A study on teacher talk in elf classroom at BacKan education college

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES NGUYỄN THỊ THU HÀ A STUDY ON TEACHER TALK IN EFL CLASSROOMS AT BACKAN EDUCATION COLLEGE Nghiên cứu việc sử dụng ngôn ngữ lớp dạy Tiếng Anh giáo viên Trường Cao đẳng Sư phạm Bắc Kạn M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 HA NOI – 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ THU HÀ A STUDY ON TEACHER TALK IN EFL CLASSROOMS AT BACKAN EDUCATION COLLEGE Nghiên cứu việc sử dụng ngôn ngữ lớp dạy Tiếng Anh giáo viên Trường Cao đẳng Sư phạm Bắc Kạn M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60 14 10 SUPERVISOR: LÊ VĂN CANH, M.ed HA NOI - 2010 iii TABLE OF CONTENTS Acknowledgements ……………………………………………………….…………… i Abstract ………………………….………………………………………….………… …ii Table of contents …………………………………………………………… iii Lists of abbreviations …………………………………………………………………… vi Lists of tables and figures ………………………………………….…… vii INTRODUCTION………………………………………………………………………… 1 Rationale …………….………………………………………………………………… Aims of the Study …………….…………………………….……………………… Research Questions ………….….………………… ………….…………… .2 Scope of the study………………………………………………………………… Research Method …………….…………………………….… ……………… .2 Structure of the thesis…………….………………………………………… … Summary ………………………….…………………………… …………… DEVELOPMENT……………………………………………………………………….….4 CHAPTER LITERATURE REVIEW……………………………………………… The role of teacher talk in foreign language teaching………………………………… 1.1 Teacher Talk as a Tool of Classroom Management……………………………… 1.2 Teacher Talk as a Source of Target Language Input………………………… ……….4 Teacher Talk from the Second Language Acquisition Perspective…………… …… Strategies for Teachers’ Use of Target Language in the Classroom…………….……….7 Previous researches on teacher talk…………………………………………… …… 10 4.1 Descriptive Studies……………………………………………………………………11 4.2 Correlational Studies………………………………………………………… …… 11 4.3 Experimental Studies on Teacher Talk……………………………………………….12 4.4 Qualitative Studies on Teacher Talk…………………………………………… .12 Summary …………………………………………………………………………… 13 CHAPTER DATA ANALYSIS……………………………………………………… 14 iv 2.1 The Context……………………………………………………………………… .14 2.2 The Participants ……………………………………………………………… 15 2.3 The teacher talking time……………………………………………………….… 15 2.3.1 The teacher 1…………………………………………………….………………….15 2.3.2 The teacher 2……………………………………………………………………… 16 2.3.3 The teacher 3……………………………………………………………… … 16 2.4 Interview Data………………………………………………………………….…17-18 2.5 Functions of teacher talk……………………………………………… ……… .18 2.5.1 Giving instructions……………………………………………………………… 20 2.5.1.1 The teacher 1…………………………………………………………… …… 21 2.5.1.2 The teacher 2…………………………………………………………… …… 21 2.5.1.3 The teacher 3……………………………………………………………… …….22 2.5.2 Checking the students’ understanding……………………………………… 22 2.5.2.1 The teacher …………………………………………………………………….23 2.5.2.2 The teacher 2…………………………………………………………………… 23 2.5.2.3 The teacher 3……………………………………………………………….…… 24 2.5.3 Respond to a learner’s response…………………………………………… …… 24 2.5.3.1 The teacher 1……………………………………………………………….…… 24 2.5.3.2 The teacher 2……………………………………………………………….… 25 2.5.3.3 The teacher 3………………………………………………………………… .25 2.5.4 Cued elicitation……………………………………………………………… … 27 2.5.4.1 The teacher 1………………………………………………………………… .27 2.5.4.2 The teacher 2………………………………………………………………… .27 2.5.4.3 The teacher 3………………………………………………………………… .27 2.5.5 Questioning……………………………………………………………………… 28 2.5.5.1 The teacher 1………………………………………………………………… .28 2.5.5.2 The teacher 2………………………………………………………………… .28 2.5.5.3 The teacher 3……………………………………………………………… … 29 2.5.6 Recycling …………………………………………………………………… ….29 2.5.6.1 The teacher 1………………………………………………………………… .30 2.5.6.2 The teacher 2…………………………………………………………………… 30 v 2.5.6.3 The teacher 3……………………………………………………………… ……30 2.6 Summary………………………………………………………………………… …30 CHAPTER DISCUSSION AND SOME PEDAGOGICAL IMPLICATIONS……… 32 3.1 Discussion…………………………………………………………………………….32 3.1.1 Amount of teacher talk…………………………………………………………… 32 3.1.2 Functions of teacher talk …………………………………………………… 32 3.1.3 Teacher language…………………………………………………………… ……33 3.2 Some pedagogical implications…………………………………………………… 34 3.2.1 Shifting the teacher- centered classroom into student-centered classroom……… 34 3.2.2 Controlling Teacher Talking Time and focus on the quality of teacher talk…… 35 3.2.3 Using suitable language…………………………………………………………….35 3.3 Summary….