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Luận văn thạc sĩ fostering classroom english to motivate the first year non major students in EFL classes at a college in hanoi

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  • Luận văn thạc sĩ fostering classroom english to motivate the first year non major students in EFL classes at a college in hanoi

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES  HOÀNG THANH THẢO FOSTERING CLASSROOM ENGLISH TO MOTIVATE THE FIRST YEAR NON-MAJOR STUDENTS IN EFL CLASSES AT A COLLEGE IN HANOI (Tạo động lực học tiếng cho sinh viên không chuyên ngữ trường cao đẳng Hà Nội thông qua tăng cường sử dụng tiếng Anh lớp học) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Hà Nội - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF GRADUATE STUDIES  HOÀNG THANH THẢO FOSTERING CLASSROOM ENGLISH TO MOTIVATE THE FIRST YEAR NON-MAJOR STUDENTS IN EFL CLASSES AT A COLLEGE IN HANOI (Tạo động lực học tiếng cho sinh viên không chuyên ngữ trường cao đẳng Hà Nội thông qua tăng cường sử dụng tiếng Anh lớp học) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code : 8140231.01 Supervisor : Professor Nguyen Hoa Hà Nội - 2020 DECLARATION I hereby certify that the thesis entitled “Fostering classroom English to motivate the first year non-major students in EFL classes at a college in Hanoi” is the result of my own research for the Degree of Master of Arts at University of Languages and International Studies, Vietnam National University, and that I accept the requirements of the University relating to the retention and use of Master’s Graduation Paper deposited in the library Hanoi, 2020 Hoàng Thanh Thảo Appoved by SUPERVIOR (Signature and full name) Datye: i ACKNOWLEDGEMENTS I would like to express my sincere gratitude to my supervisor, Professor Nguyen Hoa for his helpful guidance, critical comments, valuable suggestions and contributions in the preparation and completion of this minor M.A thesis I hereby formally express my debt of gratitude to the lecturers and staff at the PostGraduate Department for their valuable lectures and tireless academic support and encouragements, which laid the foundation of this thesis Furthermore, my thanks also go to the students who participated in my research Their willingness to support will be always remembered Last, I wish to acknowledge the support and invaluable help of my family while the work was in progress They have been part of my interesting journey ii ABSTRACT The present study aimed to investigate the influence levels of classroom English (CE) intensity over foreign language learning of non-English major freshmen at a teacher training college in Vietnam The topic germinated from my personal experiences and observation as an EFL teacher I used a mixed methods design to achieve the research aims, involving the use of questionnaires, tests and semi-structured interviews The main arguments were centered around several points: (a) non-English major freshmen were motivated in their English studies brought from intensifying classroom English; (b) the main factors influence on this motivation; (c) the motivation keeps most of the time The study findings indicate that students’ motivation is enhanced as more CE is used The findings also offer some pedagogical recommendations for the teachers and make some suggestions for future research iii LIST OF ABBREVIATIONS CE classroom English EFL English as foreign language L2 the second language CEFR Common European Framework of Reference for Languages CLT Communicative Language Teaching RQ(s) research question(s) T Teacher Ss Students iv LISTS OF TABLES Table 1: Main language functions related to classroom management 24 Table 2: Process of CE application in lessons 26 Table 3: Frequent channels of English communications to the students 36 Table 4: Students’ self-assessment to the CE and its correlation with the communicative skills 39 Table 5: Students’ frequency of conversations in English with the teacher .42 Table 6: Comparison results of pre-test and post-test .46 Table 7: Student interviewees’ percentage of CE apprehension .50 v CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv