Một nghiên cứu trường hợp tìm hiểu về sự tương tác trong lớp học sử dụng đường hướng phân tích hội thoại

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THỊ PHƯỢNG AN EXPLORATORY CASE STUDY OF CLASSROOM INTERACTION FROM CONVERSATION ANALYSIS PERSPECTIVES (Một nghiên cứu trường hợp tìm hiểu tương tác lớp học sử dụng đường hướng phân tích hội thoại) M.A MINOR THESIS Field: English Methodology Code: 8140231.01 Hanoi, 2020 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES TRẦN THỊ PHƯỢNG AN EXPLORATORY CASE STUDY OF CLASSROOM INTERACTION FROM CONVERSATION ANALYSIS PERSPECTIVES (Một nghiên cứu trường hợp tìm hiểu tương tác lớp học sử dụng đường hướng phân tích hội thoại) M.A MINOR THESIS Field: English Methodology Code: 8140231.01 Supervisor: Assoc Prof Dr Lê Văn Canh Hanoi, 2020 DECLARATION I declare that this thesis: “An exploratory case study of classroom interaction from conversation analysis perspectives” is my own work and effort and has not been submitted anywhere for any award Moreover, the contributions of my colleagues and students are involved Other sources of information have been used and acknowledged Hanoi, January 2020 Tran Thi Phuong i ACKNOWLEDGEMENTS I wish to show my sincere appreciation to the following people who supported me to complete this study I wish to express my warmest gratitude to my respectable supervisor, Assoc Pro Dr Lê Văn Canh, who instructed me how to this research and provided me with a lot of professional advice on the thesis writing I am deeply grateful to his generosity, kindness, and encouragement Without his support, I could have never been able to finish this study I also would like to express my gratefulness to the participants of this study students from class 10E1 and 10 A1 and the teachers at Le Hong Phong high school in Nam Dinh province for their whole-hearted participation I feel a deep gratitude to my family My thankfulness goes to my parents who have patiently supported me to complete the research, and to my husband who have stood by me as an enthusiastic supporter ii ABSTRACT This study was designed to explore the classroom interaction observed in class 10 E1 and 10 A1 at Le Hong Phong high school in Nam Dinh After the observation of some periods, data were collected and analyzed from conversation analysis perspectives Then, major findings were drawn Specifically, different patterns of interaction were analyzed in great details These included interaction between students and teachers and between students and students It is hoped that this research will help Vietnamese learners and teachers have a better understanding of the nature of classroom interaction to improve the teaching and learning of English iii LIST OF ABBREVIATIONS CA: Conversation analysis T: Teacher S: Student iv LIST OF TABLES Table Description of the teachers 23 Table Description of the students 23 Table Description of speaking lessons observed 25 Table The approach to study adjacency pairs 27 Table Turn Distributions in class 10 E1 for ‘Turn Giving” Categories .30 Table Turn Distributions in class 10 A1 for ‘Turn Giving” Categories 31 Table Turn Distributions in both classes for ‘Turn Giving” Categories 31 Table Turn Distributions in class 10 E1 for ‘Turn Getting” Categories 32 Table Turn Distributions in class 10 A1 for ‘Turn Getting” Categories 33 Table 10 Turn Distributions in both classes for ‘Turn Getting” Categories 34 Table 11 The occurence of Adjacency Pairs Type Response of the First Pair Part in class 10 E1 .35 Table 12 The occurence of Adjacency Pairs Type Response of the First Pair Part in class 10 A1 36 Table 13 The occurence of Adjacency Pairs Type Response of the First Pair Part in class both classes 37 Table 14 The occurence of Adjacency Pairs Type Response of the Second Pair Part in class 10 E1 .38 Table 15 The occurence of Adjacency Pairs Type Response of the Second Pair Part in class 10 A1 39 Table 16 The occurence of Adjacency Pairs Type Response of the Second Pair Part in class both classes 40 Table 17 Different patterns of repair practices in both classes 41 v LIST OF FIGURES Figure Classroom interaction Figure Different interactional practices 12 Figure The approach to study turn taking organization 26 Figure The approach to study repair organization 29 vi TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES v LIST OF FIGURES vi TABLE OF CONTENTS vii CHAPTER ONE: INTRODUCTION .1 1.1 Statement of the problem and the rationale for the study 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Method of the study 