VIET NAM NATIONAL UNIVERSITY, [ILA NOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES +44 k4 KHUẤT MAI AN THE USE OF QUESTIONS BY NATIVE AND NON-NATIVE EFL TEACHERS: A COMPARATIVE ANALYSIS OF FUNCTIONS VIỆC SỬ DỤNG CÂU IIỎI BỞI CÁC GIÁO VIÊN BẢN NGỮ VÀ GIÁO VIÊN DẠY 'TIỆNG ANH NHƯ MỘT NGOẠI NGỮ: MOT NGHIEN CUU SO SANH VE CHUC NANG M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hà Nội- 2015 VIET NAM NATIONAL UNIVERSITY, IEA NOL UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES +44 k4 KHUẤT MAI AN THE USE OF QUESTIONS BY NATIVE AND NON-NATIVE EFL TEACHERS: A COMPARATIVE ANALYSIS OF FUNCTIONS VIEC SU DUNG CAU HOI BGI CAC GIAO VIEN BAN NGU VA GIÁO VIÊN DAY TIENG ANII NIIU MOT NGOAI NCU: MOT NGHIEN CUU SO SANH VE CHUC NANG M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code : 60140111 Supervisar: Dr. Trần Hoài Phương CERTIFICATE OF ORIGINALITY OF STUDY PROJECT REPORT Tcertify my authority of the Study Project Report entitled ‘The use of questions by native and non-native EFL teachers: a comparative analysis of functions To total fulfillment. of the requirements for the degree Master of Arts Kbuat Mai An 2015 TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY OF STUDY PROIBCT REPORT ACKNOWLEDGEMEKTS. ABSTRACT TABLE OF CONTENTS LIST OE ABBRHVIATIONS.
LIST OF EXCERPTS LIST OF FIGURHS,. S1 LIST OF TABLES PART A: INTRODUCTION 1. The aim of the study 3. Significance of the study 5.
Scope of the study. Organization of the study PART B: DEVELOPMENT. Chapter1: Literature review. Native and non- nalive teachers of Fnghsh and classroom TrleracHeri 1.
Teacher talk and questions. Studies about EDL teachers’ and students’ questioning, Chapter 2: Methodology. The aÌm and research questions. Background of the research site 2.3, Materials and teaching, approaches.4, The participants TABLE OF CONTENTS CERTIFICATE OF ORIGINALITY OF STUDY PROIBCT REPORT ACKNOWLEDGEMEKTS.
ABSTRACT TABLE OF CONTENTS LIST OE ABBRHVIATIONS. LIST OF EXCERPTS LIST OF FIGURHS,. S1 LIST OF TABLES PART A: INTRODUCTION 1. The aim of the study 3.
Significance of the study 5. Scope of the study. Organization of the study PART B: DEVELOPMENT. Chapter1: Literature review.
Native and non- nalive teachers of Fnghsh and classroom TrleracHeri 1. Teacher talk and questions. Studies about EDL teachers’ and students’ questioning, Chapter 2: Methodology. The aÌm and research questions.
Background of the research site 2.3, Materials and teaching, approaches. Coding proeedures and reliability. 26 Chapter 3: Results - - - - 27 PART C; PEDAGOGICAL IMPLICATIONS AND CONCLUSIO! L. Concluding remarks - - ce 39 2.
Pedagogical Implications - - e Al 3. Limitations and suggestions for further research. Limitations of the study. Suggestions for further research.
- - ce MA APPENDIX - 1 ACKNOWLEDGEMENTS I would like to express my deepest thanks to Dr. ‘Iran Lloai Phuong for her assistance, encouragement as well as her guidance she gave me while I was doing amy research. 1 would like to take this opportunity to express my gratitude to all my lecturers at the Faoulty of Post-Graduate Studies, University of Languages and Intemational Studies, Vietnam National University, Hanoi whose academic program and support have enabled me to pursue the course. 1 would also like to express my thanks to the teachers at Popodoo school who helped me in providing the materials, taking an active parl in interviews and making constructive comments.
1 am also thankful to my students in classes Dopapa 2 and Popodoo 3 at Popodoo school for their whole-heated participation in the sturdy. Las bul nol feast, ] owe my smecre thanks to my father, my younger brothers, my husband and my kind-hearted friend — Ms Do An, who have always inspired and encouraged me to complete this study. PART A: INTRODUCTION The rationale, the aim of the study, the research questions, the significance and the scope of the study as well as organization of the study are all deak with in this part 1. Rationaic Nowadays, learning at least a foreign language is necessary in human's life: “Language is arguably the defining characteristic of the human species and Imowledge of language in general, as well as ability to use one’s first and, at least one other language, should be onc of the definiry characteristics of the educated individual” (Nunan, 1999: 71).
