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ACKNOWLEDGEMENTs For the completing of this study, I have been fortunate to receive a lot of contributions from many people First of all, I would like to express my deepest gratitude to my supervisor, MA Nguyen Thi Van Lam who believed in me and gave me a good opportunity to perform this study In addition, I have received a lot ò helpful advice and critical comments in choosing the topic as well as making an outline The most important things are done due to the help from her I also give my deepest thank to my friends: Phan Thi Dung and Duong Thi Thuong They have helped me a lot in finding document and encourage me to overcome difficulties in conducting this study Unless the help from them, I am sure that I can not complete this research My warmest thanks are due to my young brother for encouragement, support and forbearance Finally, I am all too aware that despite all the advice and assistance, I feel that the project is far from perfect; it is, therefor, my sole responsibility for any inadequacies and shortcomings that the thesis may be considered to have Vinh, June 20, 2010 Phan Thi Thuan i abbreviations CAH : Contrastive Analysis Hypothesis FLA : First Language Acquisition LA : Language Acquisition sll : Second Language Learning SLA : Second Language Acquision UG : Universal Grammar ii ABSTRACT Interaction is the key to the second language learning (SLL) The interactionist view of language learning is that language acquisition is the result of an interaction between the learner’ mental abilities and the linguistic enviroment In this study, the author compares between first and second language learning, some theories relating to first and SLL Next, the author mentions the main part of this study Interactionist possition to SLL The author discusses the role of interaction to SLL, some factors affecting to interaction in class Finally, basing on some knowledge about interactionism position, the author finds out some suggested activities to improve class interaction iii table of contents ACKNOWLEDGEMENTS i ABBREVIATIONS ii ABSTRACT iii TABLE OF CONTENTS iv PART I : INTRODUCTION 1 Justification of the Study Aims and Objectives of the Study Methods of the Study Scope of the Study Format of the Study PART II : DEVELOPEMENT CHAPTER : THEORETICAL BACKGROUND 1.1 First and Second Language Learning 1.1.1 First and Second Language iv 1.1.2.Learning and Acquisition 1.1.3.First and Second Language Learning 1.1.3.1 Behaviourism 1.1.3.2 Innatism 1.1.3.3 Interactionist Postion CHAPTER : INTERACTIONISM IN SLL 2.1 Interaction 2.2 The Role of Interaction to SLL 2.2.1 Interaction Modification Theory 2.2.2 Socialcultural Theory 2.3 Factors Affecting to Interaction in Class 10 2.3.1 Motivation 10 2.3.2 Behavioral Differences between Male and Female Learners 10 2.4 Types of Interaction in Classroom 11 2.4.1 Teacher- Student 11 v 2.4.2 Student- Student 12 2.4.3 Student- Context 12 2.5 The way to Increase Classroom Interaction 12 CHAPTER : SOME SUGGESTED ACTIVITIES TO INCREASE CLASS INTERACTION 14 3.1 Some Suggested Activities to Improve Classroom Interaction 14 3.1.1 “ Think- Pair- Shares” 14 3.1.2 “Circle Chat” 15 1.3 Role Play and Second Language Acquisition 16 3.2 Some Suggested Activities Applying for a Specific Topic in “Speaking Class” 16 PART III : CONCLUSION 18 Recapitulation and Implications 18 Suggestions for Further Study 19 REFERENCES 20 vi vii part i :introduction Justification of the Study English has been widely used all over the world and become the international language It is, hence, understandable why the demand of English learning is increasing considerably day by day Furthermore, the goal of the language learners has changed and shifted from obtaining language knowledge to achieving the communicative ability in English And from this problem , many approaches have been studied to find out the good method to teach and learn SLL Among which is interactionist position Interactionist position is one of three theories explaining the SLL This theory emphasizes the role of the linguistic enviroment in interaction with the child’s innate capacities in determining language development The interactions’ position is that language develops as the result of the complex interplay between the uniquely human characteristics of the child and the enviroment in which the child develops The role of interaction is very important in SLL If in class, interaction takes place much, it will motivate students to learn more and the result of learning will be better However, from our observation, in classroom, the interaction between student- student and teacher- student occurs very little This has influenced on the result of the study In addition, there is some different points in the role of interaction to first and SLL Therefore, the author wants to make a comparion and contrast between them for both the teacher and student know clearly and apply suitably From that the author gives some suggested activities to increase classroom interaction From the above reasons, the author decides to a research on topic “ The role of interaction to second language learning in Viet Nam” With this study, the author hopes to make a contribution