Quan điểm của sinh viên về việc sử dụng tiếng việt của giảng viên dạy tiếng anh chuyên ngành

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER STUDENTS’ PERCEPTIONS OF TEACHERS’ USE OF FIRST LANGUAGE IN THE ESP CLASSROOMS: A CASE STUDY AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES Supervisor: Mr Nguyễn Huy Hoàng, M.A Student: Đặng Phương Thảo Course: QH2015.F1.E1 HANOI – 2019 ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP QUAN ĐIỂM CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG TIẾNG VIỆT CỦA GIẢNG VIÊN DẠY TIẾNG ANH CHUYÊN NGÀNH: ĐIỂN CỨU TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Th.S Nguyễn Huy Hoàng Sinh viên: Đặng Phương Thảo Khóa: QH2015.F1.E1 HÀ NỘI – 2019 I hereby state that I: Dang Phuong Thao, class QH2015.F1.E1, being a candidate for the degree of Bachelor of Arts (Honors program) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature: Date: ACKNOWLEDGEMENTS First and foremost, I would like to express my deepest gratitude to Mr Nguyen Huy Hoang, M.A for his supervision Without his guidance and dedicated involvement in every step throughout the process, this paper would have never been achievable I would like to thank you very much for your understanding and wholehearted support A very special thank goes to the students who participated in this research Without their kindness and willingness to spend time sharing their invaluable perceptions, this study would not have been possible I am also indebted to my fellow soulmates, Minh Hien, Hoang Anh, Minh Hang, Ngoc Han and Linh Chi for the stimulating discussions, for the sleepless nights we were working together before deadlines, and for all the sorrow and happiness we have endured in the last four years Getting through my dissertation required more than academic support as none of this could have happened without my family who have always tolerated and loved me unconditionally My genuine appreciation goes to Bangtan Sonyeondan and Monsta X who have been by my side throughout this study, living every single minute of it, and without whom, I would not have had the courage to embark on this journey in the very first place Finally, this dissertation stands as a testament to the unconditional love and encouragement that has forever inscribed in the deepest core of my heart i ABSTRACT Vietnam has been making its way into the global economy, and on that account, the learning of English has been of paramount importance, especially English for Specific Purposes However, it remains controversial whether mother tongue should be used in ESP teaching due to existence of debatable theories on the presence of L1 in L2 classrooms This study investigated the practice of using Vietnamese by teachers at University of Languages and International Studies, as well as the perceptions of ESP students towards employing Vietnamese in ESP classrooms Data was collected by means of questionnaires and semi-structured interviews with 65 English-International Economics undergraduates The findings revealed that ESP practitioners often used Vietnamese in specific situations such as explaining technical terms, establishing rapport with students and addressing administrative issues The results also suggested that ESP learners regarded mother tongue as a doublededged tool in ESP classrooms In addition, recommendations in terms of pedagogical methodology and improvements were also proposed for further related studies iii LIST OF FIGURES, TABLES, AND ABBREVIATIONS No Name of figures/tables Page no Table 3.1.3: Demographic Characteristics of the Students 17 Table 4.1.1: The Most Common Uses of Vietnamese in 24 ESP Classrooms as Perceived by Students Table 4.1.2.1: Cognitive Advantages 28 Table 4.1.2.2: Affective and Social Advantages 30 Table 4.1.2.3: Administration and Management 32 Advantages Table 4.1.3.1: Methodological Disadvantages 33 Table 4.1.3.2: Cognitive Disadvantages 35 Table 4.1.3.3: Affective Disadvantages 37 iii TABLE OF CONTENTS ACKNOWLEDGEMENTS i ABSTRACT iii LIST OF FIGURES, TABLES, AND ABBREVIATIONS iii CHAPTER 1: INTRODUCTION 1.1 Rationale for the research 1.2 Aims of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Method of the research 1.6 Organization of the paper CHAPTER 2: LITERATURE REVIEW 2.1 English for Specific Purposes 2.2 First language and first language use in ESP classrooms 10 2.3 Advantages and