1.6 Significance of the study 1.7 Organization of the thesis CHAPTER TWO: LITERATURE REVIEW 2.1 Classroom interaction 2.1.1 Definitions of interaction 2.1.2 Definitions of classroom interaction 2.1.3 The roles of classroom interaction 2.1.4 Aspects of classroom interaction 2.1.5 Types of classroom interaction 2.1.6 Interactional practices .10 2.2 Conversation analysis 10 2.2.1 Definition of conversation analysis 10 2.2.2 Principles of CA 11 vii 2.2.3 Conversation analysis and interaction practice research 12 2.2.4 CA as a research method researching classroom interaction 17 2.2.5 Related studies on classroom interaction 18 CHAPTER THREE: METHODOLOGY .19 3.1 Research approach 19 3.1.1 Overview of case study 19 3.1.2 Rationale for the use of a case study .19 3.1.3 Steps of a case study research 21 3.2 The research design 21 3.2.1 Research context .21 3.2.2 Research participants 23 3.2.3 Research procedures 23 CHAPTER FOUR: FINDINGS AND DISCUSSIONS .30 4.1 Overview 30 4.2 Findings 30 4.2.1 Turn taking organization 30 4.2.2 Sequencing pracices and adjacency pairs .34 4.2.3 Repair practices .41 4.3 Discussions 42 4.3.1 Turn taking organization 42 4.3.2 Adjacency pairs .48 4.3.3 Repair practices .55 CHAPTER FIVE: CONCLUSION .61 5.1 Recapitulation 61 5.2 Major findings and conclusion 61 5.3 Implications for teaching 62 5.4 Limitations of the study 62 REFERENCES 63 viii In the end, the teacher finished the class by saying “thank you” and “goodbye” to students and so did students Excerpt 27: (Class 10 E1 – Unit 1) S: What should I now doctor? T: I’m giving you some medicine and remember to drink a lot of water and get some rest You will be all right by a couple of days S: Thank you, doctor T: You’re welcome S: Good bye, doctor T: Good bye Students ended up the same conversation between a doctor and a patient with the expression of leave-taking 4.3.3 Repair practices 4.3.3.1 Repair focus These are speaking periods, the objectives of which were to develop students’ ability to communicate; therefore, adequate attention was paid to both phonological and lexical errors In such meaning-oriented activities, incorrect linguistic forms were frequently ignored in this context to create meaningful and genuine conversations Consequently, the interaction was not subject to disruption Excerpt 28: (Class 10 A1 – Unit 1) T: Alright, now next one, number This is the practice of thinking deeply in silence, especially for religious reasons or in order to make your mind calm S: It’s meditation….er… meditation (incorrect pronunciation of the word “ meditation”) I’m not sure T: You mean meditation (correct the error) S: Yes, meditation (correct the error) 55 In this situation, the student seemed to know that he pronounced the word incorrectly but unable to provide self-correction The teacher was the repair initiator by stating “you mean” followed by a possible understanding of prior turn – which is the correct pronunciation of the word Excerpt 29: (Class 10 A1 – Unit 1) S1: I can’t get to sleep I have suffered from tiredness I feel stressful, uhm … always under pressure T: Do you feel stressful? S1: Yes, I feel stressful T: Stressful or stressed? S1: Er, er, I feel stressed S2: Insomnia This sequence represents a typical pattern of participation in the organization of repairs Teacher helps specify the trouble source by mentioning the word “stressful” again in the second turn However, student failed to complete the repair in the next turn when repeating “ I feel stressful” Only when teacher offered another choice could student correct the mistake in the fifth turn 4.3.3.2 Repair completion type Both types of repair completion are used during the lessons Whether selfrepair or other-repair was used depended on different situations For example, in conversations between teacher and students, self-repair types were much preferred If the learners couldn’t complete repair, then the teachers employed “other –repair” as a last resort The teacher hoped that students would be provided opportunities for self-repair or increased active participation in learning However, other-repair or teacher-repair was also of equal importance in classroom as according to Jian-ying (2015), “teachers’ repair is an important part of classroom repair and means of 56 teaching activities, and an essential part of class teaching It can achieve preferable teaching outcome, help students consolidate their knowledge, and enhance students’ critical thinking” (p 569) The teacher used different repair strategies, both direct and