NATIVE ENGLISH SPEAKING TEACHER OR NONNATIVE ENGLISH SPEAKING TEACHER, WHO IS BETTER FOR STUDENTS IN LANGUAGE LEARNINGThe statement of problemThe aims of the studyThe research questionsThe significance of the studyThe limitations of the studyAn overview of the thesis
ABSTRACT In the modern society, learning English is as a basic need for any students, especially good speaking skills become more and more important than ever Speaking is an important skill in English learning process that students need to master in order to speak English well English is compulsory subject at Tam Dong Primary school However, students’ English speaking skills are still far from expectation Learning English speaking is a difficulty to many students who still face to various problems in learning speaking that caused to their low English competence The purpose of this study is to collect the opinions and perceptions of students about aspects of teaching activities of NEST and NNEST, find appropriate solutions to help the students can choose for themselves an effective learning methods, not fundamentalist or other people's opinions The study adopts a survey approach, which involved research questionnaire as the main methodology Studies show the common problems they are encountering in the course learn English, after analyzing the data collected there will be useful hints are given to help students and parents can have an overview about learning English and help for education managers could see the learners' demand better, from which appropriate adjustment to better service for those who learn The thesis composes of five chapters: Introduction, Literature Review, Methodology, Results and Discussion, Conclusion and Recommendations In the first chapter, the investigator presents the rationale of the thesis and its purpose as well In the next chapter, this is Literature Review, which indicates the specific knowledge related to the content of the study The research methodology is presented in chapter three including the participants, data collection instrument and the procedures of data collection and data analysis The fourth chapter deals with the results and data collected from participants in the survey In the final chapter, the researcher will summarize the whole thesis as conclusion and give recommendations that will be helpful for both students at Tam Dong primary school and education managers Table of Contents CHAPTER INTRODUCTION 1.1 The statement of problem Our country is in the period of industrialization – modernization, the knowledge economy as the foundation, considers education and training as a top national policy It is necessary to improve the quality of teaching and learning in order to complete the training and retraining of human resources for the country To survive and grow, building and protecting the country to keep up with developed countries, requires us to grasp the most advanced achievements, to make the country Vietnam become a civilized and prosperous country To achieve this, requires people to have exchanges, learn from international friends For this, we must know the foreign language and use it expertly Therefore, I think that the teaching and learning of foreign languages in schools, especially primary schools are necessities and compulsory One of the foreign languages is being taught in secondary schools and primary schools in Vietnam is English - the common language of the world to communicate, bring people closer together Joining with the ongoing development of the country, Tam Dong primary school identified English as basic subjects in school education At school, all students are learning English common program But when polled parents and some students in grades in teaching and learning English at school, there are some issues to be mentioned here are: Some students are very interested in English subject but some others are not Some students have the ability to pronounce very well besides that there are students who can not pronounce correctly Ability to communicate and reflectivity of the students also have some differences To improve the skills of foreign language learning, creating favorable conditions for students, the majority of parents take their children participate in the language centers Besides the language centers been taught by Vietnamese teachers with