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MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES CAO HOANG NGUYET THANH A STUDY ON THE USE OF CODE-SWITCHING BY STUDENTS IN VOCATIONAL ENGLISH CLASSES FOR CULINARY ARTS AT HUE TOURISM COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING In partial fulfillment of the requirements for the degree of Master of Arts, Hue University of Foreign Languages HUE, 2016 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES CAO HOANG NGUYET THANH A STUDY ON THE USE OF CODE-SWITCHING BY STUDENTS IN VOCATIONAL ENGLISH CLASSES FOR CULINARY ARTS AT HUE TOURISM COLLEGE MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: ASSOC.PROF.DR LE PHAM HOAI HUONG HUE, 2016 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ CAO HOÀNG NGUYỆT THANH NGHIÊN CỨU VIỆC SỬ DỤNG CHUYỂN NGỮ CỦA SINH VIÊN TRONG CÁC LỚP HỌC TIẾNG ANH CHUYÊN NGÀNH DÀNH CHO NGHỀ KỸ THUẬT CHẾ BIẾN MÓN ĂN TẠI TRƢỜNG CAO ĐẲNG NGHỀ DU LỊCH HUẾ LUẬN VĂN THẠC SỸ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: PGS.TS LÊ PHẠM HOÀI HƢƠNG HUẾ, 2016 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 01 / / 2016 Signature Cao Hoang Nguyet Thanh iii ABSTRACT This thesis studied the use of code-switching by students in vocational English classes for culinary art at Hue Tourism College (HUETC) It firstly focused on investigating students‟ perceptions and attitudes towards codeswitching in learning vocational English for culinary arts Secondly, the way how students used code-switching in learning vocational English for culinary art was carried out Finally the benefits of code-switching for students learning vocational English for culinary arts were investigated This study took place at HUETC under the main management of Ministry of Sports, Culture and Tourism The participants included students whose majors are culinary art and vocational English was a compulsory subject for two semesters Data collection methods consisted of audio-recordings, questionnaires and interviews The findings revealed that a majority of culinary art students perceived the important role and the necessity of code-switching in learning vocational English Students reported that they often code-switched with their vocational English teachers the most in communication activities Among three main types of code-switching, intersentential switching and intrasentential switching are their first choices because of their popularity and students‟ language proficiency Among many aspects of vocational English for culinary art students, explaining dishes, Asian and international dishes were the most popular aspects that students often code-switched Regarding the benefits of code-switching, they assumed that code-switching help students less afraid of vocational English, less isolated in the classes and also love vocational English for culinary arts much more Based on the findings, some pedagogical implications on students, teachers and Hue Tourism College were made with regards to the use of code-switching in vocational English classes iv Acknowledgements First and foremost, I would like to express my profound gratitude towards Mr Vu Hoai Phuong – Rector of Hue Tourism College, College Management Board, Human Resources Department and many other Departments, my colleagues and my students for facilitating me to fullfil my M.A courses and thesis at Hue University of Foreign Languages Especially, I would like to say the most sincere thanks to my supervisor Ms Le Pham Hoai Huong, Assoc.Prof.Dr who devoted valuable time to examine my thesis, support me with many precise comments, feedback and suggestions and encourage me at every stage of carrying out this thesis My thesis would not be completed without her guidance Nextly, my special thanks go to counter-arguers who have read my thesis and gave me highly critical and constructive ideas as well as provided me with a great deal of comments and suggestions to improve this thesis Furthermore, I am really grateful to all teachers teaching M.A course and my classmates in this course as well for their teaching, advice, assistance and recommendations during the time I have studied at Hue University of Foreign Languages Finally, I would like to send my thankful words to