Teacher talk at Ly Tu Tan High school, Hanoi and Its implications for effective classroom interactions Việc sử dụng ngôn ngữ của giáo viên tại trường THPT Lý Tử Tấn, Hà Nội và những gợi ý để đạt được sự tương tác hiệu quả trong lớp học Lê Thanh Hoa University of Languages and International Studies M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10 Supervisor : M.A. Nguyễn Thị Bích Ngọc Năm bảo vệ: 2012 Abstract. The success of teaching depends to a large extent on interactions that occur between teachers and students and the happening of interaction is affected directly by ways of teacher talk. The aims of the study were threefold: (1) to investigate the current situation of teacher talk at Ly Tu Tan High School; (2) to find out ways of teacher talk preferred respectively by teachers and students; (3) to provide teachers with some techniques crucial to making the classroom interaction more communicative and effective. The subjects involved in the study are 102 students from 10th-groups (10A6, 10A7, 10A8) with the survey questionnaires, 3 teachers who are currently teaching English to 10th form students with another set of survey questionnaires. The research reveals that teachers occupy most of the time in classroom by introducing, explaining, telling and giving - a real kind of monologue. In initiating an interaction, invitation is the first preferred choice by both teachers and students, but the least employed one. In ways of follow-up, when students produce no answer or an incorrect answer, teachers usually prefer ways of prompting, and this is what teachers really did in class. However, students prefer to be informed by the teacher. When students provide the expected answer, they also prefer to be commented, rather than being just simply acknowledged. It is suggested that teachers should pay more attention to their language in the process of interactions with students, so as to provoke more effective interactions in class. Keywords. Tiếng Anh; Phương pháp giảng dạy; Ngôn ngữ; Giáo viên Content. This study is composed of three parts: Part One: The Introduction presents the rationale, purpose, scope, method, significance and the organization of the study. Part Two: The Development consists of four chapters. - Chapter One: Literature Review establishes the basic theoretical background from the literature on classroom research and teacher talk. - Chapter Two: Methodology describes the overall picture of how the research was carried out from the first step of determining the research design to the last step of gathering the results. Specifically, this chapter contains details of the setting, the collection of the data for the research and methods of data analysis. - Chapter Three: Data Analysis and Findings interprets the results of the study. This chapter attempts to provide answers to the posed research questions and present the findings with some comments as well. - Chapter Four: Implications suggests some ideas for educational administrators, teachers and students so that teacher talk in class can be improved. Part Three: The Conclusion summarizes the main findings in the study, emphasizes implications for more communicative teacher talk and points out the limitations and provides some suggestions for further study on the field. References. 1. Alexander, R. (2004). Towards dialogic teaching. Rethinking classroom talk, 2nd ed. UK 2. Allwright, D., & Bailey, K. (1991). Focus on the language classroom. Cambridge: Cambridge University Press. 3. Brown, H.D. (2001). Teaching by Principles. 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Teacher talk at Ly Tu Tan High school, Hanoi and Its implications for effective classroom interactions Việc sử dụng ngôn ngữ của giáo viên. investigate the current situation of teacher talk at Ly Tu Tan High School; (2) to find out ways of teacher talk preferred respectively by teachers and students; (3) to provide teachers with some. educational administrators, teachers and students so that teacher talk in class can be improved. Part Three: The Conclusion summarizes the main findings in the study, emphasizes implications for