Khám phá những kỹ năng dạy các loại tiếng anh trên thế giới cho sinh viên chuyên ngành tiếng anh tại trường đại học ngoại ngữ huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES GIAP THI DIEM NGOC EXPLORING THE POSSIBILITIES OF TEACHING OF WORLD ENGLISHES FOR STUDENTS MAJORING IN ENGLISH AT HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM HOA HIEP, D.Ed HUE, 2016 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ GIÁP THỊ DIỄM NGỌC KHÁM PHÁ NHỮNG KHẢ NĂNG DẠY CÁC LOẠI TIẾNG ANH TRÊN THẾ GIỚI CHO SINH VIÊN CHUYÊN NGÀNH TIẾNG ANH TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC: TS PHẠM HÒA HIỆP HUẾ, 2016 STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Signed: Giap Thi Diem Ngoc Date: 19/ 12/ 2016 i ACKNOWLEDGEMENT The completion of this study could not have been possible without the contribution and assistance of a number of caring and patient people Firstly, I would like to express my deep sincere gratitude to my supervisor, Dr Pham Hoa Hiep for his devoted guidance and advice, encouragements and valuable comments during the time of my research paper fulfillment Secondly, I deeply thank all the teachers of English Department and International Studies Department who enthusiastically participated in the research and gave a lot of valuable comments to me during the time of carrying out this study Thirdly, I would like to thank the teachers at Hue University College of Foreign Languages, for helping me to broaden my view and knowledge during my study in the college Last but not least, I would like to thank my family members and my friends whose great supports as well as encouragement provided me with motivation and strength to complete the research journey Hue, September 2016 ii ABSTRACT This thesis aims to explore teachers‟ perceptions of WEs in general and in Vietnamese ELT context in particular Furthermore, the possibilities to teach WEs as well as the opportunities and challenges of teaching WEs in language classroom were also analyzed The data were collected by means of questionnaires and interview The questionnaires were answered by 30 teachers from HUCFL and then individual interviews were conducted to achieve in-depth information The findings show that there is a broad range of attitudes of Vietnamese English language teachers towards teaching WEs regardless of their awareness of the existence of different English varieties and the benefits in getting better communication in real-life context of teaching varieties of English in classroom Moreover, the effects of the rigid curriculum, the lack of time and proper teaching materials as well as the requirement of teachers‟ efforts in lesson preparation can be considered as the main challenges which have prevented the teachers from integrating the aspects of WEs into their lessons Based on the findings, it is recommended that there should be some changes in designing curriculum, teacher training, material compilation and teaching method from both education administrators and EFL teachers iii TABLE OF CONTENTS STATEMENT OF ORIGINAL AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF FIGURES ix CHAPTER I-INTRODUCTION 1.1 Background of the study 1.2 Rationale 1.3 The aims and research question of the study 1.4 Significance of the study 1.5 Scope of the study 1.6 Structure of the study CHAPTER II-LITERATURE REVIEW 2.1 Chapter introduction 2.2 The spread of WEs 2.3 WEs and Standard English (SE) 2.3.1 Definition of WEs and SE 2.3.2 Varieties of WEs 11 2.3.2.1 Native speaker varieties of English 11 2.3.2.2 Non-native varieties of English 12 2.4 Characteristics of WEs in Southeast Asian context 12 2.4.1 Phonology 13 2.4.2 Lexicon 14 2.4.3 Grammar 16 2.5 WEs and English Language Teaching (ELT) 18 2.6 ELT in Vietnam 19 2.6.1 The spread of English in Vietnam and ELT in Vietnamese context 19 iv 2.6.2 WEs in Vietnam and related studies to WEs 20 2.6.2.1 WEs in Vietnam 20 2.6.2.2 WEs in classroom activities 21 2.6.2.3 Previous studies related to WEs in Vietnamese and other contexts 23 2.7 Chapter summary 24 CHAPTER III-METHODOLOGY 26 3.1 Chapter introduction 26 3.2 Research approach 26 3.3 Research site 27 3.4 Participants 28 3.5 Data collection 29 3.5.1 Questionnaire 30 3.5.2 Interview 31 3.6 Data analysis 31 3.7 Chapter conclusion 32 CHAPTER IV-FINDINGS AND DISCUSSION 33 4.1 Chapter introduction 33 4.2 Teachers‟ perceptions of WEs and WEs in English language teaching in Vietnam 33 4.2.1 Teachers‟ perceptions of WEs in general 33 4.2.2 WEs in English language teaching in Vietnam 36 4.3 Teachers‟ perceptions about the possibilities of teaching WEs in their lesson 43 4.4 Opportunities and