CONTENTS vi CHAPTER I: INTRODUCTION 1 Rationale Aims and significance of the study Research questions Scope of the study Method and design of the study Structure of the thesis CHAPTER II: LITERATURE REVIEW .5 2.1 Classroom English .5 2.1.1 Definitions of classroom English 2.1.2 Roles of classroom English 2.1.3 Second language acquisition theories 2.1.4 Different situations in the classroom 10 2.1.5 Major factors affecting classroom English application 10 2.2 Motivation 13 2.2.1 Definitions of motivation 13 2.2.2 The importance of motivation in English learning 13 2.2.3 Major motivation orientations 14 2.2.4 Devising motivational strategies 15 2.2.5 Relationship between learning motivation and CE 16 CHAPTER III: RESEARCH METHODOLOGY .19 3.1 Methodological Approach 19 vi 3.2 Context of the study 19 3.3 Participants 20 3.4 Research questions .20 3.5 Instruments 21 3.5.1 Survey questionnaires 21 3.5.2 Test of listening comprehension of classroom English 22 3.5.3 Interviews 23 3.6 Planning the Intervention 23 3.6.1 Planning 23 3.6.2 Action 25 3.6.3 Lesson Plan Illustration 27 3.6.4 Observing 30 3.7 Data collection procedures 30 3.8 Data analytic framework 31 3.9 Role of the researcher .32 3.10 Ethical consideration 32 CHAPTER IV: FINDINGS AND DISCUSSION 35 4.1 Findings 35 4.1.1 Findings from the pre- questionnaire 35 4.1.2 Findings from the post-questionnaire 41 4.1.3 Results of the tests 46 4.1.4 Findings from the interviews 47 4.2 Discussion 50 CHAPTER V: CONCLUSION 55 5.1 Recap and conclusion 55 5.2 Pedagogical implications and suggestions for further studies 56 5.3 Limitations of the study 57 REFERENCES 59 APPENDICES I vii Appendix 1: Pre-Questionnaire for Students Before CE Application I Appendix 2: Post - Questionnaire XIII Appendix 3: Pre-Test of Classroom English XVII Appendix 4: Post-Test of Classroom English XXII Appendix 5: Interview Questions XXVIII Appendix 6: Materials for lesson plan illustration XXIX viii ……………………………………………………………………………………… 11 Nếu tiếp tục học tiếng Anh, bạn có mong muốn giáo viên tăng cường sử dụng tiếng Anh lớp học khơng? a có b khơng Ý kiến khác:………………………………………………………………………… ….…………………………………………………………………………………… ….…………………………………………………………………………………… 12 Bạn có gợi ý để giúp việc sử dụng tiếng Anh lớp học giáo viên trở nên hiệu không? ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… Trân trọng cảm ơn! XVI Appendix 3: Pre-Test of Classroom English Khảo sát việc nghe hiểu TIẾNG ANH LỚP HỌC (CLASSROOM ENGLISH) Sử dụng ngôn ngữ lớp học tiếng Anh bước quan trọng để giúp người học tiếp cận ngơn ngữ đích (tiếng Anh) cách tự nhiên hiệu Khảo sát nhằm phục vụ cho nghiên cứu việc “Tăng cường sử dụng tiếng Anh lớp học giúp tạo động lực học ngoại ngữ cho sinh viên không chuyên ngữ nào” Chân thành cảm ơn hợp tác bạn! Thông tin cá nhân Tên: ………………………………………………… Tuổi: ………………………………………………… Tính đến thời điểm bạn học tiếng Anh …………………… năm Bây bạn nghe giáo viên nói câu tiếng Anh sau đánh dấu () vào câu bạn HIỂU, dấu (x) vào câu bạn KHƠNG HIỂU Vui lịng mở sang trang sau → XVII Bắt đầu học (4) ฀ Good morning ฀ (Do you have) any homework? ฀ Sit down, please ฀ Help me, please Nói/Phát âm (4) ฀ Listen to me ฀ Repeat after me ฀ Speak louder, please ฀ Say the whole sentence, please Hoạt động cặp/nhóm (16) ฀ Who is your partner? ฀ You are group one ฀ Work individually ฀ Move here ฀ Do it by yourself ฀ Stay in your seat ฀ Work on you own ฀ Turn back ฀ Work in pairs/in groups, please ฀ Have you finished? ฀ Work together ฀ Hurry up ฀ Discuss together ฀ Do it quickly, please ฀ Share your answers with your ฀ Three minutes left partner Hoạt động với bảng đen (8) ฀ Go to the board ฀ Write on the board ฀ Thank you Go back to your seat, ฀ Who’s volunteer? please ฀ Raise your hand Write in your notebook ฀ Ok Look at the board and ฀ ฀ Put your picture on the board, please XVIII check Làm việc với sách (16) ฀ Open your book at page 5, please ฀ On the left ฀ Where’s your book? ฀ On the right ฀ Who hasn’t got a book? ฀ In the middle ฀ Have you all got a book? ฀ The tenth line down/up ฀ Share your book with her/him ฀ The third row down/up ฀ Look at exercise ฀ Ask me if you have