to SLL Aims and Objectives of the Study This study aims : + compare the role of interactionist position to first and second language learning + Find out some factors affecting to the interaction in class + Provide some suggested activities to increase classroom interaction In order to attain these above aims, our study will answer these following questions : + What is the difference between first and second language learning? +What are factors having influence on SLL? + How to increase classroom interaction ? + What are activities helping to improve classroom interaction? Method of the Study To complete this study, the author has used two main methods : + Contrastive analysis : The author uses this method to make a comparison and contrast between first and second language learning, especially in the role of interactionist position to first and SLL + Qualitative method : This method used for exploring attitudes,behavior and experience through such methods as interviews or focus groups The author bases on this method to describe the characteristics of interaction and the role of it to SLL The author also describes the characteristics of types of interaction in classroom From that, the author explores the role of teacher and student in each type of interaction Scope of the Study There are a lot of theoretical approaches to explaining the SLL such as : Behaviourism, innatism, connectionism,interactionist position,and so on However ; because of limitation of time, knowledge and other factors, the author only focuses on the interactionist position to SLL Moreover, the author finds that interaction attributes considerably more important to the enviroment than the innatist Therefore, this factor can be affected and we can something to increase class interaction Format of the Study Our study consists of three main parts as following: The first part with the justification for choosing the topic,the aim, scope, method and format of the study Part II consists of three chapters: Chapter with the title “ theoretical background” gives the readers general information about first and second language Chapter entitled “ Interactionism to SLL” discusses the role of interaction to SLL, some factors affecting to interaction in class s and types of interaction in classroom Chapter has the title “ Suggestion activities” providing some suggested solutions to increase class interaction Part III concludes the main point which are discussed in part I and part II.And then the author gives suggestions for further study The study ends with “References” which lists all of the material used in the study Interaction is a term which is widely used both in daily life and in various sciences In general, interaction is a kind of action that occurs as two or more objects have an effect upon one another From this point of view, it can be infered that interaction is a two way effect as opposed to one way casual effect Participants included in an interaction can be either the effect-causer or the effect- receiver Effects are balanced for every participant Human interaction is a particular type of interaction Crystal claims that human interaction is face-to-face communication with particular “Prosode, facial expression, silence, and rhythmical patterns of behaving between the participants” (Crystal, 2003) There are three main types of interaction in classroom setting, include teacher-learner interaction, learner- context interaction and learner- learner interaction Each type of interaction has its own features and role in teaching and learning process 2.2 The Role of Interaction to SLL Interaction is the key to SLL The interactionist view of language learning is that language acquisition is the result of an interaction between the learner’s mental abilities and the linguistic enviroment The studies of foreigner talk and teacher talk have been conducted in Lieu with the role of input and interaction in both the natural and classroom settings The learning of a language centres around the use of the language for communicative purposes Interaction is the key to SLL Ellis (1985) defines interaction as the discourse joitly constructed by the the learner and interlocutors and input is the result of interaction The interaction view of language learning is that language acquisition is the result of an interaction between the learner’s mental abilities and the linguistic enviroment Long (1990) as cited in Ellis (1994) proposed that interaction is necessary for the SLA According to him, three aspects of verbal interaction can be distinguished :Input, production and feedback Input is the language offered to the learner by native speaker or other learners, production (output) is the language spoken by the language learners themselves and feedback is the response given by the conversational partners to the production of the learner The studies of foreigner talk and teacher talk have been conducted in Lieu with the role of input and interaction in both the natural and classroom settings Native speakers modify their speech when communicating with learner These modifications are evident in both input and interaction Long’view as cited in Ellis (1994) interaction hypothesis emphasizes the importance of