challenges in the process of teaching WEs 49 4.4.1 Opportunities 50 4.4.2 Challenges 53 4.4.2.1 The challenges in curriculum and course duration 53 4.4.2.2 The challenges in teaching materials 54 4.4.2.3 The challenges in teachers‟ preparation 55 4.5 Chapter conclusion 56 CHAPTER V-CONCLUSION AND IMPLICATIONS 57 v 5.1 Chapter introduction 57 5.2 Summary of findings 57 5.3 Implications 58 5.3.1 For education administrators 58 5.3.2 For English language teachers 59 5.4 Limitations of the study and suggestions for further studies 60 5.5 Chapter conclusion 61 REFERENCES 62 APPENDIX 69 vi LIST OF ABBREVIATIONS AmE: American English BrE: British English EC: Expanding Circle EFL: English as Foreign Language ELT: English Language Teaching HUCFL: Hue University College of Foreign Languages IC: Inner Circle L2: Second Language MOET: Ministry of Education and Training SE: Standard English WEs: World Englishes vii LIST OF TABLES Table 4.1 The distinguishing features of English varieties 35 Table 4.2 The strongest and the standard model varieties of English language 37 Table 4.3 Varieties of English encouraged in classroom 40 Table 4.4 Communication partners of English learners in real-life context 42 Table 4.5 Aspects of WEs can be adopted in classroom activities 46 viii English has been changing day by day orbiting the internationalization and it demands language teachers to accommodate themselves to the modification of English language Hence, it is suggested that English languages teachers should participate in more and more workshops, seminars and conferences to enhance their knowledge of WEs and keep informed of the new method as well as the new trends of ELT in Vietnam, in Asia and in the world as well To sum it up, internationalization of ELT and teaching WEs into ESL or EFL is a long-term and difficult task which requires the cooperation as well as the efforts of not only English language teachers but also of education administrators 5.4 Limitations of the study and suggestions for further studies As stated above, the current paper has several limitations First and foremost, the number of teachers participating was comparatively small, with a main focus on HUCFL only; the opinions of teachers from other institutions or schools were not investigated Hence, the small number of 30 responses from questionnaires and of interviews is not able to be the basic for generalizing from the findings Another limitation of this study comes from the instrument to collect the data The data obtained from teacher participations was mainly collected through questionnaires and individual interviews; therefore it may be reporters‟ selfreflection, it may not express actually the real classroom practices and behaviors In addition, the students‟ opinions about their desire of the ideal model in language classroom and their needs in learning English language were not directly studied in this research; they were subjectively mentioned through teachers‟ opinions From these above limitations, further study will involve the large number of teacher participations for generalizability from findings More broadly, future research can be conducted to explore the factors influencing the possibility of teaching WEs in language classroom On the other hand, so as to achieve comprehensive views of teaching WEs, more studies are also needed to investigate English language learners‟ attitudes toward teaching WEs in the classroom Finally, 60 it is vital that classroom observation needs to be comprised in data collection to obtain the more reliable data of the actual practices in classroom 5.5 Chapter conclusion This chapter is the researcher‟s overall reflection of the current study The important findings regarding teachers‟ perceptions on WEs in general and in ELT as well as the possibilities to teaching WEs in the language classroom has been summarized and highlighted It is hoped that this current research 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What you know about this term? Do you think understanding World Englishes or different varieties of English are important in teaching and learning English? a Have you ever attempted integrating World English into your lesson? b If yes, to what extend did you employ? How was it? And what are your students‟ reactions? c If no, why? What are benefits from incorporating World Englishes in classroom activities? What challenges you think teacher will be faced up when introducing World Englishes into their class? What are some suggestions you could make to overcome these above challenges? In the future, will you introduce World English into your lesson? 74