my family, and my friends for supporting me with care, with encouragement and understanding Without their v assistance, it is obviously difficult for myself to finish my thesis on time Cao Hoang Nguyet Thanh TABLE OF CONTENTS Contents Page(s) SUBCOVER PAGES i STATEMENT OF ORIGINALITY iii ABSTRACT iv ACKNOWLEDGEMENTS v ABBREVIATIONS xi LIST OF TABLES xii LIST OF FIGURES xiii CHAPTER I INTRODUCTION 1.1 Rationale 1.2 Research aims 1.3 Research questions 1.4 Research scope 1.5 Research significance 1.6 The structure of the research CHAPTER II LITERATURE REVIEW 2.1 Introduction 2.2 Code-switching 2.2.1 The definition of code-switching 2.2.2 Code-switching in compensatory strategies 10 2.2.3 Code-switching in the relalionship with code-matching, borrowing, and pidginization 11 vi 2.2.3.1 Code-mixing 11 2.2.3.2 Borrowing 13 2.2.3.3 Pidginization 14 2.2.4 Types of code-switching 15 2.2.4.1 Intersentential switching 15 2.2.4.2 Intrasentential switching 16 2.2.4.3 Tag switching 18 2.2.5 Characteristics of code-switching 18 2.2.6 The functions of code-switching 19 2.3 The use of code-switching in vocational English classes 21 2.3.1 Code-switching in communication skill in vocational English classes 21 2.3.2 Activities for code-switching in vocational English classrooms 22 2.3.2.1 Role-play 22 2.3.2.2 Topic presentation 24 2.3.2.3 Question and answer activity 25 2.3.2.4 Poster presentation 26 2.3.3 Code-switching in English for vocational purposes 26 2.4 Teaching and learning vocational English for culinary art students at Hue Tourism College 27 2.4.1 The definition of culinary art 27 2.4.2 Characteristics of culinary art students at Hue Tourism College 28 2.5 National curriculum for vocational English for culinary art students at Hue Tourism College 30 2.5.1 Vocational English curriculum at Hue Tourism College 31 2.5.2 English Language proficiency of students at Hue Tourism College 31 2.6 Teachers of vocational English at Hue Tourism College 33 2.6.1 Content teachers 33 2.6.2 Content teachers teaching vocational English at Hue Tourism College 33 2.7 Previous studies related to this research 35 2.8 Summary 36 CHAPTER III METHODOLOGY 38 vii 3.1 Introduction 38 3.2 Research methododology 38 3.3 Research setting 39 3.4 Participants 40 3.5 Data collection instruments 41 3.5.1 Audio-recording in vocational English classes 41 3.5.2 Student questionnaire 41 3.5.3 Interview 42 3.5.4 Pilot study 43 3.6 Data analysis 44 3.7 Summary 45 CHAPTER IV FINDINGS AND DISCUSSION 46 4.1 Introduction 46 4.2 Findings 46 4.2.1 Students‟ perceptions and attitudes towards code-switching in learning vocational English for culinary arts 46 4.2.1.1 The impacts when teachers‟ use of English only (the use of ONLY–ENGLISH policy) in vocational English classes 47 4.2.1.2 Students‟ perceptions on the use of compensatory strategies 49 4.2.1.3 Frequency of using code-switching in vocational English classes 51 4.2.1.4 Factors influencing culinary art students‟ choice of using code-switching 52 4.2.1.5 Purposes of code–switching by students in vocational English classes 55 4.2.2 How culinary art students use code-switching in vocational English classes 57 4.2.2.1 The use of code-switching types between first semester and second semester students in vocational English classes 57 4.2.2.2 The most useful types of code-switching for vocational English learning 60 4.2.2.3 Aspects of vocational English in which culinary art students use code-switching 62 viii 4.2.2.4 The skills in which students often code-switch 66 4.2.2.5 People whom students often code-switch in vocational English classes with 69 4.2.3 The use of code-switching helps students in learning vocational English for culinary art 71 4.2.3.1 The necessity of using code-switching in vocational English classes 71 4.2.3.2 Disadvantages of using code-switching 72 4.2.3.3 Students‟ perceptions of teachers‟ use of code-switching 74 4.2.3.4 Teachers‟ use of code-switching in vocational English classes for culinary art students 77 4.2.3.5 Benefits by using code-switching in learning vocational English 78 4.3 Summary 81 CHAPTER V CONCLUSION, IMPLICATIONS, LIMITATIONS AND SUGGESTIONS FOR FURTHER STUDIES 82 5.1 Summary of key findings 82 5.1.1 Students‟ perceptions and attitudes