reasonable tuition rates there are language centers have foreign teachers with very high tuition, but parents still register for enrolling their child Because according to their opinion, communicating with foreign teachers will help children expand vocabulary and more accurate pronunciation So Native English Speaking Teacher or Non-Native English Speaking Teacher, who is better for 4th grade students in language learning at Tam Dong primary school and some suggestions By observations and practical experience, I would like to make some comments and suggestions 1.2 The aims of the study With the above rationale, the study was conducted to get the aims as below: - To show the English learning situation and trends of the th grade students at Tam Dong primary school and demand for learning English nowadays - To know the feelings and desires of the students when they learn English - To help education managers understand the demand of learners 1.3 The research questions The research was undertaken with the goal to find out the answers for the following research questions: What are advantages and limitations of the NEST? What are advantages and limitations of the NNEST? What are differences in teaching between NEST and NNEST? 1.4 The significance of the study As it was completed, the study would serve as one of the initial investigations into students’ speaking problems at Tam Dong primary school The study could be a contribution in enhancing students’ motivation and awareness in choosing the forms of learning English After evaluating the differences, advantages and limitations of NEST and NNEST, the proper suggestions would be offered to help not only students improve their speaking competence, but also teachers have better teaching methods in speaking classes 1.5 The limitations of the study Not all the things would be done perfectly without any barriers; this thesis was not an exception Here are some tiny limitations in the thesis However, they did not affect greatly on the value of thesis Firstly, how to improve the English competence of students was always the concern of many teachers, parents and students nowadays As a teacher in the future, the investigator also had this concern sincerely; he took this study with the attempt to help the 4th grade students at Tam Dong primary school to improve their English somehow However, it is impossible to discuss all the problems related to learning English, the attention will be mainly focused on the area of teacher’s speaking Secondly, each student at Tam Dong primary school at different levels probably had the different problems in their speaking However, due to the limited time and permission, the researcher could only carry out the survey on 4th grade students Finally, the researcher wanted to apply more kinds of research methodologies in the study to get the best result in the investigation Caused by the limited effort and time, the small-scale research could be done by delivering the survey questionnaires to students at different classes Some limitations can be counted, but the survey was done successfully under the assistance and support of students at Tam Dong Primary school and the results from the survey have helped the investigator to make reliable and valuable analysis and discussions in completing the thesis 1.6 An overview of the thesis The thesis includes five chapters such as introduction, literature review, methodology, results and discussion, conclusion and recommendations In the first chapter, the researcher will present the statement of problem, the aims, the significance of the study, the research questions, the limitations as well as the overview of the thesis In chapter two, this is literature review which is an essential part of the thesis includes the theoretical knowledge and the framework for the study This chapter provides the basic notions of speaking, its difficulties in students’ learning process and the implications of teaching speaking English In the third chapter, the research methodology will be presented clearly including the participants, data collection instrument, the procedures of data collection and analysis In the fourth chapter, the collected data will be showed into charts, figures The findings and further discussions will be given In the last chapter, this is conclusion and recommendations