Việc sử dụng ngôn ngữ thứ nhất khi dạy tiếng anh trên lớp học của giáo viên trung học phổ thông

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THU HIEN HIGH SCHOOL TEACHERS’ EMPLOYMENT OF FIRST LANGUAGE IN THEIR ENGLISH CLASSROOM INSTRUCTION (Việc sử dụng ngôn ngữ thứ dạy tiếng Anh lớp học giáo viên Trung Học Phổ Thông) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI THU HIEN HIGH SCHOOL TEACHERS’ EMPLOYMENT OF FIRST LANGUAGE IN THEIR ENGLISH CLASSROOM INSTRUCTION (Việc sử dụng ngôn ngữ thứ dạy tiếng Anh lớp học giáo viên Trung Học Phổ Thông) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Nguyen Thi Hang, Ph.D THAI NGUYEN – 2019 STATEMENT OF AUTHORSHIP The thesis entitled “High school teachers’ employment of first language in their English classroom instruction” has been submitted to School of foreign languages, Thai Nguyen University for the Master of English language I hereby declare that this thesis and the work presented in it are my own and have been generated by me as the result of my own original research All references and all sources of information used in it have been specifically acknowledged My thesis does not contain work extracted from a thesis, dissertation or research paper previously presented for another degree or diploma at this or any other universities Signature: Name: Nguyen Thi Thu Hien Date: / /2019 Approved by Signature: Dr Nguyen Thi Hang i ACKNOWLEDGEMENT I would like to acknowledge my indebtedness and render my warmest thanks to my supervisor, Dr Nguyen Thi Hang, who made this work possible I am grateful to her for her patience, her encouragement and insightful suggestions My special thanks are definitely to high school teachers in Quang Ninh province who agree to participate in my study During my Data collection, they always provide me with great help I would like to extend my thanks to my family: my mother, my husband and my daughter, who are always by my side and encourage me to accomplish this thesis ii ABSTRACT This study investigates the practice of code switching among English language teachers at high school in Vietnam with practical experience in English as a foreign language It places a focus on the situations in which teachers use their first language within their English instruction in their English classroom, and the reasons why teachers utter Vietnamese when giving instruction of English in their classes An ethnographic research design is applied in the study The research is based on the data analysis of four typical high school teachers’ code switching from three sources of information: class observations, class recordings, and interviews with teachers It was found that the teachers practiced code-switching very commonly in their English instruction in different situations such as presenting vocabulary, presenting pronunciation, presenting grammar rules, correcting mistakes and keeping class management Specific examples were illustrated and interpreted in each situation to provide the context where the teachers practised code switching At the same time, the reasons why they code switched were revealed These ranged from the teachers’ personal reasons to those for students’ sake: students’ English proficiency, time saving strategy and teachers’ habits Among which, students’ low level of English was the most popular factor that teachers took into consideration when deciding to use their first language frequently Based on the findings of the study, recommendations are provided for English teachers for situations where teachers’ code-switching could be encouraged and many other situations, their code-switching should generally be avoided iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES iv ABBREVIATIONS v PART A INTRODUCTION 1 Rationale Aims of the study Scope of the study Structure of the study PART B DEVELOPMENT .3 CHAPTER LITERATURE REVIEW 1.2 Code-switching in classroom instruction 1.2.1 Viewpoint supporting the use of L1 in language classes 1.2.2 Viewpoint against the use of L1 in language classes 1.3 Studies of teachers’ using L1 in language classrooms .8 1.4 Summary 10 CHAPTER METHODOLOGY 11 2.1 Methodology of the study .12 2.2 Participants 13 2.3 Data collection 13 2.3.1 Classroom observations 14 2.3.2 Post-observational interviews 15 2.4 Data analysis 16 2.5 Summary 17 CHAPTER FINDINGS AND DISCUSSION 17 3.1 Code-switching situations .17 3.1.1 Explaining new words 18 3.1.2 Presenting grammar rules 21 3.1.3 Correcting mistakes 22 3.1.4 Dealing with class management .24 3.2 Reasons for teachers’ code-switching 25 3.2.1 Students’ English proficiency 26 3.2.2 A time saving strategy 28 3.2.3 Teachers’ habits .29 3.3 Summary 33 PART C CONCLUSION AND RECOMMENDATIONS 34 Conclusion 34 Recommendations for the teachers 35 Limitations and Recommendations for further studies 37 REFERENCES 38 APPENDICES I LIST OF TABLES Table Summary of teacher participants………………………………………13 Table Summary of teachers’ code-switching situations…………………… 18 Table Summary of reasons for teachers’ code-switching…………………… 26 iv ABBREVIATIONS EFL: English