Nâng cao nhận thức liên văn hóa của học sinh thông qua thảo luận có định hướ

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************** TRẦN THỊ THU TRANG IMPROVING STUDENTS’ INTERCULTURAL AWARENESS THROUGH GUIDED DISCUSSIONS: AN ACTION RESEARCH APPROACH WITH 11TH FORM ENGLISH MAJOR STUDENTS AT LUONG VAN TUY GIFTED HIGH SCHOOL Nâng cao nhận thức liên văn hóa học sinh thơng qua thảo luận có định hướng Nghiên cứu hành động học sinh lớp 11 chuyên Anh trường THPT chuyên Lương Văn Tụy – Ninh Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2016 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES **************************** TRẦN THỊ THU TRANG IMPROVING STUDENTS’ INTERCULTURAL AWARENESS THROUGH GUIDED DISCUSSIONS: AN ACTION RESEARCH APPROACH WITH 11TH FORM ENGLISH MAJOR STUDENTS AT LUONG VAN TUY GIFTED HIGH SCHOOL Nâng cao nhận thức liên văn hóa học sinh thơng qua thảo luận có định hướng Nghiên cứu hành động học sinh lớp 11 chuyên Anh trường THPT chuyên Lương Văn Tụy – Ninh Bình M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Lê Văn Canh Hanoi, 2016 DECLARATION I, Trần Thị Thu Trang, hereby certify that the thesis entitled “Improving students’ intercultural awareness through guided discussion An action research approach with 11th form English major students at Luong Van Tuy High School for Gifted students.” is submitted for the partial fulfilment of the Degree of Master of Arts at the Faculty of Post-Graduate Studies, University of Languages and International Studies- Vietnam National University, Hanoi I also declare that this thesis is the result of my own research and efforts and it has not been submitted for any other purposes Hanoi, 2016 Trần Thị Thu Trang i ACKNOWLEDGEMENTS First of all, I would like to express my sincere and deepest gratitude to my supervisor Assoc Prof Dr Le Van Canh for his unfailing support, patience and continuous help in the process of writing up this dissertation His insightful ideas and constructive suggestions have enriched my knowledge about the research in the field of interculture and it thus broadened the scope of my project Besides, my deep thanks and appreciation also go to all the lecturers and the staff of the Faculty of Post Graduate Studies at University of Languages and International Studies for their valuable lectures and knowledge on which my minor thesis was laid the foundation In addition, I am also grateful to my lovely 11th form English major students at Luong Van Tuy High School for Gifted students who were highly cooperative in my study Last but not least, I deeply indebted to my parents, my husband and my children, my beloved brothers and sisters and many of my friends for their love and great support so that I am able to complete my study successfully I am so convinced that without their help and spirit, I might not be able to finish this thesis and I deeply feel indebted to all of them ii ABSTRACT The development of intercultural understanding, awareness and practical communication skills has become the most useful in a multicultural society To acquire these competences, language learners need to develop intercultural awareness as a primary step Such awareness has received less than adequate attention in Vietnam to date In this action research, attempts are made to demonstrate how students’ intercultural awareness can be strengthened through guided discussion The study was designed in the form of a classroom action research It was conducted into one cycle and the cycle consisted of six classroom sessions and involved four steps namely planning, action, observation and reflection This study aims to improve intercultural awareness of students at Luong Van Tuy Gifted High School in Ninh Binh province, and discuss the role of intercultural awareness in the development of students’ intercultural communication and interaction skills in foreign language learning There were four instruments used to collect the data in this study: pre-treatment and posttreatment questionnaires administered to the students, student interview and teaching diaries to measure improvement in students’ awareness towards intercultural competence The research findings indicated that in this action research, students highly valued the role of intercultural awareness in foreign language teaching and learning in education A six weeks independent study action research was developed and delivered to thirty five 11th form English major students at Luong Van Tuy Gifted High School iii TABLE OF CONTENTS DECLARATION………………………………………………………………………i ACKNOWLEDGEMENTS………………………………………………………… ii ABSTRACT………………………………………………………………………… iii TABLE OF CONTENTS…………………….