in which the researcher will summarize the whole thesis, and suggest some useful techniques in learning and teaching English speaking for both Tam Dong students and teachers CHAPTER 2: LITERATURE REVIEW The chapter presents the theoretical knowledge of the study The literature review takes a vital element in providing the critical and analytical approaches and methodologies in learning and teaching speaking English 2.1 Terms of speaking 2.1.1 The concepts of speaking Speaking definitions can be various defined by many linguists and educators Speaking takes an important role in human life and is a key in communication Brown defined speaking as an interactive process of constructing meaning that involves producing, receiving and processing information (Brown, 1994) Speaking requires learners to know both the linguistic competence and sociolinguistic competence On the one hand, linguistic competence means to be able to produce the specific points of language such as grammar, pronunciation and vocabulary, on the other hand, sociolinguistic competence means that speakers understand when, where, why and in what ways to produce language they use (Burns and Joyce, 1997) 2.1.2 Functions of speaking Numerous language experts have tried to classify the functions of speaking in human interaction According to Brown and Yule (1983), there are three functions of speaking: talk as interaction, talk as transaction and talk as performance In this part, the researcher will take a deeper look at the functions of speaking which play a vital role in human communication 2.1.2.1 Talk as interaction Talk as interaction simply refers to “conversation” and describes interaction serves as a primarily social function (Jack C.Richard, 2008:22) This can be understood as daily conversations when people meet each other; they talk to each other to greet, exchange information These kinds of conversations can be casual or formal; it will depend on the context or situations where the exchanges are taking place Brown and Yule (1983) described the nature of interactional conversation as follow The talk of interaction must have the following features: - Has a primarily social function - Reflects role relationships - Reflects speaker’s identity - May be formal or casual - Uses conversational conventions - Reflects degrees of politeness - Employs many generic words - Uses conversational register - Is jointly constructed It is not easy for students to master the level of talk as interaction However, talk as interaction always plays an important role in learning speaking In many situations, students find themselves difficult to respond and react when they are in such an interactional conversation Students need to get familiar with the kind of talk by practicing speaking a wide range of topics 2.1.2.2 Talk as transaction In contrast with talk as interaction, talk as transaction refers to what is said and done in a particular situation Participants in the conversation focus mainly on the message and making oneself understood clearly and accurately (Jack C Richard, 2008:24) In such transactions as cited in Jack C Richard (2008), “…talk is associated with other activities For example, students may be engaged in hands-on activities (e.g., in a science lesson) to explore concepts associated with floating and sinking In this type of spoken language students and teachers usually focus on meaning or on talking their way to understanding” (Jones 1996:14) According to Burns (1998), there are two different types of talk as transaction The first one refers the situation in which giving and receiving information are the focused points The second one focuses on obtaining goods and services Richard (2008) has defined the features of talk as transaction as below: - It has a primarily information focus - The main focus is on the message and not the participants - Participants employ communication strategies to make themselves understood - There may be frequent questions, repetitions, and comprehension checks - There may be negotiation and digression - Linguistic accuracy is not always important 2.1.2.3 Talk as performance It is different from the two above types of speaking functions; talk performance tends to be the form of monolog rather than dialog It can be public talk such as classroom presentation, speeches, or public