as a foreign language FL: Foreign language L1: Language one L2: Language two TL: Target language v PART A INTRODUCTION Rationale There have been ongoing debates about teachers’ use of languages, particularly whether they should use their first language in their English classes On the one hand, using the first language (L1) in foreign language classrooms is discouraged by advocates of the target language (TL) use only (Chauron, 1988; Mcdonald, 1993) These authors contend that students must be exposed to a significant amount of TL input if they want to develop it better This explains why teachers of English can sometimes receive criticism for using their first language in their classroom instruction At the other end of the spectrum, a number of scholars including Eastman (1992), and Addendorff (1993), Code-switching amongst Luzuspeaking teachers and their pupils: Its functions and implications for teacher education, Language and Education, 7(3), 141-161 feel that switching from TL to L1 can be an effective strategy for teachers to help improving their students’ TL proficiency if L1 is deliberately utilized in classrooms Cook (2001, pp.402-423) also provides guidelines for teachers when employing L1 in classroom instructions, which are “efficiency”, “learning”, “naturalness” and “external relevance” These contrasting viewpoints reflect what I have observed and questioned for years during my teaching career at Van Lang high school in Ha Long, which has driven me to investigate the English teaching setting of high schools in Vietnam, where the teachers’ use of L1 in instruction is a common element From my own experience and my observation of other English teachers’ teaching practice, it is evident that Vietnamese teachers use both L1 and English in different phases in their language classroom It is a common perception that when the teachers use Vietnamese, their students might better comprehend the instructions Especially in classes with English low-level students, if L1 is not used, tasks and activities must be kept simplest to ensure that the instructions are understandable, which might result in teachers treating high school students like kids rather than intelligent and sophisticated people (Gunn, Sts: Funny Example 12 T: How are we destroying our forests? St: Cut trees St: Kill animals Example 13 T: Cả lớp làm tập nhà chưa? Sts: Rồi ạ! Sts: Em 3ạ! When teachers used a single language, either English or Vietnamese, the students tended to reciprocate their teachers’ language, they usually responded using the same language as their teachers, as can be seen in the three above examples However, there were cases in which the students did not use the same language as the teacher and such incidents were usually observed when the teachers used English, but their students responded in their mother tongue Example 14 T: What does “congratulate” mean? Sts: “Chúc mừng” ạ! At the same time, when asked whether there were any changes in students’ language behavior when the teachers switched, the teachers, two thirds of them noticed the differences in the language their students used to response to their instructions One of them confessed that whatever language she used, the students tended to answer in Vietnamese, although she had tried different ways to encourage them to use English 31 From those changes in students’ language behavior, I went on with asking teachers about whether these changes signified any disadvantages of using Vietnamese or not, and the discovery was as follows According to the male teacher, the repeated action of switching to Vietnamese did not always support the students’ learning of English That is, this did not motivate students to listen to English, to understand, and then to speak English Instead, if the teachers always assumed that their students’ ability would prevent them from understanding teachers’ instruction; it would put a limit on students’ progress He said that translating means spoon feeding the students, which might never let students have a try and discover themselves However, he also admitted that although he was well aware of this fact, code switching is unavoidable in saving class time and getting the lessons go smoothly The second teacher interviewed shared almost the same view She thought the tendency of using Vietnamese could lead to the development of an excessive dependency on the students’ mother tongue by both teachers and students Consequently, students lose confidence in their ability to communicate in English: They may feel that the only way they would understand anything the teacher says is when it has been translated, or they use their mother tongue even when they are perfectly capable of expressing the same idea in English This can significantly reduce students’ opportunities to practice English, and students fail to realize that using English in classroom activities is essential to improve their language skills mainly for that the translation of L2 into another language will play negative effects on students’ learning process She pointed