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VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* VÕ THỊ KIM CÚC THE EFFECT OF CLASSROOM INTERACTION ON DEVELOPING NON-ENGLISH MAJOR SOPHOMORES’ SPEAKING SKILL AT HO CHI MINH UNIVERSITY OF INDUSTRY (HUI) Ảnh hưởng tương tác lớp học việc phát triển kỹ nói sinh viên năm hai khơng chun ngữ trường Đại Học Công Nghiệp TP.HCM M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 HoChiMinh, 2014 i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAMNATIONALUNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* VÕ THỊ KIM CÚC THE EFFECT OF CLASSROOM INTERACTION ON DEVELOPING NON-ENGLISH MAJOR SOPHOMORES’ SPEAKING SKILL AT HO CHI MINH UNIVERSITY OF INDUSTRY (HUI) Ảnh hưởng tương tác lớp học việc phát triển kỹ nói sinh viên năm hai khơng chun ngữ trường Đại Học Công Nghiệp TP.HCM M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGUYỄN TRƯỜNG SA, PhD HoChiMinh, 2014 ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION OF AUTHORSHIP TITLE: “The effect of classroom interaction on developing non-English major sophomore’s speaking at Ho Chi Minh University of Industry (HUI)” Name:VÕ THỊ KIM CÚC Supervisor’s Name: Dr NGUYỄN TRƯỜNG SA “I certify that this work is entirely my own and has not been accepted as part of a submission to another purpose elsewhere” Signed: Word length: words iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS This study has been completed with the help and support of many persons Therefore, I am grateful to all of them First and foremost, I would like to express my special thanks to my supervisor, Dr Nguyen Truong Sa, who shaped me on the path toward being an independent researcher Dear Dr Nguyen Truong Sa, thank you for your initial ideas of the research topic and your support during the time I was conducting the research You have invested a lot of energy and valuable time counseling and correcting my thesis Without your help and support, I would have been in much trouble completing my study Working with you, I have learned a lot of valuable knowledge and experiences in doing research Next, I would like to send my deep gratitude Mr Bui Van Hat, the English teacher at Faculty of Foreign Languages, Ho Chi Minh University of Industry, who helped me so much in implementing the study Besides, my deep gratitude is sent to Ms Hien and Ms Nhung, my colleagues at the College of Finance and Customs, who shared with me their experience in organizing activities I would like to thank Mr Tin, my close friend who supported me with technical aids My thanks are due to my beloved students in the two non-English major classes, at Ho Chi Minh University of Industry, who involved in my experiment Without their assistance, my study could not have been conducted I am also grateful to my teachers and colleagues at the English Department, Ho Chi Minh University of Industry, who gave me good conditions during the time I followed the M.A course All of their help meaningfully contributed to the completion of my study in the master program Finally I owe everything to my family, especially my parents, who were always with me when I was in difficulties and gave me mental support to complete my M.A program iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This study entitles “The effect of classroom interaction on developing non-English major sophomores’ speaking skill at Ho Chi Minh University of Industry (HUI)” aimed at analyzing the categories of teacher talk, students talk to find out classroom interaction types used, the teachers’ perceptions about the importance of classroom interaction and the main barriers in employing interaction during Basic English classes for 2nd nonEnglish major students The research employed a qualitative method and applied a case study Subjects of the research were three Basic English teachers,150 non-English major sophomores at Ho Chi Minh University of Industry (HUI) The data were gained through naturalistic observation, document analysis and interview The data were analyzed by using FLINT (Foreign Language Interaction) system by Moskowitz (1971) and classroom interaction types of Malamah-Thomas’ (1987) frameworks The findings revealed that teachers, students applied some categories of talk in FLINT system, some classroom interaction types Teachers thought that interaction can increase students’ knowledge, confidence, establish relationship They encountered some difficulties during interaction: students not want to take risk, students’ vocabulary and grammar problems v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION OF AUTHORSHIP ACKNOWLEDGEMENTS i ABSTRACT ii TABLE OF CONTENTS iii LIST OF TABLES ANF FIGURES v LIST OF ABBREVIATIONS vi PART A INTRODUCTION Rationale of the study Aims of the study Research questions Scope of the study Methods Definitions of terms Design of the study PART B DEVELOPMENT CHAPTER THEORETICAL FRAMEWORK and LITERATURE REVIEW 1.1 Theoretical background of the research 1.1.1 What is interaction in language classroom? 