Khai thác hiệu quả phòng internet để phát triển kỹ năng tổng hợp tin tức cho học viên khoa quan hệ quốc tế học viện khoa học quân sự
Đối với học viên Quan hệ Quốc tế, Học viện Khoa học Quân sự, việc rèn luyện phát triển kỹ năng
tổng hợp tin tức là rất quan trọng bởi tổng hợp tin tức quốc tế là một trong những nhiệm vụ học
viên phải đảm nhiệm sau khi tốt nghiệp trên cương vị ban đầu là trợ lý đối ngoại. Để phát triển kỹ
năng trên cho học viên, giảng viên có thể hướng dẫn học viên khai thác hiệu quả phòng-thư viện
Internet của Học viện. Bài viết này trình bày tầm quan trọng và những lợi ích của việc hướng dẫn
học viên khai thác Internet để tổng hợp báo cáo tin tức quốc tế, từ đó gợi ý các bước giảng dạy và
đặt ra những yêu cầu đối với giảng viên đảm nhiệm giờ học này.
Từ khóa: khai thác Internet, quan hệ quốc tế, tin tức, tổng hợp tin tức quốc tế
ompanied by a list of required links and articles. The cadets then access the Internet, reading those articles to answer the questions. After this, the cadets work in groups, discussing what they have collected. Each group then presents their collaborative work in front of the class, followed by other groups asking questions or voicing their views on their presented material. At the end of the lesson, the teacher can draw some conclusions on the researched topics, give comments on the 96 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 07 - 5/2017 v NGHIÊN CỨU - TRAO ĐỔI research methods used by the cadets, provide some language correction if necessary, etc. This plan is more suitable for those cadets with greater linguistic proficiency since it requires the learners to work very hard and possibly causes some stress due to the workload. In fact, international relations officers may sometimes have to work under pressure to meet the deadline of their assigned reports. For this reason, the 90-minute lesson is a good opportunity for the learners to prepare themselves for their future tasks. For lessons with the cadets’ prior preparation The teaching procedures are similar to those of the all-in-one lessons above except that the step of researching news online has already been done prior to the lesson. The cadets then have more time for discussing their gathered news. Further investigation into the assigned issue could be done right in the Internet room when necessary under the teacher’s instruction and observation. This plan is more suitable for those cadets with lower linguistic competence since they have more time for preparation. The teacher may have to work harder, however, giving more careful instruction and more detailed feedback. This plan can also work for the learners with better command of English when the teacher wishes to make a change in the teaching procedures or when the researched issues are more complicated, asking for discussion at great length. REQUIREMENTS FOR TEACHERS A lesson conducted in the Internet room is different from that in a conventional classroom. For example, the news stories can be up to the minute, or the learners may be distracted from their assignments due to other things on the Internet. Therefore, the teacher needs to comply with a number of requirements in order for the lesson to be fruitful. To begin with, the teacher should make sure that the cadets have been familiar with working in groups. Such groupwork skills as sharing information, discussing, and assigning roles should have been practiced in previous lessons. When the cadets have already mastered those skills, they will spend more time on their research work. This way, the outcome of groupwork can be maximized (Ellis et al., 2005). Second, the teacher needs to instruct the cadets how to research news from different sources, read effectively, take notes, present what has been collected, and, when required, provide recommendations on the researched news. These study skills should be introduced and practiced in the first lessons. According to Gettinger and Seibert (2002, p.350), the ‘knowledge and application of study skills’ would help the learners to ‘acquire, organize, retain and use’ information efficiently; and this can enhance their performance and competence. Third, the teacher should be well-prepared, understanding deeply the topics assigned to the cadets. A list of articles and their links should be given to the learners so that the teacher can have control over what they read. For developing news stories, the teacher may wish to update them right in the class in addition to managing and observing the learners. As Harmer (2001, p.121) points out, the teacher needs to have planned in advance, ‘have a destination they want their students to reach’, and remain ‘flexible’ in the class. All these will contribute to the teacher’s effective prompts for the learners, especially in the news reporting skills development lesson. Fourth, the teacher should master the English language knowledge to a certain degree, especially vocabulary associated with the assigned topics. In fact, there are chances that some political terms, phrases, and expressions are out of the teacher’s awareness zone. A thorough study into the related language would help the teacher manage linguistic situations well 97KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 