Nghiên cứu thăm dò về cách sử dụng ngôn ngữ của giáo viên trong lớp học và cơ hội học tập của học sinh trong bối cảnh trường tiểu học

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THỊ LOAN TRANG AN EXPLORATORY STUDY ON TEACHER TALK AND STUDENTS’ LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL CONTEXT Nghiên cứu thăm dò cách sử dụng ngôn ngữ giáo viên lớp học hội học tập học sinh bối cảnh trường Tiểu học M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HANOI, 2018 VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHAN THỊ LOAN TRANG AN EXPLORATORY STUDY ON TEACHER TALK AND STUDENTS’ LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL CONTEXT Nghiên cứu thăm dị cách sử dụng ngơn ngữ giáo viên lớp học hội học tập học sinh bối cảnh trường Tiểu học M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Le Van Canh HANOI, 2018 DECLARATION I hereby certify that the thesis entitled “An exploratory study on teacher talk and students‟ learning opportunities in a primary school context.” is the result of my own research for the Degree of Master of English teaching methodology at the University of Languages and International Studies, Viet Nam National University This thesis has not been previously submitted for any other degrees The work was done under the guidance of Associate Professor Le Van Canh, at the University of Languages and International Studies Hanoi, May 2018 Phan Thị Loan Trang i ACKNOWLEDGEMENTS I would like to express the deepest gratitude to my supervisor, Associate Professor Doctor Le Van Canh for his encouragement, supervision and support all along the course of research This paper would not have been accomplished without his expert, constant and valuable guidance and criticism My special thanks also go to my colleagues and students at some primary schools in Hanoi (Tu Hiep primary school, Yen My primary school, Dong Ngac primary school) for their enthusiastic participation during the process of data collection Finally, I would also like to express my sincere thank and love to my family who gave me time and encouragement to overcome all obstacles during the completion of this study ii ABSTRACT In the following paper, it was tried to explore the characteristics of teacher‟s using language in the classroom as well as the influences of teacher talk on the students‟ learning process in primary school context Teacher talk and its consequence on students‟ learning opportunities are put into investigation Within the scope of this paper, three teachers and the students in six classes coming from three distinctive primary schools in Hanoi participated in the study Data was collected by nonparticipant observation with six video recordings which were transcribed carefully later The different aspects of teacher talk are analyzed according to recognized frameworks As the result, teacher talk was used to serve different pedagogical functions: Question strategies; Encouraging expanded answering; Giving feedback; Elicitation; Repetition; and Code switching The result demonstrates that basically, the teacher talk as indicated in the observational data shows that it matches the pedagogical functions to some extent They tended to repeat the basic linguistic patterns to the students and also tried to elicit as much as possible the students in an attempt to provide them with more opportunities to use English in their own way However, there were not many instances of this pedagogical purpose that were observed In addition, teachers rarely used their talk to provide comprehensible input to the students Particularly, it seems that the teachers used Vietnamese unnecessarily excessive, thus limiting the students‟ exposure to input for learning This has implications both for teachers of English in primary schools and teacher