Quan điểm của giáo viên Việt Nam đối với việc sử dụng tiếng Việt của họ trong các lớp học Tiếng Anh cho trẻ em tại Trung Tâm Ngoại Ngữ Tháng Năm

VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI, 2016 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Nguyễn Xuân Thơm HANOI, 2016 DECLARATION I declare that this thesis submitted for the Master of Art degree at the University of Languages and International Studies is a presentation of my own research and has not been previously submitted at any other universities for any degrees Wherever contributions of other researchers are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement o collaborative research and discussion The work was done under the guidance of Associated Professor Nguyen Xuan Thom, at the University of Languages and International Studies Hanoi, 2016 Vũ Thị Thu Trang ACKNOWLEDGEMENT At the completion of this thesis, I would like to express my sincere thanks to my lecturer and my supervisor, Mr Nguyen Xuan Thom for his valuable support and instructions without which it would have been really difficult for me to handle the task I would like to acknowledge my debt to my colleagues in May School English Center for their effective cooperation in collecting data for completing this study Their enthusiastic participation was indispensable to my research Finally, I would like to express my gratitude to my family for all the support I received to finish this thesis ABSTRACT The use of the mother tongue has been argued for ages in English language teaching and the argument over whether students’ native language should be included or excluded in English language classrooms has been a controversial issue Conducted in the context of Vietnam, the study is an attempt to address the use of Vietnamese as mother tongue in English language classrooms in a prestigious English center for young learners in Hanoi (May School) It focuses on the viewpoints of Vietnamese teachers in May School on their use of Vietnamese as mother tongue in their English language classrooms as well as the amount and situations in which it is employed The findings and discussion are based on the analysis of the data collected from group interview of five female teachers and ten one-hour classroom observations The current study supports the judicious use of Vietnamese in some situations such as giving instructions, responding to students’ Vietnamese The results also highlight that the use of Vietnamese is significantly different in classrooms in May School but the average amount of its use is quite limited LIST OF ABRREVIATIONS ALM: Audio-Lingual Method CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English Language Teaching FL: Foreign language GMT: Grammar Translation Method L1: First Language L2: Second Language TL: Target Language LIST OF CHARTS AND TABLES Chart 1: The amount of Vietnamese used in observed classes Table 1: Participating teachers’ profile Table 2: Information of observed classes Table 3: The occasions of teachers’ use of Vietnamese in Starters classes Table 4: The occasions of teachers’ use of Vietnamese in Movers classes Table 5: The occasions of teachers’ use of Vietnamese in Flyers classes REFERENCES Al-Nofaie, H (2010) The attitudes of teachers and students towards using Arabic in EFL classrooms in Saudi public schools – A case study Novitas Royal Research in Youth and Language, 4(1), 64-95 Kieu Hang Kim Anh (2010) Use of Vietnamese in English language teaching in Vietnam: Attitudes of Vietnamese Language Teaching, 3(2), university 119-128 teachers English Retrieved from www.ccsenet.org/journal/index.php/elt/article/download/5015/4912 Aqel, F (2006) Using the mother tongue (Arabic language) in EFL Journal of Educational Sciences, Atkinson, D (1987) The mother tongue in the classroom: A neglected source? ELT Journal, 41(4), 241-247 Auerbach, E (1993) Reexamining English only in the ESL classroom TESOLQuarterly, 27(1), 9-32 Cianflone, E (2009) L1 use in English courses at university level ESP World, (22), 1-6 Cohen, L., Manion, L., & Morrison, K (2007) Research methods in education (6th ed.) New York: Routledge Cook, V (2001) Using the first language in the classroom The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 57(3), 402423 Duff, P A., Polio, C G (1990) How much foreign language is there in the foreign language classroom? The modern language journal, 74(2), 154-166 Edstrom, A (2006) L1 use in the L2 classroom: One teacher’s self-evaluation Canadian Modern