announcements; the purpose of the talk is to transfer the information to the audiences The talk as performance has the following characteristics (Jack C Richard, 2008) - A focus on both message and audience - Predictable organization and sequencing - Importance of both form and accuracy - Language is more like written language - Often monologue In each kind of activities, it will require different teaching methodologies In the next section, the specific teaching approaches for each type will be presented 2.1.2.4 The teaching methodology in speaking class a Teaching talk as interaction Interactional talk takes place under control of unspoken rules and is a complex process; therefore, it is the most difficult skill to teach The best way to teach this skill is to provide the examples of naturalistic dialogues such as making small talk, opening and closing conversations, telling experiences or personal incidents and so on (Jack C Richard, 2008) b Teaching talk as transaction Nowadays, the communicative materials are numerous in speaking activities such as group discussion, information-gap or role-play; it makes the teaching for talk as transaction easier These kinds of activities in course book can provide “a source of practicing how to use talk for sharing and obtaining information and for carry-on real-world transaction.” (Jack C Richard, 2008: 30) c Teaching talk as performance Teaching talk as performance is more complicated and requires a different teaching method Teaching this kill often involves examples and models of oral presentation, speeches or stories by letting students to watch videos or listen to audio recordings The purpose of doing this is to help students to understand how the texts are presented and what the organizational features are After watching or listening, students begin to work in groups or pairs to create their own texts, which will be presented in front of class 2.2 Difficulties in speaking 2.2.1 Factors affect learners’ speaking There are various factors in speaking, which most students see as difficulties English is a popular language that many people are learning nowadays, but it does not mean that it is easy to speak English well The main reason for this is related to the features of English itself such as grammar, pronunciation, vocabulary, intonation, and stress that many learners find it as difficult to speak fluently and accurately For most students, they cannot find confidence in their speaking and some other problems preventing them from speaking as naturally as possible This section will take a deep consideration in the intrinsic and extrinsic factors in speaking 2.2.1.1 Intrinsic factors a Vocabulary When studying speaking English, many students said that they could not speak anything because they did not have enough vocabulary to speak out the sentences in their mind That is one of the most common problems preventing students from speaking not only in their classroom but also in their real life It cannot deny that English has a rich vocabulary that learners need to learn if they want to speak well “The minimum productive vocabulary size needed for largely unpredictable speaking activities likely to be around 1,200 words” (West, 1906, pp.95-134) Although vocabulary is a vital component in learning any language, particularly putting these words in a right way, students not have to be afraid of vocabulary too much Because, according to Nation and Crabbe’s (1991), the source of immediately useable words and multiword units is survival vocabulary for foreign travel The list consists of 120 words and phrases that are useful when visiting another country as a tourist It can be learned in about four hours of spaced study For students, the problems with vocabulary seems to be so frightened, but in fact, there is always a way for students to learn vocabulary in order to speak English as easily as possible b Expressive devices For native speakers of English, they often vary stress, intonation and pitch when producing particular utterances They also change the volume and speed to show how they feel when speaking to each other The stress, intonation and pitch in English help speakers to express emotion and intensity and contribute to convey meaning as well This seems to be become the difficulty for non-native speakers, particularly learning English