towards code-switching in learning vocational English for culinary art 82 5.1.2 The way how students use code-switching in learning vocational English for culinary art 83 5.1.3 How code-switching helps students in learning vocational English for culinary art 84 5.2 Implications 85 5.2.1 Implications for students 85 5.2.2 Implications for teachers 87 5.2.3 Implications for Hue Tourism College (HUETC) 88 5.3 Contribution of this study 89 5.4 Limitations of this study 90 5.5 Suggestions for further studies 90 REFERENCES 92 ix T-Test One-Sample Statistics N Q_32 Mean 142 2.33 Std Deviation Std Error Mean 1.183 099 One-Sample Test Test Value = 95% Confidence Interval of the Difference t Q_32 df 3.333 Sig (2-tailed) 141 Mean Difference 001 33 Lower 13 Upper 53 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Q_33 142 4.23 856 072 Q_34 142 3.67 1.030 086 One-Sample Test Test Value = 95% Confidence Interval of the Difference t df Sig (2-tailed) Mean Difference Lower Upper Q_33 3.235 141 002 23 09 37 Q_34 -3.831 141 000 -.33 -.50 -.16 T-Test One-Sample Statistics N Q_35 142 Mean 2.20 Std Deviation 880 Std Error Mean 074 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_35 t 2.767 df 141 Sig (2-tailed) 006 Mean Difference 20 T-Test One-Sample Statistics N Q_36 Q_37 Q_38 Q_40 Q_44 142 142 142 142 142 Mean 3.56 3.24 2.92 3.58 3.15 Std Deviation 895 967 1.048 1.216 1.087 Std Error Mean 075 081 088 102 091 Lower 06 Upper 35 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_36 t 7.502 Q_37 Q_38 df 141 Sig (2-tailed) 000 2.950 141 004 -.961 141 338 Q_40 5.728 141 000 Q_44 1.698 141 092 Mean Difference 56 Lower 41 Upper 71 24 08 40 -.08 -.26 09 58 38 79 15 -.03 34 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Q_39 142 4.21 882 074 Q_41 142 3.94 1.012 085 Q_42 142 4.17 867 073 Q_43 142 3.96 952 080 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_39 t 2.855 141 Sig (2-tailed) 005 Mean Difference 21 Lower 06 Upper 36 df Q_41 -.746 141 457 -.06 -.23 10 Q_42 2.323 141 022 17 03 31 Q_43 -.529 141 598 -.04 -.20 12 T-Test One-Sample Statistics N Q_45 142 Mean 2.28 Std Deviation 728 Std Error Mean 061 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_45 t 4.611 df 141 Sig (2-tailed) 000 Mean Difference 28 T-Test One-Sample Statistics N Q_46 Q_47 Q_49 142 142 142 Mean 2.67 2.73 2.81 Std Deviation 769 1.019 1.010 Std Error Mean 065 085 085 Lower 16 Upper 40 One-Sample Test Test Value = 95% Confidence Interval of the Difference 141 Sig (2-tailed) 000 Mean Difference -.33 Lower -.46 Upper -.20 Q_46 t -5.127 df Q_47 -3.213 141 002 -.27 -.44 -.11 Q_49 -2.243 141 026 -.19 -.36 -.02 T-Test One-Sample Statistics N Q_48 Mean 142 Std Deviation 4.14 Std Error Mean 759 064 One-Sample Test Test Value = 95% Confidence Interval of the Difference t Q_48 df 2.212 Sig (2-tailed) 141 Mean Difference 029 14 Lower 01 Upper 27 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Q_50 142 4.26 721 061 Q_51 142 3.78 754 063 Q_52 142 4.13 1.019 086 One-Sample Test Test Value = 95% Confidence Interval of the Difference 141 Sig (2-tailed) 000 Mean Difference 26 Lower 14 Upper 38 Q_50 t 4.305 df Q_51 -3.449 141 001 -.22 -.34 -.09 Q_52 1.564 141 120 13 -.04 30 T-Test One-Sample Statistics N Q_53 142 Mean 2.67 Std Deviation 928 Std Error Mean 078 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_53 t -4.250 df 141 Sig (2-tailed) 000 Mean Difference -.33 Lower -.48 Upper -.18 T-Test One-Sample Statistics N Mean Std Deviation Std Error Mean Q_54 142 4.16 888 075 Q_55 142 3.92 983 082 Q_56 142 3.87 906 076 Q_58 142 4.11 782 066 One-Sample Test Test Value = 95% Confidence Interval of the Difference df Mean Difference 16 Lower 01 Upper 31 Q_54 t 2.173 141 Sig (2-tailed) 031 Q_55 -.939 141 349 -.08 -.24 09 Q_56 -1.667 141 098 -.13 -.28 02 Q_58 1.717 141 088 11 -.02 24 T-Test One-Sample Statistics N Q_57 142 Mean 2.89 Std Deviation 997 Std Error Mean 084 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_57 t -1.347 df 141 Sig (2-tailed) 180 Mean Difference -.11 T-Test One-Sample Statistics N Std Deviation 882 Std Error Mean 074 Q_59 142 Mean 4.21 Q_60 142 3.84 1.015 085 Q_62 142 3.96 761 064 Q_63 142 4.17 743 062 Lower -.28 Upper 05 One-Sample Test Test Value = 95% Confidence Interval of the Difference 