The pedagogic functions of vietnamese used by teachers in efl classes at ninh chau high school in quang binh

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRUONG THI NGOC LUU THE PEDAGOGIC FUNCTIONS OF VIETNAMESE USED BY TEACHERS IN EFL CLASSES AT NINH CHAU HIGH SCHOOL IN QUANG BINH MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING HUE, 2014 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGES TRUONG THI NGOC LUU THE PEDAGOGIC FUNCTIONS OF VIETNAMESE USED BY TEACHERS IN EFL CLASSES AT NINH CHAU HIGH SCHOOL IN QUANG BINH MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: PHAM THI HONG NHUNG, Dr HUE, 2014 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƢỜNG ĐẠI HỌC NGOẠI NGỮ TRƢƠNG THỊ NGỌC LƢU VIỆC SỬ DỤNG NHỮNG CHỨC NĂNG GIÁO DỤC CỦA TIẾNG VIỆT TRONG CÁC LỚP HỌC NGOẠI NGỮ CỦA CÁC GIÁO VIÊN TIẾNG ANH Ở TRƢỜNG THPT NINH CHÂU TỈNH QUẢNG BÌNH LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƢƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƢỜI HƢỚNG DẪN KHOA HỌC: TIẾN SỸ PHẠM THỊ HỒNG NHUNG HUẾ, 2014 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, and have not been published elsewhere Hue, June 2014 Author Truong Thi Ngoc Luu i ABSTRACT This research studies the six pedagogic functions of Vietnamese which are used to teach in EFL classes, the use of these functions plays an important role in EFL classes where exposure to English is often confined to the language classroom, and where local teachers generally share Vietnamese with their students On using these functions of Vietnamese, teachers help students facilitate learning, ensure the accuracy in understanding the lessons, as well as enhance students' confidence However, this study also mentions that when using these pedagogic functions of Vietnamese in EFL classes, teachers have to become aware of the limited frequency and the amount of time of using them so that they avoid overusing these functions In this research, the teachers' perceptions on the pedagogic functions of Vietnamese in EFL classes have firstly been discovered; Then the reality of using these functions to teach English at Ninh Chau high school in Quang Binh has been analyzed and discussed based on some approaches Finally some suggestions for better use of the functions have been made The study employs both quantitative and qualitative research methods The data used in this research are collected from teachers at Ninh Chau high school in Quang Binh via the research instruments: questionnaire and class observations ii Acknowledgements iii iii LIST OF ABBREVIATIONS - TESOL : Teaching English to Speakers of Other Languages - L1 : Mother tongue - L2 : Foreign language - TEFL : Teaching English as a foreign language - EFL : English as a foreign language - TL : Target language - SVO : Subject-Verb-Object - ESL : English as a second language TABLE OF CONTENTS iv STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS iii ABSTRACT iii LIST OF ABBREVIATIONS iii TABLE OF CONTENTS iv LIST OF TABLES viii LIST OF CHARTS ix CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 The purpose of the study .2 1.3 Reasons for choosing the study .3 1.4 Research questions 1.5 Scope of the study 1.6 Structure of the study .4 CHAPTER 2: LITERATURE REVIEW 2.1 Defining key terms 2.1.1 Perceptions 2.1.2 Pedagogic function 2.1.3 Vietnamese as L1 .7 2.1.4 EFL 2.2 The controversy of L1/L2 use in foreign language classrooms .8 2.2.1 The English only approach .8 2.1.2 Why using L2 in L2 classroom 2.1.3 Why using L1 in L2 classroom 11 2.4 Criteria for instruction language 14 2.4 Criteria for instruction language 14 2.4.2 The significance of instruction language in L2 classroom .15 2.5 Function of classroom language 16 2.5.1 Pedagogic functions 17 v 2.5.2 Interpersonal functions 17 2.5.3 Classroom management functions 17 2.6 The pedagogic functions of L1 in the L2 class 18 2.6.1 Animating 19 2.6.2 Translating .19 2.6.3 Explaining 19 2.6.4 Creating 20 2.6.5 Prompting 21 2.6.6 Dialoguing .21 2.7 Good use of L1 .22 2.8 Review of relevant studies on the functions of L1 in L2 classes 24 2.8.1 Major studies 24 2.8.2 