disadvantages of first language use in ESP classrooms CHAPTER 3: METHODOLOGY 14 3.1 Research design 14 3.1.1 The combination of quantitative and qualitative approaches 14 3.1.2 Research procedure 15 3.1.3 The participants 17 3.2 Data collection instruments 18 3.2.1 Questionnaire 18 3.2.2 Semi-structured interview 20 iv 3.3 Data analysis 22 3.3 Ethical considerations 23 CHAPTER 4: FINDINGS AND DISCUSSION 24 4.1 Data analysis 24 4.1.1 The most common uses of Vietnamese in ESP classrooms as perceived by students 24 4.1.2 Perceived benefits of teacher’s use of first language in ESP classrooms 28 4.1.3 Perceived disadvantages of teacher’s use of first language in ESP classrooms 33 4.2 Discussion of major findings 39 4.2.1 Six most common uses of L1 in ESP classrooms 39 4.2.2 Advantages and disadvantages of L1 use in ESP classrooms 41 4.3 Recommendations 43 CHAPTER 5: CONCLUSION 44 5.1 Summary of major findings 44 5.2 Limitations of the study 45 5.3 Implications for further research 46 5.4 Conclusion 46 REFERENCES 48 APPENDIX 1: QUESTIONNAIRE 55 APPENDIX 2: INTERVIEW QUESTIONS 55 vii CHAPTER 1: INTRODUCTION In this chapter, the researcher proposes to provide the rationale for the study, the overview of current situation of ESP teaching and learning in Vietnam as well as the significance of the research and organization of the paper 1.1 Rationale for the research English has seized the dominating status of Russian and French language to become the most recognised foreign language in Vietnam since 1990s (Nguyen, 2015, p 228) As Vietnam is gradually integrating into the global economy, the learning of this language is no longer for its own justification but for the application in a variety of contexts Given this situation, ESP course has been consolidated into foreign language curricula of tertiary institutions in Vietnam This branch of ELT has also attracted attention of both local education researchers and practitioners in recent years Nonetheless, these courses have posed quite a few challenges to both learners and instructors, which will be examined hereafter ESP has addressed its role in language and English teaching to respond to learners’ needs of professional and vocational purposes over three decades (Hui, 2017; Ramirez, 2015), and this influence continues to grow in international contexts of trade, communication and economy over the past three decades In Vietnam, the teaching and learning of ESP is a young and developing branch of English as a Foreign Language (EFL) ESP has shown a slow but definite growth over the past few years This trend has witnessed ESP as a predominant discipline to keep up with specific-subject teaching and curriculum development since Vietnam has implemented its open-door policies in 1986 and entered WTO in 2007, thereby particularly placing increased pressure on teachers to make instructional changes and perceptions of how to promote student learning (Nguyen & Nguyen, 2017, p 794) While it is very important that teachers take account of the ESP discourses, the wide variation in students English language proficiency across the provinces in Vietnam, including those at colleges and universities is a major issue for ESP teachers (Nguyen & Nguyen, 2017, p 794), especially when teaching a specialist subject such as International Economics In addition to the diversity of English language proficiency, there are also the challenges in terms of teachers who lack specialised knowledge, which leads to the fact that in certain circumstances they have no choices but resort to use Vietnamese to assist their delivery of information to students As a student of University of Languages and International Studies, VNU and a future teacher, it is my belief that this matter needs thorough identifying, analysing and revealing to anyone majored in this field, especially those who contemplate on teaching ESP For ULIS graduates in general, and FELTE graduates in particular, this study offers a close view to current situations of ESP teaching at tertiary level There would be a number of ULIS graduates who might probably be invited to teach specialised subjects in English due to an increase in demand for ESP practitioners in the recent years, especially when English has become popular and fundamental requirement in various sectors Accordingly, the findings of the research could be applicable to a lot of graduates