141 Sig (2-tailed) 005 Mean Difference 21 Lower 06 Upper 36 Q_59 t 2.855 df Q_60 -1.902 141 059 -.16 -.33 01 Q_62 -.661 141 510 -.04 -.17 08 Q_63 2.709 141 008 17 05 29 T-Test One-Sample Statistics N Q_61 142 Mean 3.49 Std Deviation 1.128 Std Error Mean 095 One-Sample Test Test Value = 95% Confidence Interval of the Difference Q_61 t 5.132 df 141 Sig (2-tailed) 000 Mean Difference 49 T-Test One-Sample Statistics N Std Deviation 851 Std Error Mean 071 1.083 091 Q_64 142 Mean 3.92 Q_65 142 3.74 Q_66 142 3.98 978 082 Q_67 142 3.96 1.024 086 Q_68 142 3.65 1.033 087 Q_69 142 3.99 978 082 Q_70 142 4.17 1.045 088 Q_71 142 4.21 929 078 Q_72 142 4.25 916 077 Q_73 142 3.73 1.131 095 Lower 30 Upper 67 One-Sample Test Test Value = 95% Confidence Interval of the Difference 141 Sig (2-tailed) 280 Mean Difference -.08 Lower -.22 Upper 06 Q_64 t -1.085 df Q_65 -2.867 141 005 -.26 -.44 -.08 Q_66 -.257 141 797 -.02 -.18 14 Q_67 -.492 141 624 -.04 -.21 13 Q_68 -4.063 141 000 -.35 -.52 -.18 Q_69 -.086 141 932 -.01 -.17 16 Q_70 1.928 141 056 17 00 34 Q_71 2.710 141 008 21 06 37 Q_72 3.206 141 002 25 09 40 Q_73 -2.894 141 004 -.27 -.46 -.09 T-Test Group Statistics Q_30 Q_31 Q_32 Vocational English Duration One semester Two semesters One semester Two semesters One semester Two semesters N Mean Std Deviation Std Error Mean 70 3.91 944 113 72 4.18 877 103 70 4.01 970 116 72 3.47 949 112 70 2.59 1.324 158 72 2.08 975 115 Independent Samples Test Levene's Test for Equality of Variances t-test for Equality of Means Std Sig Mean Error (2Differe Differe F Sig t df tailed) nce nce 95% Confidence Interval of the Difference Lower Q_30 Q_31 Q_32 Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed Equal variances assumed Equal variances not assumed 456 1.182 9.135 501 279 003 Upper -1.742 140 084 -.27 153 -.569 036 -1.740 138.577 084 -.27 153 -.569 036 3.365 140 001 54 161 224 861 3.364 139.641 001 54 161 223 861 2.579 140 011 50 195 117 887 2.569 126.703 011 50 196 115 889 T-Test Group Statistics Q_33 Q_34 Q_35 Vocational English Duration One semester Two semesters One semester Two semesters One semester Two semesters N Mean Std Deviation Std Error Mean 70 4.26 829 099 72 4.21 887 105 70 3.96 1.013 121 72 3.39 972 115 70 2.14 873 104 72 2.26 888 105 APPENDIX 7: THE SUMMARY OF INTERVIEW RESULTS Besides the results from questionnaires, results from interviews were presented in this part Ten culinary art students including five students learning vocational English for first semester and five ones learning English for the second semester were choosen to be interviewed There were ten questions serving the purposes of answering three research questions that mentioned previously The interview also aimed at studying the use of code-switching in vocational English classes for culinary art students at Hue Tourism College For the first question “What you think about the use of code-switching in vocational English classes?”, most students indicated that it was necessary to carry out code-switching in the class because they were not good at English enough to convey all in English and they still needed the assistance from teachers so that difficult language factors could be solved Followings were students‟ opinion in the interviews: A second-year student answered on 25th December interview: “I think the use of L1 and L2 or code-switching in our vocational English periods should be carried out because our English ability is limited We are on the way to get used to a new foreign language, therefore, code-switching will facilitate us a lot” A first- year student answered on 25th December interview: “I want to use and to be taught by both L1 and L2 or code-switching because vocational English is difficult with a lot of knowledge Our teachers could help us understand better when they code-switch” The second question concerned how often students code-switched between Vietnamese and English in learning vocational English for culinary arts at Hue Tourism College The answers from six students for this question were surprisingly the same They shared the ideas that they often used code-switching To some extent, it was their habit to use both English and Vietnamese in the classes and they also wanted their teachers to use