………………………………………iv LIST OF TABLES………………………………………………………………… vii LIST OF FIGURES…………………………………………………………………viii LIST OF APPENDICES…………………………………………………………… ix PART A: INTRODUCTION………………………………………………………….1 Rationale…………………………………………………………………………… Aims and objectives of the study……………………………………………………2 Research questions………………………………………………………………… Method of the study………………………………………………………………….2 Scope of the study………………………………………………… ……………….3 Significance of the study…………………………………… ………………………3 Structure of the thesis………………………………………………………… ……3 PART B: DEVELOPMENT………………………………………………………… CHAPTER LITERATURE REVIEW…………………………………………….5 1.1 Definitions of intercultural awareness…………………………………………… 1.2 The role of intercultural awareness ……………………………………………….10 1.3 Developing intercultural awareness ………………………………………………13 1.4 Guided discussion…………………………………………………………………20 1.5 Previous studies……………………………………………………………………21 CHAPTER METHODOLOGY………………………………………………… 23 2.1 CONTEXT OF THE STUDY………………………… ………………………23 2.1.1 Setting of the study……………………………………………………….…… 23 2.1.2 Participants………………………………………………………………………23 iv 2.1.3 Materials…………………………………………………………… ………….24 2.2 RESEARCH DESIGN……………………………… ………………………….24 2.2.1 Rationale for using action research method…………………….……………….24 2.2.2 Research procedure……………………………………….…………………… 27 2.2.2.1 Conducting preliminary investigation…………………………………………30 2.2.2.2 Planning the action ……………………………………………………………30 2.3 DATA COLLECTION…………………………………… ……………………31 2.3.1 Questionnaires………………………………………………………….……….31 2.3.2 Student interview………………………………………………….…………….32 2.3.3 Classroom self-observation and teaching diaries……………………………….33 2.4 TECHNIQUES OF ANALYZING DATA…………… ………………………33 CHAPTER RESEARCH FINDINGS AND DISCUSSION………….…………34 3.1 Pre-treatment questionnaire results……………………………………………… 34 3.2 After action findings ……………………………………………… …………….38 3.2.1 Post-treatment questionnaire results…………………………………………… 38 3.2.2 Students’ attitudes towards effectiveness of guided discussion method… ……39 3.2.3 The interview data…………………………………………………….…………40 3.2.4 Classroom self-observation and teaching diaries…………………… ……… 44 3.3 Discussion…………………………………………………………………………45 3.4 Reflection……………………………………………………………… ……… 46 PART C CONCLUSION AND PLAN FOR THE NEXT CYCLE………………50 4.1 Summary of main findings……………………………………… ……………….50 4.2 Limitations of the study………………………………………………… ……….50 4.3 Plan for the next cycle……………………………………….…………………….51 REFERENCES……………………………………………………………………….52 APPENDICES…………………………………………………………… ………… I v LIST OF TABLES Table 2: The timetable of the action implementation…………………………………28 Table 3.1: Students’ levels of interest in guided discussion about interculture……….36 Table 3.2: Students’ comments on guided discussion activities………………………39 vi LIST OF FIGURES Figure 2: The model of action research ……………………………………………….27 Figure 3.1 Students’ attitude towards intercultural awareness……………………… 35 Figure 3.2 Students’ level of knowledge about intercultural communication……… 36 Figure 3.3 Students’ levels of knowledge about interculture after action…………….38 vii LIST OF APPENDICES Appendix A Pre-treatment questionnaire………………………………………………I Appendix B Post-treatment questionnaire………………………………………… VII Appendix C Students interview……………………………………………………… X Appendix D Lesson plan……………………………………………………………XIV viii Phần IV: Khi thảo luận giao tiếp liên văn hóa, em thích chủ đề nào? Hãy đọc câu sau định (1) Rất thích; (2) Thích; (3) Khơng thích (1) 11 Em thích thảo luận theo nhóm chủ đề “Sức khỏe” 12 Em thích thảo luận theo nhóm chủ đề “Hành vi cư xử” 13 Em thích thảo luận theo nhóm chủ đề “Từ thiện” 14 Em thích thảo luận theo nhóm chủ đề “Phong cách giao tiếp” 15 Em thích thảo luận theo nhóm chủ đề “Ẩm thực” 16 Em thích thảo luận theo nhóm chủ đề “Mơi trường” 17 Em thích thảo luận theo nhóm chủ đề “Cách thức tặng quà” 18 Em thích thảo luận theo nhóm chủ đề “Phỏng vấn” 19 Em thích thảo luận theo nhóm chủ đề “Thể thao” 