comprehensible input and claims that it is the most effective when it is modified through the negotiation of meaning In conclusion, we would like to say that interaction is a recursive process The learner receives input from his or her interlocutor and that input becomes intake when the learner processed the information internally Second language learners need comprehensible input, need tobe in situations that provide maximum personal involvement in the communication and need opportunities to use the target language in social interaction The learning of a language centres around the use of the language for communicative purpose There are two main tendencies called the interactional modification theory and Vygoskyan theory to explain the role of interaction to SLL: 2.2.1 Interaction Modification Theory The first theory is much concerned with the role of interactional modification in SLL Many interactionist theories, typical Long, Pica, Hatchez (cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007 ) used on observation of interactions between learners and native speakers, have argued that much second language acquisition takes place through conversational interaction and language is modified to suit the capability of the learner From this point of view, the language learners can not acquire a language if the native speaker does not try to modify their talk in some ways In other words, these interactionists consider modified interaction as necessary comprehensible input (i.e what the learners is exposed to a language) for language acquisition As indicated by Long (cited in Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007) the relationship between language acquisition and interactional modification can be summarized as follows : + Interactional modification makes input comprehensible + Comprehensible input promotes acquisitio Therefore, + Interactional modification promotes acquisition Modified interaction includes not only linguistic simplification but also conversational adjustments such as elaboration, slower speech rate and gesture Some examples of these conversational modifications are : + Comprehensible checks-efforts made by the native speaker to ensure that the learner has understood + Clarification requestion: Effort by the learners to get the native speaker to clarify something which has been understood These requests from the learner lead to further modification by the native speaker + Self- repetition or paraphrase: Native speaker repeats his or her sentence either partially or in its entirety In short, interaction modification, including linguistic simplification and conversational adjustment provides learners with the linguistic raw material which they process internally and visibly, therefore, can facilitate and better language acquisition 2.2.2 Socialcultural Theory In this theory, the role of social interaction in language leaning is the most focused According to Vygosky (1989), all cognitive developments, including language development, arises as result of social interactions, between individuals He concluded that language develops entirely via social interaction The learners’ knowledge and performance can be advanced.Thanks to assistance from the more capable speakers of second language in a supportive interactive enviroment He referred what the learners could in an interaction with the help from the interlocuter as the Zone of proximal development Extending Vygoskyan theory to SLA, other theorist claim that LA entirely takes place in the interaction of the learner and the interlocuter Second language learner can advance to higher levels of linguistic knowledge when they collaborate and interact with speakers of the second language who are more knowledgeable than they are, for example, a teacher or a more advanced learner More advanced speakers in an interaction will try to create supportable conditions for the second language learner to comprehend and produce 2.3 Factor Affecting to the Interaction in Class 2.3.1 Motivation Motivation and positive attitudes are viewed to affect success in SLL The overall findings show that positive attitudes and motivation are related to success in SLL There are two kinds motivation in learning; they are intergrative motivation which refers to language learning for personal growth and cultural enrichment and entrustment motivation for language learning for more immediate or practical goals Linguistics proves that internal motivation is better than external motivation.In class motivation and positive attitudes can increase interaction between student and student.From that the result of learning is better 2.3.2 Behavioral difference between male and female learner Many factors are discussed about the classroom enviroment but one central argument could be the behavioral differences between male and female learner and the reflection of gender-based social division in such interactions One of the the little reseached areas in teaching English as second language is how a student’s gender may affect teacher-student interaction in classroom (Duffy, 2001 ).The research published from the 1960s to the 1990s illustrates that the expectations of teachers and the society often lead to unequal treatment of