Luận văn thạc sĩ teacher’s classroom interaction strategies in a class in a secondary school in hanoi a case study

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES DƢƠNG NGỌC HẢI TEACHER’S CLASSROOM INTERACTION STRATEGIES IN A CLASS IN A SECONDARY SCHOOL IN HANOI: A CASE STUDY (Chiến lƣợc tƣơng tác lớp học giáo viên lớp tiếng Anh trƣờng THCS Hà Nội: Một nghiên cứu trƣờng hợp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HÀ NỘI - 2020 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES DƢƠNG NGỌC HẢI TEACHER’S CLASSROOM INTERACTION STRATEGIES IN A CLASS IN A SECONDARY SCHOOL IN HANOI: A CASE STUDY (Chiến lƣợc tƣơng tác lớp học giáo viên lớp tiếng Anh trƣờng THCS Hà Nội: Một nghiên cứu trƣờng hợp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 Supervisor: Assoc Prof Nguyễn Văn Độ Nguyễn Văn Độ HÀ NỘI - 2020 STATEMENT OF AUTHORITY I hereby state that the Master’s thesis entitled “Teacher’s classroom interaction strategies in a class in a secondary school in Hanoi: A Case Study” was carried out by me for the degree of Master of English Teaching Methodology under the guidance and supervision of Assoc Prof Nguyễn Văn Độ Where I have quoted from the work of the others, the sources are always given With the exceptions of quotations, this thesis is entirely on my own work I confirm that the work has not been submitted for any other degree or professional qualification 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 Dương Ngọc Hải Hà Nội, 20…… iii ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere appreciation to my supervisor, Assoc Prof Nguyễn Văn Độ who has spent his precious time to instruct me in my research topic as well as research progress Without his constructive feedback and great encouragement, this thesis would not come into existence Besides, I am particularly grateful to the enthusiastic lecturers and staff from Faculty of Post-Graduate Studies, University of Languages and International Studies, VNU Their shared experiences as well as their profound knowledge have extended my understanding about the world around me in several ways Furthermore, I truly desire to express my sincere gratitude to all the participants in the research, including the school management board, the teacher and her class of grade students for their invaluable assistance and active involvement in my data collecting procedure Subsequently, I wish to extend my profound gratitude towards my loving family for their deep empathy and wholehearted support to me They have always been standing by me during turbulences of my life Last but not least, I wish to offer my special thanks to my friends, who have been totally reliable They have made me partially comprehend numerous life‘s philosophy through everyday talks I thank them all and wish them all the best in their lives ABSTRACT From the very first day of their teaching career, every language teacher has grasped the tremendous impact of classroom interaction on students‘ language acquisition process In an effort to follow the discernible trend, numerous teachers have strived for improving their interaction with students inside classroom, which has visibly developed students‘ great fascination with communicating in English With paramount concern about the widespread occurrence, I – as a teacher – would like to conduct a thesis entitled: “Teacher’s classroom interaction strategies in a class in a secondary school in Hanoi: A case study.” With the intention of identifying the classroom interaction strategies adopted by a teacher and discovering how such strategies affect interaction between teacher and students, the thesis is carried out as a case study which enables both researcher and readers to approach from an objective standpoint Based on the theory and model from several researchers, the thesis proposes to thoroughly analyze the classroom interaction from certain aspects The major methods and procedures employed throughout the study include class observations and class recordings A combination of both qualitative and quantitative methods allow me to generate comprehensive and reliable data so as to present reliable and important findings In this way, the validity as well as the reliability of the thesis will be guaranteed Hopefully, the thesis will provide substantial support to novice teachers longing for enhancing their classroom interaction with learners Key words: teacher’s classroom interaction strategies, ESL classroom, secondary school TABLE CONTENT STATEMENT OF AUTHORITY i ABSTRACT iii TABLE