use both L1 and L2 as well For the next question, question three, students were asked for what types of code-switching that they often used and the reason why Both first semester and second semester students strongly agreed that they all used three types of code- switching Tag switching was the type that seven students strongly agreed that they seldom used because it was rather simple and not popular However, there was an obvious difference between the use of intersentential switching and intrasentential switching In term of intersentential switching, both first semester and second semester students proved that they all use because vocational English obtained a large amount of knowledge lasting in the first and second semesters with difficult structures, grammar, professional terminologies and vocabularies Even though in first semester or second semester vocational English, the difficulties in English language intended to expand A first-year student answered on 26th December interview: “I appreciated the use of intersentential switching because vocational English always contains a lot of difficult knowledge that needed the help of intersentential switching” A second-year student answered on 26th December interview: “I often use intersentential switching because my teachers can help me fill up my gaps in vocational English language Based on this code-switching type, any vocabularies, grammar or sentence structures will be solved.” A second-year student answered on 26th December interview: “I think I use intersentential switching because when I use this type, I can mix between L1 and L2 and my teachers can easily find out what I have mistakes and help me find the answer” In term of intrasentential switching, the results differed from first semester and second semester students learning vocational English Students learnt English for first semester intended to use intrasentential switching much more than second semester students The reasons why first semester students appreciated the use of intrasentential switching were because of their limitation in vocabularies or terminologies and intrasentential switching would assist them to show the language proficiency and as a result, teachers could help them more A first-year student on 25th December interview: “I prefer to use intrasentential switching because my English proficiency is not good enough and also, it is the first time that I learn vocational English, therefore, I would like to use intrasentential switching the most.” A first-year student answered on 25th December interview: “I think I will use intrasentential switching because I would like to receive more clear instructions or explanation from teachers as well as develop the confidence in learning vocational English if L1 and L2 are combined ” “What language skills you often use to code-switch?” was the fouth questions in the interviews All students mentioned that communication skill/speaking skill was the common skill that they often used the most because they had to show their language proficiency, their language use in real context, their application of language knowledge in discourse and many others When being asked why students would like to use the code-switching in learning vocational English, the results were as followed: A second-year student answered on 26th December interview: “I use code-switching because I want to show what I know to L2 and what I not know to L2 and the mixture of L1 in L2 will receive the help from teachers.” A second-year student answered on 26th December interview: “I use code-switching to have a chance to understand lesson contents and participate in any activities in the class.” A second-year student answered on 26th December interview: “I think I use code-switching because I want my teachers to realize my weakpoints and have solutions for these weakpoints.” A first-year student answered on 26th December interview: “I think I use code-switching because I want to fill my gaps in terminologies, vocabularies, grammar and others I am always afraid of this Therefore, the assistance from teachers when I transfer to L1 in code-switching will help me a lot” In addition, related to which aspect (s) of vocational English for culinary arts that