educators iii LIST OF ABRREVIATIONS EFL: English as a Foreign Language DQ: Display questions RQ: Referential questions IRF: Initiation-Response-Feedback L2: Second Language ZPD: Zone of Proximal Development iv LIST OF FIGURE AND TABLES Figure A teaching-learning model (Stern, 1983: 500) Table 3.1 Frequency of question types teachers used per lesson 26 Table 3.2 Frequency of teacher questioning for 29 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABRREVIATIONS iv LIST OF FIGURE AND TABLES v PART ONE: INTRODUCTION 1 Rationale Aims of the study Research questions Scope of the study Significance of the study Research methodology Structure of the study PART TWO: DEVELOPMENT Chapter 1: Literature review 1.1 Definition of teacher talk: 1.2.The role of teacher talk in foreign language learning 1.3.The features of teacher talk 1.4 Students‟ learning opportunities 1.5 Related theories vi 1.5.1.Krashen‟s Input Theory 1.5.2.The Interaction Hypothesis 11 1.6.Teacher talk and learner learning 12 CHAPTER 2: RESEARCH METHODOLOGY 18 2.1 Research methodology 18 2.2 Data Collection Instruments: 19 2.3 Context and Participants 21 2.4 Data Collection and Data Analysis 23 CHAPTER FINDINGS AND DISCUSSION 25 3.1.Questioning strategies 25 3.2.Encouraging expanded answers 32 3.3 Giving feedback 33 3.4 Elicitation 35 3.5 Repetition 37 3.6 Code – switching 40 PART C: CONCLUSION 44 REFERENCES Error! Bookmark not defined APPENDIXES I vii PART ONE: INTRODUCTION Rationale It is no doubt that language teaching is a complex process involving many interrelated factors Before 1960s, teaching methodology has been explored and an effective teaching method is tried to be found to apply for language teaching Since teaching methods don‟t play a decisive role in language classrooms, the focus has shifted from teaching methods to teachers‟ talk in classroom process Ellis (1985:143) points out: “Classroom process research, as Gaies calls the study of communication in the classroom, has taken different form The earliest was interaction analysis… An alternative approach focused only on the language used by the teacher when addressing second language learners It sought to tabulate the adjustments which occur in teacher talk.” Teacher talk is particularly important to language teaching(Cook, 2000:144) The language that teachers use in classrooms determines to a large degree whether a class will succeed or not Teacher talk is estimated to make up around 70% of classroom language Teachers pass on knowledge and skills, organize teaching activities and help pupils practice through teacher talk Teacher talk involves many aspects, in which teacher questions have drawn much attention In recent years, studies on the language that teachers use in language classroom has gradually drawn people‟s attention However, few researches have explored the effects of teacher talk on second language acquisition, even hardly there are many researches exploring both positive and negative influence on students‟ learning, especially in a primary school context In addition, I am myself an English teacher in a primary school Thus, to Good And the last one You can double your score A and K ( to two players) Ready? Ok ( write another activity on the board) S: playing the guitar T: playing the guitar ( Say loudly) That‟s it Thank you! ( to the whole class) So, what activity have we played? ( point to the Ss raising the hand, let them say their answer and repeat them When one student is embarrassed “ ridding.”, T mines to illustrate yhe activity and say “ reading…” After each correct answer, T say “ yes, good job, well done” ) ( to one student)S, What you like doing? S: I like watching TV T: ( to another student)And what about you, What you like doing? S: I like playing football T: ah….Good K, what you like