any new ฀ Have you found it? ฀ Read the text words ฀ Turn to page 5, please ฀ Can you see the picture clearly? Hoạt động nghe xem video (4) ฀ Can you hear? ฀ Wait some minutes ฀ Listen again ฀ No, that was my fault Trò chơi Bài hát (19) ฀ Five minutes for you ฀ Guess what it is ฀ Sorry Say it again ฀ Whose turn is it? ฀ Come on ฀ It’s your turn now ฀ You can it ฀ The next one ฀ Take it easy ฀ The first one ฀ It’s simple ฀ The last one ฀ Now we’ll play a game ฀ One point for team one ฀ Team one/Team two ฀ Who is the winner? XIX ฀ Are you ready? ฀ Now, let’s start ฀ Congratulations! Kiểm tra độ hiểu người học (15) ฀ Do you understand? ฀ Can you answer? ฀ Do you understand what to do? ฀ Answer me, please ฀ You know what I mean ฀ What you think? ฀ Are you clear?/ Is it clear? ฀ Any idea? ฀ Put up your hand if you don’t ฀ What else? understand ฀ Anything else? ฀ What does it mean? ฀ Anybody else? ฀ What you mean? ฀ Tell me in Vietnamese Quản lý lớp học (16) ฀ That’s enough, thank you ฀ Stand up ฀ Stop there, please ฀ What are you doing? ฀ Come here ฀ What are you talking about? ฀ Keep silent ฀ Don’t worry ฀ Quiet, please ฀ No problem ฀ Stop talking and listen ฀ It doesn’t matter ฀ Stop chattering, please ฀ That’s all right ฀ Excuse me ฀ Have a short break 10 Nhận xét giáo viên (11) ฀ Well done! ฀ Is that right? ฀ Good job! ฀ That’s right – good XX ฀ Great! ฀ That’s better ฀ Excellent! ฀ Nearly right – try again ฀ In English, please ฀ No That’s not right – try ฀ Sorry Can you repeat? again 11 Kết thúc học (4) ฀ This is your homework ฀ Read the text in advance ฀ At home, please Do exercise nine, ฀ Look up new words page XXI Appendix 4: Post-Test of Classroom English Khảo sát việc nghe hiểu TIẾNG ANH LỚP HỌC (CLASSROOM ENGLISH) Sử dụng ngôn ngữ lớp học tiếng Anh bước quan trọng để giúp người học tiếp cận ngơn ngữ đích (tiếng Anh) cách tự nhiên hiệu Khảo sát nhằm phục vụ cho nghiên cứu việc “Tăng cường sử dụng tiếng Anh lớp học giúp tạo động lực học ngoại ngữ cho sinh viên không chuyên ngữ nào” Tất thông tin cá nhân tên, lớp, hay trường bạn bảo mật phần trình bày kết nghiên cứu Chân thành cảm ơn hợp tác bạn! Thông tin cá nhân Tên: ………………………………………………… Tuổi: ………………………………………………… Tính đến thời điểm bạn học tiếng Anh …………………… năm Bây bạn NGHE giáo viên nói câu tiếng Anh sau đánh dấu () vào câu bạn HIỂU, dấu (x) vào câu bạn KHÔNG HIỂU Vui lòng mở sang trang sau → XXII Bắt đầu học ฀ Good morning/Good afternoon ฀ May I go out? ฀ Come in and close the door ฀ Are you ready to start lesson now? ฀ Hurry up ฀ Take out your book and ฀ open it, ฀ Sit down, please ฀ How are you? ฀ Put that book away ฀ Where were you last time, [name]? ฀ Where’s the duster? ฀ How many students are absent ฀ Where’s chalk? today? ฀ Help me, please ฀ Let me introduce myself ฀ (Do you have) any homework? ฀ May I come in? please Nói/Phát âm ฀ Listen to me ฀ Sorry Say it again ฀ Speak louder, please ฀ Repeat after me ฀ Say the whole sentence, please Hoạt động cặp/nhóm ฀ Work in pairs ฀ Do it by yourself ฀ Work in groups of five, please ฀ Work on you own ฀ Work together ฀ Turn back ฀ Discuss together ฀ Share your answers with your ฀ Who is your partner? ฀ Move here ฀ You are group one ฀ Stay in your seat ฀ Hurry up partner XXIII ฀ Work individually ฀ Do it quickly, please ฀ Three minutes left ฀ Have you finished? Hoạt động với bảng đen ฀ Go to the board ฀ ฀ Come on ฀ You can it ฀ Write on the board ฀ Take it easy ฀ Ok Look at the board and ฀ It’s simple ฀ Who’s volunteer? ฀ Raise your hand Put your picture on the board, please check ฀ Write in your notebook ฀ Thank you Go back to your seat, please ฀ Rub this off ฀ Clean the board, please Làm việc với sách ฀ Who hasn’t got a book? ฀ Read the text, please ฀ Have you all got a book? ฀ Five minutes for you ฀ Where’s your book? ฀ Ask me if you have any new ฀ Bring it next time ฀ Don’t anybody forget book next time ฀ The tenth line down/up ฀ Share your book with her/him ฀ The third row down/up ฀ Turn to page 5, please ฀ Can you see the picture ฀ Turn back to page ฀ Have a look at Grammar Reference on page words clearly? XXIV ฀ It’s in the middle of the 128 ฀ Look at exercise ฀ Have you found