Studies in Vietnamese context 26 CHAPTER 3: METHODOLOGY 28 3.1 Research questions 28 3.2 Research approach 28 3.3 Research subjects 28 3.4 Research instruments .29 3.4.1 Questionnaire 29 3.4.2 Class observation 30 3.5 Pilot study 30 3.6 Data collection procedure 30 3.7 Data analysis methods 31 3.8 Conclusion .31 CHAPTER - FINDINGS AND DISCUSSION 32 4.1 Teachers' perceptions of using Vietnamese in EFL classes 32 4.1.1 Teachers' attitudes towards using Vietnamese in EFL classes 32 4.1.2 Factors influential to EFL teachers‟ use of Vietnamese .34 4.1.3 Teachers‟ perceptions of benefits and disadvantages of the use of Vietnamese .35 vi Teachers‟ perceptions of the disadvantages of using of Vietnamese .37 4.1.4 Teachers' perceptions of pedagogic functions and frequency of using Vietnamese in EFL classes .38 4.1.5 Teachers‟ perceptions of the reasonable time budget for Vietnamese in EFL class 40 4.1.6 Teachers‟ perceptions of the frequency of using Vietnamese in English classroom of teachers .40 4.2 Teachers‟ practice of using Vietnamese in EFL classes through classroom recorded observations 41 4.2.1 Functions of Vietnamese in EFL classes 42 4.2.2 Frequency of using Vietnamese by teachers in English classroom .43 4.2.3.The functions that the teachers often use most in English classroom .45 4.3.Conclusion 47 CHAPTER - CONLUSIONS AND IMPLICATIONS .48 5.1 Summary of the findings .48 5.2 Conclusion 50 5.3 Implications and recommendations 50 5.3.1 For teachers 50 5.3.2 For future researches .52 5.4 Conclusion 52 REFERENCES 53 APPENDICES vii REFERENCES Al-Nofaie, H (2001), '' The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools: a case study'', in NovitasRoyal ( Research on youth and language), (1) , 64-95 Arnett, K & Turnbull, M (2007), Teacher beliefs in second and foreign language teaching: A state of the art review In, H.J Siskin (Ed.), AAUSC 2007: From thought to action: Exploring beliefs and outcomes in the foreign language program, (pp 9-28) Asher, J.J (1986), Learning Another Language Through Actions: The Complete Teachers' Guidebook Los Gatos, California: Sky Oaks Publications Atkinson, D (1987) The Mother Tongue in the Classroom: A Neglected Resource? 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If No, please explain why not 60 when Vietnamese is used in English classroom, which factors you think need to be considered? You can choose more than one factor a The proficiency level of the learners b The limited time budget you have c The complexity of some concepts in English d Your inability to express yourselves in English (e.g., you find it hard to express the idea in English) Others: what percentage of time you think Vietnamese should be used in English classroom? a 5% b 10% c 20% d 30% e 40% Others: Please explain why? According to you, which function in the following ones of Vietnamese can be used in English classroom? a Animating b Explaining c Translating d Creating e Prompting f Dialoguing (Animating-most used in L2- was a main function observed to occur across all classes of the study when teachers read aloud to students parts of the prescribed 61 monolingual textbooks; Creating, refers to teacher use of L2 for the purpose of meaning based communication Most lessons observed in this study consisted of accessing written texts taken from prescribed textbooks by animating them, and then explaining and/or translating; Prompting refers to the teacher‟s initiative to engage students in whole-class response, this function consists of the teacher‟s „medium-oriented‟ public whole class interaction with students Dialoguing also refers to the teacher‟s initiative to engage students in whole class response, it is regarded as a „meaning-oriented‟ exchange between teacher and students.) What can be benefits of the use of Vietnamese in English classroom? You can choose more than one option a It facilitates students‟ comprehension b It makes lesson more vivid and interesting c It is more effective way to improve leaner's' language knowledge d It saves time e It enhances students‟ confidence f It enhances teachers‟ confidence g It ensures the