20 Em thích thảo luận theo nhóm chủ đề “Kinh doanh” Trân trọng cảm ơn hợp tác em! Họ tên: …………………………………………………………………… Lớp:………………………………………………………………………… VIII (2) (3) APPENDIX B (ENGLISH VERSION) POST-TREATMENT TEST FOR STUDENTS Time allotted: 35 minutes Part I Please tick (√) the box or fill in the column that best describes your thoughts A B C GESTURES In Bolivia you are waiting for a bus and when it arrives the driver gives you □ There may be room if you give the so-so gesture (twisting the flat, me a tip open hand) This means □ Get on □ The bus is full □ Calm down □ Hurry Up □ Get lost □ Slap their elbow □ Glide the forefinger down the nose □ Make a fist When a Pole flicks their finger against the neck it means □ You're dead □ Join me for a drink □ Don't test my patience During a break for a meeting between you and a group of Saudis, you walk into the men's room to find a □ They must have had smelly feet □ They are simply freshening □ They are preparing to read their prayers When an Arab brings the tips of all fingers and thumb together and bobs the hand up and down, this means To indicate someone is miserly, the Dutch would… IX D = Your opinion themselves up few of them washing their feet in the sink You should know that: GIVING GIFTS ETIQUETTE If you were to buy a Korean one of these gifts, which would be the most suitable? When giving or receiving a gift in China, you should using Why would you not give a Brazilian a knife for a gift? If invited to a house for dinner in Turkey, which of these would you take? 10 In Bolivia what colour flowers would make a poor choice for a gift? ‰□ Business stationery ‰□ Craft item from your own country ‰□ Chocolates □ Both hands □ Right hand □ Left hand □ It represents the threat □ It represents the cutting off of a relationship □ It represents the desire to marry the recipient's daughter □ Money □ Pastries □ Whiskey □ White □ Red □ Yellow BUSINESS 11 When receiving a business card from Korean you should so with 12 In Spain, the main purpose of a business meeting would be to: □ Left hand propped up with right hand □ Make decisions by discussing in the X □ Both hands □ Right hand only □ Reach agreements by consensus □ Brief the team on a decisions already taken length the pro's and con's of an issue 13 You are making a proposal to a group of Japanese executives when you notice a few of them sat with their arms folded and eyes closed They are: 14 While in South Korea, you present a gift to a new client to thank him or her for his hospitality and to cement your business relationship He/she refuses to accept the gift You should: 15 There are three of you interviewing an Afghani man for a position in your company Of the interviewers, two of you are women The interviewee only ever gives eye contact to the man and never to the women This is because: □ Listening intently □ Tired and catching up on some sleep □ Pretending to be asleep to show you that they think your presentation is poor □ Apologise for offending him/her □ Insist he/she takes it until it is accepted □ Offer it to someone else from his/her company □ He is showing respect □ He sees women as second class citizens □ He is nervous around women FOOD AND DRINKS 16 In Belgium how many times should you raise your glass when toasting? 17 At a dinner in Hong Kong where will the guest of honour be seated? □ Once □ Twice □ Three times □ To the left of the host □ To the right of the host □ Opposite the host XI 18 In Belarus what is the most popular □ Wine drink at a business gathering? □ Vodka □ Beer 19 Jews are forbidden from eating □ Duck □ Lobster □ Tuna which of these? □ Drinking □ Eating with a □ Using your left 20 In the Middle East which of these anything full mouth hand should you avoid when eating? Part II After lessons about interculture through guided discussion method I realize that… (1) Strongly disagree (2) Disagree (3) Neutral (4) Agree (5) Highly agree (1) (2) (3) (4) (5) Guided iscussion makes me feel relaxed and enjoyable Guided discussion helps lower my anxiety and develop confidence By guided discussing intercultural situations, I gain more information, new insights and knowledge, and an increased ability to analyze the situation and formulate a course of action Guided discussion makes the lessons more interesting