learners 2.2.2 Dealing with difficulties It will be essential to make students more involve in speaking activities and reduce the reluctance on students to encourage them to join in speaking Firstly, it is necessary for students to set goals in their own learning It will help them to be more motivated and be increase students’ motivation in studying Secondly, teachers can create a friendly and comfortable atmosphere in speaking class where students can find themselves as comfortable as possible to study Teachers can use a wide range of materials to encourage students to speak Teachers can use as much as visual aids in teaching as possible that will attract students’ attention and interests in learning speaking Thirdly, teachers can use various activities for students to take part in The activities can be ranged from communicative games, prepared-talks, role-play and so on It is important for teachers to make students involve in the speaking activities That will make students be active and interested in the lessons 2.3 Speaking and communicative language teaching (CLT) 2.3.1 The concept of CLT Nowadays, many teachers are asked about their methodology in classroom teaching, they often mention the common language teaching, called “The communicative language teaching” (or CLT) as their choice of teaching method There are various definitions about communicative language teaching that is defined by the majority of linguists and educators According to Jack C Richards, “Communicative language teaching can be understood as a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning and the roles of teachers and learners in the classroom.” (2006:2) “To be able to operate effectively in the real world, students need plenty of opportunity to practice language in situations which encourage them to communicate their needs, ideas and opinions” (Abbs and Freebrairn: Blueprint Intermediate, page1) To communicate with others To develop an ever improving capability to use English To acquire, develop and apply knowledge To think and solve problems To respond and give expression to experience 2.3.2 The characteristics of CLT Littlewood (1981:1) states, “One of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspect of language” (As cited in Richards, J.C and Rodgers, 1987) 2.3.3 Designing fluency-based activities for students in speaking classroom APPENDICES Appendix 1: The questionnaire for students in English SURVEY QUESTIONNAIRE Dear students, I am conducting an investigation with the topic “ sdff “ I carry out this investigation with the hopes of finding student evaluations of NEST and NNET, thus enabling educational administrators to better serve the needs of students The survey questionnaire is as below; I hope to receive the co-operation of students to complete this questionnaire I Personal information Student's full name: …………………………………………………… Class: …………………… School: ……………………………………………… Gender: □ Male □ Female Are you studying English at school? A Yes B No Do you attend English classes at language centers? A Yes B No Are you learning English with foreign teachers? A Yes B No How long have you been studying English with foreign teachers? …………………………………………………………… II Native English Spearking Teacher How you feel about the amount of foreign teacher vocabulary used in teaching? A Very much, abundant B Many words, but not abundant, diverse C Pretty much D Little E Few When explaining the new vocabulary, how foreign teachers make you feel? A Very easy to understand, lively with many English words B Sometimes I understand, sometimes not because many words I not know C Pretty easy to understand D Difficult to understand because there are some words I can hear and have words I can not hear E It is difficult to understand because I can not hear anything Foreign teachers explain the words difficult to explain, how you feel? A Easy to understand B Pretty easy to understand C Quite general D Difficult to understand E Very difficult to understand When there are new vocabulary, how foreign teachers make you understand? A By the pictures, gestures, action is fun, humorous B Interpretation through pictures, words in books C Just explain words D Rarely explained words E Did not explain words When studying with foreign teachers, how you communicate in class? A The teacher encourages and teaches me to