CONTENT iv LIST OF TABLES, DIAGRAMS, CHARTS AND MODELS vii LIST OF ABBREVIATIONS viii CHAPTER 1: INTRODUCTION 1.1 Statement of problem and rationale for the thesis 1.2 Aims and objectives 1.3 Significance of the thesis 1.4 Scope of the thesis 1.5 Organization of the thesis CHAPTER 2: LITERATURE REVIEW 2.1 The concept of case study 2.2 The concept of interaction in ELT 2.3 Classroom interaction in ELT 2.3.1 Types of interaction 2.3.2 The concept of classroom interaction in ELT 10 2.5 Types of teacher interaction strategy in classroom discourse .13 2.5.1 Teacher-fronted strategy 14 2.5.1.1 A model for classroom interaction 15 2.5.1.2 Teacher classroom interaction and questions 18 2.5.2 Facilitator-oriented strategy 19 2.5.3 Learner-oriented strategy 21 2.5.4 The difference between IRF pattern in teacher fronted strategy and IRF pattern in facilitator-oriented strategy 23 CHAPTER 3: METHODOLOGY 25 3.1 Study context 25 3.2 Sampling 26 3.2.1 Teacher participant selection 26 3.2.2 Student participant selection 28 3.3 Data collection instruments 29 3.4 Data collection procedure 30 3.5 Data analysis methods 31 CHAPTER 4: FINDINGS AND DISCUSSION 32 4.1 Findings 32 4.1.1 Teacher-fronted strategy 32 4.1.2 Facilitator-oriented strategy 35 4.1.3 Learner-oriented strategy 35 4.2 Discussion 36 4.2.1 Teacher-fronted strategy in classroom discourse 36 4.2.1.1 IRF pattern in teacher-fronted strategy 37 4.2.1.2 Model for classroom interaction and teacher’s role 44 4.2.2 Facilitator-oriented strategy in classroom discourse 49 4.3 Combination of findings from all instruments 54 4.3.1 Research question 1: Strategies employed by teacher to enhance classroom interaction 54 4.3.1.1 Strategies employed by teacher 54 4.3.2 Research question 2: The dominant strategies and the contribution of each strategy to classroom interaction 55 4.3.2.1 The dominant strategies 55 4.3.2.2 The contribution of each strategy to classroom interaction .56 4.4 Implications for teaching and teacher training 58 CHAPTER 5: CONCLUSION 58 5.1 Major findings of the study 58 5.2 Limitations of the study and suggestions for further studies 60 REFERENCES 61 APPENDICES LXV APPENDIX A LXV CONSENT FORM LXV APPENDIX B III OBSERVATIONS III OBSERVATION NUMBER III OBSERVATION NUMBER VIII OBSERVATION NUMBER XV OBSERVATION NUMBER XVIII OBSERVATION NUMBER XXV OBSERVATION NUMBER XXXIV OBSERVATION NUMBER XLII APPENDIX C L SUMMARY OF AREA OF INTERACTION AND ROLE OF TEACHER IN BYRNE’S MODEL L LIST OF TABLES, DIAGRAMS, CHARTS AND MODELS LIST OF TABLES Table Table Table Number of teacher-fronted strategy units in classroom Number of facilitator-oriented strategy units in classroom Summary of interaction area teacher‘s role in each teaching activity LIST OF DIAGRAMS PAGE 30 34 45 PAGE Types of teacher interaction strategy in classroom Diagram discourse 14 Diagram Data collection instruments 27 Diagram Data collection procedure LIST OF CHARTS 28 PAGE Percentage of each type of question for teacher‘s Chart classroom interaction LIST OF MODEL 34 PAGE Model and summary of activities for classroom Model interaction by Byrne, D (1991) 16 LIST OF ABBREVIATIONS ELT English Language Teaching ESL English as a Second Language EFL English as a Foreign Language SLA Second Language Acquisition IRF Teacher initiation – Student response – Teacher follow-up VEPH Vietnam Education Publishing House MOET Ministry of Education and Training S: $20 S: 51 T: $20, first time? T: 51 You‘ve run out of money S: No S: We pass it T: $20, the second? Okay so $20 Group Number 8? S: $30 T: Okay, so you pass it Okay now, let‘s check Okay now, number Is it true or false? T: $30? S: False S: $31/ $35 T: Ah, it‘s true T: $35? S: Why is it true? S1: $40 T: Okay keep silent please Now câu số Number In negative sentences we can use ―so as‖ Often we use ―as …as‖, but in negative sentences we can use ―so…as‖ Write it in your paper T: $40 S3: $41 T: $45? Okay so $45 Who‘s gonna pay higher? 