1.1.2 Aspect of interaction 1.1.2.1 Teacher Talk 1.1.2.2 Students Talk 1.1.3 Types of classroom interaction 10 1.1.4 The importance of classroom interaction on speaking skill Error! Bookmark not defined 1.2.Previous studies examining classroom interaction 12 CHAPTER 2METHODOLOGY 14 2.1 Participants 14 2.2.Method of the research 15 2.3 Data collection procedures 17 2.4.Data analysis procedures 19 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 2.5.The validity and reliability data 19 CHAPTER FINDINGS AND DISCUSSION 20 3.1 Findings and discussion 20 3.2.Summary 31 PART C CONCLUSIONS AND IMPLICATIONS Conclusions 33 2.Implications of the study 34 3.Suggestions for further research 35 REFERENCES 37 APPENDIX I APPENDIX IV APPENDIX .V APPENDIX VI APPENDIX VII vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES Table 1: Participants detailed information…………………………………………15 Table 2: Observation and interview schedule…………………………………… 19 Table 3: The results of all observations…………………………………………….21 Table 4: The results of classroom interaction types……………………………… 25 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF ABBREVIATIONS HUI Ho Chi Minh University of Industry FLINT Foreign Language Interaction Analysis ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A INTRODUCTION Rationale of the study Classroom interaction is the key for the language learner to reach the goal of using the language accurately, fluently, and confidently whether in its written or spoken forms Chaudron (1998) notes that only through interaction can learners acquire the target language structures and its their meaning, and learners have more opportunities to incorporate such structures into their oral performance In addition, with classroom interaction, English learners can find it a bit easier to gain fluency and accuracy in their speaking According to Swain (1997), language production in classrooms provides the opportunity for meaningful practice of learners’ linguistic resources that lead to accuracy In addition, in the study of Hailey (2006), interaction not only helps learners to notice what they cannot express precisely the meaning they wish but also pushes learners to produce more accurate and appropriate language In the same vein, Savignon (1983) affirms that the development of communicative competence is promoted in “expression, interpretation, and negotiation of meaning involving interaction between two or more persons or between one and a written or oral text” One again, the effect of interaction on learners’ communicative competence and then speaking ability is asserted by Welker’s (1997 82) that “a thousand meetings, the best textbooks, creative teaching materials, even native speakers visiting classroom aren’t going to give students English communicatively Only by using English with their teacher and classmates will develop the ability to speak English” However, in the light of speaking skill, it seems that the author fails to address classroom interaction in the relation to develop speaking skill In Vietnam, most of students cannot use English for communicating in real situation although they have learned English for many years According to Van (2007 22) “Vietnamese learners’ English proficiency levels were very low, they seemly failed to take part in oral communication” In addition, Thinh (2006) LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com the importance of classroom interaction which has been found by the researcher in the classroom interaction From teachers’perceptions, there are four main importance of classroom interaction: a Interaction increases students’knowledge language through interaction, students can increase their language store as they listen to or read authentic linguistic material, or even the output of their classmates b Interaction can establish the relationship between students and students, or between teacher and students c Interaction also develop students’ speaking or communicative skill d Interaction helps student feel confident in speaking Analyzing the observation in the classroom interaction, it can be concluded that there are five kinds of interactions were applied in the classrooms: a Teacher speaking to whole class, b Teacher speaking to individual student, c Student speaking to Teacher, d Student speaking to group members, e Student speaking to student The last problem that is discussed here is the problem occurring in the interaction There are the problems of interaction are: a The students not want to take a risk b Problem in vocabulary mastery c Problem in grammar mastery 32 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART C CONCLUSIONS AND IMPLICATIONS Conclusions of the study This present study aims to discover categories of talk spoken by teacher and students according to FLINT system (Moskowitz, 1971) as cited in Brown (2001 170) and types of classroom interaction adapted from Malamah-Thomas (1987), cited in Mingzhi (2005 59); the teachers’perceptions about the importance of classroom interaction and the main barriers in conducting the classroom interaction The finding revealed that during interaction in the Basic English classes for nonEnglish major sophomores at HUI, the teacher tended to act as facilitator which facilitated students to speak with several student-fronted speaking activities, such as class discussion, simulation and communication games, a director that directed them in conducting speaking activities, and a response providing information needed by the students Based on the data analysis, there are five kinds of interaction applied in the classes: teacher speaking to whole class, teacher speaking to individual, student speaking to teacher, student speaking to group members and student speaking to student However, two types of interaction is often applied in most of all the observed classes: teacher - whole class and teacher - individual Two kinds of interaction were not conducted in the class: teacher-group members and student-whole class Asking for this, the teacher said that all types of classroom interaction cannot