doing? S: I like playing computer games T : Yes, you like playing computer games So now, you will meet our friends to know what they like doing? Open your book please, page 48 Unit 17: What you like doing – lesson Quick (write the title on the board.) Ok Have you done? Ss: Yes T: Yes …(open e-book on the big screen) Ok Ok so now whole class look at screen Who are they? Ok Who know? Minh? S: They are Linda, Phong and Tony (T points to each characters mentioned at the same time.) T: Linda, Phong, Tony And one more VII S: (Another student) Mai T: Oh, yes Mai S: So, Linda, Phong, Tony, Mai (Point to each Ss) Where are they? Are they at home? Ss: No T: Are they at school? Ss: No T: H? S: They are at Super Music club T: Ah! Good They are at super music club Ok So now, you listen, listen, only listen and tell me what activities are mentioned in the dialog What activities are they ?Ready? Ss: Yes T: you only listen No say! Yes!? T: Ok So what activity are they? What activity you know? T: What activities in this dialog? S: Playing the piano T: oh playing the piano? Yes or no? Ss: Yes T: T? S: Play the guitar T: Ah Play the guitar good V? S: Singing T:Yes, Singing good So now you listen again and repeat You….(point to the ear) VIII Ss: Listen T: and( point to the mouth) Ss: repeat T: good Ready? Yes, ok (play the tape again for Ss to repeat one by one sentence) Good (after each sentenced repeated) Ok now This side (point to the first group).You are Phong ; ( to the second group) Tony; (to the third group)Linda; ( to the last group)Mai Ready? So one….two … three (clap the hands and count) (Ss role play of the characters T gives the task) Ok good, change Phong,Linda,Tony and Mai( give the task for one by one group) One…two…three( clap the hands and count) Good Whole class Look at the screen and read after me ( point to the difficult words that Ss pronounced incorrectly) guitar… playing the guitar Ss: guitar…playing the guitar T: hobby Ss: hobby T: music club Ss: music club T: Super music club Ss: Super music club T: again ( point to one by one difficult words mentioned) Ss: super music club, playing the guitar, hobby T: ok so N; you are Phong (point to another student) you are Linda You,Tony and You,Mai( let Ss practice the dialog) IX T: Thank you ok once more TS-Phong, T-Linda,V -Tony, K-Mai( let ss practice the dialog again) T: Good So, look at this one (point to the big screen).How does Phong ask? What‟s Phong‟s question? NA? S: What‟s your hobby? T: Good What‟s your hobby?(write on the board) Whole class say! Ss: What‟s your hobby? T: (to student) V? S: What‟s your hobby? T: “hobby” again S: hobby T: What‟s your hobby? S: What‟s your hobby? T: ok !T? S: What‟s your hobby? T: good S: What‟s your hobby? T: ok, and how about Linda‟s answer? How about Linda‟s answer.? Ok, you (point to student ) S: I like playing the piano T: ah I like playing the piano ( write on the board) V? repeat! S: I like playing the piano T: good Now, this side ( point to a half of class) ask this side ( point to the rest) answer X ½ Ss: What‟s your hobby? ½ Ss: I like playing the piano T: ( point to Ss) you ask You answer Ok So Who can tell me “ what‟s your hobby? ” in Vietnamese, “ what‟s your hobby? ” in Vietnamese S: thói quen bạn gì? T: Right? Another ? K? S: Sở thích bạn gì? T: Yes What about “I like playing the piano” ( the action) You,N S: Sở thích đàn piano T: Ah! One more? S: Sở thích tơi chơi đàn piano T: good Sở thích tơi chơi đàn piano Vậy câu hỏi dùng để làm gì? You S: Câu hỏi sở thích ạ! T: Ah! Câu hỏi sở thích để hỏi gì? Q? S: “what” T: Ah What Sở thích nhắc tới gì? Đ? S: play the piano T: good play the piano Vậy nhận xét sở thích đặt sau chữ “like” Các hoạt động đằng sau có dạng đằng sau? H? H: thưa cô thêm “ing” ạ! T: ah!good Ở khơng cịn “ play the piano” mà “playing the XI piano” Các bạn nhớ nhé, nói sở thích có chữ “like” đằng sau like,hoạt động để đuôi “-ing” Ok now, you listen and tell me what is missing Ready? Ss: Yes T: What‟s your………… ? S: hobby T: hobby, very good -your hobby? S: What‟s T: yes, “What‟s” , thank you T: Next I playing the piano Ss: like T: “like”.good Ok.so K What‟s your hobby? S: I like playing computer games T: playing computer games.good S, What‟s your hobby? S: I like playing football T:ok Whole class.Ask me,please? Ss: What‟s your hobby? T: one…two…three ( ask ss to repeat the question) Ss: What‟s your hobby? T: you say( point to one student) S: what your hobby? T: what your hobby? Yes or no? Ss: No XII T: What or What‟s? Ss: What‟s T: (to the student that has made the mistake) Say again S: what‟s your hobby? T: good!ok.Here, “ what‟s” stands for? Ss: what is T: ah What is So you can say “what‟s your hobby ? ” or… (point to “what is”….) Ss: what is your hobby? T: Yes Now, NA help me! (do the action) S: (Embarrassed) T: (do the action more clearly and point to the sentence “I like….on the board”) How‟s the answer? S: I like cooking T: good!so “I like cooking” Các bạn thay hoạt động khác vào lưu ý nhỉ? Ss: thêm “ing” T: Yes,very good Bạn H nhắc lại cho cô hôm học mẫu câu dùng để làm gì? S: Thưa cơ, để hỏi sở thích T: chưa? Ss: Yes T: lưu ý nhỉ? S: Hoạt động có thêm “-ing” đằng sau “like” T: Ok.thank you Bây khám phá sở thích số người bạn XIII Now, you look at “ II point and say” Ok.How many pictures are there? H? S: There are five pictures T: Ok.the first one Ss: riding a bike T: yes, whole class say “riding abike” Ss: riding a bike T: good.And (b) Ss: playing badminton T: good Playing badminton And (c),HL S: fly a kite T: fly or flying? S: flying a kite T: good Whole class say Ss: flying a kite T: (d), H? S: taking photos T: Now, whole class, repeat after H “taking photos” Ss: taking photos T: photos ( point to one side) this side Ss: taking photos T: ( point to the other side) this side Ss: taking photos T: photo or photos Ss: photos T: Good What‟s it in Vietnamese, “ taking photos”? XIV Đ, taking photos ( including miming the correlative activity) What‟s it in Vietnamese? S: taking photos có nghĩa “ chụp ảnh ” ạ! T: Yes taking photos means “ chụp ảnh ” And (e) , Q S: watching TV T: Ok watching TV Ok So now OK You‟ll become the friends here, ask answer about the hobbies Ok? work in pairs work in pairs You and you ( paring Ss) Now, look at the first picture, I and NA first I ask and you answer What‟s your hobby? S: I like riding a bike T: Ok Are you clear? Ss: Yes T: Ok So now work in pairs please ( Let Ss work in pairs and move around the classroom to support or give compliment) One…two…three ( clap the hands and count ) Time„s up Ready? Ok So now, you look at the screen I‟ll say (a), (b), (c), (d), (e) and you „ll say the activities Ready? Ss: Yes T: (e) Ss: watching TV T: watching TV ( say aloud) You and you ( point to fastest Ss) S1: What‟s your hobby? S2: I like watching TV XV T: “ What” or “ what‟s”? Ss: what‟s T: again S1: What‟s your hobby? T: uhm S2: I like watching TV T: Next (b) Ss: playing badminton T: L and N, please S1: What‟s your hobby? T: Good S2: I like watching TV T: Yes or no? SS: Yes T: (d) Ss: taking photos T: taking photos ( say aloud) Yes, H and Q S1: What‟s your hobby? S2: I like taking photos T: taking photos S : taking photos T: again S: taking photos T: ok Whole sentence S: I like taking photos T: yes And the last one Ready? The last one is (c) Ss: flying a kite XVI T: yes flying a kite You and DT (point to the fasters) S1: What‟s your hobby S2: I like flying a kite T: So now, you move to pg 49 Listen and number Các nói tốt thói quen bạn Và nghe xem sở thích người bạn khác có tốt khơng nhé! Ready? So move to “ IV”, you will…… Ss: Listen and number T: ready? Ss; Yes T: OK So now, we listen (Ss listen to the tape and number) T: Have you finished? SS: Yes T: Do you want to listen again? Ss: No T: Ok So now you exchange your book with your friend Ready? And now, Listen again and check So, number one is……… ( Ss give different answers) T: What can you hear?, H S: playing badminton T: playing badminton Yes or No? Ss: Yes T: So number is…… Ss: (C) T: 1.C OK N, write on the board, please Next What can you hear, H? XVII S: flying a kite T: Ah…flying a kite So number is…………… Ss: (a) T: Number is (a) H, write for me ,please… Next, number 3, TL S: (d) T: (d) What can you hear? S: taking photo T: taking photo or taking photos? S: taking photos T: Yes, taking photos So number is (b) Good And the last one So, the last one , you ( point to one student) S: (b) T: (b)? What can you hear? S: singing T: singing That‟s right? Ss: Yes T: So Number 4.b Now, look at the answers and check your friend‟s book √ or X Ok? Finish? Ss: Yes T: Ok Now Exchange again Ok So, who has correct answers? Ss: ( someone is embarrassed) T: Ah! Ai có câu trả lời đúng? ( the action of raise the hand) Ss: ( hand up 100%) XVIII T: Very good Clap your hand, please Today, You very well So Do you want to play a game? Ss: Yes T; So now What‟s it? Ss: Good job ( the seal of good job) T: Yes Chúng nghe nhạc truyền dấu “ Good job” Nhạc dừng đâu cầm dấu phải trả lời câu hỏi sở thích Nếu trả lời , bạn dập “ good job” vào Ready? Ss: Yes T: Ok So the first one.( turn on the music SS pass the seal) T: stop Ok Whole class, Ask Ss: What‟s your hobby? S: (who is holding the seal) I like cooking T: I like cooking Yes or no? Ss: Yes T: Good Next ( music)…… stop! Ok.you (who is holding the seal), stand up! You( the student next to him), ask S1: What‟s your hobby? S2: I like playing table tennis T: playing table tennis Good So, print please Next ( Music)… Stop T: N ask, H answer S1: What‟s your hobby? S2: I like riding a bike T: Yes or no? Ss: Yes XIX T: Print Next ( Music)… Stop… D and V, please S1: What‟s your hobby? S2: I like singing T:You like singing Can you sing a song now? S: ( smiling) T: Ok You‟ll sing then Next ( Music)… Stop… You ask and you answer ( point to Ss) S1: What‟s your hobby? S2: I like riding a bike T: riding a bike Ok Print And the last one………… stop! You ask and you answer ( point to Ss) S1: What‟s your hobby? S2: I like watching TV T: watching TV Ok Thank you Trước tổng điểm đội, bạn cho biết hơm học mẫu câu gì? S: Con thưa cơ, hơm học mẫu câu hỏi sở thích ạ? T: À, mẫu câu hỏi sở thích.Vậy có lưu ý trả lời sở thích, T? S: Con thưa cô, sau “ like” hoạt động phải thêm “ _ing “ T: That‟s it So now, can you tell me some hobbies you can remember? Ss; riding a bike, playing badminton, flying a kite, taking photos, playing the guitar, watching TV, … T: well done So at home, please keep practicing asking anf answering about the hobby Ok? Ss: Yes T: So now, look at the board Pokemon, you have 500 points Luffy has XX 375points So, pokemon wins Clap your hands, please………… Pokemon, you have a great apple and Luffy, you have a smaller apple ( draw on the board as the present for each) Ok It‟s time to say “ Good bye” Ss: Good bye XXI ... LEARNING OPPORTUNITIES IN A PRIMARY SCHOOL CONTEXT Nghiên cứu thăm dò cách sử dụng ngôn ngữ giáo viên lớp học hội học tập học sinh bối cảnh trường Tiểu học M.A MINOR PROGRAMME THESIS Field: English... miền bắc,chúng ta thường múa vào dịp gì?] Ss: [Tết] 40 T: [à lễ hội khơng?Ví dụ ngày mai chắn xem múa rồng (ngày mai địa phương mở hội) ] Ss: [zề…] T: [cịn Nam ý vào dịp Tết người ta múa rồng... ah,it‟s in the spring [Tet vào mùa mùa xuân.]Ok very good ( Class 4.2 – Teacher 1) Lesson extract 18: T: So now, you move to pg 49 Listen and number Các nói tốt thói quen bạn Và nghe xem sở thích