50? Do you want to pay more? 60? Okay so 60 How about you? 60? S: no, no We are out of money T: 60? Then 60 S: we want to pay higher than their group How much the pay? T: 60 S: So we pay 61 T: Okay so 61, group Number S1: We bet 50 T: 50 S2: Only 20 T: 50 Ss write down their handouts T: Number True Number True or False? S: False T: False Where, where is the mistake? We must turn ―as‖ into ―than‖ ―Than‖, not ―as‖ Okay write on your paper Number false Number Of the two lecturers, the first was by far the better True or False? Of the two people Chúng ta so sánh có người ạ, họ dùng ―the better‖ hay sai? Chỉ có người Rồi, dùng ―better‖ hay dùng ―the best‖? S: Better Thứ 2, người ta dùng ―by far‖ hay sai? ―By far‖ They focus on the…? Ss keep silent S1: You are out of money T: We focus on the range, right? Then we use ―better‖ So number 3, it‘s correct No one chose Number 4? S2: 60 S: Wrong S3: 50 T: Number is it right or wrong? S4: No, 20 S: Wrong T: 60? You‘ve run out of money T: Ah, number is wrong So where is the mistake, number 4? We change ―try more work‖ into …? T: Number 10 S: 50 Ss keep silent S: Wrong T: Into … ―try as much work as‖ Okay ―Try as much work as‖ Please take note Yes Number Speaking skill is much simpler than writing skill Is it right or wrong? T: Yeah S: Uiiii T: wrong wrong Is it short or long adjective? Đây tính từ ngắn hay dài ạ? S: Wrong S: Dài T: Simple, is it short or long adjective? T: À, dài It‘s a long adjective Number S: Short Simple S: Wrong T: Simple syllables But ending with ―e‖ So we say ―simpler‖ It‘s true T: Where? Where is the mistake? The country is …, as more and more people are immigrating S: Uiiiii dollar for our group T: I will give you the total money later We have a lot to Number 6, number True or false? S: As more sai T: It is…? True S: True S: Oh T: Ah False Two places … T: Why? Now let‘s look at ―as‖ here What does it mean? It‘s not comparative ―As‖ so sánh ―As‖ mang nghĩa ạ? Ss speak loudly in the class T: Hieu, keep silent Two places, so we say ―the most‖ or ―the more‖? We have two places, so we say… S: Because T: Yeah, ―the more‖ So is wrong Okay, T: Đúng Mang nghĩa ―because‖ Được chưa? Ghi vào chưa? And number 10 Very easy Câu 10 dễ True or false? S: Wrong S: False T reads the sentence: Is it correct? T: False Where is the mistake? S: Yes S: I don‘t know T: Yes T: Okay, number 10 Câu 10 sai đâu ạ? Từ ―less‖ phải sửa thành gì? The whole class? ―Less‖ phải sửa thành ạ? S: ―the more‖ S: Ohhhhh yeahhh T: Can I ask you Why is ―that‖ then? S: ―More‖ S:… T: Details có đếm khơng? Đếm Theo ý nghĩa T: Yes, that‘s right See, see, let‘s see You keep silent, please We don‘t have much time, so keep silent T reads the sentence: … diameter Number 8, number 8, right or wrong? S: Right T: Where is group 1? S: ―Fewer‖ T: ―Fewer‖ T: Okay, thank you Attention please I have pieces of paper for each of you as the homework You can read it at home, okay? Okay, thank you CXIV OBSERVATION NUMBER T: ―More surprised‖, is it? T: Alright Before we start the lesson, I have a small video for you I would like you to S: Yes watch a short video clip, alright? And your task is to watch the video clip without (T checks the answers on the board) writing After that you will write down the T: ―More surprised‖, ―More surprised‖, adjectives that you hear in the video, okay? ―More surprised‖, ―More surprising‖, ―More After you have finished written, please stick surprised‖ So what is the correct answer? your group‘s answer on the board With each ―More surprised‖ or ―More surprising‖? S: correct answer you‘ll get point So you have groups, this is group 1, group 2, group ―More surprised‖ and group 4, alright? Do you understand? T: ―More surprised‖ Okay we move We can S: Yes watch again T: So remember: no writing while watching (T plays the video) Now, let‘s watch the video clip T: So ―More surprised‖ or ―More (T turns on the video clip about comparative surprising‖? and Ss watch) S: ―More surprised‖ T: Okay? Now write down the adjectives that you hear in the video T: So group 3, you have points, right? Group 1, points Group 2, points; group (Ss write in their groups) 4, points Thank you Now, for the adjectives here, we have ―faster‘, ―better‖ T: Now go to the board and stick your and ―more surprising‖ Do you know what answers kind of adjectives are these? Anyone? Nam? (Ss go to the board and stick their answers) S: It‘s comparative adjectives T: Okay, group 4, group 5, have you T: Comparative adjectives? Do you agree? finished? Ss continue to come to the board S: Yes T: Have you finished? T: Comparative adjectives So where we use comparative adjectives? Anyone knows? Khoi? (Ss stick the answers on the board) T: Alright, so let‘s check together What are the adjectives that you hear in the video? First one, we have ―faster‖ Can you hear the word ―faster‖? S: Yes T: yes, so we have ―faster‖ (T checks on the board) ―Faster‖ and ―faster‖, ―faster‖, ―faster‖ (T looks at the second answer) Next one, ―better‖ S: Yes T: We have ―better‖ (T looks at the third word) S: You use comparative adjectives when you want to compare something T: Alright, very good So when we want to compare different people or things, then we use comparative adjectives, right? Look at the two comparative adjectives again, we have ―fast‖ and ―faster‖, ―surprising‖ – ―more surprising‖ So what is the difference between these two comparative adjectives? Why does this ―fast‖ become ―faster‖? And then ―surprising‖ becomes ―more surprising?