………………………………………………………………………… 36 CONCLUSION……………………………………………………………… ………….37 References …………………………………………………………………… ………….40 Appendices………………………………………………………………………………… I vi LIST OF ABBREVIATIONS L1: First language L2: Second language SLA: Second Language Acquisition I: Initiating R: Response F: Feedback ESL : English as a second language EFL: English Foreign Language M.A: Master in English B.A: Bachelor in Art TTT: Teacher Talking time STT: Student Talking time vii LIST OF TABLES AND FIGURES Table 1: Participants Profile Table 2: Teacher talking time per lesson (in minutes) Table 3: Number of moves regarding the functions of teacher talk Table 4: Functions of teacher talk Table 5: Functions of teacher talk INTRODUCTION RATIONALE Teacher talk in the language classroom is one of the questions in which second language methodologists and applied linguists have shown a great interest for several years As various language teaching methods have come and gone ( Howatt with Widdowson, 2004; Richards & Rodgers, 2001), perspectives on teacher talk has changed accordingly ( Brown, 2001; Gass, 2003; Doughty, 2004) For example, advocates of the Communicative Approach claim that teachers need reduce their talking time in the classroom in order for their students to have more time speaking the foreign language Furthermore, the issue raised is not quantitative between teaching and learning, who should say more than whom in the classroom, but the important thing is whether the quality and purpose of talk are useful to gain the effect in the classroom This study focuses on analyzing the role of teacher talk used in the classroom according to functions of teacher talk The concept of “teacher talk” used in this research is talk performed by teachers in the foreign language classroom The term is defined in the Longman Dictionary of Language Teaching and Applied Linguistics as the “variety of language sometimes used by teachers when they are in the process of teaching In trying to communicate with learners, teachers often simplify their speech, giving it many of the characteristics of foreigner talk in other simplified styles of speech addressed to language learners” ( Richards, 1992: 471) Although the above definition is helpful, it does not tell much about the functions of teacher talk I think, teacher talk is a type of input source, which is really important in input-poor learning environment like the one in Bac Kan province where the present study was conducted Therefore, for the purpose of this study, I define teacher talk as the quantity and the quality of the target language teachers use in the classroom for the sake of classroom management AIMS OF THE STUDY The purpose of this research study is to investigate how teachers talk in foreign language classrooms and the rationale behind their talk in the classroom Furthermore, this study aims to explore teachers‟ perceptions of their talk in the classroom Although teacher talk involves many aspects, this research just focused on three aspects, that is: the frequency of teacher talk in the classroom in comparison with student talk, the frequency of teacher talk in English in comparison with their talk in Vietnamese, and the way teachers talk in the classroom RESEARCH QUESTIONS In order to achieve the above aims, the study is set out to seek answers to the following research questions: How often teachers talk in the classroom as compared with the students? Which language teacher use more often in the classroom: English or Vietnamese? Why teachers talk the way they in the classroom? SCOPE OF THE STUDY The study was limited to the investigation of a small number of college teachers regarding the way they use language as a pedagogical tool so that understanding of the teachers‟ perspectives on the role of teacher talk could be gained Specifically, the study was confined to the understanding of the amount of teacher talk in the classroom in comparison with that of the students, the preferred use of L1 or L2, and teachers‟ perception of the functions of their talk in the classroom Since the