Language Review, 63(2), 275-292 Hawks, P (2001) Making Distinctions: A Discussion of the Mother Tongue in the Foreign Language Classroom Hwa Kang Journal of TEFL, 7, 47-55 Phung Thi Hien (2012) Teachers’ use of the mother tongue in English language classrooms for young learners at a language center: A case study Unpublished M.A thesis, Vietnam National University Hanoi, University of Languages and International Studies, Hanoi Kang, D (2008) The classroom Language use of a Korean Elementary School: EFL teacher: another look at TETE 36, 214- 226 Kim, S H & Elder, C (2005) Language choices and pedagogic functions in the foreign language classroom: A cross-linguistic functional analysis of teacher talk Language Teaching Research 9(4), 355–380 Kim, Y & Petraki, E (2009) Students' and Teachers’ use of and Attitudes to L1 in the EFL Classroom The Asian EFL Journal, 11(4), 58-89 Krashen, S D (1985) The Input Hypothesis: Issues and Implications New York: Longman Larsen-Freeman, D (2000) Techniques and Principles in Language Teaching Oxford: Oxford University Press Levine, G S (2003) Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study Modern Language Journal, 87, 343-364 Littlewood, W & Yu, B (2009) First language and target language in the foreign language classroom Language Teaching 44(1), 64-67 Liu, D., Ahn, G S., Baek, K S & Han, N O (2004) South Korean high school English teachers’ code switching: Questions and challenges in the drive for maximal use of English in teaching TESOL Quarterly 38(4), 605–638 Macaro, E (2001) Analyzing student teachers’ code switching in foreign language classrooms Modern Language Journal, 85, 531-548 Nguyen Thi Nhu Quynh (2011) Teachers’ and students’ attitudes toward L1 using in EFL classrooms at Ba Vi high school, Hanoi Unpublished M.A thesis, Vietnam National University Hanoi, University of Languages and International Studies, Hanoi Pachler, N & Field, K (2001) Learning to Teach Modern Foreign Languages in the Secondary School Routledge: London Phillipson, R (1992) Linguistic Imperialism Oxford University Press: Oxford Polio, C (1994) Comments on Elsa Roberts Auerbach’s “Reexamining English Only in the ESL Classroom” TESOL Quarterly, 28(1), 153-161 Rabbidge, M & Chappell, P (2014) Exploring non-native English speaker teachers’ classroom language use in South Korea in elementary schools The Electronic Journal for English as a Second Language, 17(4) Retrieved from www.tesl-ej.org/wordpress/issues/volume17/ej68/ej68a2/ Richards, J & Rodgers, T (1986) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press Salah, N M H & Farrah, M A H (2012) Examining the Use of Arabic in English Classes at the Primary Stage in Hebron Government Schools, Palestine: Teachers’ Perspective Arab World English Journal, 3(2), 400-436 Sharma, K (2006) Mother tongue use in English classroom Journal of NELTA, 11 (1-2), 80-87 Schweers, C W (1999) Using L1 in L2 classroom English Teaching Forum, 37(2), 6-9 Tang, J (2002) Using L1 in the English Classroom English Teaching Forum, 40(1), 36-43 Retrieved http://exchanges.state.gov/forum/vols/vol40/no1/p36.htm#top from Tran Ngoc Thuong (2010) An investigation into teachers’ and students’ attitudes toward the use of mother tongue in English language classrooms at Hon Gai high school Unpublished M.A thesis, Vietnam National University Hanoi, University of Languages and International Studies Timor, T (2012) Use of mother tongue in teaching a foreign language Language Education in Asia, 3(1) 7-17 Retrieved from www.academia.edu/5599165/LEi_A_V3_I1_02_Timor_Use_of_the_Mothe r_Tongue Turnbull, M (2001) There is a role for the L1in second and foreign language teaching, but? The Canadian Modern Language Review, 57(4), 531-5 Turnbull, M & K Arnett (2002) Teachers’ uses of the target and first languages in second and foreign language classrooms Annual Review of Applied Linguistics 22, 204–218 Weschler, R (1997) Uses of Japanese (L1) in the English Classroom: Introducing the Functional- Translation Method The Internet TESL Journal, 3(11) I ... CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS... public schools – A case study Novitas Royal Research in Youth and Language, 4(1), 64-95 Kieu Hang Kim Anh (2010) Use of Vietnamese in English language teaching in Vietnam: Attitudes of Vietnamese... viewpoints of Vietnamese teachers in May School on their use of Vietnamese as mother tongue in their English language classrooms as well as the amount and situations in which it is employed The findings