‖ Do you know what is the difference? Minh? S: ―Fast‖ is a short adjective ―Surprising‖ is a long adjective and T: Alright, very good Good job But how can you know it‘s a short adjective or long adjective? For short adjective, how many syllable is this? T: Alright, very good So the quicker person will be…will get the point for the group, alright? Are you ready? Ready? S: Yes T: Okay S: One T (plays the audio): Exciting T: One ―Fast‖ has one syllable What about ―surprising‖? How many syllables? Ss slap S: Three T: Three, right? ―Surprising‖, so syllables, right? So you have to pay attention to the number of syllables when you form a comparative adjective, right? Now I have a small game for you to practice the number, recognizing the number of adjectives, ah, sorry, the number of syllables You will have one syllable, two syllables, and three syllables Three-or-more-syllable words And the name of the game is ―Slap the board‖ alright? You know ―Slap the board‖, right? S: Yes T: Alright And for groups of game, you will take turns to play the game Each person from each group will come here, and then when you listen to one word at a time, you have to run to the board and slap on the number of syllable that word has Okay? Okay, so how many people at a time? S: One T: One people from each group, right? So you take turns Group 1, who is the first person? Ngoc? Alright? And group 2? Alright, Khoi, come here Group 3? S: Nam T: Okay, Minh, you first So group, uh, group 4, right? S: Group 4, point I can see you slap Another Next person An, and Dieu Linh, Vy and Hieu Anh Now take turn to play the game, alright? Ready? T (plays the audio): Cheap Ss slap T: Cheap, so? S: Me, me, me… T: Okay, who is the first person? Again Okay, you it again I will count 1, 2, 3, alright? Another word, okay? T (plays the audio): Historic Ss T: Historic, how many syllables? S: Three T: Three, okay? And Vy, your group is the winner S: Yayy, three T: Group three, right? Next one Huyen Anh, and Trung What about this group? Son Ngoc T: Nam Group 4? Minh, come here Now listen to the word and then slap on the board Ss stand up (Ss stand up and come to the board) T (plays the audio): Sleepy T: Okay, this is an example I‘ll give you an example ―Surprising‖ Ss slap Ss slap slap T: Okay, ready? T: Sleepy, how many syllables? S: Two T: So, the first person, Ngoc, right? S: Trung, Trung T: Okay, Trung, you are the first person S clap: Yayyyy T: Next one Nhat Anh, Quang What about this group? Huong Minh, have you? This is the last chance for you to get points for your group, alright? S: Cậu đứng gần lên (laugh) T: Shhhh… T (plays the audio): Peaceful Ss stand up Ss slap T: Now, ready T: Peaceful How many syllables? T (plays the audio): Expensive S: Two Ss slap T: Nga, you are the first one T: Expensive, how many syllables? S scream and clap: Yayyyy S: Three T: Go back to your seats, please So remember you have to pay attention to the number of syllables of each word to form the comparative adjectives So here are the words that we have played Now listen and repeat after me Cheap T: Three, right? Expensive Three syllables Who is the first person? S: Quang, Quang/My, My T: Phuong, you are the first person S clap: Yayyyy T: Next one Trinh and… S laugh: Truong T: Minh and… Chau T: Are you read? Trinnh, Truong and Khue, … T (plays the audio): Convenient Ss slap T: Truong, you first, okay? S: Yayyy T: How many syllables? S: T: How many? S: T: Convenient, so syllables, right? Okay, so group 2, okay? T: Okay, this is the last chance, alright? Vy, can you come here? Duong, Nam, Nga and S: Cheap T: Sleepy S: Sleepy T: Peaceful S: Peaceful T: Noisy S: Noisy T: Excited S: Excited T: Historic S: Historic T: Expensive S: Expensive T: Convenient S: Convenient T: Alright, very good T: Alright, now I would like you to look at the example on the slide, here are some examples of the adjectives and comparative, alright? We have ―high‖ – ―higher‖, ―big – bigger‖, ―safe – safer‖, ―noisy – noisier‖, ―exciting – more exciting‖ So your task is to write down the rules and the descriptions of the rules, alright? For example, 2-or-more syllables, we have ―exciting‖ and ―more exciting‖, alright? What are you going to now? Write down…? S: The word T: Write down the rules for comparative adjectives, right? So work in groups, okay? Write down the rules and the description of the rules Ss work in group T: Now, be quick You have minutes to finish this one For example, the first one, what should be here for the first line? For the first line, what should be here? How many syllables of the word? S: One syllable T: One syllable So you write down one syllable, alright? Okay That‘s the example Now you write the others, right? Fill in the gap group Group 3, for the second line, what should we write? S stands up but doesn‘t answer T: We…? Have you finished? Big – bigger – so what is the rule for number 2? S: Uh T: What is the rule? Another S: We have to double… Ss: Double/double T: Double the last consonant right In this word, the last consonant is ―g‖ We double the ―g‖ and then add ―er‖ So, big – bigger, okay? Next one, for ―safe – safer‖ then…? Ss: We add ―r‖… T: Vy, could you stand up and …? Stand up and say ―Safe – safer‖, so? S: We… uh… T: How many syllables? S: One T: One syllable words ending in … T goes around the class S: ―er‖ T: Now work in group, work in group T: Ending in ―e‖, then we have to T: You just need to write down the blank You look at the words and write down the blank … S: put ―r‖ T goes around the class T: Put ―r‖ understand? T: Have you all finished? S: Yes S: No T: Okay T: Just write down the rules S sits down S: Finished/Finished T: So one syllable ending in ―e‖, then we add ―r‖ Next one Group 4? Group 4? Chau? T: Okay, finished? Alright Now time‘s up and we‘ll check together, alright? (18:53) Uh, for the first one We have one-syllable words, then add ―er‖ after the adjectives, right? And the second In a word that has consonant, vowel and consonant, we add what? Uh, after the word Do you S: If the word has … syllables and change ―y‖ into ―i‖ and add ―er‖ T: Add ―er‖ So, how many syllables is this? S: Two T: Two syllables, two syllables ending in ―y‖, so we change ―y‖ into ―i‖ and add … S: ―er‖ S: Uh…better T: Add ―er‖, okay? Very good Next one The last one Group 1? An? T: Better, very good So we have ―better‖ What about ―bad‖? S: It‘s ―more‖ plus adjective S: ―worse‖ T: ―more‖ plus adjective for 2-or-more syllables, alright? So are you all clear about the rules? T: worse, very good And ―much/many/a lot of‖, then … S: Yeah T: Please follow the rules when you make comparative adjectives Remember, use the words ―than‖ when making comparison Here are some examples Uh… Can you read the first example, Huy? S: Tom‘s taller than Mary T: Tom is taller than Mary, so we add ―er‖ after adjectives, and ―than‖, right? And the second example, Truong, can you read it? S stands up: My bag is heavier than yours T: Alright? So ―heavier‖ is the adjective with how many syllables? S: Uh… Other Ss: two, two T: Heavy, heavy syllables ending in ―y‖ and we change it into ―heavier‖, okay? And the last one Minh? S: A house in the city is more expensive than a house in the countryside T: Very good A house in the countryside So, this is the adjective with how many syllables? S: more T: ―more‖, right? And ―little‖ S: least/less T: less And ―far‖? S: farther/further T: We have ―further‖ or ―farther‖, two words What is the difference between ―further‖ and ―farther‖? Anyone knows? Ss keep silent T: ―further‖ and ―farther‖, any difference? Phuong Linh, you know any differences between ―further‖ and ―farther‖? S: ―farther‖ is for way… T: Alright And one more difference is ―further‖ has more meaning, has one more meaning It means ―more‖, okay? For example, ―further exercise‖, it means ―more exercise‖ ―Further practice‖ means ―more practice‖, right? Now write down the irregular adjectives to your notebooks Now let‘s practice Here we have a handout Let‘s exercise and in your handouts (T shows the exercise on the board T goes around the class to observe) S; three, four… T: You have minutes to finish exercises T: Three syllables More expensive than, alright? And remember, we have some irregular comparatives Write down onto your notebook Some irregular comparatives We have ―good‖, and what is the comparative for ―good‖? Anyone? (T continues to observe the Ss) S: Uh… T (points at that S): Nam T: If you have finished, you can check the answers with your friends next to you T: Check the answers with your friends T: Okay, now let‘s check together Uh, the first one: ―fast‖ S: faster T: ―faster‖ or … how you spell it, Son? S stands up: F-A-S-T-E-R