students often used in code- switching, students strongly agreed that they often code-switched when mentioning ingredients, equipment and utensils, explaining dishes, menu designing and some others Among many aspects that students preferred to use code-switching, explaining dishes was their first choice A second-year student answered on 27th December interview: “I use code-switching when classifying ingredients, explaining dishes, designing the menu because these issues go with a lot of vocabularies or terminologies that I often have mistakes.” A second-year student answered on 27th December interview: “I think I use code-switching for Asian food, international food, explaining dishes and food assessment These aspects concern the combination of many difficult factors such as food processing or cooking procedures Therefore, I often use three aspects the most.” A second-year student answered on 27th December interview: “I think I use code-switching for explaining dishes, ingredients, Asian and international food and food assessment The reasons for this are due to my limitation in food knowledge, vocabularies and terminologies.” Regarding how code-switching helped students in learning vocational English, students shared the ideas that code-switching was a useful strategy in compensatory strategies that they appreciated to use Thanks to code-switching in vocational English classes, firstly, they understood the lesson contents by teachers in vocational English classes because their teachers used Vietnamese together with English This facilitated students to clearly understand both language knowledge and vocational English knowledge Secondly, most students agreed that they felt less passive or isolated in vocational English classes Besides, students added that they could overcome the difficulties in learning vocational English for culinary arts as well For questions eight and nine in the interview, students were asked to present what difficulties they often faced in using code-switching and how to overcome those difficulties Students shared as followed: A second-year student answered on 27th December interview: “The difficulty that I face is that teachers not allow me to use L1 in the classes Sometimes I cannot find the right ideas to speak Code-switching, for me, in this situation is very important In case my teachers disagree to code-switch, I will tell my teachers about my English proficiency and let my teachers know and help me A second-year student answered on 27th December interview: “I meet a difficulty that is my teachers not have background knowledge on culinary arts to share with us When we convey into Vietnamese, my teachers sometimes cannot provide right professional knowledge for us As a result, codeswitching is obstructed and ineffective In this case, I will lean on the assistance from practical teachers who graduated from University of foreign languages with high qualification in culinary arts.” A first-year student answered on 27th December interview: “The difficulty that I face is my inconfidence in learning English, especially in speaking Therefore, I often participate in any activities in the classes to upgrade the language ability and asked for the help from teachers.” Finally, the last questions concentrated on the suggestions for the study on the culinary art students‟ use of code-switching in vocational English classes The most common ideas of students were continue to implement code-switching in classes under the management of teachers A second-year student answered on 27th December interview: “In my opinion, code-switching should be carried out in vocational English classes Teachers should limit our time of using L1 but allowed us to use Codeswitching can be a successful key for us to easily study vocational English.” A second-year student answered on 29th December interview: “I think Hue Tourism College should choose teachers who both can teach English and teach practical skills because when we code-switch, with a sufficient knowledge in both culinary art and English, teachers can realize and immediately help us.” A first-year student answered on 30th December interview: “Teachers should organize as many speaking activities as possible so that students have better environment to speak and use English This activity would foster students to use terminologes, vocabulary, grammar, and so on When students are explained in L1, they can easily remember and as a result, codeswitching is limited and rebuilt.” APPENDIX 8: AUDIO-RECORDING TRANSCRIPTIONS Audio-recording (at class C7CB1, period number 1,2,3 in a vocational English class, 26th December, 2015) Teacher: Could you tell me how to make Spaghetti Bolognaise.