because I can get involved in the tasks, and work out the solutions to the problems with the friends Guided discussion helps me a lot in improving my intercultural awareness Full name: …………………………………………………………………… Class:………………………………………………………………………… XII A B C CỬ CHỈ ĐIỆU BỘ Ở Bolivia em chờ xe buýt xe tới, người lái xe đưa cử kiểu xốy lịng bàn tay, mở bàn tay Điều có nghĩa là… □ Cịn chỗ ngồi em đưa tiền thêm/tiền bo □ Lên xe □ Xe đầy Khi người Ả-rập đưa đầu tất ngón tay ngón tay với nâng tay lên xuống, điều có nghĩa… □ Bình tĩnh □ Nhanh lên □ Lạc đường Để ám keo kiệt, người Đan Mạch sẽ… □ Vỗ khuỷu tay họ □ Trượt ngón tay □ Giơ nắm đấm trỏ xuống mũi □ Em chết □ Uống □ Đừng thử kiên nhẫn □ Họ đơn giản rửa chân □ Họ chuẩn bị cầu nguyện Khi người Ba Lan búng nhẹ ngón tay ngược phía cằm, điều có nghĩa là… Trong nghỉ họp em nhóm người Ả-rập, em vào phịng nghỉ dành cho nam thấy số người số rửa chân bồn Em nên biết rằng: □ Họ hẳn có mùi chân CÁCH THỨC TẶNG QUÀ XIII D = Ý kiến khác Nếu em định mua cho người Hàn Quốc quà tặng này, quà phù hợp nhất? ‰□Đồ dùng cho công việc ‰□Đồ thủ công ‰□Sô cô la đất nước em Khi nhận tặng quà Trung Quốc, em nên sử dụng… □ Cả hai tay □ Tay phải □ Tay trái □ Vì điều thể đe dọa □ Điều thể cắt đứt mối quan hệ □ Điều thể xứng đáng cưới gái người nhận Ở Thổ Nhĩ Kỳ mời đến dùng bữa tối, em nên đem theo gì? □ Tiền □ Bánh □ Rượu Uytski 10 Ở Bolivia màu hoa lựa chọn sai lầm dành làm quà tặng? □ Trắng □ Đỏ □ Vàng Tại em không nên tặng người Brazil quà tặng dao? KINH DOANH 11 Khi nhận danh thiếp từ người Hàn Quốc, em nên làm điều □ Tay trái đỡ lấy □ Cả hai tay tay phải XIV □ Chỉ dùng tay phải với… 12 Ở Tây Ban Nha, mục đích gặp thương mại/kinh doanh là: 13 Em đưa đề nghị với nhóm lãnh đạo Nhật Bản, em nhận số người số họ ngồi khoanh tay nhắm mắt Họ đang: 14 Trong Hàn Quốc, em tặng quà cho khách hàng để cảm ơn anh ấy/cơ hiếu khách thiết chặt mối quan hệ kinh doanh Anh ấy/cô từ chối nhận quà Em nên: 15 người em vấn người đàn ông Afganistan để vào làm công ty em Trong buổi vấn, hai số em nữ giới Người vấn nhìn □ Đưa định cách thảo luận độ dài điểm lợi điểm hạn chế vấn đề □ Thỏa thuận hợp đồng thống □ Tóm tắt lại cho nhóm vấn đề định □ Giả vờ ngủ em thấy họ nghĩ thuyết trình em chán □ Nghe chăm □ Mệt mỏi tranh thủ ngủ □ Xin lỗi làm phật ý anh ấy/cơ □ Kiên □ Tặng quà tặng quà cho cơng anh ấy/cơ ty cô ấy/anh nhận □ Anh ngại ngùng với nữ giới XV □ Anh thể tôn trọng □ Anh coi phụ nữ công dân loại hai người vấn nam, khơng nhìn sang em nữ Điều bởi: ẨM THỰC 16 Ở Bỉ, nâng cốc chúc mừng, em nên nâng ly lần bữa ăn? □ Một lần □ Hai lần □ Ba lần 17 Khi dùng bữa tối Hồng Kong, khách trang trọng ngồi đâu? □ Bên trái chủ nhà □ Bên phải chủ nhà □ Đối diện với chủ nhà 18 Bê la rut đồ uống phổ biến gặp thương mại? □ Rượu vang □ Rượu Vodka □ Bia 19 Người Do Thái bị cầm ăn số này? □ Vịt □ Tơm hùm □ Cá ngừ 20 Ở Trung Đông em nên tránh làm điều dùng bữa? □ Uống đồ uống □ Để đồ ăn đầy miệng □ Sử dụng tay trái XVI APPENDIX B BÀI KIỂM TRA DÀNH CHO HỌC SINH Thời gian làm bài: 35 phút Phần I Đặt dấu (√) vào phương án em cho miêu tả suy nghĩ em: Phần II Sau buổi học liên văn hóa thơng qua phương pháp thảo luận có định hướng, em nhận rằng… (1) Rất không đồng ý Rất đồng ý (2) Khơng đồng ý (3) Bình thường (4)Đồng ý (5) (1) (2) (3) (4) (5) Thảo luận có định hướng giúp em cảm thấy thoải mái thích thú Thảo luận có định hướng giúp em giảm lo lắng tăng tự tin Nhờ có thảo luận có định hướng tình liên văn hóa, em có nhiều thơng tin, góc nhìn kiến thức tăng khả phân tích tình định hình hành động Thảo luận có định hướng giúp học thú vị em tham gia vào nhiệm vụ giải vấn đề với bạn Thảo luận có định hướng giúp em nhiều việc nâng cao nhận thức liên văn hóa em Họ tên: …………………………………………………………………… Lớp:………………………………………………………………………… XVII APPENDIX C (ENGLISH VERSION) STUDENTS INTERVIEW After learning about interculture, what to extent your perception about intercultural situations had changed? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… In your opinion, reason(s) for your answer: …………………………………………………………………………………………… …………………………………………………………………………………………… After learning about interculture, are you confident when participating in conversations with people from different cultures? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… In your opinion, reason(s) for your answer: …………………………………………………………………………………………… …………………………………………………………………………………………… Did guided discussion method effect a change for you to improve your intercultural awareness? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… In your opinion, reason(s) for your answer: ………………………………………………………………………………………… XVIII APPENDIX C CÂU HỎI PHỎNG VẤN Câu Sau học liên văn hóa, hiểu biết em tình liên văn hóa thay đổi nào? …………………………………………………………………………………………… …………………………………………………………………………………………… Theo em lý là: …………………………………………………………………………………………… …………………………………………………………………………………………… Câu Sau học liên văn hóa, em có cảm thấy tự tin tham gia vào hội thoại với nhiều người đến từ văn hóa khác khơng? ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… Lý em trả lời trên? …………………………………………………………………………………………… …………………………………………………………………………………………… Câu Phương pháp thảo luận có định hướng có hỗ trợ tốt cho em việc nâng cao nhận thức liên văn hóa em khơng? …………………………………………………………………………………………… Lý em trả lời là: …………………………………………………………………………………………… XIX INTERCULTURAL COMMUNICATION LESSON PLAN Period 94 Class: 11 LESSON: GESTURES I Objectives: Increase student's ability to interact with and understand aspects of other cultures such as body language, gestures The students use English during the whole process II Teaching aids: Course book and handouts III Anticipated problems: Ss may not have enough vocabulary and knowledge to discuss about the topic, so teacher should be ready to provide help IV Procedure: Time-Stages Teacher’s activities Students’ activities Warm-up Introduce the topic to disucss Students watch with the (5 minutes) Teacher uses sections from videos task of observing which show people from many recording how and Italian, cultures greeting, eating, starting Saudi Arabian and Thai conversations people interact with each other Speaking Step (35 Teacher divides class in five Do as asked minutes) groups of seven Students must also decide Tell the students that each group is what questions are asked XX a new culture and each culture and what topics are must create its own body language discussed when meeting for greetings, leave takings, etc strangers Place the students in two different Students must also decide rooms, so the groups cannot look if and in what ways men at or overhear each other In each and women in room, they create their body cultures their differ language and other rules of social communicatively interaction Students the other, following their rules other instructions each group practice with each Step Explorers from each culture travel to within to culture with interact and observe the foreign group's body language, conversation rules, sex roles, etc Do the task Each group has foreign guests Give them three to five minutes to interact Then the foreigners return to their home cultures and report their observations to their partners A new group of explorers leaves XXI for the foreign culture and the process is repeated until all students have spent time exploring and observing the foreign culture Teacher asks each group to discuss how the two cultures differ and what they share in common Students, Step representatives from each culture express Teacher asks all members of the five cultures to come together in one class If the assumptions are incorrect, the groups teach their rules of social interaction Homework Ask Ss to summarizes the main (2 minutes) points and prepare the next lesson their assumptions about the other culture Each group tells the other group if the assumptions are correct - Do the homework VI Comments ………………………………………………………………………………………………………………………… ………………………………………………………………………………………………………………………… XXII ... TUY GIFTED HIGH SCHOOL Nâng cao nhận thức liên văn hóa học sinh thơng qua thảo luận có định hướng Nghiên cứu hành động học sinh lớp 11 chuyên Anh trường THPT chuyên Lương Văn Tụy – Ninh Bình M.A... procedure of conducting the study Chapter 3, Data analysis and findings, the researcher used quantitative and qualitative method to study and analyze the figure and information collected Part C, Conclusion,... questionnaire responses were analyzed quantitatively by means of descriptive statistics focusing on the percentages By contrast, interview data were analyzed qualitatively to identify the main themes