male and female learners in pre-college and college-level classroom (Brophy and Good,1990; Sadker and Sadker, 1992) A report by Hall (1982 ) on the gender-directed behaviour of university teachers stated that although university teachers general wish to treat male and 10 female students equitable.Some may treat their male student differently college teachers have been found to ask male student but not female student Teacher of both genders also frequently gives male students more interaction time than female students ( Sadker and Sadker ,1992 ), and initiate more contact with male students than with female students In the present study, the female teacher was found to be more tolerant and letting students speak freely She did non interrupt them and managed the discussions skillfully It might be expected that male and female students would receive equal attention in classes Yet, recent research indicates that teachers tend to interact differently with male students than with female student Generally, male students receive more attention in classes from teacher than female students (Bailey,1993., Sadker and Sadker, 1986 ).These interaction patterns may particularly depend on the gender of the teacher (Hopf and Hatzichrisou,1999) and the topic of discussion (Holden,1993; Hopf and Hatzichrisou,1999 ) 2.4 Types of Interaction The term interaction is used in a general sense in this study, referring to any sort of interaction: Student-student, student- context and teacher- student The focus on interaction was mainly based on the assumption that it leads to better learning and will activate learner’s competence (Malamach- Thomas, 1987) It is also maintained in literature that an increase in the amount of classroom interaction will help learners learn the target language easily and quickly(Brock, 1986) She believed that increased language output will improve language learning None of the already- invented and used schemes completely suited the purpose of the study 2.4.1 Student- Student In this kind of interaction, students often are active, creative and dominant They discuss and share opinions, experiences with eachother by working in group or in pair Teacher is a guider and participant The teacher observes whole class and if there any problems, he/ she can help them by giving suggested questions 11 2.4.2 Teacher – Student Teacher and student interact with eachother by asking questions and answering Both teacher and student are central, active and main participant in this kind of interaction 2.4.3 Student- context Students interact with textbook They read book and find out the information in it After students pick up knowledge from textbook, they form personality and change in their mind In this kind of interaction, the students are extremly active and creative They control themselves The teacher is only a guider and observer 2.5 The Way to Improve Classroom Interaction In order to improve interaction in class, we should apply these following steps : - Stimulating discussion The idea of a “safe” enviroment refers to the fact that we want students to feel comfortable about speaking out and sharing their views with the class There are three major components to creating a safe enviroment by : + Welcome the ideas of students Let them know directly that an ideal discussion section is about discussion of ideas and perspectives mong student + Give all ideas and points of view reasonable consideration without rushing to judgement Sometimes a student may be factually wrong about a topic and it is oke to point out their error However, when discussing more subjective topics try to give all ideas and all something equal time and consideration + Maintain the focus of the class on discussion of ideas rather than the judgement of people some topics can evoke powerful emotion Try not to let the discussion of ideas degrade into the judgment of people - Asking effective questions Asking questions in the appropriate way is the key to leading a good discussion 12 + Be aware of the difference between questions that have one right answer and questions that have many If you are trying to generate discussion among students asking for the “right” answer is probably the wrong thing to to + Aim your questions at varying levels : Knowledge comprehension, application, analysis, synthhesis + Wait at least 10 s (seconds) for responses It seems like a long time, but it usally takes this long to formulate a response + Ask open – ended question + Ask follow- up question + Prepare some questions beforehand - Try to give feedback That the teacher gives positive or negative feedback will affect on continuing talking or not.Therefore, in any case the teacher should try to give positive reinforcements to motivate students to interact more chapter :some suggested activities to increase classroom interaction 13 3.1 Increase Student Interaction with “ Think- Pair- Shares” and “Circle Chats” 3.1.1 Think- Pair- Shares Steps of a think- pair- share: This kind of situation, where both the student and teacher are hesitating to increase interaction, it is the reason why think- pair- share is so effective In a think-pair-share, students are given think time to reflect on a question silently, so that they have