T: Very good So ―faster‖ Next one ―Convenient‖ An? T: Very good So we have answered all the questions Now look at the slide again and repeat after me Uh, faster S: Faster S: More convenient T: More convenient – S: More convenient T nods: more convenient, alright Next one – ―noisy‖ Phuong Linh? S: T: Noisier - S: Noisier noisier T: More expensive - S: More expensive T: noisier How you spell it? T: Happier – S: Happier S: N-O-I-S-I-E-R T: Hotter – S: Hotter T: Okay Noisier And ―Difficult‖ Uh, Khoi? T: More polluted - S: More polluted S: Difficult – more difficult T: More exciting - S: More exciting T: More difficult, right? And ―expensive‖? Kieu Anh? T: Larger - S: Larger S: More expensive T: More expensive Very good Next one ―Happy‖ Uh, Dieu Linh T: More difficult - S: More difficult T: Any new words? S: No T: No? So what does it mean by S: Happier ―polluted‖? S: Ô nhiễm T: Happier How you spell it? T: Okay Very good We will move to the next activity Complete the sentences with the words given The first sentence, Trang S: H-A-P-P-I-E-R T: E-R Okay And ―Hot‖? Tue? S: Hotter T: Hotter? How you spell it? S: H-O-T-T-E-R T nods: Double T-E-R Hotter Next one Polluted Uh Trinh? S: More polluted T: More polluted And ―exciting‖? Truong? S: It‘s ―more exciting‖ T: ―more exciting‖ Good job, next one The last one: ―large‖ Uh, Quang S: Larger T: ―larger‖ How you spell it? S: L-A-R-G-E-R S: The big city is noisier countryside than the T: The big city is noisier than the countryside Very good Next one Ngoc S: Living in a villa is more convenient than living in a flat T: Living in a villa is more convenient than living in a flat Very good So you have known how to form the comparative adjectives already Now I have more activity for you On the board you can see pictures of different cities We have (T points at each picture to say the cities‘ names): Tokyo, and Paris, and Beijing, and New York Now your task is to go around the class to find the information of the cities and then go back to your seats, write down the sentences sentences to compare the cities Okay? All of you have to write down the sentences Now, stand up and go around the class to find the information about cities in the world People in Hanoi is more friendlier than people in Tokyo Is it correct? Ss stand up and go around the class to look at the information and the pictures about cities in the world S: No T: Go around the class to find information about all the cities, not one Okay? S: People in Hanoi are more friendly than people in Tokyo S: Teacher, we go around the class? T: Okay, so you say ―more friendly than people in Tokyo‖ Is it correct? T: Yes, go around the class to see all the pictures Make sentences to compare all the cities T: Look at the information and write down the sentences T: Go back to your seats and write down the sentences to compare Ss go back to their seats T: No? How can you correct it? Khoi? S: No T: It‘s acceptable, right? You can use ―more friendly‖, but let‘s check the rule What is the rule? How can you correct following the rules? S: People in Hanoi are friendlier than people in Tokyo T: Okay, write down the sentences T: Alright People in Hanoi are friendlier than people in Tokyo because this is a twosyllable words ending with ―y‖, alright? So, remember, people in Hanoi are friendlier, no more Now, next one Desert in Paris is more famous than desert in Hanoi Correct? T goes around and waits S: Yes – T: Yes T: Okay, have you finished? sentences T: Number Beijing is colder than Hanoi Correct? T: Okay, back to your seats and write down sentences Ss write down the sentences T: Now, have you finished? Go to the board and read your sentences Okay, listen Time‘s up And now group 1, you first Go to the board and read your sentences S: Yes T: Yes T: Now listen, listen to your friends T: No New York is larger than Hanoi Correct? Other groups? New York is larger than Hanoi Correct? Ss continues to talk S: Yes T: Stop discussing Listen to your friends T: Okay, the sentence is correct but the information is not correct Hanoi is bigger than? Than New York But the sentence is correct Next one, ―Entertainment in Tokyo is more famous than entertainment in Hanoi‖ Correct? Ss stand up S: People in Hanoi is more friendlier than people in Tokyo T: Okay thank you Go back to your seats Okay number People in Hanoi is more friendlier than people in Tokyo Is it correct? S: Yes T: Yes? Now listen, listen to the sentence again The whole class listen Now listen S: Yes T: Now, again Entertainment in