Thực tiễn việc chuyển ngữ của giáo viên việt nam trong dạy học tại một trung tâm tiếng anh trẻ em ở hà nội

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT - DANG THI QUYNH GIANG VIETNAMESE TEACHERS’ PRACTICES OF CODE-SWITCHING IN THEIR TEACHING TO YOUNG LEARNERS IN A PRIVATE ENGLISH CENTER IN HANOI Thực tiễn việc chuyển ngữ giáo viên Việt Nam dạy học trung tâm Tiếng Anh trẻ em Hà Nội M.A MINOR PROGRAMME THESIS Major code : 8140231.01 Supervisor : Assoc.Prof., Dr Lê Văn Canh Hanoi - June,2018 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES POST GRADUATE DEPARTMENT - ĐẶNG THỊ QUỲNH GIANG VIETNAMESE TEACHERS’ PRACTICES OF CODE-SWITCHING IN THEIR TEACHING TO YOUNG LEARNERS IN A PRIVATE ENGLISH CENTER IN HANOI Thực tiễn việc chuyển ngữ giáo viên Việt Nam dạy học trung tâm Tiếng Anh trẻ em Hà Nội M.A MINOR PROGRAMME THESIS Major : English Teaching Methodology Major code : 8140231.01 Supervisor : PGS.TS Lê Văn Canh Hanoi - June,2018 DECLARATION I hereby, certify the thesis named “ Vietnamese Teachers’ Practices Of Code-Switching In Their Teaching To Young Learners In A Private English Center In Hanoi” is the result of my own work for the Minor Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi The research has not been submitted for any degree at any other universities or institutions I agree that the origin of my thesis deposited in the library can be accessible for the purpose of study and research Dang Thi Quynh Giang i ACKNOWLEDGEMENTS Doing an MA thesis is one of the greatest experiences in my life Different people have different methods to achieve their goals For me, to complete this thesis, I keep trying, and obviously I have owned many people My greatest thanks are to Assoc.Prof., Dr Le Van Canh, my supervisor, for his agreement to accept me as his student I am grateful for his patience and insightful suggestions, his encouragement and sympathy with me My special thanks are also to the board of institution management who allow me to conduct the research in the English center Finally, I would like to thank my colleagues who are interested in my study and accept to join in I am deeply in debt to them for their knowledge and support ii ABSTRACT This study investigates the code-switching by three Vietnamese teachers teaching English in a private educational institution in Hanoi, Vietnam It seeks to find the frequency of code-switching in the three classes the participants are teaching and the pedagogical functions which the code switches serve according to teachers‟ self-reports Adopting a qualitative case study method (Yin, 2009) with the help of classroom observations and stimulated recall interviews, the researcher discovers that teachers use code-switching in their class consciously up to fiftyeight percent for five pedagogical functions including maintaining discipline, conveying meaning efficiently, explaining and translating unknown terms or vocabulary items, expressing solidarity and building rapport, and clarifying tasks The study recommends that future research had better concentrate on the attitudes of students regarding the use of L1 in the classroom and uncover similarities and differences between CS practices of teachers teaching students in two different academic years Key words: teachers‟ practices, code-switching, young learners iv LIST OF ABBREVIATIONS AND SYMBOLS CS Code-switching EFL English as a Foreign Language EL Embedded Language F Female L1 First Language L2 Second Language ML Matrix Language MLF Matrix Language Framework S Student T Teacher TL Target Language v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iv LIST OF ABBREVIATIONS AND SYMBOLS v TABLE OF CONTENTS vi LIST OF TABLES viii I INTRODUCTION 1.1 Background of research problem 1.2 Statement of the problem 1.3 Rationale for this study 1.4 The focus of the study 1.5 Operational definition of terms II LITERTURE REVIEW 2.1 Bilingualism 2.2 Code-switching in bilingualism 10 2.2.1 Conceptualizations of code-switching 10 2.2.2 Code-switching and code-mixing 12 2.2.3 Code-switching and borrowing 13 2.3 Types and models of code-switching 15 2.4 Functions of code-switching 17 2.4.1 Linguistic functions 17 2.4.2 Social functions 17 2.4.3 Discourse functions 18 2.4.4 Pedagogical functions 19 2.5 Classroom language policy 22 III RESEARCH METHODOLOGY 26 3.1 Research questions 27 vi 13 Beardsmore, H B (1986) Bilingualism: basic principles (Vol 1) Multilingual Matters 14 Beardsmore, H B (2003) Who is afraid of bilingualism? 