speak, communicating entirely in English B The teacher encourages and lets me talk, communicate in Vietnamese and English C I mainly communicate in Vietnamese, only speak English when reading new and new words D I rarely talk and communicate in class, just take notes and read new words E I not talk and communicate in class, only record and read new words 10 Foreign teachers often encourage you to participate in class activities such as dancing, singing, storytelling, introduce yourself? A Yes, very often, every day B Yes, but not often C Occasionally but not much D Rarely organized activities E No organized activities 11 How are foreign teachers interested in students that are not good at English? A Very caring, always encouraging, encouragement B Interested but not encourage or motivate C Some are concerned but not much D Not care much E Absolutely not paying attention 12 During the hearing how you feel about the voice of the foreign teacher? A Very naturally, there are stresses in different tones, making a noticeable difference in the words B Naturally, but there are some words with no stresson the syllables, so sometimes I find the words sound the same C Quite natural, but sometimes with or without stress on sounds D Unnatural, less stress on sounds E Not naturally, there is no stress in the syllables 13 How did foreign teachers express their interest in pronunciation and grammar during your studies? A Very caring, always fixing my pronunciation B Very interested in your pronunciation, but sometimes not correct me C not very interested, the teacher can guess what she wants to say and rarely correct me D less interested, not correct pronunciation for me E Do not care and not correct your pronunciation 14 When you hear foreign teachers say, how you hear and understand? A Very clear, easy to hear, completely understand B Pretty clear, but not very clear, because the teacher speaks too fast C Not very clear, hard to hear the words because the teacher said too fast D I did not understand because I could not hear the teacher E Absolutely not understand 15 How foreign teachers use teaching tools (pictures, movies, utensils)? A Always use teaching tools B sometimes, quite a lot C Used but not much, sometimes D Less use of teaching tools E Absolutely not used, just talk and communicate III Non-Native English Spearking Teacher 16 How you feel about the amount of Vietnamese teachers vocabulary used in teaching? A Very much, abundant B Many words, but not abundant, diverse C Pretty much D Little E Few 17 When explaining the new vocabulary, how Vietnamese teachers make you feel? A Very easy to understand, lively with many English words B Sometimes I understand, sometimes not because many words I not know C Pretty easy to understand D Difficult to understand because there are some words I can hear and have words I can not hear E It is difficult to understand because I can not hear anything 18 Vietnamese teachers explain the words difficult to explain, how you feel? A Easy to understand B Pretty easy to understand C Quite general D Difficult to understand E Very difficult to understand 19 When there are new vocabulary, how Vietnamese teachers make you understand? A By the pictures, gestures, action is fun, humorous B Interpretation through pictures, words in books C Just explain words D Rarely explained words E Did not explain words 20 When studying with Vietnamese teachers, how you communicate in class? A The teacher encourages and teaches me to speak, communicating entirely in English B The teacher encourages and lets me talk, communicate in Vietnamese and English C I mainly communicate in Vietnamese, only speak English when reading new and new words D I rarely talk and communicate in class, just take notes and read new words E I not talk and communicate in class, only record and read new words 21 Vietnamese teachers often encourage you to participate in class activities such as dancing, singing, storytelling, introduce yourself? A Yes, very often, every day B Yes, but not often C Occasionally but not much D Rarely organized activities E No organized activities 22 How are Vietnamese teachers interested in students that are not good at English? A Very caring, always encouraging, encouragement B Interested but not encourage or motivate C Some are concerned but not much D Not care