more time to process the question, the language or think of the language needed to convey the answer By then discussing their anwer with a partner and the class, students have the opportunity for increased interaction, and teacher can monitor comprehension, follow these steps : + Ask a thought- Provoking question of your class + Give student some time to think about the language they will need to respond + Have students share their thought with a partner ; the teacher gives the students the opportunity to check out their answer with another student or hear another possible answer If confused, the students can ask their peers for help + Finally, ask student to share thoughts with the whole group, which serves as a form of accountability for the sudents In this discussion the teacher gets feedback on what the students or not know through informal assessment E.g : The teacher asks the class “ Why did the ancient Egytians create pyramis?” Les’s a “think- pair- share” : Every one take a moment and think about the qustion The room is silent for a minute which everyone reflects.At this time the student may be putting together language and content concepts Next the teacher instructs the student “ Now turn to the person next to you and tell them what you are thinking” 14 The student has opportunity to offer his or her idea in a relatively comfortable settings This can reinforce the student’s confidence in his or her thinking and provide modeling for how to say the idea correctly in English The teacher lets students share for a couple of minute and then bring them attention back “ Okey, I heard lots of good ideas Who would like to share what you talked about?” It increases the interaction between teacher-student, student-student 3.1.2 Circle Chat This activity for student-student interaction that is a little more involved but always fun and informative In this activity, every student speaks with a variety of partners, which allows for greater exposure to other thoughts and student We have often used this activity in a pre- writing exercise to really get our students’ imaginations going Here is a step-by-step guide to the activity + Clear a space in room large enough for all the students to stand together in two concentric circles + Take the total number of students in the room and divide it by half This is the number of students you will call forward + The 10 students stand in circle + Call the next 10 students to come forward and form a circle around the first of student + Tell the students in the inside circle to turn around and face their new partner in the outside circle Everyone should have a partner + The student will have two minutes to talk to their partners about the question they are asked + At the two minutes signal, the teacher asks student in the outside circle to take one step to the left Now each student has a new partner to talk to + Continue this process- asking a new question, each time new pairs are formed- until the students have worked their way around circle 15 It is very important to create an interactive classroom enviroment to the success of S LL 3.1.3 Role Play and Second Language Acquisition “Role play” is defined in Cohen and Manion (1989) as : “Participation in stimulated social situations that are intended to throw light upon the the role context govering real life” During a study in 1976 which investigated learner language and learners working together in small group, a greater variety of speech was observed in the learners in these small groups compared with the learners’ output using teachercentered activities( Long et.al, cited in Lightbown and Spada, 1986 :85) The use of group work can provide the learner with an increased number of opportunities for language practice, improve the quality of learner’s talk, individualize instruction, create a positive affective climate in the second language classroom enviroment and increase the learner’s motivation to learn “Interaction is an inescapable and crucial aspect of classroom life” One of advantages of small group work, according to Dulon and Mcreary (in Day, 1986) is that the more relaxed settings “ provides the students with the opportunity to negotiate the language they hear, free from the stress and rapid pace of the teacher- fronted classroom” This activity will increase interaction in classroom 3.2 Some Suggested Solusions to Increase Interaction in Speaking Class In speking class, the teacher can give interesting topics for students discuss For example : The topic “do you agree or disagree with the following statement : Living together before getting married” To create interaction between student-student, student-teacher we can instruct the class as following : + Student- Student The teacher asks students to work in group or work in pair to discuss about this topic basing on some question like that : 16 What are the advantages and disadvantages of living together before getting married? According to you, whether it is suitable in oriental society or not ? What is your attitude to this problem ? + Teacher –Student The teacher bases on the above questions to ask some students to share their opinions Teacher : Can you tell me some advantages and disadvantages of living together