be implemented in a lesson because of the time limitation In the research, the researcher also finds that there are some factors which become a problem in realizing a good interaction The problems are: (1) the students not want to take a risk; (2) problem in vocabulary mastery; and (3) problem in grammar mastery Besides, the interview to teachers has also revealed that teachers’perception about the importance of classroom interaction Interaction plays an important role in language classroom for: (1) interaction can increase students’ knowledge of language; (2) it can strengthen the social relationship either among students or with the teachers; (3) interaction can help to develop 33 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com students’communicative skill and (4) interaction is a role to build students’confidence in speaking In addition, through the process of observation, the researcher recognized that seemly the students had few opportunities to speak and interact in the class by doing speaking activities focused on group work activities However, the usage of native language during interaction was frequently used Based on the findings of the study, it is recommended for the teacher to motivate students to speak and interact using the target language (English) during the speaking activities, to praise them for what they have done for building up their confidence, and to encourage them to interact by applying question strategies which are able to develop their communication competence Implications of the study Knowing that interaction is what communication is about, that is sending, receiving, and interpreting messages depending on the context, the teacher has to design interesting and meaningful activities to motivate students, so that they would participate voluntarily in the activities Various activities like discussions, pair work, group work, or or creative practice should be established in the classroom Besides, stimulating the students by giving them motivation is also important because if the students are not interesting in learning, they will fail in their attempt to bridge the communicative meaning In short, the teacher should make such of creative classroom activities that will increase students’ talk and promote interactions among students for communication purposes He/ She should also motivate the students in order to get an improvement in their achievement On the other hand, the students should make their move in exploring their speaking skill by “throwing away” their awareness in making mistakes so that the interaction between teacher and students will run smoothly in the classroom 34 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Suggestions for further study After analyzing the data and making the conclusion, the researcher has some recommendation, for both the teacher and the students in order that they can make a good interaction in English language teaching and learning process, especially in Speaking Those suggestions can be described as follows: a To the teacher: - The Teacher should create the classroom condition in which a good interaction can take place He should apply the interesting techniques and method such as games, group work, debates, plays, drama which lead toward greater communication ability - Teacher should make a lesson for ensuring that these are satisfactorily prepared at the practical level In this matter, he/she has to organize the material as well as possible She/he may use or arrange it from many source materials such as: handouts, student work sheet, audio visual aids, other sources related to the topic, in order to give a wide perspective and reference and enrich his knowledge in language b To the students - The students should be more actively involved in the classroom interaction They have to make their own opportunities, and find strategies for getting practice in using and practicing the language inside or outside the classroom - The student should find their own technique or way to learn In this case, they may organize information about the language, creative, experiment with language, and want to take a risk, for example, making error They should through away their bad habits of being afraid to ask questions when they face problems, either to their teacher, friends or even to their parents if it is needed - The students should realize the importance of learning language functions as one element in building a good interaction In this case, they have to consider the 35 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com common language function used in daily activities, enriching their vocabularies, and improving their skill, especially in speaking - The students should increase their motivation in studying English They must encourage themselves to study hard, use and practice the language 36 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com REFERENCES Allwright, R & Bailey, K M (1991) Focus on the Language Classroom: An introduction to classroom research on Language Teachers Cambridge Univeristy Press Barners, D , J Britton and H Rosen (1971) Language, the learner and the school Harmondsworth: Penguin Brown, H D (1994) Principles of Language Learning and Teaching Englewood Cliffs, NJ: Prentice Hall Regents Brown, H.D (2001) Teaching by Principles: An Interactive Approach to Language Pedagogy Second Edition New York: Addison Wesley Longman, Inc Cazden, C (1988) Classroom discourse Portsmouth, NH: Heinemann Chaudron, C (1998) Second Language Classrooms –Research on Teaching and