out that the use of L1 will result learners to have a cognitive dependence on their mother tongue at the expense of developing independence TL learning Although the two language systems are not equivalent in many aspects, students may have an awareness of the notion of equivalence of the two languages if translation serves to convey meanings The third teacher self-evaluated her practice and saw her code-switching sometimes as not a good habit, although this teacher’s switching arose from concern 32 for his students’ comprehension She switched to Vietnamese to facilitate her students’ understanding Like other high school teachers, she always assumed that if she did not use Vietnamese in his English instruction, her students could not understand her instruction Her switches to Vietnamese were to ensure that all students understood what she taught, but unfortunately, it resulted in the switches of even so-simple instructions She realized that as she used Vietnamese quite frequently, especially in grammar and vocabulary presentation, the students tended to rely on her translation and became inactive She gave one typical example when asking her student a question in English and immediately switching to Vietnamese to translate her question without waiting for her students’ response Her question in English did not seem to be difficult for her students to understand as the structure and vocabulary were familiar to them as well as they only needed to say “Yes” or “No” It was evident that the inability of the students to understand this question was not a realistic possibility even though teachers were afraid it was Not surprisingly, students responded to their teacher’s Vietnamese instructions in Vietnamese She regretted that if she had not translated her question into Vietnamese, her students would have responded in English 3.3 Summary I started this chapter by providing the selected teachers’ codes-witching performed in various classroom situations Five main situations that were presenting vocabulary, presenting pronunciation, presenting grammar rules, correcting mistakes, and dealing with class management were identified The teachers’ switching situations were also confirmed in my interviews with them They were all aware of the importance of exposing as much English to the students as possible However, they all admitted that switching to Vietnamese is inevitable if they hope to get students understand the lesson The reasons for the teachers in this study to code-switch varied Firstly, they were aware of the fact that their students didn’t study English very well, so it was hard for them to help the students understand the lessons without using L1 Secondly, 33 teachers admitted that they could save much time when using Vietnamese in their classroom instruction Finally, teachers switched as a habit of focusing too much on teaching vocabulary and grammar They employed L1 frequently and automatically, and their habit, more or less, turns to affect their students’ language choice PART C CONCLUSION AND RECOMMENDATIONS Conclusion Teachers’ code switching is a common practice in their classroom instruction of English, and it is seen as “the practice of using two languages within the same utterance and between utterances and turns” (Nguyen, 2013; Grant & Nguyen, 2017) This practice becomes regular when the teacher allows students to use L1 or shares the first language with them Former studies such as Duff & Polio (1990), Miles (2004), Schweers (1999) and Zacharias (2003) have shown that teachers use code switching for a range of purposes, for instance, managing the classroom, checking understanding, providing grammatical explanation, teaching new words, giving instructions, motivating students, giving feedback to individual learners and communicating with students The present study aimed to examine Vietnamese high school teachers’ practice as well as their views in switching between English and Vietnamese in their classrooms In order to find out the frequency of the situations and reasons for high school teachers’ employment of L1 in English classroom instruction, an ethnographic 34 research design was adopted in this study To collect data, I observed eight lessons which are taught by four high school teachers of English I also interviewed them after the lessons to further understand their opinions All class sessions and interviews were recorded using a digital voice recorder as the source of information that I used to analyse The findings of the thesis were presented and discussed in Chapter Firstly, this study looked into the situations in which they code-switched The study found that teachers switched in various situations including vocabulary presentation, pronunciation presentation, grammar rules explanation, mistake corrections, and classroom management The teachers’ switching situations found in this study are greatly in line with what Nguyen (2013) and Grant and Nguyen (2017) found in a very similar teaching and learning context in Vietnam Secondly, the reasons why they switched are evident