from FELTE This background provides students from FELTE a chance to apply for their chosen careers To those who consider themselves inexperienced in managing a class using full-time English, this research promises a real assistance Eventually, ULIS professors and teachers could catch a momentary glimpse of the potential challenges that university students have met when attending ESP classes using both English and Vietnamese in order to give them appropriate guidance and orientation After all, the quality of teacher training course could be enhanced dramatically 1.2 Aims of the study REFERENCES Anthony, L (2002) Defining English for Specific Purposes and the Role of the ESP Practitioner Auerbach, E (1993) Reexaming English only in the ESL classroom TESOL Quarterly, 27(1), 9-32 Atkinson, D (1987.) The mother tongue in the classroom: A neglected resource? ETL Journal, 41(4), 241-247 Bernard, H (1988) Research Methods in Cultural Anthropology Newbury Park, CA: Sage Publications Blackman, N (2014) EFL teachers' perceptions on the use of L1 in a primary and secondary classroom in Belarus (Master's thesis) University of Edinburgh, United Kingdom Buck, G (2001) Assessing listening Cambridge: CUP Central Bureau of Statistics (2001) Population Census (2001) Kathmandu: Central Bureau of Statistics Bui, P H., & Nguyen, T T A (2014) The Use of Vietnamese in English Language Classes - Benefits and Drawbacks International Journal on Studies in English Language and Literature, 2(12), 24-26 Creswell, J (2003) Research design: Qualitative, quantitative and mixed methods approaches (2nd ed.) Thousand Oaks, CA: SAGE Publications Doyle, T (1997) The L1’s role in ESL instruction Paper presented at TESOL ’97, in Orlando, FL Dörnyei, Z (2007) Research methods in applied linguistics New York: Oxford University Press 48 Driscoll, D L., Appiah-Yeboah, A., Salib, P., & Rupert, D J (2007) Merging qualitative and quantitative data in mixed methods research: How to and why not Ecological and Environmental Anthropology (University of Georgia), 18 Dudley-Evans, T (1998) Developments in English for Specific Purposes: A multi-disciplinary approach Cambridge University Press Ellis, R (2003) Task-based language learning and teaching Oxford: Oxford University Press Ferrer, V (2000) The mother tongue in the classroom: Cross-linguistic comparisons, Worldwide noticing and explicit knowledge Teach English Retrieved from https://www.academia.edu /4421757/ THE_MOTHER_ TONGUE_IN_THE_CLASSROOM_cross- linguistic_comparisons_noticing_and_explicit_knowledge Howatt, A P R (1984) A history of English language teaching Oxford: Oxford University Press Hui, G (2017) The learning needs analysis of English for Specific Purposes (ESP) in college US-China Foreign Language, 15(1), 1-6 Hutchinson, T., & Waters, A (1987) English for Specific Purposes: A Learner-Centered Approach Cambridge Cambridge University Press Jafari, M S (2013) The Role of L1 in ESP Classrooms: A Triangulated Approach International Journal of English and Education, 2(3), 90104 Johns, A M., & Dudley-Evans, T (1991) English for Specific Purposes: International in Scope, Specific in Purpose TESOL Quarterly, 25(2), 297-314 49 Khati, R A (2011) When and Why of Mother Tongue Use in English Classrooms Journal of NELTA, 16(2), 42-51 Le, T H D (2014) Learning to Teach ESP: Case Studies of Two Vietnamese General English Teachers Language Education in Asia, 5(2), 228-237 Littlewood, W., & Yu, B (2011) First language and target language in the foreign language classroom Language Teaching, 44(1), 64-77 Mackey, A., & Gass, S M (2005) Second language research: Methodology and design New Jersey: Lawrence Erlbaum Associates Publishers Available on http://npu.edu.ua/!ebook/book/djvu/A/iif_kgpm_Mackey_Second%20La nguage% 20Methodology%20and%20Design.pdf MacDonald, C (1993) Using the target language Nelson Thornes Ltd Nguyen, H., & Nguyen, T (2017) English for specific purposes (ESP): perceptions of students and teachers of learning needs at a Vietnamese school International Journal of Advanced Research, 5(4), 793-803 Nguyen, V K (2015) Towards Improving ESP Teaching/Learning in Vietnam’s Higher Education Institutions: Integrating Project-Based Learning into ESP Courses International Journal of Languages, Literature and Linguistics, 1(4), 227-232 Noor, H H (1994) Some Implications of the Role of the Mother