Tokyo is more famous than entertainment in Hanoi, alright? So you have correct answers What about group 2? Ss stand up T: I just need one more group to read your answers So group 4, please read your answer S stands up T: Okay, be quick S: Paris is bigger than Beojing T: Beijing S: Beijing, Beijing People in Vietnam is friendlier than Beojing cities in the world Now I would like you to work in groups and prepare Choose a city that you want to live in and then compare that city with Hanoi, alright? Use the comparative adjectives to compare the cities Try to role-play, have a talk show or presentation, okay? You will work in group to discuss and I will ask one of the groups to stand here Now discuss in groups to compare the cities, okay? Now work in groups and discuss information T goes around the class to observe Ss T: Beijing T: Okay, time‘s up I need want group to perform S: Beijing New York is more popular than Beijing Beijing is more popular than Tokyo Ss continue to talk T: Okay, can I have your paper? Can I have your paper please? T claps her hands: Okay listen The whole class Now I would like you to go to the board and talk, right? Okay group first S gives T his paper Ss stand up T: Now Paris is bigger than Beijing Is this correct? S1: Hello everyone I want to live in Tokyo because it‘s bigger than Hanoi The air in Tokyo is less polluted than the air in Hanoi Japanese is more popular than Vietnamese S: Wrong! S: Beijing is bigger than Paris T: Yeah, Beijing is bigger than Paris But the sentence was made correct, right? People in Vietnam is friendlier than Beijing S2: What are you talking about? … The entertainment in Japan is more popular than the entertainment in Hanoi My favorite manga is Detective Conan S: Wrong! S1: My favorite manga is … T: People in Vietnam is friendlier than people in Beijing, right? People in Beijing Be quiet New York is S2: I like … S: New York is… T: Thank you, very good Can any group have any comment on their performance? T: New York is what? S: Small/quiet T: Why quiet here? More … polluted, right? Than Beijing Last one Beijing is more polluted Tokyo S: Polluted than T: Okay, we need ―than‖ here Beijing is more polluted than Tokyo Remember, right? Now let‘s move to the next one So you have learned some information about different Ss: Thank you for listening S: They speak too soft T: Too softly They speak too softly But what about the content? S: The content are good T: Right They have performed quite well, right? Uh…, and the pronunciation? Pronunciation of the 3, groups? S: The pronunciation is good T: Good, right? The pronunciation is good, that‘s the end of the comparative lesson their performance is good (T looks at the Thank you for your co-operation speakers) But you need to speak louder Next time you should speak louder We have one S: Chào more period, so in the next period, I will call S: Stand up Goodbye teacher See you again some … the other groups to perform Now APPENDIX C SUMMARY OF AREA OF INTERACTION AND ROLE OF TEACHER IN BYRNE’S MODEL Recording no Content of the activity The area of interaction Role of the in the model teacher T shows the video about hobbies and C (Fluency work with the Stimulator Ss memorize them Then T requires a whole class) random S to stand up and have a short presentation about hobbies T provides a list of words and A (Accuracy work with Conductor columns for stress pattern T delivers the whole class) Ss the words written on pieces of paper and they stick the pieces of paper on the board as fast as they can T supplies Ss with a list of word A (Accuracy work with Conductor written on pieces of paper Then T the whole class) calls a random S to come to the board and show his/her piece of paper The S who keeps the antonym of the word shown must come to the board Each S has to make sentences with the words he/she keeps T asks some Ss in front of the class C (Fluency work with the about their feelings to refer to the topic whole class) T divides the class into groups and A (Accuracy work with makes a guessing game for Ss to guess the whole class) Stimulator Conductor the name of musical instruments T keeps SS in groups and creates A (Accuracy work with CX XIV Conductor another guessing game about types of the whole class) music Ss have time to make posters for their D (Fluency work in presentation Each group of Ss go to groups) the board and present about their type of music Then T encourages Ss to comment on their peer‘s presentation Conductor & Manager A (Accuracy work with the whole