in this study, ranging from the teachers’ personal reasons (teachers’ habits) to those for students’ sake (their low level of English and as a time saving strategy) These reasons also match with some of the reasons for teachers’ code-switching that the mentioned researchers found in their studies Although the study does not aim to seeking for the answers with respect to the effect of teachers’ language use on their students’ language behavior, it was emerged from my data analysis that students tended to code-switch when their teachers did That is, in most situations if teachers asked in English, their students responded in English, if they used Vietnamese, students tended to answer in Vietnamese, and when teachers switched between the two languages, students also switched, as Examples 11,12 and 13 (Chapter 4) illustrate this reciprocation Recommendations for the teachers It is useful for English teachers to be aware of their code-switching behavior as a common practice in the language classroom When teachers are aware of the positive as well as the negative functions of their switching, they can consider in what situations they should use only English and not switch to Vietnamese They also have an opportunity to be reflective about their teaching experience Instead of treating 35 students’ poor ability in English as the key reason for their use of the first language, teachers should generally consider both the advantages and disadvantages of codeswitching so that their use of the first language can facilitate their teaching and students’ learning of English Regarding instruction of teaching content, teachers could be free to use both languages in this phase, for example, when teachers insert a Vietnamese word or phrase into their English utterance to ask for the English equivalent, for example, “What is động vật hoang dã in English?” Another example of when teachers can use both languages is when they explain the meaning of vocabulary Teachers may use translation between the two languages because it will save time for them and be clear to students However, I suggest that teachers avoid giving their translation excessively of the meaning of target words Instead, they can use other ways of explaining the word or use synonyms in the FL as a priority where possible, or try to elicit a word’s meaning from students before giving, if necessary, the Vietnamese translation In the present study, teachers tended to employ Vietnamese and it seemed that using the first language was indispensable for them to deal with FL language grammar and pronunciation Again, taking advantage of using the FL in a simple way is a good choice In cases of correcting students’ mistakes, I believe the teachers should use both of the languages to make sure her students can understand why their answers were wrong then be able to use it correctly latter; it was due to the fact that the main focus of high school English education is to provide and reinforce students’ vocabulary and grammar ability However, for other situations like presenting pronunciation and classroom management, the teachers should maximize the use of English For the pronunciation, it would be better to expose students to the native pronunciation with the aid of technology It is observed that a large number of Vietnamese high schools are equipped with computers connected to the Internet, so the teachers can take advantage of this, using audios or videos of native speakers pronouncing the vocabulary; then 36 ask students to read after them If they make mistakes, let them listen again until they say the word correctly By this way, the teacher not have to make effort to explain the mistake as imitation is always the best way learn pronunciation In addition, classroom management instructions like “Open the book page 21”, “Why are you late today?”, “now work in pairs”, etc are common in every classroom and repeated quite frequently, the teachers can get students familiar with these instructions without much trouble, because if something is a repetition, it is remembered easily This can be done by providing them with a list of classroom language and revise this list every day Whatever discussed, over-translation of instruction into Vietnamese should not be encouraged except for some cases, e.g emphasizing instruction or explaining complicated concepts, or rules or information The reason is that teachers’ repetition through translation may result in students’ heavy dependence on their teachers’ use of Vietnamese, and this does not help to expose students to as much English as possible Students are not likely to feel that they are in an English classroom environment if there is always translation into Vietnamese In addition, teachers’ over-translation into Vietnamese may lead to student boredom, and demotivate them to learn English It is obvious that with students’ low level of English and the teachers’ habits of using Vietnamese, and the aim to save time, the policy of “English-only use” is not suitable for high school teachers in Vietnam However, there