study was conducted on a very small number of classroom teachers of English (3 teachers) in a college of education located in a mountainous area, no generalization of the findings was intended However, the findings can be valuable to attempts to understand teacher talk as a pedagogical tool in similar educational contexts RESEARCH METHOD As the purpose of this study is to investigate the use of teacher‟s language in the foreign language classrooms at Bac Kan Education College This study is a case study research with two research instruments were employed for data collection These are (a) classroom observation, and (b) post-observation interviews with teachers and students STRUCTURE OF THE THESIS This study consists of three parts, excluding the references Part one, Introduction, consists of the rationale, the aims, the research questions, and the scope of the study, the methods, and the design of the study Part two, Development, is the heart of the study and includes three chapters: Chapter one presents the literature review relevant to the study including theoretical background of teacher talk Chapter describes in details the research method used in the study with the necessary components before supplying information about the procedures of collecting the data Then, the statistical results and the analysis of the collected data are shown Chapter discusses the findings from statistical analysis and some pedagogical implications The last part is the conclusion of the study as well as some suggestions for implications achieved from the discussion in the thesis and for further studies SUMMARY This chapter presents an overview of the study including the rationale, the purposes, the research questions, the scope of the study, as well as the structure of the thesis In addition, the research instruments which include classroom observation and interviews were also presented In the next chapter, a theoretical framework for the study will be discussed XV [F] T: sit down, please (responsiveness)(19.51s-19.55s) [I] T: Who can help her? (Question) (19.56s) [R] S3: What does she do? (19.57s) [I] T: What does she do? (repetition) Remember Sit down, please.(responsiveness) (19.57s-19.02s) [I] T: (write on the board) What does she do? Who can answer? What does Keiko do? Do you understand? (Question) (19.02s-19.27s) [R] S4: she is an interpreter (19.30s-19.34s) [F] T: Yes, (responsiveness) She is an interpreter (repetition) (19.35s-19.51s) [I] T: Now you similarly You use the information "country" and use the question with question word.(instruction) (20.00s) [R] Ss: where [F] T: where (repetition) Thông tin 'japan' (cued elicitation) [R] Ss: where [F] T: where (repetition) [I] T: This information 'place of work' what or where? (Question) [R] SS: [I] T: place? you see (Question)) [R] Ss: where [I] T: languages? (Question) [R] Ss: what [F] T: ah, (responsiveness) What (repetition), yes [I] T: family? You know Free time? (Question) [R] SS: [I] T: you can use yes, no questions So now in pairs You make up questions and answers about Keiko and Mark ( instruction) Do you undersand? (checking the students’understand) Basing on information given Dựa vào thông tin cho nhân vật làm nhỉ?(Question) (22.58s) [I] T: yes, in pairs you and you You and you (instruction) (22.60s-23.11s) [R] Ss: the exercise (23.12s) [I] T: now, in pairs Ask and answer (instruction) Tôi thấy chưa làm việc đâu Most of you are writing Tôi thấy em viết hết (23.14s-23.42s) [I] T: Work in pairs together please (instruction) (23.28s -23.34s) XVI [I] T: Now who can? From information about country: Japan (Question) (23.35s [I] T: Who can ask and answer? (Question) (23.40s) [I] T: You and you, please.(?) (23.41s) [R] S5: Where does Mark come from? (23.42s-23.58s) [F] T: Ah, (responsiveness) Where does Mark come from? (repetition) (23.59s - [R] S6: She comes from (24.02s) [F] T: Mark a man or Woman? (Question) (24.04s) [R] S6: man, he comes from England (24.06s) [F] T: ah! (responsiveness) He comes from England Mark is a man and Keiko is a 23.39s) 24.00) woman Remember (Comment) (24.08s) [I] T: now, another pair Ask about Mark and Keiko Bây hỏi (instruction) (24.08s- 24.20s) [R] S7: What does Mark do? (24.21s) [R] S8: he is a journalist (24.47s) [F] T: à! (responsiveness) lần sau nhớ nói to lên Yes,(responsiveness) he is a journalist for the BBC.