indirect, such as giving suggestions or clues, asking questions, repeating errors or asking for clarification Excerpt 30: (Class 10 A1 – Unit 2) T: What kind of musical instrument is this? S1: bongo or banjo – er, uhm – sorry bongo Yes, bongo The student gave the answer to the teacher’s question regarding the name of the musical instrument in the picture The act of offering two possible answers indicated that the student was not sure about the answer and he is aware of the trouble However, after a few second, he solved the problem himself by saying out loud the correct answer with a degree of certainty Excerpt 31: (Class 10 A1 – Unit 2) S1: The second picture refers to a rectan…er …triangular S2: We think it’s a rectangle T: No, it is not correct A triangle Extract 31 illustrates student 1’s failure in repair He said “a rectan…er …triangular”, which clearly show that he had hesitation in completing the utterance Student tried to repair However, it failed as student couldn’t give a correct word Then the teacher interrupted and started a new repair process Excerpt 32: (Class 10 E1 – Unit 1) S1: I can’t get to sleep I have suffered from tiredness I feel stressful, uhm … always under pressure 57 T: Do you feel stressful? S1: Yes, I feel stressful T: Stressful or stressed? S1: Er, er, I feel stressed S2: Insomnia This sequence represents a typical pattern of participation in the organization of repairs Teacher helps specify the trouble source by mentioning the word “stressful” again in the second turn However, student failed to complete the repair in the next turn when repeating “ I feel stressful” Only when teacher offered another choice could student correct the mistake in the fifth turn 4.3.3.3 Repair trajectory The practice of other initiated self-repair was predominantly used during the lessons Often it was difficult for students to realize the mistakes while making an attempt to perform a speaking task Therefore, it was the teacher who assumed the responsibility for indicating students ‘errors According to Waring (2015), other initiated self-repair can be regarded as a learning activity that encourages ‘self-discovery’ but greatly impeded by other repair Unlike Waring’s findings, the teacher in this research study showed a preference for other initiated self-repair The frequency of self-repair is not the indicator of linguistic competence, but it reflects increased participation opportunities for learners In order for this to take place, the teacher is required to have certain experience to elicit self-repair Excerpt 33: (Class 10 A1 – Unit 2) S1: How many rounds are there? S2: Participants have to go through elimination round, semi-final and final round In general, there are four rounds in total S1: Four? 58 S2: Er, sorry, three in total In this excerpt, student played the role of signifying the problem by repeating student 1’s answer Student correct his own utterance by saying “Er, sorry, three in total” Excerpt 34: (Class 10 A1 – Unit 1) T: have you ever tried it before? S1: No, never before But, Nguyen does it every two days T: Who does it? S1: Nguyen – the monitor of our class T: You know the word in Vietnamese? What does it mean in Vietnamese? S2: tập dưỡng sinh T: Tập dưỡng sinh? It’s not correct It is practiced for health benefits only, not for defense training (with emphasis on the phrase “ defense training) S2: Is it called “thái cực quyền”? T: “thái cực quyền”? Yes, that’s “taichi” In the second turn, the teacher used a Wh- question with the partial repeat of the trouble source turn to ask for more information about the subject mentions Student completed repair in the third turn by adding “the monitor of our class” Student was asked to give the equivalent translation of the word into Vietnamese However, she failed as the teacher repeated the answer with a rising voice The teacher also highlighted “for health benefits, not for defense training”, which facilitated the student giving the correct answer Excerpt 35: (Class 10 E1 – Unit 2) S1: The only requirement for participants in this competition is that they are into singing S2: Pardon? 