VIETNAMNATIONALUNIVERSITY, ITANOL YERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES AS cee atte VÕ THỊ KIM CÚC THE EFFECT OF CLASSROOM INTERACTION ON DEV ELOPLNG -ENGLISII MAJOR SOPITOMORES’ SPEAKING SKILL AT IIO CII MINH UNIVERSITY OF INDUSTRY (HUI) Anh huéng của tương tác trong lớp học đãi với việc phát triển kỹ năng nói của sinh viên năm hai không chuyên ngữ tại trường Đại Hục Công Nghiệp TP.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOCY CODE: 60140111 HoChiMinh, 2014 VIETNAMNATIONALUNIVERSITY, ITANOL YERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES Jaen HEE EERE VÕ THỊ KIM CÚC THE KEEECT OE CLASSROOM LNTKRACTTON ON DEVELOPING -ENGLISII MAJOR SOPITOMORES’ SPEAKING SKILL AT IIO Ci MINH UNIVERSITY OF INDUSTRY (HUI) Ảnh hưởng của tương tác trong lớp học dỗi với việc phát triển kỹ năng nỏi của sinh viên năm hai không chuyên ngữ tại trường Dại Học Công Nghiệp TP.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGUYEN TRUONG SA, PRD. ToChiMinh, 2014 DECLARATION OF AUTHORSHIP TITLE: “The effect of classroom inieraction on developing non-Fnglish major sophomare’s speaking at Ho Chỉ Minh University of Industry (HUL}” Name: VO THI KIM CÚC Supervisor's Name: Dr. NGUYEN TRUONG SA “J cortify that this work is cntircly my own and has not becn accepted as part of a submission to another purpose elsewhere”. Signed: Word length: words TABLE OF CONTENTS DECLARATION OF AUTHORSHIP ACKNOWLEDGEMENTS.
ABSTRAC! TABLE OF CONTENTS. LIST OF TABLES ANF FIGURES LIST OF ABBREVIATIONS. PART A INTRODUCTION 1, Rationale of the study. Aims of the study leo 3.
Scope of the study. Definitions of terms. Design of the study PART B DEVELOPMENT CHAPTER | THEORETICAL FRAMEWORK aad LITERATURE REVIEW 5 1. Theorctical background of the rescarch.
What is interaction in language classroom? 5 1. Aspect of interaction - - - - 6 1. Types of classroom interaction 10 1. The importance of classroom interaction on speaking skill.
Error! Bookmark not defined.Previous studics examiumg classroom interaclion 12 CHAPTER 2METHODOLOGY .Mothod of the ros arch. Data collection procedures - - - - 7 2. Data analysis procedures. The validity and reliability đata.à nen T8 CHAPTER 3 FLNDINGS AND DISCUSSION 3.1, Findings and discussion.Implieations of the sbudy.Suggestions for further research.
cà trserierooae 3Ổ REFERENCES. APPENDIX 1 APPENDIX2 APPENDIX3 APPENDIX 4. vũ ABSTRACT This study entitles “The effect of classroom interaction on developing non-English major sophomores’ speaking skill at Llo Chi Minh Lniversity of Industry (ILL)” aimed at analyzing the categories of teacher talk, students talk to find out classroom interaction types used, the teachers’ perceptions about the importance of classroom interaction and the main barriers in employing interaction during Basic English classes for 2" non- Faglish major students. The research employed a qualitative method and applied a case study.
Subjects of the research were three Basic Hnglish teachers,150 non-Hnglish major sophomores at Io Chi Minh University of Industry (IIUI). The data were pained through naturalistic observalion, document analysis and interview. The data were analyzed by using FLINT (Foreign Language Interaction) system by Moskowitz (1971) and classroom interaction types of Malamah-Thomas’ (1987) frameworks. The findings revealed thal teachers, students applied some categories of talk in FLINT system, some classroom interaction types.