(elaboration) That's right (Comment) Đúng không lớp? (Question) now, sitdown, please (responsiveness)(24.48s-25.00s) [I] T: Another pair About Keiko's country Who can? (Question) (25.01s-25.17s) Japan, country Japan [R] S9: Where does she come from? (25.18s) [R] S10: She comes from Japan (25.29s) [F] T: sit down, please (Responsiveness)You hear? Cả lớp nghe thấy không? (Question)(25.30s-25.35s) [I] T: Now with this information Place of work Câu hỏi chắn phải nhỉ? Where (Question) (25.36s-25.45s) [I] T: she works câu hỏi nhỉ? (Question) (25.46s-25.54s) [R] S11: (26.11s) [F] T: loudly to lên em (instruction) (26.18s) [R] S11: Where does she work? (26.19s) [I] T: Keiko information on the board Thông tin bảng em Place of work Where does she work? (Question) (26.30s-26.45s) [R] S12 Where does she work She works (26.47s) XVII [F] T: [R] S12: [F] T: She works in the (cued elicitation) (26.55sEm không trả lời đựoc (comment) Sit down, please (responsiveness).She works in the united nation.(elaboration) Now about languages, about languages Keiko's languages Chúng ta nhìn hết thơng tin bảng Keiko (instruction) (27.13s) [I] T: Keiko's languages You use Yes/no question Or wh-question (instruction) (27.35s) [R] S13: Do you speak English , Japanese, and French? (27.35s-27.44s) [F] T: again (instruction)(27.45s) [R] S13: Do you Keiko speak (27.47s) [F] T: Do you? (Question) (27.48s) [R] S13: Does Keiko speak English, Japanese and French? (27.57s) [R] S14: Yes, she does (27.59s) [F] T: Yes, she does (repetition) Sit down, please.(responsiveness)(23.60s) [I] T: English not England Remember.(comment) Now Family Yes-no question? (Question)(28.00) [R] S15: Does she have three children? (28.30s) [R] S16: Yes, she does (28.37s) [F] T: Yes, she does (repetition) If you ask about marrital status tình trạng nhân How can you ask? (Question) (28.43s) [I] T: married? How can you ask? (Question)(29.04s) [R] S17: Does she married? (29.06s) [R] S18: Yes, she does.(29.25s) [F] T: Now! sit down, please (responsiveness)(29.26s) [I] T: is she married? Đây tính từ khơng em? Khi hỏi người ta dùng động từ ?(Question) (29.46s) [R] Ss: to be [F] T: rồi! (responsiveness) to be married And answer yes (comment) (29.50s) [R] Ss: she is [F] T: ah!(responsiveness).yes she is not yes, she does Remember (comment) ( T: and about free time That means the thing she likes doing in her free time, so 29.51s) [I] how can you ask? (Question) XVIII [I] T: Điều mà cô thích làm vào lúc rảnh rỗi câu hỏi gì? Who can? (Question) (29.13s) [R] S19: what does she (29.17s) [I] T: what does she (repetition)(29.28s) [R] S19: What does she like doing in her (29.29s) [I] T: What does she like doing in her (cued elicitation) (29.30s) [R] S19: free time (29.31s) [R] S20: She likes skiing (29.36s) [F] T: ah! (responsiveness) she likes skiing (repetition) Sit down, please.(responsiveness)(29.37s) [I] T: ski means (cued elicitation) (29.38s) [R] Ss: trượt tuyết [I] T: trượt tuyết (repetition) I like you ask and answer about Mark At home you Chúng ta nhà hỏi trả lời Mark tương tự (instruction) (30.14s) [I] T: You are going to listen to 12 sentences (instruction) Twelve? How many?(Question)(30.20s-30.35s) [R] Ss: 12 (30.36s) [I] T: ah, yes, (responsiveness) sentences? (Question)(30.40s) [R] Ss: câu [F] T: ah, yes (responsiveness) about Philippe, Keiko, and Mark nhân vật đây, lớp? (Question)(30.42s-30.48s) [R] Ss: (30.49s) [F] T: à, say yes, that's right if sentence is true (comment) Do you understand? (checking the students’understand) If the sentence is true, you say yes, that's right (30.50s-31.05s) [I] T: (write on the board): yes, that's right Nếu câu nói gì? (Question) (31.06s-31.27s) [R] Ss: yes, that's right (31.28s) [I] T: if the sentence is false You say (cued elicitation) (32.29s-32.37s) [R] Ss: No, he doesn't (32.38s) [I] T: (writes on the board) No, he or she doesn't or may be isn't Understand? (checking the students’understand) And you correct Correct? (Question) (32.39s32.40) [R] Ss: sửa XIX sửa (repetition) (32.42s) [F] T: [I] T: Now you look back the information about Phillipe Thông tin Phillipe mà làm tiết trước Xem qua lại nghe.