Tongue in Second Language Acquisition Linguistic Communication, 6(2), 97-106 Nunan, D (2004) Task-based language teaching Cambridge: Cambridge University Press Pokharel, B R (2001) Applied linguistics Kathmandu: Jupiter publishers and Distributors 50 Polio, C G., & Duff, P A (1994) Teachers' language use in university foreign language classrooms: A qualitative analysis of English and target language alternation Modern Language Journal, 78(3), 313-326 Prime Minister of SRV (2008) Đề án “Dạy học ngoại ngữ hệ thống giáo dục quốc dân, giai đoạn 2008-2020” (Teaching and Learning Foreign Languages in the National Education System, Period 20082020) Decision No.1400/QD- TTg on September 30, 2008 Punch, K F (2009) Introduction to research methods in education London: SAGE Ramirez, C G (2015) English for Specific Purposes: Brief history and definitions Revista de Lenguas Modernas, 23, 379-386 Robson, C (2011) Real world research UK: John Wiley & Sons Ltd Schweers, C W Jr (1999) Using L1 in the L2 classroom English Teaching Forum, 37(2), 6–9 Strevens, P (1988) ESP after twenty years: A re-appraisal ESP: State of the Art, pp 1-13 Terrell, T D (1977) A Natural approach to second language acquisition and learning The Modern Language Journal, 61(7), 325-337 Varshney, R., & Rolin-Ianziti, J (2006) Student Perceptions of L1 Use in the Foreign Language Classroom: Help or Hindrance?, Journal of the Australasian Universities Language and Literature Association, 65(2), 55-83 Wells, G (1999) The zone of proximal development and its implications for learning and teaching In Dialogic inquiry: Towards a sociocultural practice and theory of education Cambridge: Cambridge University Press 51 Willis, J (1996) A framework for task-based learning Essex: Longman 52 APPENDIX 1: QUESTIONNAIRE PERCEPTIONS OF STUDENTS ON TEACHERS’ USE OF FIRST LANGUAGE IN ESP CLASSROOM: A CASE STUDY OF ENGLISH-INTERNATIONAL ECONOMICS STUDENTS AT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES, VNU Dang Phuong Thao QUESTIONNAIRE Dear respondent, Thank you for agreeing to take part in this questionnaire I am Dang Phuong Thao from 15E1, ULIS, VNU, conducting research on PERCEPTIONS OF STUDENTS ON TEACHERS’ USE OF FIRST LANGUAGE IN ESP CLASSROOM: A CASE STUDY OF ENGLISH-INTERNATIONAL ECONOMICS STUDENTS AT ULIS, VNU to find out what you think about the use of Vietnamese adopted by your lecturers in ESP classroom This questionnaire should take – minutes Your answers will be used for research purpose only and will be treated with complete confidentiality Thank you very much! Section A Gender: ⬜Male When did you start to learn English? ⬜Female ⬜Primary school ⬜Secondary school ⬜High school ⬜University How you evaluate your level of English before you come to the university? ⬜Beginner ⬜Intermediate ⬜Advanced If you have been involved in a class that has been conducted entirely (or almost entirely) in English, what semester (e.g semester 1-year 1) were you first exposed to this situation? _ How much can you understand your teachers’ English? ⬜Less than 10% ⬜10-30% ⬜About 50% ⬜70-90% ⬜More than 90% Section B How often your teachers use Vietnamese in the classroom? (1 Never - Rarely - Often - Very often - Always) 1 To teach new technical vocabulary To explain grammar To provide clarification when students not understand in English 5 To provide oral feedback on students’ performance To give written corrective feedback on students’ compositions To explain instructions for assignments or projects To discuss the tasks such as the objective and the steps of the tasks with students To negotiate the syllabus and the lesson To address administrative issues like exam announcement 10 To deal with discipline problems in class 11 To establish or assert authority 12 To answer possible questions at the end of the class 13 To encourage and comfort students 14 To build rapport with students 15 To give personal comments 16 To make humorous comments 17 To supervise and guide students when they perform a task collaboratively 18 To conduct pre-task activities, namely pre-listening and pre-reading 19 To give individual help to students 20 To make contrast between Vietnamese and English Section C To what extent agree or disagree with these advantages of teachers’ use of Vietnamese in ESP classroom? (1 Strongly disagree – Disagree - Undecided - Agree – Strongly agree) 1 It helps