much E Absolutely not paying attention 23 During the hearing how you feel about the voice of the Vietnamese teacher? A Very naturally, there are stresses in different tones, making a noticeable difference in the words B Naturally, but there are some words with no stresson the syllables, so sometimes I find the words sound the same C Quite natural, but sometimes with or without stress on sounds D Unnatural, less stress on sounds E Not naturally, there is no stress in the syllables 24 How did Vietnamese teachers express their interest in pronunciation and grammar during your studies? A Very caring, always fixing my pronunciation B Very interested in your pronunciation, but sometimes not correct me C not very interested, the teacher can guess what she wants to say and rarely correct me D less interested, not correct pronunciation for me E Do not care and not correct your pronunciation 25 When you hear Vietnamese teachers say, how you hear and understand? A Very clear, easy to hear, completely understand B Pretty clear, but not very clear, because the teacher speaks too fast C Not very clear, hard to hear the words because the teacher said too fast D I did not understand because I could not hear the teacher E Absolutely not understand 26 How Vietnamese teachers use teaching tools (pictures, movies, utensils)? A Always use teaching tools B sometimes, quite a lot C Used but not much, sometimes D Less use of teaching tools E Absolutely not used, just talk and communicate Thanks for your kind cooperation! Appendix 2: The questionnaire for students in Vietnamese BẢNG CÂU HỎI KHẢO SÁT Chào bạn học sinh, Tôi tiến hành điều tra với chủ đề "Giáo viên ngữ giáo viên Việt Nam, đâu lựa chọn tốt cho học sinh lớp trường Tiểu học Tam Đông số kiến nghị đề xuất" Tôi tiến hành điều tra với hy vọng tìm kiếm đánh giá, nhận định học sinh giáo viên ngữ giáo viên Việt Nam, từ nhà quản lý giáo dục đánh giá phục vụ tốt cho nhu cầu học tập học sinh Bảng hỏi điều tra sau đây; Tôi hy vọng nhận hợp tác bạn học sinh để hoàn thành bảng câu hỏi I Thông tin cá nhân Họ tên học sinh khảo sát: …………………………………………………… Lớp: …………………… Trường: ……………………………………………… Giới tính: □ Nam □ Nữ Em có học tiếng Anh trường không? A Có B Không Em có tham gia học tiếng Anh trung tâm ngoại ngữ không? A Có B Không Em có học tiếng Anh với giáo viên nước không? A Có B Không Em học tiếng Anh với giáo viên nước bao lâu? …………………………………………………………… II Giáo viên ngữ Em cảm thấy số lượng từ vựng giáo viên nước sử dụng giảng dạy nào? A Rất nhiều, phong phú B Nhiều, không phong phú, đa dạng C Khá nhiều D Ít E Rất Khi giảng giải từ vựng giáo viên nước làm cho em cảm thấy nào? A Rất dễ hiểu, sinh động với nhiều từ ngữ tiếng Anh B Có em hiểu, có không nhiều từ em C Khá dễ hiểu D Khó hiểu em nghe từ từ không E Rất khó hiểu em không nghe Giáo viên nước giảng giải từ khó giải thích, em cảm thấy nào? A Dễ hiểu B Hơi dễ hiểu C Khá chung chung D Khó hiểu E Rất khó hiểu Khi có từ vựng giáo viên nước làm để em dễ hiểu được? A Bằng hình ảnh, cử chỉ, hành động vui nhộn, hài hước B Giảng giải thông qua hình ảnh, từ ngữ sách C Chỉ giảng giải thừ ngữ D Ít giảng giải từ ngữ E Không giảng giải từ ngữ Khi học với giáo viên nước em nói chuyện, giao tiếp lớp nào? A Giáo viên khuyến khích cho em nói chuyện, giao tiếp hoàn toàn tiếng Anh B Giáo viên khuyến khích cho em nói chuyện, giao tiếp tiếng Việt tiếng Anh C Em chủ yếu giao tiếp tiếng Việt, nói tiếng Anh đọc từ D Em nói chuyện giao tiếp lớp, ghi chép đọc từ E Em không nói chuyện giao tiếp lớp, ghi chép đọc từ 10 Giáo viên nước có hay cho em tham gia hoạt động lớp múa hát, kể chuyện, giới thiệu thân không? A Có, thường xuyên, ngày B Có, không thường xuyên C Thỉnh thoảng không nhiều D Ít tổ chức hoạt động E Không tổ chức hoạt động 11 Giáo viên nước quan tâm đến bạn học yếu lớp nào? A Rất quan tâm, khích lệ, động viên B Có quan tâm không khích lệ hay động viên C Thỉnh thoảng có quan tâm không nhiều D Không quan tâm E Hoàn toàn không ý tới 12 Trong trình nghe em cảm thấy giọng nói giáo viên nước nào? A Rất tự nhiên, có nhấn mạnh âm khác nhau, tạo nên khác biệt dễ nhận thấy từ B Tự nhiên, có số từ nhấn mạnh âm nên em thấy từ phát âm giống C Khá tự nhiên, có không nhấn mạnh âm D Không tự nhiên, có nhấn mạnh âm E Không tự nhiên, nhấn mạnh âm 13 Giáo viên nước bày tỏ quan tâm với em vấn đề phát âm ngữ pháp trình học? A