07 - 5/2017 NGHIÊN CỨU - TRAO ĐỔI v in the lesson. However, according to Harmer (2007, p.110), the teacher should not be be an all-time resource for the learners who sometimes need to look for the answers themselves under the teacher’s guidance. Fifth, the teacher should have good class management skills to deal with study problems in the class (Harmer, 2007, p.153-155). This is because rows of computers in the Internet room are arranged differently from desks and chairs are in a conventional classroom, and the teacher cannot see all the learners’ screens at the same time. Some cadets may be distracted from their main job by the lure of other things on the Internet. An experienced teacher would know how to encourage the cadets to focus on their work and bring those distracted back to their tasks. It is important that a set of regulations for working in the Internet room be introduced, and the teacher may wish to remind the cadets of those rules before each lesson if need be. Sixth, the teacher should master some techniques for researching online news (Dudeney and Hockly, 2007, p.29-34). There are a number of ways to find exactly what you are looking for in most cases on the Internet. Also, it should come to the teacher’s knowledge that there are those websites with reliable contents and those without. When the cadets are aware of all these, possible harm or drawbacks could be avoided. The teacher can introduce and let the cadets practice all the techniques for working online in the first lessons of the class. Finally, the teacher may want to anticipate what might happen technically when the class is in progress, and adopt appropriate solutions (Maher, n.d.). For example, there should be an alternative, which has been prepared in advance, when there is a sudden power cut. Similarly, when the Internet service breaks down or its download speed is too slow, the teacher should switch to some substitutes. Another unwanted possibility is that when an individual link to an important required article does not work, the teacher may provide the learners with another working analogue. Thus, teaching in the Internet room does need the teacher to make contigency plans. CONCLUSION Using the Internet room to teach news reporting skills to cadets of International Relations is needed since this practice helps them improve their English language skills, build their International Relations background knowledge, and train their professional skills needed for future work. There are numerous things the teacher needs to do for the lesson in the Internet room to be successul, from preparing the material to adopting a workable procedure, anticipating unexpected technical situations, and meeting a series of requirements. Future studies on exploiting the Internet room can focus on development of other English language skills or those skills in other foreign languages being taught at Military Science Academy. References: 1. Dudeney, G. and Hockly, N. (2007), How to Teach English with Technology, Longman, Harlow. 2. Ellis, A. P. J., Bell, B. S., Ployhard, R. E., Hollenbeck, J. R., and Ilgen, D. R. (2005), “An Evaluation of Generic Teamwork Skills Training with Action Teams: Effects on Cognitive and SkillBased Outcomes”, Personnel Psychology, 58 (3), 641-672. 3. Gettinger, M. and Seibert, J. K. (2002), “Contributions of Study Skills to Academic Competence”, School Psychology Review, 31 (3), 350-365. 4. Harmer, J. (2001), How to Teach English, Longman, Harlow. 98 KHOA HỌC NGOẠI NGỮ QUÂN SỰSố 07 - 5/2017 v NGHIÊN CỨU - TRAO ĐỔI EXPLOITING THE INTERNET ROOM TO TEACH NEWS REPORTING SKILLS TO CADETS OF INTERNATIONAL RELATIONS - MILITARY SCIENCE ACADEMY DO VAN TOAN Abstract: Reporting world news is one of the important skills that cadets of International Relations at Military Science Academy need to practice because it is part of their future job as international relations officers. The Internet room of the Academy is a useful facility that can be made use of to help the cadets develop their news reporting skills. The lecturers of the International Relations Department should understand deeply the importance of teaching those skills to the cadets, adopt workable teaching procedures, and comply with a range of requirements in order for the lessons in the Internet room to be successful. Keywords: using the Internet, International Relations, news, news reporting skills. 5. Harmer, J. (2007), The Practice of English Language Teaching, Longman, Harlow. 6. Hirvela, A. (2012), “Teaching Integrated Skills”, The Encyclopedia of Applied Linguistics, Iowa State University, Iowa. 7. Loan, F. A. (2012), “Impact of the Internet Surfing on Reading Practices and Choices”, Webology, 9 (1), retrieved on February 17, 2017 from < v9n1/a94.html>. 8. Maher, H. D. Jr. (n.d.), Potential Challenges Common to a Laboratory Teaching Assistantship Assignment and Some Possible Solutions, retrieved on February 2, 2017 from < unomaha.edu/maher/labTAworkshop.html>. 9. Motteram, G. (2013), Innovations in Learning Technologies for English Language Teaching, British Council, London. 10. Ryan, H. (2013), The Effect of Classroom Environment on Student Learning, Western Michigan University, Michigan.
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