Teachers thought that interaction can increase students’ imowledge, confidence, establish relationship. They encountered some difficulties during titeraction: students do not want to lake risk, students’ vocabulary and grammar problems LIST OF ABBREVIATIONS HUI Ho Chi Minh University of Industry FLINT Foreign Language Interaction Analysis LIST OF ABBREVIATIONS HUI Ho Chi Minh University of Industry FLINT Foreign Language Interaction Analysis ACKNOWLEDGEMENTS This study has been completed with the help and support of many persons ‘Therefore, | an grateful to all of them. First and foremost, | would like to express my special thanks to my supervisor, Dr. Nguyen Truong Sa, who shaped me on the path toward being an independent researcher.
Nguyen Truong Sa, thank you for your initial ideas of the research lopie and your support during the time I was conductmg, the research. You have invested a lot of energy and valuable time counseling and correcting my thesis. Without your help and support, T would have been in much (rouble completing my study. Working wilh you, T have leamed a lot of valuable knowledge and experiences in doing research.
Next, | would like to send my deep gratitude Mr. Bui Van Hat, the English teacher at Faculty of Foreign Languages, Ilo Chi Minh University of Industry, who helped me so much in implementing the study Besides, my deep gratitude is sent to Ms. Hien and Ms. Nhung, my colleagues at the College of Finance and Customs, who shared with me their experience in organizing activities.
I would like to tharik Mr. Tin, my close friend who supported me with technical aids. My thanks are due to my beloved students m the two tion-English major classes, al Ho Chi Minh University of Industry, who involved in my experment, Without their assistance, my study could not have been conducted. I am alsa grateful to my teachers and colleagues al the Fnglish Department, Ho Chi Minh Universily of Tndustry, who gave ame good conditions during the time 1 followed the M.
All of their help meaningfully contributed to the completion of my study in the master program. Finally I owe everything to my family, especially my parents, who were always with inc when I was in difficulties and gave me mental support to complete my MLA. LIST OF TABLES Table 1: Participants detailed information. 15 Table 2: Observation and interview schedule.
ld Table 3: The resulls of all observations. 21 Table 4: The resulls of classroom interaclion types viii LIST OF ABBREVIATIONS HUI Ho Chi Minh University of Industry FLINT Foreign Language Interaction Analysis ABSTRACT This study entitles “The effect of classroom interaction on developing non-English major sophomores’ speaking skill at Llo Chi Minh Lniversity of Industry (ILL)” aimed at analyzing the categories of teacher talk, students talk to find out classroom interaction types used, the teachers’ perceptions about the importance of classroom interaction and the main barriers in employing interaction during Basic English classes for 2" non- Faglish major students. The research employed a qualitative method and applied a case study. Subjects of the research were three Basic Hnglish teachers,150 non-Hnglish major sophomores at Io Chi Minh University of Industry (IIUI).
The data were pained through naturalistic observalion, document analysis and interview. The data were analyzed by using FLINT (Foreign Language Interaction) system by Moskowitz (1971) and classroom interaction types of Malamah-Thomas’ (1987) frameworks. The findings revealed thal teachers, students applied some categories of talk in FLINT system, some classroom interaction types. Teachers thought that interaction can increase students’ imowledge, confidence, establish relationship.
They encountered some difficulties during titeraction: students do not want to lake risk, students’ vocabulary and grammar problems LIST OF TABLES Table 1: Participants detailed information. 15 Table 2: Observation and interview schedule. ld Table 3: The resulls of all observations. 21 Table 4: The resulls of classroom interaclion types viii LIST OF ABBREVIATIONS HUI Ho Chi Minh University of Industry FLINT Foreign Language Interaction Analysis PART A INTRODUCTION 1.
Rationale of the siudy Classroom interaction is the key for the language learner to reach the gaal of using the language accurately, fluently, and confidently whether in its written or spoken forms. Chaudron (1998) moles thal only through imteraclion can learners acquire the target language structures and its their meaning, and leamers have more opportunities to incorporate such structures into their oral performance. In addition, wilh classroom interaction, English learners can find il a bil. casicr to gain [lueney and accuracy in their speaking.