before getting married ? Student : There are two benefits and four negative effects of it Benefits : Save money and understand eachother more Negative effects : harm to health, lack of responsibility, destroy love and good tradition Teacher : Are you for or against this problem ?And why ? Student : Of course I am against it because it has too many negative effects to the youth The benefits which it brings to us are much less than the disadvantages Especially, it is unhealthy to the gird who has pregnancy Because in this kind of lesson, student- context takes place very little, we not mention in this case.Therefore, depend on each topic and each lesson to have suitable activity Part iii : conclusion Recapitulation From being aware of the important role of interaction to SLL, the author has done a research on this topic In this study, the author gives some general information about first and SLL There are three main approaches explaining to 17 first and SLL: Behavirism, innatism and interactionist position Each approach has its own role to SLL For interactionist position, interaction is the key to SLL In class, the more interaction takes place, the better result the student attains Therefore finding way to increase class interaction is necessary There are two main factors which affect to interaction in class : Motivation and behavioral differences between male and female learners In which motivation and positive attitudes will increase interaction between student and student in class Another factor is behavioral differences between male and female According to some recent research, the teacher of both genders tends to give more time for male student to interact in class than for female learner.As a matter of fact that it is true for many school in America There are also two points of view relating to the role of interaction to SLL: Interaction modification theory and socialcultural theory The first theory emphasizes the role of interaction modification in SLL not only linguistic simplification but also conversational adjustments by elaboration, slower speech rate and gesture The second theory mentions the role of social interaction in language learning Therefore, the teacher need to create social enviroment for students interact From the above knowledge, the author proposes some suggested activities to increase class interaction.In which are think-pair- share and circle chat.Each activity has its own procedure and benefits The teacher should think carefully before applying them in class to bring the best effect The author also apply for a specific lesson in speaking class In which the author emphasizes two kinds of interaction : Student- student and teacher- student each type of interaction has its own technique to carry Due to this problem, the teacher has to know clearly each type of interaction to apply for teaching effectively With this study, we have made a contribution to SLL We hope that the readers will find some useful and helpful information in procedure of teaching and learning the second language Suggestion for Further Study 18 This study only focuses on the role of interaction to SLL Therefore we want to give some suggestions for further study: + The role of behaviorism and innatism to SLL + The difference in the role of behaviorism and interaction to SLL References Baily, S.M.(1993) Educational Psychology 28, 321-339 Brock, C.A (1986) The effects of Referential Questions on ESL classroom Discourse TESOL Quarterly 19 Brophy, J & Good, J (1990) Education in Psychology : A Realistic Approach Reading, M.A: Addison- Wesley Cohen, A & Manion (1989) Research Methods in Education Third edition London :Routledge Day, R (Ed).(1986) Talking to Learn Conversation in SLA Rowley, Mass Duffy, J (2001) Classroom Interactions : Gender of Teacher, Gender of Student, and Classroom Subject Ellis (1985) Task- Based Language Learning and Teaching Oxford : Oxford University Press Dulon & Mcreaary (1986) Day Oxford : Oxford University Press Ellis (1994) The Study of Second Language Acquisition Oxford : Oxford University Press 10 Hall, R (1982) The Classroom Climate- A chilly One for Women? Association of American Colleges, Project on the Status of Woman 11 Hopfy, D.& Hatzichristou, C (1999) Teacher Gender- Related Influences in Greek School Bristish Journal of Education Psychology, 69, 1-18 12 Lado, R (1964) Language teahing : A scientific approach New York: McGraw- Hill 13 Lightbow, P & Spada, N (1986 :85).Role Play and Second Language Acquisition 14 Long, M.H & Porter, P.A (1985) Group Work, Interlanguage talk, and SLA TESOL Quarterley, 19/2 (207-227) 15 Malamal- Thomas, A.(1987) Classroom Interaction Oxford: Oxford University Press 16 Nguyen Thi Van Lam & Ngo Dinh Phuong, (2007) Language Teaching Theory 17 Robertson, K.(2006) Think- Pair- Share and Circle Chat 18 Rowley, M.A Classroom- Oriented Research in Second Language Acquisition.(p 268-285) : Newbury Hous 19 Sadker,M & Sadker,D (1986) Sexim in the Classroom from the Grade School to Graduate School Phidelta Kappan, p 52-58 20 20 Sadker, M., Sadker, D (1992) Ensuring Equitble Participation in college classes In L.L.B Border and N V.N Chrism (Eds), Teaching for Diversity San Francico: Jossey-Bass, 1992 21