students understand technical terms better It helps students comprehend the meaning of sentences and the functions of the language 5 It helps students to understand difficult concepts better It helps students compare and think about the similarities and differences between English and Vietnamese It helps students to complete mental tasks more easily as I don’t really need to think in English It helps students feel less stressed and confused It creates equal opportunities for both weak and competent students to learn the subjects It helps the teacher and students to avoid communication breakdowns It helps students focus better on the content of learning and reduce distraction 10 It helps students understand assessment and task instructions 11 It helps the teacher save time in explaining what he/ she is teaching 12 Others (please specify): _ To what extent you agree or disagree with these disadvantages of teachers’ use of Vietnamese in ESP classrooms? (1 Strongly disagree – Disagree - Undecided - Agree – Strongly agree) 1 It reduces students’ opportunities to practice English It gives students less opportunity to be exposed to English It reduces students’ familiarity with English It slows down students’ development in English It makes students feel they can always fall back on teachers to explain in Vietnamese It prevents students from thinking in English It leads to students’ confusion as English and Vietnamese are mixed It discourages students from trying to use English It reduces students’ autonomy in English 10 It reduces students’ interest in/ motivation to learn English 11 12 It makes students become lazy as they don’t feel much pressure to use English in classroom Others (please specify): _ Once again, thank you for your sincere cooperation! ****** Are you willing to take part in the interview? ⬜Yes ⬜No If yes, please provide your contact: Name: ………………………………………………………………………………………… Class: ……………………………………… Email/ Mobile phone number: ……………………………………………………………… APPENDIX 2: INTERVIEW QUESTIONS Theo bạn quan sát giáo viên dạy môn tiếng Anh chuyên ngành bạn thường chuyển sang nói tiếng Việt trường hợp nào? Những từ vựng chuyên ngành giáo viên giải thích đưa định nghĩa tiếng Việt? Bạn đưa vài ví dụ khơng? Bạn thích tiếp nhận từ vựng khái niệm phức tạp ngôn ngữ hơn? Bạn thường thấy nhớ hiểu rõ chúng ngơn ngữ thời gian bao lâu? Những trường hợp giáo viên so sánh tiếng Anh tiếng Việt cho nội dung? Bạn kể tên vài nhiệm vụ tập mà giáo viên thường phải hướng dẫn tiếng Việt không? Ngoài nội dung liên quan tới học tiếng Anh nói chung giáo viên có sử dụng tiếng Việt vào mục đích khơng? Khi nói nội quy trường lớp phổ biến thơng tin ngồi học giáo viên hay dùng ngơn ngữ nào? Thời lượng nói có nhiều khơng? Mối quan hệ bạn giáo viên nào? Giáo viên có chia sẻ điều với sinh viên không? Họ thường hay chia sẻ vấn đề gì? Khi họ sử dụng ngơn ngữ nhiều hơn? Khi có diện tiếng Việt lớp vốn sử dụng tiếng Anh bạn có cảm thấy thiếu chun nghiệp khơng? Bạn có thấy thân thuộc khơng? 10 Bạn thích giáo viên trả lời câu hỏi tiếng Anh hay tiếng Việt? 11 Bạn có thấy học có hiệu có hỗ trợ tiếng Việt? Bạn thấy khối lượng kiến thức giảng buổi học có nhiều lên khơng? 12 Khi giáo viên muốn mở rộng nội dung họ hay dùng ngơn ngữ nào? 13 Bạn có thấy kỹ tiếng Anh bạn (nghe, nói, đọc, viết) bị ảnh hưởng theo chiều hướng xấu khơng? Nếu có bạn nghĩ lí gì? 14 Trong bạn có giữ tập trung hồn tồn nghe tiếng Anh không? Sự xuất xen kẽ tiếng Việt có tác động tới khả tập trung bạn? 15 Khi thấy giáo viên sử dụng tiếng Việt bạn có muốn sử dụng ngơn ngữ học khơng? Nếu có bạn dùng vào trường hợp nào? 16 Bạn có tự tra cứu trước nhà hay lớp (nếu cho phép giáo viên) từ nội dung khó hiểu khơng? Bạn thấy hiểu rõ tự học trước nghe giáo viên hay bạn đợi họ giải thích? FEEDBACK PAGE ... TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP QUAN ĐIỂM CỦA SINH VIÊN VỀ VIỆC SỬ DỤNG TIẾNG VIỆT CỦA GIẢNG VIÊN DẠY TIẾNG ANH CHUYÊN NGÀNH: ĐIỂN CỨU TẠI TRƯỜNG ĐẠI HỌC NGOẠI... NGÀNH: ĐIỂN CỨU TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ, ĐẠI HỌC QUỐC GIA HÀ NỘI Giáo viên hướng dẫn: Th.S Nguyễn Huy Hồng Sinh viên: Đặng Phương Thảo Khóa: QH2015.F1.E1 HÀ NỘI – 2019 I hereby state that... this part 3.1 Research design 3.1.1 The combination of quantitative and qualitative approaches The researcher opted to the combination of quantitative and qualitative research This type of study