According to Swain (1997), language production in classrooms provides the opportunity for meaningful practice of learners’ linguistic resources thal lead lo accuracy. Tn addition, in the study of Hailey (2006), interaction not only helps leamers to notice what they cannot express precisely the meaning they wish but alsa pushes leamers to produce more accurate and appropriate Janguage. Tn the same vein, Savignon (1983) affirms that the development of communicative competence is promoted in “expression, interpretation, and negotiation of meaning involving interaction between two or amore persons or belween one and a written or oral text”. One again, the elTect of interaction on leamers’ communicative competence and then speaking ability is asserted by Welker’s (1997 82) that “a thousand meetings, the best textbooks, crvalive leaching materials, even native speakers visiling classroom aren’| going Lo give students Hnglish communicatively.
Only by using English with their teacher and classmates will develop the ability lo speak English”. However, in the light of speaking skill, it sccms that the author fails to address classroom interaction in the relation to develop speaking skill. In Vietnam, most of students cannot use English for communicating in real situation although they have learned English for many years. Accarding to Van (2007 22) “Vietnamese learners’ English proficiency levels were very low, they seemly failed to take part im oral communication”.
In addition, ‘think (2006) ABSTRACT This study entitles “The effect of classroom interaction on developing non-English major sophomores’ speaking skill at Llo Chi Minh Lniversity of Industry (ILL)” aimed at analyzing the categories of teacher talk, students talk to find out classroom interaction types used, the teachers’ perceptions about the importance of classroom interaction and the main barriers in employing interaction during Basic English classes for 2" non- Faglish major students. The research employed a qualitative method and applied a case study. Subjects of the research were three Basic Hnglish teachers,150 non-Hnglish major sophomores at Io Chi Minh University of Industry (IIUI). The data were pained through naturalistic observalion, document analysis and interview.
The data were analyzed by using FLINT (Foreign Language Interaction) system by Moskowitz (1971) and classroom interaction types of Malamah-Thomas’ (1987) frameworks. The findings revealed thal teachers, students applied some categories of talk in FLINT system, some classroom interaction types. Teachers thought that interaction can increase students’ imowledge, confidence, establish relationship. They encountered some difficulties during titeraction: students do not want to lake risk, students’ vocabulary and grammar problems ACKNOWLEDGEMENTS This study has been completed with the help and support of many persons ‘Therefore, | an grateful to all of them.
First and foremost, | would like to express my special thanks to my supervisor, Dr. Nguyen Truong Sa, who shaped me on the path toward being an independent researcher. Nguyen Truong Sa, thank you for your initial ideas of the research lopie and your support during the time I was conductmg, the research. You have invested a lot of energy and valuable time counseling and correcting my thesis.
Without your help and support, T would have been in much (rouble completing my study. Working wilh you, T have leamed a lot of valuable knowledge and experiences in doing research. Next, | would like to send my deep gratitude Mr. Bui Van Hat, the English teacher at Faculty of Foreign Languages, Ilo Chi Minh University of Industry, who helped me so much in implementing the study Besides, my deep gratitude is sent to Ms.
Hien and Ms. Nhung, my colleagues at the College of Finance and Customs, who shared with me their experience in organizing activities. I would like to tharik Mr. Tin, my close friend who supported me with technical aids.
My thanks are due to my beloved students m the two tion-English major classes, al Ho Chi Minh University of Industry, who involved in my experment, Without their assistance, my study could not have been conducted. I am alsa grateful to my teachers and colleagues al the Fnglish Department, Ho Chi Minh Universily of Tndustry, who gave ame good conditions during the time 1 followed the M. All of their help meaningfully contributed to the completion of my study in the master program. Finally I owe everything to my family, especially my parents, who were always with inc when I was in difficulties and gave me mental support to complete my MLA.
