary level: teachers’ and students’ reactions. Diverse contexts, converging goals: CLIL in Europe, vol. 4, D. Marsh & D. Wolff, Eds., ed: Peter Lang Frankfurt, pp. 91-102, 2007.
[16] Antov and T. Pancheva, “Application of content and language integrated learning (CLIL) in engineering education”, XIXth International Scientific Conference in Management and Sustainable Development, Yundola, Bulgaria, 2017, pp. 36-40.
[17] B. N. Nguyen, “Content and language integrated learning in Vietnam: evolution of students' and teachers' perceptions in an innovative foreign language learning system”. Doctoral dissertation, University of Paul Sabatier-Toulouse III, France, 2019.
[18] O'Cass and L. V. Ngo, “Winning through innovation and marketing: Lessons from Australia and Vietnam”, Industrial Marketing Management, vol. 40, no. 8, pp. 1319-1329, 2011. https://doi.org/10.1016/j.indmarman.2011.10.004
[19] V. Van, “The role of English in the internationalization of higher education in Vietnam”, VNU Journal of Foreign Studies, vol. 29, no. 1, pp. 72-80, 2013.
[20] Coyle, “Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies”, International Journal of Bilingual Education and Bilingualism, 10, pp. 543-562, 2007. https://doi.org/10.2167/beb459.0
[21] Tamilselvi, “Smart communication app (Roach) clil for better language acquisition”, Journal of Engineering Education Transformations, vol. 31, no. 4, pp. 15-21, 2018.
[22] Cenoz, “Content-based instruction and content and language integrated learning: the same or different?”, Language, Culture and Curriculum, vol. 28, no. 1, pp. 8-24, 2015. https://doi.org/10.1080/07908318.2014.1000922
[23] Ouazizi, “The Effects of CLIL Education on the Subject Matter (Mathematics) and the Target Language (English)”, Latin American Journal of Content & Language Integrated Learning, vol. 9, pp. 110-137, 2016.
[24] Dalton-Puffer, “Content-and-Language Integrated Learning: From Practice to Principles?”, Annual Review of Applied Linguistics, vol. 31, pp. 182-204, 2011. https://doi.org/10.1017/S0267190511000092
[25] Unterberger and N. Wilhelmer, “English-Medium Education in Economics and Business Studies: Capturing the Status Quo at Austrian Universities”, ITL - International Journal of Applied Linguistics, vol. 161, no. 1, pp. 90-110, 2011. https://doi.org/10.1075/itl.161.06unt
[26] Dearden, “EMI (and CLIL) – a growing global trend’’, oupeltglobalblog, 2017, [Online]. Available: https://oupeltglobalblog.com/2017/02/02/emi-and-clil-a-growing-global-trend/ [Accessed 06/13/2023].
[27] N. Joff, C. C. Bradley, D. R. K. Cole, and P. J. David, “From Which Point Do We Begin? On Combining the Multiliteral and Multiperspectival”, J Eng Tech Movie Media, vol. 19, No. 2, pp. 65-93, 2018. https://doi.org/10.16875/stem.2018.19.2.65
[28] Zeidmane and S. Cernajeva, “Interdisciplinary Approach in Engineering Education”, Global Engineering Education Conference (EDUCON), 2011 IEEE, pp. 1096-1101, 2011.
[29] Kanoksilapatham and A. Khamkhien, “CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course”, Indonesian Journal of Applied Linguistics, vol. 11, pp. 502-514, 2022.
[30] Paula, E. David, E. Harri, W. Jorg, and V. Juha, “Development and analysis of a professional-oriented CLIL model for university level mechanical engineering education”, in SEFI 40th Annual Conferences - European Society for Engineering Education, Thessaloniki, Greece, 2012, pp. 146-147.
[31] Moncada-Comas and D. Block, “CLIL-ised EMI in practice: issues arising”, The Language Learning Journal, vol. 49, no. 6, pp. 686-698, 2021. https://doi.org/10.1080/09571736.2019.1660704
[32] Aguilar and R. Rodríguez, “Lecturer and student perceptions on CLIL at a Spanish university”, International Journal of Bilingual Education and Bilingualism, vol. 15, no. 2, pp. 183-197, 2012. https://doi.org/10.1080/13670050.2011.615906
[33] H. Tri, “Ideologies of English-medium instruction in Vietnam”, World Englishes, vol. 42, no. 4, pp. 732-748, 2021. https://doi.org/10.1111/weng.12575
[34] V. Huy, K. V. Van, and H. P. N. Le, “English as medium of instruction in Vietnam higher education: A study of students' attitudinal aspects from disciplinary perspective”, Hue University Journal of Science: Social Sciences and Humanities, vol. 130, no. 6D, pp. 55-70, 2021. https://doi.org/10.26459/hueunijssh.v130i6D.6313
[35] Galloway and K. Sahan, “An investigation into English Medium Instruction in higher education in Thailand and Vietnam”. British Council, 2021.
[36] N. Hoang, T. L. Tran, and N. Nguyen, “Teaching English for 5th grade student in primary school via science topics on approach of STEM education: a case study of learning outside school activities”, HNUE Journal of Science, vol. 63, no. 9, pp. 61-69, 2019. https://doi.org/10.18173/2354-1075.2018-0169
[37] Michaeli, H. Greif, G.D. Kretzschmar, and F. Ehrig, Training in Injection Molding: A Text- and Workbook, Hanser Gardner Publications, 2001.
[38] W. R. Shadish, T. D. Cook, and D. T. Campbell, Experimental and quasi-experimental designs for generalized causal inference, Boston, MA, US: Houghton, Mifflin Company, 2002.
Xem thêm
##plugins.themes.academic_pro.article.sidebar##
Đã Xuất bản
Feb 29, 2024
Download
Cách trích dẫn
Nguyễn Khoa Triều, và Trương Văn Chính. “Áp dụng phương pháp Clil vào dạy học kỹ thuật – từ góc nhìn của Sinh Viên”. Tạp Chí Khoa học Và Công nghệ - Đại học Đà Nẵng, vol 22, số p.h 2, Tháng Hai 2024, tr 7-11, https://jst-ud.vn/jst-ud/article/view/8582.