accuracy in students understanding Others: What can be some disadvantages of using Vietnamese in English classroom? a It makes students fail to develop language skills b It fails to provide comprehensible input in the target language to students c It makes students lose confidence in their ability to communicate in English d students fail to realize that using English in classroom activities is essential to improve their language skills e It can significantly reduce students‟ opportunities to practice listening to and speaking (responding to) in English 62 Others: In your teaching: How often you use Vietnamese in English classroom? a Always b Often c Sometimes d Never What percentage of time you often use Vietnamese in the English classroom? a 5% b 10% c 20% d 30% e 40% Others: Please explain why? Which functions in the following ones you most often use Vietnamese for in English classroom? You can choose more than one option a Animating b Explaining c Translating d Creating e Prompting f Dialoguing THANK YOU FOR YOUR COOPERATION! 63 BẢNG CÂU HỎI Mục đích bảng câu hỏi thu thập thông tin cho đề tài luận văn: "Việc sử dụng chức tiếng Việt lớp học ngoại ngữ giáo viên tiếng Anh trƣờng TJHPT Ninh Châu tỉnh Quảng Bình" Tơi biết ơn bạn dành chút thời gian trả lời câu hỏi Cảm ơn đóng góp quý báu bạn! Tên (không bắt buộc): Tuổi: Số năm giảng dạy: Địa email (không bắt buộc): Xin đọc kỹ tất câu hỏi đánh dấu (v) vào ô bạn lựa chọn (Bạn chọn nhiều phương án số câu hỏi) Về nhận thức: Bạn nghĩ sử dụng tiếng Việt lớp tiếng Anh có cần thiết khơng? a Có Khơng b Nếu có xin giải thích nên sử dụng Nếu không giải thích sao? Ý kiến khác: 2.Khi tiếng Việt đƣợc sử dụng lớp tiếng Anh, theo bạn chức càn đƣợc xem xét? Bạn chọn nhiều phƣơng án a Mức độ thành thào người học b Sự hạn chế số lượng thời gian c Sự phức tạp số khái niệm tiếng Anh d Khả diễn tả tiếng Anh bạn (Ví dụ: Bạn thấy khó giải thích bàng tiếng Anh 64 Ý kiến khác: Bạn nghĩ tiếng Việt nên đƣợc sử dụng lớp tiếng Anh phần trăm? a 5% b 10% c 20% d 30% e 40% Ý kiến khác: Hãy giải thích sao? Theo bạn chức chức sau sử dụng lớp tiếng Anh? a Đọc to b Giải thích c Dịch d Sáng tạo e Gợi ý f Đối thoại (1 Đọc to: chức quan sát xảy tất lớp học nghiên cứu giáo viên đọc to cho học sinh phần đơn ngữ sách giáo khoa theo quy định Dịch: xảy giáo viên chuyển từ cụm từ vào tiếng Anh qua tiếng mẹ đẻ Giải thích: xảy tiếng mẹ đẻ tiếng Anh, giáo viên giải thích theo hai hình thức: chủ yếu giáo viên cung cấp thông tin ngôn ngữ liên quan đến ngữ nghĩa, ngữ pháp văn hóa đưa hướng dẫn lớp học giải thích cần phải làm Việc sáng tạo: đề cập đến việc sử dụng tiếng Anh giáo viên với mục đích giao tiếp dựa vào ngữ nghĩa Nó kết nối với khái niệm " đầu vào dễ hiểu " mà giữ phổ biến rộng rãi giáo viên ngôn ngữ Gợi ý: nói đến sáng kiến giáo viên để thu 65 hút học sinh có phản hồi lớp học, chức "sự định hướng trung gian" mà giáo gợi mở cho học sinh.6 Đối thoại: sáng kiến giáo viên để thu hút học sinh tham gia vào học Đối thoại phương tiện cho giáo viên để mang lại phản hồi học sinh qua hình ảnh) Việc sử dụng tiếng Việt lớp tiếng Anh có lợi ích gì? Bạn chọn nhiều phƣơng án a Làm cho học sinh dễ hiểu b Làm cho học sinh động thú vị c Là cách hữu hiệu để cải tiến kiến thức học sinh d Tiết kiệm thời gian e Cũng cố tự tin học sinh f Cũng cố tự tin giáo viên g Bảo đảm việc hiểu xác học sinh Ý kiến khác: Sử dụng tiếng Việt lớp tiếng Anh có bất lợi gì? a Làm cho học sinh không phát triển kỹ ngôn ngữ b Không thể cung cấp đầu vào dễ hiểu ngơn ngữ đích cho học sinh c Làm cho học sinh tự tin giao tiếp tiếng Anh d Học sinh không nhận sử dụng tiếng Anh lớp học cần thiết để cải thiện ngơn ngữ chúng e Có thể giảm đáng kể hội luyện nghe nói tiếng Anh Ý kiến khác: Trong giảng dạy: Bạn thƣờng sử dụng tiếng Việt lớp dạy mức độ nào? a Ln b Thường xuyên c Thỉnh thoảng 66 d Không Bạn thƣờng sử dụng phần trăm thời gian lớp tiếng Anh? a 5% b 10% c 20% d 30% e 40% Ý kiến khác: Hãy giải thích sao? Bạn thƣờng sử dụng chức nhiều chức sau lớp thiếng Anh bạn dạy? Bạn chọn nhiều phƣơng án a Đọc to b Giải thích c Dịch d Sáng tạo e Gợi ý f Đối thoại CẢM ƠN SỰ CỘNG TÁC CỦA BẠN! 67