should be certain strategies that the teachers can take to increase the use of L2 in the classroom The teachers should adopt at least one for their own use Limitations and Recommendations for further studies In this study, I managed to observe each participant twice only in their classroom teaching (in two classes with the same students) Thus, the data collected from these observations, as well as the class recordings might not provide very detailed information Moreover, the interviews were carried out with only the teacher 37 participants, which meant the teachers’ code switching was double checked only through the perspective of the teachers while the researcher have not had the chance to look into the matter from the students’ views Therefore, there are three suggestions for further studies on the practice of code switching of Vietnamese teachers Firstly, the research should be done in a larger scale and in more details, which means the researcher should observe more classes and interview more teachers Secondly, to have a balanced view on teachers’ use of L1 in a L2 classroom, there should be interviews with student participants to find out their reports of their teachers’ use of language in their English classes and their opinion for their teachers’ use of language Lastly, as presented in Conclusion, there were some disadvantages of using Vietnamese in English classrooms, further researches could look for more solutions to deal with those problems REFERENCES Addendorff, R (1993) Code-switching amongst Luzu-speaking teachers and their pupils: Its functions and implications for teacher education Language and Education, 7(3), 141-161 Code-switching amongst Luzu-speaking teachers and their pupils: Its functions and implications for teacher education Language and Education, 7(3), 141-161 Bell, A (2014) The guidebook to sociolinguistics Oxford, UK: Wiley Blackwell Bullock, B.E &Toribio, A.J (2009) Themes on the study of code-switching In B.E Bullock, & A.J Toribio (Eds.), The Cambridge Handbook of Linguistic Codeswitching (pp 1-17) Cambridge: Cambridge University Press Chambers, F (1991) Promoting use of the target language in the classroom Language Learning Journal, 4, 27–31 Chaudron, C (1988) Second language research: Research on teaching and learning Cambridge, England: Cambridge University Press Cook, V (2001) Using the first language in the classroom.Canadian Modern Language Review, 57(3), 402-423 Cummins, J (2007) Rethinking monolingual instructional strategies in 38 multilingual class- rooms Canadian Journal of Applied Linguistics, 10, 221–240 Eastman, C M (1992) Code-switching as an Urban Languge-Contact Phenomenon In C M Eastman (Ed.), Code-switching (pp 1-17) Clevedon, UK: Multilingual Matters Edwards, J (2004) Foundations of bilingualism In K T Bhatia & C W Ritchie (Eds.), The handbook of bilingualism (pp 7-31) Malden, MA: Blackwell Grant, L & Nguyen, T H (2017) Code-switching in Vietnamese university EFL teachers’ classroom instruction: a pedagogical focus Language awareness Rutledge DOI: 10.1080/09658416.2017.1402915 Gardner-Chloros, P (2009) Code-switching New York, NY: Cambridge University Press Gunn, M (2003).Opportunity for literacy? Pre-literate learners in the AMEP In G Wiglesworth (Ed.), The kaleidoscope of adult second language learning: Learner, teacher and researcher perspectives (pp 251-272.) Sydney: NCELTR Hamers, J F., & Blanc, M A (2000) Bilinguality and bilingualism Cambridge, UK: Cambridge University Press Harbord, J (1992) The use of the mother tongue in the classroom.ELT Journal, 46(4), 350-355 Haugen, E (1953) The Norwegian language in America: A study in bilingual behaviour Philadelphia, PA: University of Pennsylvania Hoffmann, C (1991) An introduction to bilingualism New York, NY: Longman Levine, G (2011) Code choice in the language classroom Bristol, UK: Multilingual Matters Macaro, E (2001) Analyzing student teachers’ code-switching in foreign language classrooms: Theories and decision making Modern Language Journal, 85(4), 531-548 Macdonald, C (1993) Using the target language Cheltenham, England: Mary Glasgow Mackey, M F (2000) The description of bilingualism In L Wei (Ed.), The 39 bilingualism reader (pp 26-54) London, UK: Routledge Miles, R (2004) Evaluating L1 use in English Language Classroom M.A Thesis United Kingdom: Birmingham University [Online] Available: http://www.cels.bham.ac.uk/resources/essays/Milesdiss.pdf (October 25, 2010) Mitchell, R (1983) The teachers’ use of first language and foreign language as means of communication in the foreign language classroom In C Brumfit (ed.), Learning and teaching languages for communication (41-58) London: Centre for Information on Language Teaching and Research Muysken, P (1995) Code-switching and grammatical theory In L Milroy, & P Muysken (Eds.), One Speaker, Two Languages: Crossdisciplinary Perspectives on Code-switching (pp 177-197) New York: Cambridge University Press Nguyen, T H (2013) Vietnamese University FEL teachers’ code-switching in classroom instruction (Published PhD thesis) Auckland