it? book ฀ It’s near the back of the book ฀ It’s near the front of the book ฀ On the right-hand side ฀ On the left-hand side ฀ Paragraph 3, line Hoạt động nghe xem video ฀ Now listen to the conversation ฀ Listen and repeat ฀ You’ll hear twice ฀ As you listen, fill in the ฀ Is the sound clear enough? ฀ Girls at the back, can you hear? ฀ Is that better? ฀ Sorry about the delay ฀ Wait some minutes ฀ ฀ Can you hear? No, that was my fault ฀ ฀ Just listen, don’t write Listen again ฀ Now, watch the video ฀ Once more time missing words ฀ As you listen, answer question ฀ Before listening, read through the questions Trò chơi Bài hát ฀ Now we’ll sing a song ฀ Now, let’s start ฀ Now we’ll play a game ฀ Whose turn is it? ฀ Do you like to play a game now ฀ The next one XXV ฀ Team one/Team two ฀ The first one ฀ Guess what it is ฀ The last one ฀ Ready? Go! ฀ One point for team one ฀ It’s your turn now ฀ Who is the winner? ฀ Are you ready? ฀ Congratulations! Kiểm tra độ hiểu người học ฀ What you think? ฀ Answer me, please ฀ Any idea? ฀ Do you know the answer? ฀ What else? ฀ Do you understand what to ฀ Anything else? ฀ Anybody else? ฀ You know what I mean ฀ Do you understand? ฀ What is the right answer? ฀ What don’t you understand? ฀ Put up your hand if you ฀ Tell me in Vietnamese ฀ Can you answer? do? don’t understand ฀ What does it mean? ฀ What you mean? ฀ Are you clear?/Is it clear? Quản lý lớp học ฀ Excuse me ฀ What’s the matter? ฀ Stand up ฀ What’s the problem? ฀ What are you doing? ฀ Don’t worry ฀ What are you talking about? ฀ No problem ฀ Come here ฀ It doesn’t matter XXVI ฀ Keep silent ฀ That’s all right ฀ Quiet, please ฀ That’s enough, thank you ฀ Stop talking and listen ฀ Stop there, please ฀ Stop chattering, please ฀ Have a short break Nhận xét giáo viên ฀ Well done! ฀ Is that right? ฀ Good job! ฀ That’s right – good ฀ Great! ฀ That’s better ฀ Excellent! ฀ Nearly right – try again ฀ In English, please ฀ No That’s not right – try ฀ Sorry Can you repeat? again Kết thúc học ฀ Ok, we’ll finish for today ฀ See you next time ฀ I don’t think we have enough time ฀ Remember your homework ฀ I don’t think we’ve got time to finish this ฀ This is your homework now ฀ At home, please Do exercise ฀ You can go now ฀ All right! That’s all for today, thank you ฀ Read the text at home ฀ Good bye, everyone ฀ Look up new words 9, page XXVII Appendix 5: Interview Questions What you think the term “classroom English” is? Theo em hiểu, “tiếng Anh lớp học”? Have you ever taken part in English communications with the teacher in class? If yes, how many times? Em tham gia giao tiếp tiếng Anh với giáo viên lớp chưa? Khoảng lần? What were your feelings at that time? Cảm giác em lần giao tiếp tiếng Anh nào? What you think of the teacher’s CE performance? Em đánh giá phương pháp giáo viên sử dụng tiếng Anh lớp học? Did the CE application obstacle your in-class English learning process? Việc áp dụng tiếng Anh lớp học có gây trở ngại cho q trình học tiếng em không? What is the most difficulty in listening comprehension of CE? Theo em, đâu khó khăn việc nghe hiểu tiếng Anh lớp học? How did you deal with the times of not understanding what the teacher was saying? Những lần không hiểu, em xử lý nào? How much CE did you think you could understand? Em đánh giá mức độ hiểu tiếng Anh lớp học tầm phần trăm? What you think about increasing CE use to motivate non-major English learners? Em nghĩ phương pháp này? XXVIII Appendix 6: Materials for lesson plan illustration XXIX XXX ... classroom English to motivate the first year non- major students in EFL classes at a college in Hanoi? ?? is the result of my own research for the Degree of Master of Arts at University of Languages... INTRODUCTION Rationale Since the introduction of Communicative Language Teaching (CLT) in the late 1970s, the use of target language in EFL classrooms (English as a Foreign Language) has arisen as an essential... context, the methodology used in this study including the participants, data gathering instruments, data gathering procedures and data analysis procedures Chapter 4: Findings and Discussion This chapter
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