Learning USA: Cambridge University Press Counihan, G (1998) Teach Students to Interact Not just Talk The Internet TESL Journal, volume Crystal, D (2003) English as a global language, second edition Cambridge: Cambridge University Press Creswell, J.W (2009) Design qualitative, quantitative and mixed methods approaches, third edition USA: Sage Publications Inc Ellis, R (1988) Class Interaction and its relation to second language learning RELC Journal 11: 29-47 Florez, M.A.C (1999) Improving Adult English Language Learner’s Speaking Skills National Center for ESL Literacy Education, ERIC Digest ED435204 Retrieved July, 2008 from ERIC database Fraenkel, J.R., & Wallen, N.E (2009) How to design and evaluate research in education, seventh edition New York: McGraw-Hill Higher Education 37 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Ha, T T D (2006, 18 November) Almost Vietnamese teachers of English are just at bachelor level Vietnamet, page 1-2 Retrieved from http://www.vnn.vn/giaoduc/tintuc/2006/11/635009 Huy, T (2006) Under seven years of general education: Why aren’t students able to communicate in English? Retrieved 11/14, 2008, from http:///www.tuoitre.com.vn/Tianyon/PrintView.aspx?ArticleID=166558&chann elID=13 Hall, J.K and Verplaetse, L.S (Ed) 2000 Second and Foreign Language Learning through Classroom Interaction Mahwah, NJ: Lawrence Erlbaum Associates Harmer, J (2001) The practice of English language teaching, third edition New York: Pearson Education Limited Malamah-Thomas, A (1987) Classroom Interaction In: Mingzhi (2005) Enhancing interaction in our EFL classroom CELEA Journal Vol.28 No.2, pp 56-62 Mehan, H (1979) Learning lessons: social organization in the classroom Cambridge, Mass: Havard University Press Mingzhi, X (2005) Enhancing interaction in our EFL classroom CELEA Journal Vol.28 No.2, pp 56-62 Moskowitz, G (1971) Interaction analysis: A new modern language by supervisors In: Brown (2001) Teaching by Principles: an Interaction Approach to Language Pedagogy Second Edition New York: Addison Wesley Longman, Inc Mujahidah (2012) The descriptive study on the classroom interaction during the English teaching-learning process at the eighth grade of SMPN Banjarmasin academic year 2011/2012 Retrived from http://jurnal.englishdept.fkipunlam.ac.id 38 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Labercane, G D and M Hunsberger (1990) Journal of Classroom Interaction Vol 25, No & 2: 29-35 Luoma, S (2003) Assessing speaking Cambridge University Press Nunan, D (1991) Language Teaching Methodology: A Textbook for Teacher New York: Prentice Hall Robinson, H.A (1994): “The Ethnography of Empowerment – The Transormative Power of Classroom Interaction” The Falmer Press London Sutopo, H.B 2002 Methodology of Language Teaching Surakarta: Maret University Press Swain, M (1997).Applying Linguistics: Insights into Language Eduction Hongkong The English Center Savignon, S (1983) Communicative competence: Theory and classroom practice Addison-Wesley, Reading, Mass Sinclair, J W And M Coulthard (1975) Towards an analysis of discourse London: Oxford University Press van Lier, L (1988) The classroom and the language learner: ethnography and second language classroom research London: Longman Wells, G (1986) The meaning makers: Children learning language and using language Portsmouth, NH: Heinemann Williams, M and Burden, R.L (1997), Psychology for Language Teacher: A Social Constructivist Approach CUP Welker, R J (1997) Easy English communication at The Secondary Level: Easy Ways Teachers Who are Non-Native Speakers can Use More English in Class The Internet TESOL journal, volume 2(7) 39 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX Foreign Language Interaction analysis (Flint) system Deals with feelings: In a non-threatening way, accepting, discussing, referring to, or communicating understanding of past, present, or future feelings of students Praise or encourages: Praising, complimenting, telling students why what they have said or done is valued Encouraging students to continue, trying Indirect influence Teacher Talk to give them confidence Confirming answers are correct 2a Jokes: Intentional joking, kidding, making puns, attempting to be humorous, providing the joking is not at anyone’s expense Unintentional humor is not included in this category Uses ideas of students: Clarifying, using, interpreting, summarizing the ideas of students The ideas must be rephrased by the teacher but still recognized as being student contributions 3a Repeats student response verbatim: Repeating the exact words of students after they participate Ask questions: Asking questions to which an answer is anticipated Rhetorical questions are not included in this category I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Give information: Giving information, facts, own opinion or ideas, lecturing, or asking rhetorical questions 5a Corrects without rejection: telling students who have made a mistake the correct response without using words or intonations which communicate criticism Direct influence Give directions: Giving directions, requests, or commands which students are expected to follow 6a directs pattern drills: Giving statements which students are expected to repeat exactly, to make substitutions in, or to change from one to another Criticizes student behavior: rejecting the behavior of students; trying to change the non-acceptable behavior; communicating anger, displeasure, annoyance, dissatisfaction with what students are doing 7a criticizes student response: Telling the student his response is not correct or acceptable and communicating by words or intonation criticism, displeasure, annoyance, rejection Student response, specific: responding to the teacher within a specific and limited range of available or previously shaped answers Reading aloud Student response, open-ended or student-initiated: Responding to the teacher with students’ own ideas, opinions, reactions, feelings Giving one Student talk from among many possible answers which have been previously shaped but from which students must now make a selection Initiating the participation 10 Silence: pauses in the interaction Periods of quiet during which there is no verbal interaction 10a Silence A-V: Silence in the interaction during which a piece of audiovisual equipment, e.g a tape recorder, filmstrip projector, record player 11 Confusion, work-oriented: More than one person at a time talking, so the II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com interaction cannot be recorded Students calling out excitedly, eager to participate or respond, concerned with tasks at hand 11a Confusion, non-work-oriented: More than one person at a time talking, so the interaction cannot be recorded Students out of order, not behaving as the teacher wishes, not concerned with the task at hand 12 Laughter: Laughing, giggling by the class, individuals, and/or the teacher e.Uses English: Use of English (the native language) by the teacher or the students This category is always combined with one of the 15 categories from to n Nonverbal: Nonverbal gesture or facial expressions by the teacher or the student which communicate without the use of words This category is always combined with one of the categories of teacher or pupil behavior (Moskowitz 1971 213) III LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX Transcript from Teaching-Learning Activities - Classroom A Teacher A: “Now we are going to learn “count noun” danh từ đếm được” Write on the board: Book an apple Two books five apples “a book: sách, two books:hai sách Singular noun, we use a/an A/an means “một” Singular countable nous, we use a/an We use “an” for vowel sound such as” u,e, o,a,i.” Students: listen to Teacher A Teacher A: “Now answer my question, what is your favorite fruit?, trái bạn ưa thích gì?” Student (boy 1): banana, apple Teacher A: chuối Strawberries? Students: silence Teacher A: strawberries? Dâu tây Carrots? Students: cà rốt Teacher A: peas? Students: silence Teacher A: đậu Tomatoes? Students: cà chua Teacher A: cà chua Hamburgers IV LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX Transcript from Teaching-Learning Activities - Classroom B Teacher B: “Could” use in the past And “Be able to” is used with different forms, follow “Would like”, we use “to-infinitive”, so “to be able to” For example: he’d like to be able to attend the conference Students: 7.2 Teacher B: Your friend uses CAN’T Right Why you use “can’t”? Student 1: The meaning in this sentence is negative Teacher B: OK B How about you? Student2: be able to Teacher B: why you use “be able to”? Student2: we have “will”, so we use “be able to” Teacher B: “Explaining the exercise” Student: “when we use look with “s”, when look “without s”, teacher? Teacher B: “Look with “s” and “without s”, you see in present simple You -> look “without s” It ->look “with s” Teacher B: “Why OK, so I will give you three minutes to read through Unit 19 And tell me what are we going to study in Unit 19? OK?” “Three minutes only Work in groups, one table is a group” Students: “Discuss with their classmates” Teacher B: “Do you finish? Group 1?” Students(group 1): Not yet V LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX Transcript from Teaching-Learning Activities - Classroom C Teacher C: “Good morning” Students: “Good morning” Teacher C: “How are you today?” Students: “I’m fine, thank you, and you?” Teacher C: “We continue with Chapter 2, Part First, we have some vocabularies Now listen and repeat a nap” Students: “a nap” Teacher C: “a short sleep” Students: “a short sleep” Teacher C: “Thu Hien, again” Student (Thu Hien): “a boy is taking a nap a boy is drawing a picture a boy is fishing” Teacher C: “Now, who can come here? Who volunteer? No one, Nguyen Thi Phuong come here Quickly!” Student (Phuong): “Go to the board and make conversation with partner” Phuong: “Do you collect stamp?” Partner: “Yes, I have thousand stamps” VI LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com APPENDIX INTERVIEW What you often at the beginning, in the middle and at the end of your teaching lesson? Can you list at least three activities that work best for students? Why? Do you often organize these activities in your class? Why? Is your organization effective or not? Why? Have you ever failed in organizing these activities? If yes, you know why? Do you think how can you solve the problem? VII LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT This study entitles ? ?The effect of classroom interaction on developing non- English major sophomores’ speaking skill at Ho Chi Minh University. .. skill Aims of the study This study is aimed atinvestigating the reality of interaction in speaking classrooms for non- English major sophomores at Ho Chi Minh University of Industry (HUI) To be... DECLARATION OF AUTHORSHIP TITLE: ? ?The effect of classroom interaction on developing non- English major sophomore’s speaking at Ho Chi Minh University of Industry (HUI)? ?? Name:VÕ THỊ KIM CÚC Supervisor’s
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