|| Student: Yes ||It is an Italian course|| [states individually.] Teacher: Of course, it is a speciality of Italy.|| But please tell me the ingredients and cooking procedures.|| Students: [students raised their hands] Teacher: O.K || You, please.|| [teacher points at one students] Student: [stands up and speaks] We need beef, carrots, leeks, celery, tomato, fresh tomatoes, and … [students hesitates] Teacher: And what else? || Student: And … cà chua hộp nghiền, nguyệt quế || [student uses Vietnamese to explain.] Teacher: Who can tell me cà chua hộp nghiền, nguyệt quế in English?|| [teacher asks the rest of students in the class.] Student: cà chua hộp nghiền tomato paste, nguyệt quế bay leaf.|| [students answer.] Teacher: That‟s right|| [teacher gives feedback] We need beef, carrots, leeks, celery, tomato, fresh tomatoes, tomato paste and bay leaf || Student: Yes, to make Spaghetti Bolognaise we need beef, carrots, leeks, celery, tomato, fresh tomatoes, tomato paste and bay leaf Besides, we also need brown stock … Audio-recording at class C7CB2, period number 4,5,6 in a vocational English class, 16th December, 2015) Teacher: Okay.|| Now one of you will role-play about food recommendation with me? || Who will volunteer fisrt? Students: Yes [many students answer.] Teacher: O.K ||So Minh Anh please?|| [teacher points at one students.] Student: Yes.||[Come up before class.] The role-play begins… Teacher: Excuse-me! I want a table for people || Student: Yes, madam || This way please || Please take a seat || May I take your order? || Teacher: I want Coleslaw salad, and a bowl of pumpkin soup || Could you recommend me a main course with salmon? || Student: Stir-fried salmon with ….|| Khoai tây nghiền xốt bơ chanh || Teacher: You forget how to say “Khoai tây nghiền xốt bơ chanh” in English? O.K || Mashed potato and lemon and butter sauce.|| Student: Yes I see || Stir-fried salmon with mashed potato and lemon and butter sauce || [student repeated the words that her teacher have given.] Teacher: Good || I will take that || Two salmons, please.|| Student: Yes || Would you like a glass of white wine after the fish || Teacher: Great || And for the dessert I will have one blueberry ice-cream and one passion fruit mousse || Student: Yes || Audio-recording at class C7CB1, period number 4,5,6 in a vocational English class, 16th Jannuary, 2015) Teacher: Please tell me the utensils for making steamed shrimp paste?|| Student: We need colander, steamer, plastic gloves, knives, and cối chày|| [studens add Vietnamese.] Teacher: Cối chày tiếng Anh Mortar and pestle|| [Teacher writes down the two words on blackboard.] Student: Yes || Mortar and pestle || They are difficult words ||[studens add] Teacher: Yes || So now please repeat after me.|| Student: Yes || Mortar and pestle || Audio-recording at class C7CB3, period number 4,5,6 in a vocational English class, 4th Jannuary, 2015) Teacher: Today we will talk about your favourite food and how to make that food?|| Each of you will have ten minute to present.|| I will give you 20 minutes for preparation.|| Student: Yes, teacher.|| We will ask you in case of getting difficulties || Teacher: Yes, of course.|| You can ask me but above all you have to try your best first [After 10 minutes] Student: Teacher.|| Teacher: Yes || Student: I will talk about Noisettes d‟agneau, a French main course that I like I marinate lamb cutlets with salt, pepper and rosemary and “sườn cừu áp chảo với bơ” How can I say “sườn cừu áp chảo với bơ” in English? Teacher: Sườn cừu nào? || Student: Lamb cutlets || Teacher: Động từ áp chảo nào? || Student: Stir-fry || Teacher: Bơ nào? || Student: Butter || Teacher: Chúng ta dùng thể bị động “Lamb cutlets are stir-fried in butter.” Student: Yes.|| I get the point.|| Thank you teacher.||