University of Technology, Auckland: New Zealand Nguyen, X.Q (1999) The role of the Vietnamese language in the English teaching and learning in Vietnam Unpublished master thesis, Hanoi University of Foreign Studies & Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City, Vietnam Nilep, C (2006) ‘Code switching’ in sociocultural linguistics Colorado Research in Linguistics, 19(1), 1-22 Nunan, D (1997) Listening in language learning The Language Teacher, 21(9) Retrieved July 15, 2007, from http://jalt- publications.org/tlt/files/97/sep/nunan.html Nunan, D., & Carter, R (2001).The Cambridge guide to teaching English to speakers of other languages Cambridge: Cambridge University Press Polio, C G., & Duff, P A (1994) Teachers’ language use in university foreign language classrooms: A qualitative analysis of English and target language alternation The Modern Language Journal, 78(3), 313-326 40 Rolin-Ianziti, J., &Brownlie, S (2002) Teacher use of learners' native language in the foreign language classroom The Canadian Modern Language Review, 58(3), 402-426 Schweers, W Jr (1999) Using L1 in the L2 classroom English Teaching Forum, 37(2).Retrieved November 22, 2007 from http://exchanges.state.gov/forum/vols/vol37/no2/p6.htm Simon, L (2001) Towards a new understanding of codeswitching in the foreign language classroom In R Jacobson (Ed.), Codeswitching Worldwide II, In: Trends in Linguistics: Studies and Monographs, vol 126 (pp 311-343) Berlin: Mouton de Gruyter Tang, J (2002) Using l1 in the English classroom English Teaching Forum, 40 (1) [Online] Available: http://exchanges.state.gov.forum/vols/vol40/no1/p36.pdf (December 12, 2006) Turnbull, M (2001) There is a role for the L1 in second and foreign language teaching, but Canadian Modern Language Review, 57, 531–540 Zacharias, N T (2003) A survey of tertiary teachers’ beliefs about English Language Teaching in Indonesia with regard to the role of English as a global language (Master thesis, Assumption University, 2003) Retrieved journal.com/thesis.ph 41 from http://www.asian-efl- APPENDICES APPENDIX 1: OBSERVATION SHEET Date: Teacher’s name: Class: Lesson content: Activities Language teacher Student’s responses uses& Examples I Other notes APPENDIX 2: INTERVIEW QUESTIONS FOR TEACHERS Questions Prompts When you code-switch?  How long have you been teaching English?  Can you tell me about your students?  Do you use mostly Vietnamese or English in the classroom for English teaching?  In which phases/ situations you use Vietnamese (lesson introduction/ vocabulary explanation/ grammar rules explanation…)? Why you code-switch?  What are the advantages of your use of Vietnamese teaching English?  Are there any disadvantages of using Vietnamese in an English class?  What language your students usually use to respond when you ask them in Vietnamese? II APPENDIX 3: EXCERPTED SAMPLE OF CLASS RECORDING Class recording transcript of teacher Participant: Teacher Class: 10A Observer: Thi Thu Hien Nguyen Recorded: 05/12/2018 Transcribed: 19/12/2018 Checked: 22/12/2018 Length: 46 minutes 28 seconds Sound quality: Good Occasional noise of students in other classes walking across V: Vietnamese E: English St(s): Student(s) Teacher’s Signature: ………………………………………… St: Good Morning teachers T1: Thank you, sit down please, take a seat at the back please [telling the observers] St: [talking in V] T1: The whole class, warmly welcome teachers to our class today St: [clap their hands] T1: So, our lesson today is about the present perfect tense Sts: [no response] T1: What is the form of present perfect? Form present perfect nhỉ? Sts: Chủ ngữ cộng has/have cộng phân từ T1: Đúng We have Subject then has or have then a participle verb Let’s have a look at the board (S + has/have + Vp2) Khi dùng has, dùng have? III Sts: Has dùng với chủ ngữ he/ she/ it have dùng với I/ you/ we/ they T1: Very good Sts: [Copy the form of the present perfect tense] T1: Hưng, em không ghi à? Sts: [Look at Hưng] T1: Now, let’s look at exercise and it Sts: [Do the exercise] T1: Okay, who volunteers to go to the board and write the answers? Ai xung phong lên viết câu trả lời nào? Sts: [Go to the board and write the answers] T1: Okay, let’s check the answers Number is correct correct false Ai cho cô biết bạn sai đâu? Lan, please! Sts: Em thưa cô phân từ read readed ạ, mà read T1: Very good! Sit down, please Let’s continue Number and are correct Now, look at exercise What are you going to do? […] IV ... EMPLOYMENT OF FIRST LANGUAGE IN THEIR ENGLISH CLASSROOM INSTRUCTION (Việc sử dụng ngôn ngữ thứ dạy tiếng Anh lớp học giáo viên Trung Học Phổ Thông) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics... help their students with how to pronounce an English word Example T: Khi record Verb, đọc /rɪˈkɔːd/, stress rơi vào âm tiết thứ 2, Noun, đọc /ˈrek.ɔːd/, trọng âm rơi vào âm tiết đầu Now, the whole... present perfect nhỉ? St: Chủ ngữ cộng has/have cộng phân từ T: Đúng We have Subject then has or have then a participle verb Let’s have a look at the board (S + has/have + Vp2) Khi dùng has, dùng have?