(instruction) (32.43s) [I] T: look at information about Phillipe You see Phillipe, Keiko and Mark You remember as much as possible Chúng ta nhớ thông tin nhiều tốt (instruction) Are you ready to listen? Nghe chưa lớp? (Question) [I] T: [I] T: The first five sentences are about Keiko or no are about Phillipe The first five sentences are about Phillipe.5 câu first are about Phillipe Yes, so now you listen please now, please listen Paris comes from Paris True or false? (instruction) (34.26s) [R] Ss: listen to a tape (34.27s- 33.10s) [I] T: you can answer yes, that's right or no, he doesn't or he isn't Again (instruction) (play a tape) (33.12s- 33.19s) [R] Ss: yes,that's right (33.20s) [F] T: ah, yes, that's right (repetition) (33.21s) [I] T: Câu có nghĩa gì? What can you hear?( Question)( 33.23s- 33.39s) [R] S21: He comes from Paris (33.40s-33.46s) [F] T: yes, (responsiveness) he comes from Paris (repetition).Yes, that's right Sit down, please (responsiveness)(33.46s-33.49s) [I] T: Now the second one (play a tape) Phillipe lives in London?(Question) (33.50s33.58s) [R] Ss: no, he doesn't (33.59s) [I] T: no, he doesn't (repetition).So how we correct? Now who can? You please(Question) (35.00-35.09s) [R] S22: he lives in Paris (35.10s-35.14s) [I] T: ah! (responsiveness) He lives in Paris not lives in (cued elicitation) (35.15s- [R] S22: London [I] T: ah (responsiveness) Not live in London Sit down, please (responsiveness) 35.20s) Number three (35.22s-36.31s) (play a tape) He works in the center of Paris [R] Ss: yes, that's right (36.32s) [I] T: what you hear in the sentence? Câu nghe gi? (Question)(32.41s) XX [R] S23: He works in the center of Paris (36.42s-36.45s) [F] T: yes, lớp nghe không? (Question) Ah (responsiveness) He works in the center of Paris.(repetition) (36.46s-36.51s) [I] T: Number Now you hear? Chúng ta nghe lại câu (Question) (36.52s36.56s) He speaks English very well Yes, that's right or no, he doesn't (36.19s) [R] Ss: no, he doesn't [F] T: no, he doesn't (repetition) Why? Now, boy (Question)(36.20s-36.25s) [R] S24: He speaks a little English (36.26s-36.31s) [I] T: yes, (responsiveness) He speaks a little English (repetition) That means she speaks English not much (36.32s- 37.00) number He isn't married? Yes, that‟s right or no? (Question) (38.09s) [I] T: [R] Ss: [I] T: [R] Ss: [I] T: who can? No, he Who can? (Question) (38.28s-38.30) [R] S24: no, he does (38.34s) [I] T: no, he doesn't or isn't? (Question) [R] S24: he isn't [F] T: no, he isn't người ta dùng động từ tobe Trong câu phủ định người ta who can? Yes, that's right or no he (Question)(38.18s-38.27s) (38.35s-38.39s) dùng động từ to be phủ định No, he isn‟t That means he is married or is not married (comment)(38.40s-38.53s) [I] T: ah! (responsiveness) this sentence about Keiko She lives and works in New York? (Question)(38.02s-38.09s) [I] T: who can? Yes, that's right or no, he doesn't Yes or no? (Question) Clear? (checking the students’understand) Ta nghe lại nào.(38.17s-39.25s) [I] T: she lives and works in New york True or false? (Question)(39.37s-39.46s) [I] T: true so how can you say? Yes (Question) (39.15s-39.29s) [R] Ss: yes, that's right (39.30s) [F] T: ah !(responsiveness) Yes, that's right, thông tin sai đâu now, the last one Now, we look back the information about Mark and Keiko (comment) (43.00) TEACHER PERIOD Unit 3: The world of work XXI Lesson 10: Practice [I] T: Now! open the book on page 16 Exercise now ,you can look on this picture and write sentences about Rupert‟s day And this is there are 12 activities Các em nhìn vào tranh viết câu Rupert‟s day (instruction) Có 12 hoạt động ko? (Question) [I] T: đầu tiên: First, Rupert gets up at o‟clock Rupert thức dạy vào lúc sang Sau em viết câu miêu tả ngày làm việc Rupert minutes only (instruction) (1.51s) [R] Ss: listen (1.58s- 3.47s) [I] T: You can share ideas (instruction) (3.55s) [R] Ss: practice ( go round the classroom in minutes) (4.10s) [I] T: Do you finish? Now number now who can answer me? (Question) (4.11s) [R] S1: He has a shower (4.13s) [F] T: Ok! (responsiveness) He has a shower (Repetition).Now the whole class True or false? (Question) (4.18s) [R] Ss: true (4.19s) [I] T: Number 3? (Question) (4.21s) [R] S2: Then he gets dressed.