59 S1: Uhm, I mean they are interested in singing It was possible that student couldn’t understand the expression used by student “they are into singing” so he was the one who indicated the trouble by asking for repetition “pardon” In the next turn, student repaired by expressing his idea in another way 60 CHAPTER FIVE: CONCLUSION In this chapter, I will recapitulate my study, give conclusion of the important findings and discuss the limitations of the research 5.1 Recapitulation The study titled “An exploratory case study of classroom interaction from conversation analysis perspectives.” is is conducted in the teaching context of Le Hong Phong high school in Nam Dinh This case study is carried out in order to investigate how interaction occurred in some classes in Le Hong Phong high school Several frameworks of were employed to realize the objectives of the case study The important findings of the study will be presented briefly in the following part 5.2 Major findings and conclusion After analyzing data from observation, I found out the answers to the research question: “How does interaction occur in class in a high school in Nam Dinh province?” There were a number of acts that dominated the process of interaction including the followings: (1) Allocating turns to a specific participant dominated the process of interaction, the majority of which were by teachers They made personal solicits by nominating a next speaker with the purpose of preventing communication breakdowns, giving equal chances to take part in the interaction to all students, also making sure that students pay attention during the lessons (2) Responding to a general solicit were dominant among all categiories of turn getting Participants made an effort to keep the discourse happening by taking an unsolicitated turn when available Also, they wanted to show that they were actively participating in the lessons (3) types of adjacency pairs were employed among which asking questions especially display questions and giving expected responses occurred with the highest frequency of occurrence They used questions to provide students with encouragement and support and also to stimulate students’ thinking, allowed them 61 to express themselves using their own opinions and share ideas (4) The practice of other initiated self-repair was predominantly used during the lessons The teacher hoped that students would be provided opportunities for selfrepair or increased active participation in learning 5.3 Implications for teaching In this section, the researcher would provide some implications for the future teaching of English at Le Hong Phong high school Firstly, Gumperz (1982) considered turn taking mechanisms as an effective solution to the problems faced by students during the process of interaction Therefore, in order for all students to equally participate in learning activities, teachers should equip themselves with knowledge of turn distribution regarding how to give and get a turn Accordingly, both teachers and student will employ patterns of turn taking as a communicative strategy Secondly, various adjacency pairs should be flexibly used during the process of interaction as each of them has considerable effects on students’ performance in class Especially, questions – answers have played a pivotal role in every lesson as long as they are appropriately employed Finally, an increased emphasis is put on learner initiation under the approach of communicative language teaching It is teachers who play a supporting role and have to create as many learning opportunities for students as possible For example, self repair practices should be fully employed 5.4 Limitations of the study The study has some limitations First, the scope of the study is narrow with the participation of two teachers and 70 students Therefore, the results can be applied just for two classes Second, the research aimed at covering all aspects in classroom interaction, which was quite difficult for the researcher to analyze all the data Hopefully, the limitations of the study will serve as guidance for future research 62 REFERENCES Amin, A R (2015) Patterns of teacher-students interaction Undergraduated thesis submitted to Department of English Education, UPI Bassey M (1999) Case Study Research in 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Thousand Oaks, CA: Sage 68 ... INTERACTION FROM CONVERSATION ANALYSIS PERSPECTIVES (Một nghiên cứu trường hợp tìm hiểu tương tác lớp học sử dụng đường hướng phân tích hội thoại) M.A MINOR THESIS Field: English Methodology Code:... language is actually employed in the course of mundane, daily activities.” CA research also has a strong effect on the design of tasks and materials 17 Teachers are provided with an approach to the... 54 periods in term In the past few years, the trend towards globalization and integration has strongly developed That is the reason why foreign languages in general and English in particular