Rất quan tâm, chỉnh sửa lỗi phát âm cho em B Khá quan tâm đến phát âm em, không chỉnh lỗi cho em C không quan tâm lắm, giáo viên đoán em muốn nói sửa lỗi cho em nhiều D Ít quan tâm, không sửa lỗi phát âm cho em E Không quan tâm không sửa lỗi phát âm cho em 14 Khi nghe giáo viên nước nói, em nghe hiểu nào? A Rất rõ ràng, dễ nghe, hiểu hoàn toàn B Khá rõ ràng, không hiểu rõ lắm, giáo viên nói nhanh C Không rõ lắm, khó nghe từ giáo viên nói nhanh D Hơi không hiểu em không nghe giáo viên nói E Hoàn toàn không hiểu 15 Giáo viên nước sử dụng công cụ dạy học(tranh ảnh, phim, đồ dùng) nào? A Luôn dùng công cụ dạy học B Hôm có hôm không C Có dùng không nhiều, D Ít dùng công cụ dạy học E Hoàn toàn không dùng, nói giao tiếp III Giáo viên Việt Nam 16 Em cảm thấy số lượng từ vựng giáo viên Việt Nam sử dụng giảng dạy nào? A Rất nhiều, phong phú B Nhiều, không phong phú, đa dạng C Khá nhiều D Ít E Rất 17 Khi giảng giải từ vựng giáo viên Việt Nam làm cho em cảm thấy nào? A Rất dễ hiểu, sinh động với nhiều từ ngữ tiếng Anh B Có em hiểu, có không nhiều từ em C Khá dễ hiểu D Khó hiểu em nghe từ từ không E Rất khó hiểu em không nghe 18 Giáo viên Việt Nam giảng giải từ khó giải thích em cảm thấy nào? A Dễ hiểu B Hơi dễ hiểu C Khá chung chung D Khó hiểu E Rất khó hiểu 19 Khi có từ vựng giáo viên Việt Nam làm để em dễ hiểu được? A Bằng hình ảnh, cử chỉ, hành động vui nhộn, hài hước B Giảng giải thông qua hình ảnh, từ ngữ sách C Chỉ giảng giải thừ ngữ D Ít giảng giải từ ngữ E Không giảng giải từ ngữ 20 Khi học với giáo viên Việt Nam em nói chuyện, giao tiếp lớp nào? A Giáo viên khuyến khích cho em nói chuyện, giao tiếp hoàn toàn tiếng Anh B Giáo viên khuyến khích cho em nói chuyện, giao tiếp tiếng Việt tiếng Anh C Em chủ yếu giao tiếp tiếng Việt, nói tiếng Anh đọc từ D Em nói chuyện giao tiếp lớp, ghi chép đọc từ E Em không nói chuyện giao tiếp lớp, ghi chép đọc từ 21 Giáo viên Việt Nam có hay cho em tham gia hoạt động lớp múa hát, kể chuyện, giới thiệu thân không? A Có, thường xuyên, ngày B Có, không thường xuyên C Thỉnh thoảng không nhiều D Ít tổ chức hoạt động E Không tổ chức hoạt động 22 Giáo viên Việt Nam quan tâm đến bạn học yếu lớp nào? A Rất quan tâm, khích lệ, động viên B Có quan tâm không khích lệ hay động viên C Thỉnh thoảng có quan tâm không nhiều D Không quan tâm E Hoàn toàn không ý tới 23 Trong trình nghe em cảm thấy giọng nói giáo viên Việt Nam nào? A Rất tự nhiên, có nhấn mạnh âm khác nhau, tạo nên khác biệt dễ nhận thấy từ B Tự nhiên, có số từ nhấn mạnh âm nên em thấy từ phát âm giống C Khá tự nhiên, có không nhấn mạnh âm D Không tự nhiên, có nhấn mạnh âm E Không tự nhiên, nhấn mạnh âm 24 Giáo viên Việt Nam bày tỏ quan tâm với em vấn đề phát âm ngữ pháp trình học? A Rất quan tâm, chỉnh sửa lỗi phát âm cho em B Khá quan tâm đến phát âm em, không chỉnh lỗi cho em C không quan tâm lắm, giáo viên đoán em muốn nói sửa lỗi cho em nhiều D Ít quan tâm, không sửa lỗi phát âm cho em E Không quan tâm không sửa lỗi phát âm cho em 25 Khi nghe giáo viên Việt Nam nói, em nghe hiểu nào? A Rất rõ ràng, dễ nghe, hiểu hoàn toàn B Khá rõ ràng, không hiểu rõ lắm, giáo viên nói nhanh C Không rõ lắm, khó nghe từ giáo viên nói nhanh D Hơi không hiểu em không nghe giáo viên nói E Hoàn toàn không hiểu 26 Giáo viên Việt Nam sử dụng công cụ dạy học(tranh ảnh, phim, đồ dùng) nào? A Luôn dùng công cụ dạy học B Hôm có hôm không C Có dùng không nhiều, D Ít dùng công cụ dạy học E Hoàn toàn không dùng, nói giao tiếp Cảm ơn hỗ trợ tất bạn! Appendix 3: Questionnaire result The number of questionnaires delivered: 100 Question No 10 11 12 13 Answer A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C Total sum 69 21 44 46 10 0 50 31 13 65 29 64 27 25 40 12 13 10 80 11 88 0 91 Percentage 69% 4% 21% 5% 1% 44% 46% 10% 0% 0% 50% 31% 13% 6% 0% 65% 29% 5% 1% 0% 64% 27% 3% 5% 1% 25% 40% 12% 13% 10% 80% 5% 11% 4% 0% 88% 7% 5% 0% 0% 91% 8% 0% 14 15 16 17 18 19 20 21 22 23 D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A B C D E A 39 53 0 38 24 24 57 21 20 74 15 11 0 77 20 0 33 54 13 0 32 56 29 41 14 10 88 66 1% 0% 39% 53% 8% 0% 0% 38% 24% 24% 5% 9% 57% 21% 20% 2% 0% 74% 15% 11% 0% 0% 77% 20% 3% 0% 0% 33% 54% 13% 0% 0% 32% 56% 9% 2% 1% 29% 41% 14% 10% 6% 88% 9% 0% 3% 0% 66% 24 25 26 B C D E A B C D E A B C D E A B C D E 29 0 87 12 78 20 1 41 28 13 12 29% 5% 0% 0% 87% 12% 0% 1% 0% 78% 20% 1% 1% 0% 41% 28% 13% 6% 12%