(4.24s) [F] T: now, then he gets dressed, (Repetition) okay (responsiveness) Now True or false? (Question) (4.26s) [R] Ss: true (4.27s) [F] T: okay! (responsiveness) [I] T: now number 4? (Question) (4.28s) [R] S3: He drinks some tea and toast for breakfast.(4.28s-4.33s) [F] T: ah! (responsiveness) number He drinks some tea and toast for breakfast (Repetition).Okay uh ok sitdown (responsiveness) (5.15s) [I] T: Now what does it mean this sentences? He drinks some tea and toast for breakfast Now translate into Vietnamese? (Question) (5.24s) [R] S4: Anh uống trà ăn (5.28s) [F] T: ah! (responsiveness) uống trà,(Repetition) cịn toast ta cịn có nghĩa (cued elicitation)(5.40s) [R] Ss: bánh mỳ (5.41s) [F] T: uh! (responsiveness) uống trà ăn sáng với bánh mỳ (elaboration) (5.49s) [I] T: now, number 5? (Question) (6.04s) XXII [R] S5: Em thưa cô He leaves his flat at half past eight (6.05s) [F] T: eight or half past nine? (Question) (6.12s) [R] S5: half past nine (6.22s) [F] T: okay! (responsiveness) .He leaves his flat at half past nine.(Repetition) Okay! (responsiveness) (6.34s) [I] T: now number Who can? (Question) (6.40s) [R] S6: Em thưa cô He go to work by bus (6.47s) [F] T: go or goes? (Question) (6 50s) [R] S6: goes (6.53s) [F] T: goes,(repetition) Okay! (responsiveness) He goes to work by bus (elaboration).True or false? (Question) (7.01s) [R] Ss: true (7.04s) [F] T: okay! (responsiveness) now number 7? (Question) (7.10s -7.16s) [R] S7: He works in a bookshop He starts to work at o‟clock.(7.20s-7.27s) [I] T: okay ! (responsiveness) He works in a book shop He starts to work at o‟clock.(Repetition) True or false the whole class? (Question) (7.38s) [R] Ss: true (7.40s) [F] T: Okay! (responsiveness) Now number 8? (Question) (7.44s) [R] S8: at one o‟clock he has lunch in a small café.(7.49s -8.12s) [I] T: Now number 8, at one o‟clock he has lunch in a small café Now in this sentence small café What does it mean? (Question) (8.13s) [R] S9: Em thưa cô Vào lúc anh ăn trưa quán ca phê nhỏ (8.20s-8.35s) [F] T: ah! (responsiveness) Cà phê quán cà phê nhỏ, tách cà phê nhỏ mà quán cà phê nhỏ (Comment) Okay ! (responsiveness) [I] T: Number nine Now number nine Who can? (Question) (9.00) [R] S10: He leaves (9.18s) [F] T: now louder! (instruction) (9.24s) [R] S10: He leaves work at half past five and goes home (9.30s) [F] T: uh! (responsiveness) goes home (Repetition).sit down (responsiveness) Now number nine He leaves work at half past five and goes home True or false class? (Question) (9.39s) [R] Ss: true (9.50s) [F] T: okay true, (responsiveness) (9.53s) [I] T: now number 10? (Question)( 9.54s) [R] S11: First he have (6.04s) XXIII [F] T: has not have (comment) (6.07s) [R] S11: First He has dinner, (6.10s) [I] T: number 11? (Question) (10.11s) [R] S11: then he watches TV.(10.20s) [F] T: Watches, (repetition) Okay, sit down please.(responsiveness) Then he watches television (repetition)True or fasle? (Question)(10.30s) [R] Ss: true (10.33s) [F] T: okay (responsiveness) (10.40s) [I] T: Now the last one.(10.41s) [R] S12: Then he goes to bed at 11 o‟clock and reads a book (10.43s) [I] T: Okay !sit down (responsiveness) Then he goes to bed at 11 o‟clock and reads a book.(repetition) True or false the whole class?(Question) (10.50s) [R] Ss: true (10.56s) [F] T: That‟s all (Comment) (11.10s) [I] T: Now next exercise Now you look at the book on page 17 Now match the questions and answers (instruction) Do you understand? (checking the students’understand) (10.12s) [R] Ss: Nối câu hỏi với câu trả lời (10.15s) [F] T: nối câu hỏi với câu trả lời (repetition) (10.17s) [I] T: Now you read each sentence (instruction) (10.18s) [R] Ss: read (10 20s) [I] T: ah! (responsiveness) any new words in each sentence? (Question) (10 60s) [R] Ss: no (11.02s) [I] T: Now travel what does it mean? (Question) (11.10) [R] Ss: du lịch (11.13s) [F] T: okay! (responsiveness) (11.14s) [I] T: free time? (Question) (11.30s) [R] Ss: rảnh rỗi (11.32s) [F] T: okay! (responsiveness) (11.35s) [I] T: now pilot? (Question) (11 45s) [R] Ss: phi công (11 46s) [F] T: okay! (responsiveness) [I] T: now it Work in pairs, (instruction) (11.47s) [R] Ss: the exercise (11.49s) XXIV [I] T: Now are you finish? Xong chưa lớp? bạn hỏi bạn trả lời bạn hỏi bạn trả lời (Question) (14.40s) [R] S13: Where does he live? (14.45s) [F] T: louder (instruction) (14.52s) [R] S14: In a (15.00) [F] T: in a flat in Manchester (recast) Flat what does it mean? The whole class? (Question) (15.12s) [R] Ss: hộ.