class) T divides the class into groups to A (Accuracy work with Conductor play ―Way to the Olympia peak‖ First the whole class) Organizer & round is ―Warm up‖ Each group has a B (Accuracy work in representative They have to discuss groups) each question and the representative answers Each group has to answer questions T holds the second round ―Overcome A (Accuracy work with Conductor the obstacles‖ Each group has their the whole class) Organizer turn to guess the words hidden in each numbered box Each answer has one letter for the secret word of round B (Accuracy work in groups) T holds the second round ―Speed up‖ A (Accuracy work with Conductor Each group takes turn to answer the whole class) Organizer multiple-choice-questions about synonym and antonym B (Accuracy work in groups) T holds the second round ―Finishing D (Fluency Section‖ Ss perform the project work groups) work in Manager that they have prepared at home T asks Ss to watch a short clip and find A (Accuracy work with out the comparative words used in the the whole class) Conductor clip T checks with the whole class T divides the class into groups For A (Accuracy work with every word, each group has to send its the whole class) representative to the board After T & Conductor & reads the word, Ss has to slap the board to answer the number of syllables of that word T asks each group to explore the rules B (Accuracy work in Conductor of comparative comparison T calls groups) Organizer & random Ss to stand up and say the A (Accuracy work with rules T gives Ss some examples to the whole class) practice T stick the picture and information of B (Accuracy work in Conductor cities in the world in corners of the Organizer groups) & classroom Ss has to go around the A (Accuracy work with class to note down each city‘s features the whole class) Then Ss come back to their groups and write comparative sentences in group T checks the sentences with the whole class T requires Ss in group to choose a city D (Fluency work in that they want to live in and compare groups) Conductor & Manager that city with Hanoi Ss are encouraged A (Accuracy work with to role play, have a talk show or the whole class) presentation T asks other groups to make comment on the presentation/role-play T divides Ss into groups All the B (Accuracy work in Conductor groups have to play the matching groups) Organizer challenge They have to match an A (Accuracy work with expression in the first column with a the whole class) meaning phrase in the second column The first group that complete has to say ―Stop‖ and other groups have to stop T checks the answers with the Ss & T reviews the learned knowledge with A (Accuracy work with Ss the whole class) Conductor The Auction Game: T provides groups B (Accuracy work in Conductor with a list of 10 sentences Ss have to Organizer groups) & work in group and discuss whether the A (Accuracy work with sentences are correct or incorrect They the whole class) can bet money on the correct sentences The group with most money is the winner T plays the recording and Ss choose A (Accuracy work with the correct answers in the textbook T the whole class) Conductor checks with Ss T teaches the grammar and Ss practices A (Accuracy work with the writing exercise in the book the whole class) Conductor T divides the class in to groups Each B (Accuracy work in Conductor group Organizer takes turn to send groups) representative to the board Each team chooses a number and takes turn to A (Accuracy work with the whole class) play The representative cannot see the word on the slide Other members in the group help him/her guess within 10 seconds T checks the answers with the whole class T teaches Ss grammar and gives Ss A (Accuracy work with some examples the whole class) T gives Ss some pictures on the slide A (Accuracy work with Ss have to guess the word and make the whole class) sentences with them Conductor Conductor & ... concern about the widespread occurrence, I – as a teacher – would like to conduct a thesis entitled: ? ?Teacher’s classroom interaction strategies in a class in a secondary school in Hanoi: A case study. ”...VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGE AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES DƢƠNG NGỌC HẢI TEACHER’S CLASSROOM INTERACTION STRATEGIES IN A CLASS IN A SECONDARY. .. of the language classroom? ?? (or for that matter other classrooms).‖ Thus, classroom interaction occupies a significant role in promoting language learning in classroom Through an investigation of