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It‟s time for the lesson Everyone up, sit nicely Ok, now, I want you to help me, give me the pictures on the board, then play the game Quynh Chi She‟s sitting They‟re watching the DVD He‟s using the computer Sao con? Sao thế? Chêu bạn à? Hưng, trả lời cô yes Hưng chêu bạn hay đánh bạn? Ơ, có hiểu câu hỏi không? Trả lời cô Thôi nhá, không chêu Nào, Thành Hưng, he‟s cutting He‟s colouring She‟s writing Thank you Who‟s this? Student or teacher, Thao Nguyen? - Students - He‟s learning He‟s going to have a field trip with his classmates and teacher He‟s in the forest What‟s he doing? I He‟s learning with his teacher and friends Bạn có buổi học rừng Các bạn khám phá loài động vật rừng Next and now, the students, where are they? Quynh Chi again? - They‟re on the beach - They‟re So, the class is on the beach Next Picture three, where are they? I have one question for you Is it true that the class is on the mountain always in the classroom? Yes or no? You‟ll discuss in teams Các bạn thảo luận với nhóm cho cơ: có phải lớp học học phịng học khơng? Yes or no? you have two minutes Có lớp học ngồi trời khơng con? Có Everybody, time‟s up Sit down Who can answer the question? I want to invite you, Minh Chau Minh Châu đưa câu trả lời Tiếng Anh - không? Ok, you can speak in Vietnamese Thưa nói Tiếng Việt khơng ạ? Quynh Chi? Đúng hay sai con? Có lớp học ln phịng học khơng? - Khơng Những buổi thăm quan trời hay - Vì cịn phải lớp con? Như lớp học lúc trời hay nhỉ? thăm quan - II Vì … Bên ngồi Bạn Thảo Bình đưa ý kiến: lớp học phòng học đâu Tại nhỉ? À, lý Sắp tới có field trip, dã ngoại, học trải ngiệm bên ngồi, khơng ? - Khơng forest His class is in the forest Outside or inside? - lớp In our lesson, we are going to learn about friends in - có việc Ok, for example, you can see the pictures I already put on the board Everybody, you can see There is a different countries They are having outdoor lessons khác người Are you ready? Let‟s open your pupil‟s book page bên học fourteen and fifteen - yes - I see four classes me where they are? - They‟re in the forest Is this class in the classroom? - Yes Good Picture B, where is it? - It‟s on the mountain Picture C, where is this class, Ngoc Minh? - They‟re in the garden And the last one, picture C? - In the boat - Mỹ Gia Huy, bảo mở trang nào? Ok, everybody, look at the pictures How many classes you see? Duc Anh? Now, everybody, look at the picture A who can tell Now, everybody, I want you to listen and point (the audio file is on) Listen, point and repeat France, nước nhỉ? III Nước Pháp Ok, Ms Chi wants you to work in teams, read in turns One student will read one sentences Are you ready? - Yes (students read in turns) - Cô bạn không biết, Now, if you‟ve got the answers, raise your hand hỏi À thơi ví dụ q trình làm việc theo đội, nói lại lần nữa, bạn giúp Ví dụ bạn khơng nhớ cách đọc hướng dẫn bạn, chưa? Now, everyone, look at the people in Turkey Where‟s their class, Minh Chau? - Class is in the forest Is that right everybody? - Yes What are they doing in the forest, Quynh Chi? - They‟re Look at the people in France Where‟s their class, studying trees and animals Gia Huy? - In the school garden What are they having, Thao Nguyen? - They‟re having PE Everybody, you know PE in Vietnamese? Mơn có biết khơng? class - Khơng - They love skiing - In the school garden - They Môn thể dục Ok, what they love doing? The students in the United States, where are their class? Good And what are they doing? Look at the people in Bangladesh, where is their are studying plants and flowers class? Good - In the school garden What are they doing? - They‟re learning IV Now, everybody, look at activity twenty-five We listen again and match Duy Anh không làm con? Bút đâu ? Ok, everyone, close your book, put your book under your chairs Ms Chi will give you one piece of paper, you‟ll write down the answer for this question: Have you got classes outside? And what you study? Các bạn có lớp học ngồi trời khơng? Các bạn học điều gì? Everybody, take out your pen You‟ve got five - Cô viết câu hỏi không? minutes Con viết câu trả lời nhé…answers Câu hỏi có lớp học ngồi trời khơng? Câu học điều ? Đặt lên ghế viết cho cô Put your paper on your chair - Cô viết câu hỏi không ạ? Gia Huy ơi, vưa nói rồi, viết câu trả lời - Ms Chi “đi lớp” Đức Anh mang lên kiểm tra gì? With my class - Cô bạn lấy tay đập vào Sao con? Khơng có nghiêm trọng cả, bạn đùa tí đầu thơi Ngoc Minh, say “I‟m sorry” Các bạn giữ phiếu này, sau chơi hỏi trả lời theo cặp nhé, không làm phiếu -BREAK TIME - V ... TO YOUNG LEARNERS IN A PRIVATE ENGLISH CENTER IN HANOI Thực tiễn việc chuyển ngữ giáo viên Việt Nam dạy học trung tâm Tiếng Anh trẻ em Hà Nội M.A MINOR PROGRAMME THESIS Major : English Teaching... Vietnamese For example, words such as “email”, “Google”, or “video clip” appear to be widely used by Vietnamese people though there are Vietnamese words equivalent to them However, many Vietnamese... participated in the ASEAN Free Trade Area (AFTA) implemented the Vietnam-US Bilateral Trade Agreement Recently, Vietnam has become the 150th member of the World Trade Organization (WTO) Examples