(15.14s) [F] T: okay! (responsiveness) hộ.(Repetition) (15.15s) [I] T: now number now bạn hỏi bạn trả lời.? (Question) louder.(instruction) [R] S15: What does she do? (15.17s) [F] T: louder (instruction) (15.17s) [R] S15: what does she in her free time? (15.20s) [F] T: what does she in her free time? (Repetition) (15.50s) [R] S16: She goes swimming (16.11s) [F] T: true or false? (Question) (16.18s) [R] Ss: True (16.19s) [I] T: now question 3? (Question) (16.20s) [R] S17: Em thưa cô Who does he play football with? (16.25s) [R] S18: his two sons (16.35s) [F] T: uh! (responsiveness) Who does he play football with His two sons (repetition) True or false? (Question) (16.42s) [R] Ss: true (16.47s) [F] T: okay! Sit down (responsiveness) (16.54s) [I] T: now number Question 4? (Question) (16.60) [R] S19: Em thưa cô When does she go skiing? (17.01s) [R] S20: in winter (17.08s) [F T: when does she go skiing? In winter (repetition) True or false the whole class? (Question) (17.12s) [R] Ss: true (17.14s) [I] T: number 5? (Question) (17.20s) [R] S21: How does he go to work? (17.24s) [R] S22: by car (17.55s) [F] T: okay! (responsiveness) (18.05) [I] T: number 6? (Question) (18.09s) XXV [R] S23: How many languages does she speak? (18.35s) [R] S24: two French and English (18.47s) [F] T okay ! (responsiveness) (19.06s) [I] T: now number (Question) (19.08s) [R] S25: How old are you? (19.13s) [R] S26: Thirty two (19.19s) [F] T: okay! (responsiveness) True or false? (Question) (19.20s) [R] Ss: true (19.23s) [I] T: now Why does he travel a lot? number (Question) (19.25s) [R] S27: why does he travel a lot? (19.28s) [R] S28:…erm (19.35s) [F] T: where does he travel a lot? Em trả lời nào? Câu hỏi gì? Em hiểu câu hỏi không? (Question) (19.36s) [R] S28: (silent) [I] T: Now who can answer? Who translates this sentence? What does it mean? Now does he travel a lot? (Question) (19.45s) [R] S29: Because (19.50s) [I] T: You translate (instruction) (20.00) [R] S29: (silent) [I] T: anh lại du lịch nhiều?(Question) (20.30s) [R] S29: (silent) [I] T: Nào hiểu câu hỏi chưa? Phi công gì? (Question) (21.05s) [R] Ss: pilot (21.10s) [F] T: pilot.(repetition) Okay sit down (responsiveness) Now why does he travel a lot? Because he‟s a pilot.(comment) Okay? (responsiveness) Now any ideas? Trong có ý kiến khơng? (Question) (21.16s) [R] Ss: no (21.17s) [I] T: now exercise Now look at the book, make the questions to the answer (instruction) Now understand? Bạn thử dịch yêu cầu cho cô Now who can? (checking the students’understand) (21.25s) [R] S30: Đặt câu hỏi Rupert (21 28s) [F] T: okay! (responsiveness) now make questions Đặt câu hỏi chưa Dựa vào câu trả lời ta viết câu hỏi.(instruction) (21.35s) [I] T: ( writes on the board) At seven o‟clock Nào dựa vào câu trả lời ta viết câu hỏi (instruction).Câu nói thời gian khơng? What time does he get up? Or XXVI When does he start to work? Nào hiểu không? Dựa vào tranh câu hỏi xem Rupert làm (Question) (24.45s) [I] T: Rupert h làm gì? (24.47s) [R] Ss: silent [I] T: At o‟clock Here is answer So What time does he get up? Now understand? Hiểu không? Đây tất câu trả lời ta dựa vào câu trả lời viết câu hỏi Xong tí có bạn lên bảng viết Dựa vào câu trả lời viết câu hỏi (instruction) [R] Ss: listen (24.52s- 26.38s) [I] T: ( writes on the board the answers in the exercise) (26.45s) Tea or toast by bus In a café watches TV at 11.30 o‟clock at 11 o‟clock [I] T: Now are you finish? (Question) bạn lên bảng (instruction)(28.50s) [R] ss: Go to board and write the questions (28.55s) [I T: ( correct) Now What does he have for breakfast? True or false? (Question) (28.60s) [R] Ss: true (29.02s) [I] T: Now How does he go to work? True or false?(Question) ( 29.07s) [R] Ss: true (29.10s) [F] T: okay.(responsiveness) (29.12s) [I] T: where does he have lunch? True or false? (Question) (29.16s) [R] Ss: True (29.35s) [I] T: What does he in the evening? True or false? (Question) (29.45s) [R] Ss: What does he doing in the eveing? (30.18s) [F] T: Why doing?What does he like doing? Anh ta thường thích làm gì? Like + ving, động từ đứng sau like + ving Câu (comment) (31.05s) [I] T: When does he go to bed? This question is true or false? (Question) (32.00) [R] Ss: true (32.15s) [F] T: Câu hỏi hỏi what time or when Câu khơng sai (comment) Có ý kiến khơng? (Question) (32.16s) [I] T: Next exercise Write the questions for these answers Ta dựa vào câu trả lời viết câu hỏi ta không cầm sách lên Vẫn giống Tôi viết câu rả lời lên bảng, em viết câu hỏi Now chuẩn bị phút (instruction) [I] [R] T: (writes the answers on the board) (32.49s) At nine o‟clock in a bookshop at one o‟clock At half past five he likes watching TV and reading Ss: Do the task (32.50s -36.15s) XXVII [I] T: Nào xong chưa? Are you finish? (Question) (36.18s) [R] S31: Writes (36.20s -38.40s) [I] T: Now look at the blackboard What time does he start to work? T or F? (Question) (38.47s) [R] Ss: T (38.50s) [F] T: ah! Yes (responsiveness) (38.51s) [I] T: Where does he work? (Question) (39.00) [R] S32: his not he (39.10s) [F] T: ah.! (responsiveness) „His‟ who volunteers? (39.30s) [R] Ss: (some students put their hands to agree with „his ‟) [I] T: „He‟ who volunteers? (Question) (39.45s) [R] Ss: some put their hands [I] T: Dựa vào đâu mà dung his? (Question) (40.00) [R] Ss: Công việc anh (40.08s) [R] SS: Nơi làm việc anh (40.14s) [F] T: Where does he work? Câu khác với cơng việc anh Cịn cơng việc anh phải y tá (comment) (40.20s) [I] T: Where… câu trả lời in a book shop (Comment) Đúng chưa? (Question) (40.25s) [R] Ss: [I] T: Now What time does he leave home? True or fasle? (Question) (40.50s) [R] SS: False (41.00) [F] T: F? Why F? (Question) (41.10s) [R] Ss: [I] T: Nào sửa câu thành câu hỏi đúng? (Question) (42.00) [R] S33: What time does he go home? (42.10s) [F] T: Ta phải dựa vào hoàn cảnh, dựa vào Rupert‟s day, không? Dựa vào thời gian 5.30 (comment) Anh làm về? (Question) (42.50s) [R] Ss: 5.30 (43.00) [I] T: What does he like doing in the evening? T or f? (Question) (43.20s) [R] SS: T (44.00) [F] T: Lúc có bạn nhầm What does he doing Khơng có từ like mà bạn thêm doing Ta phải có động từ like + ving (comment) (45.00) XXVIII APPENDIX Interview Interviewer: 1) Tại chị lại nói Tiếng việt nhiều dạy ngoại ngữ ? Lý chủ quan: - Do thói quen Teacher 1: - Do chưa cải tiến phương pháp giảng dạy Lý khách quan: - Vì đối tượng người học mà khả nghe phản hồi (nói ) ngoại ngữ dung nhiều tiếng mẹ đẻ- L1(Tiếng việt) để giảng dạy giao tiếp - Vì có lúc phải giải thích, giảng giải truyền đạt ngữ liệu khó .Interviewer: 2) Theo chị lời nói giáo viên học ngoại ngữ có vai trị gì? Teacher 1: Để truyền đạt, giải thích, giảng giải kiến thức, ngữ liệu - Để thiết lập, trì điều chỉnh mối quan hệ người học người dạy học ( giao tiếp) Để người học mô bắt chước Interviewer: 3) Theo chị học ngoại ngữ giáo viên nên nói nhiều hay nói ít? Teacher 1: - Vừa đủ, phụ thuộc vào khả trình độ thực tế người học - Phụ thuộc vào yêu cầu trình độ đào tạo cần đạt tới người học - Phụ thuộc vào mục đích, yêu cầu nội dung học Interviewer: 1) Tại chị lại nói Tiếng anh nhiều? Teacher 2: -Nhằm tạo mơi trường học tập Tiếng anh, giáo viên dung cấu trúc đơn giản quen thuộc để diễn đạt học sinh tư tiếng anh Interviewer: 2) Trong tiết học chị nói nhiêù sinh viên Tại vậy? Teacher 2: Vì đối tượng học sinh, thực tế học sinh Bắc Kạn, tỉnh có trình độ dân trí chưa cao đặc biệt yếu ngoại ngữ, có khả nhận thức chậm nên giáo viên ngoại ngữ vất vả dạy, ví dụ tơi thường nói nhiều học sinh Interviewer: 3) Theo chị dạy giáo viên nên nói nhiều hay nói học sinh? Vì chị nghĩ vậy? Teacher 2: Giáo viên nên nói học sinh Giáo viên nên hướng dẫn, gợi ý, khuyến khích học sinh nói Tiếng anh nhiều cho dù có sai, thực phương pháp lấy học sinh làm trung tâm XXIX Kiểm tra học cụ thể qua tâpj thực hành, qua cách giáo viên đặt câu hỏi, học sinh trả lời, qua cách học sinh thực hành đối thoại với nhau, đơi u cầu học sinh dịch sang Tiếng việt Interviewer: 5) Chị nghĩ dùng câu hỏi ‘ Do you understand?’ nhiều tình huống? Teacher 2: Dùng câu hỏi “ Do you understand?” để kiểm tra nhận thức sinh viên Tuy nhiên số trường hợp thực tế, cụ thể sinh viên chưa nắm trả lời „Yes‟ Có thể thói quen tơi số giáo viên khác dạy