The world has become smaller, It is said it has tumed into the size of the so-called “global village”. We are living in the time of immense (cclmologival inventions where coumunicalion amony people bas expanded way beyond their local speech communities (Lillis, 1997: 3). ‘Today receiving cducalion, language education nol cxcepling, is nolan issuc connected exclusively with schools; the time requires everyone to leam throughout their lifetimes. Therefore, leaming a second language has become a means of keeping up with the pace of the rapidly changing world.
English language has gained its significance among a number of forcign languages such as French, Chinese, Russian, Japanese, etc on the world. Linglish is the official language in Gily Uwee countries as well as in all the major international organizations, including the United Nations, the Huropean Union and the International Olympic Committee. It is the most used language on the Intemet, and is currently the language most often taught as a sccond language around the world (Shahi & Pang, 2009). Moreover, since Vietnam joined WO in 2006, English has become very important to Vietnamese people to enrich their 1 LIST OF ABBREVIATIONS © Class-II: High-level class © Class- L: Low-level class o EFL: English as a Foreign Language o NNS: Norenative speaking teacher o NS.
Native speaking teacher Initiating-responding-feedback oT Teacher oS Student o Ss: Students o TA: First langnage LIST OF EXCERPTS: Bxcerpt 1: Ms Elena-NS (1, voicc5) - ¬ Dxcerpt2: Ms Kathy- WNS (L voiee4). Excerpt 3: Ms Elena — NS (H_voice3). ce 3H Excerpt 4: Ms Nancy- NNS (H_voice6). Error! Bookmark not defined.
Excerpt 5: Ms Blena-NS ( H_vaicel 0). Error! Bookmark not defined. vi ABSTRAC A mumber of young Vicmnanesc students take extra English lessons at cram schools where classes are taught in English by native speakers of English; however, not much has been studied in such settings in previons literature. ‘The research in this minor thesis was earticd onl Io comparc and contrast types of question finctions which four teachers used to teach two classes of EFL students in a private language school dung lessons.
‘Ihe variables include the language backgrounds of the teachers, Le, NS lcachets and NNS teachers, and the proficiency levels of the students, ic., high+ and low-proficieney (level D and level B). By recording twenty audio lessons, observing two classes and interviewing NS and NNS teachers, eight types of question fictions used by teachers were analyzed and compared in terms of the teacher’s language background and the students’ proficiency levels. The study found that the class level and the teacher’s languags background, influenced how the teachers formed questions. ‘he teachers of highelevel students (evel TD) used more cormmmnicative question lypes, whit: the teachers with low-level students (level B) preferred instructional questions, In addition, it was found that using the target language as the sole medium in the classroom did not guarantcc a communicative Icamming cnvironment.
When instructional questions dominated the classroom discourse, the students became passive in the interaction. The study suggests thal both NS teachers and NNS teachers should monitor the funelions and effects of their questioning skills so as to facilitate genuine interaction, even with low- level EFL leamers, The thesis consists of three parts. The first part is an introduction to the thesis. The review of related literature, methodology used in the rescarch study and the findings arc all presented in the second part.
The final part is the pedagogical implications and conclusion of the study, which concurrently conciuding remarks and suggests some solutions for teachers, Moreover, the timilations of the thesis are poinled out and the areas for further study are put forward in the final part. It is hoped that this thesis will be usefed for teachers at Popodoo school in their leaching PART A: INTRODUCTION The rationale, the aim of the study, the research questions, the significance and the scope of the study as well as organization of the study are all deak with in this part 1. Rationaic Nowadays, learning at least a foreign language is necessary in human's life: “Language is arguably the defining characteristic of the human species and Imowledge of language in general, as well as ability to use one’s first and, at least one other language, should be onc of the definiry characteristics of the educated individual” (Nunan, 1999: 71). The world has become smaller, It is said it has tumed into the size of the so-called “global village”.
We are living in the time of immense (cclmologival inventions where coumunicalion amony people bas expanded way beyond their local speech communities (Lillis, 1997: 3). ‘Today receiving cducalion, language education nol cxcepling, is nolan issuc connected exclusively with schools; the time requires everyone to leam throughout their lifetimes. Therefore, leaming a second language has become a means of keeping up with the pace of the rapidly changing world. English language has gained its significance among a number of forcign languages such as French, Chinese, Russian, Japanese, etc on the world.
Linglish is the official language in Gily Uwee countries as well as in all the major international organizations, including the United Nations, the Huropean Union and the International Olympic Committee. It is the most used language on the Intemet, and is currently the language most often taught as a sccond language around the world (Shahi & Pang, 2009). Moreover, since Vietnam joined WO in 2006, English has become very important to Vietnamese people to enrich their 1 2. Coding proeedures and reliability.
26 Chapter 3: Results - - - - 27 PART C; PEDAGOGICAL IMPLICATIONS AND CONCLUSIO! L. Concluding remarks - - ce 39 2. Pedagogical Implications - - e Al 3. Limitations and suggestions for further research.
Limitations of the study. Suggestions for further research. - - ce MA APPENDIX - 1 ACKNOWLEDGEMENTS I would like to express my deepest thanks to Dr. ‘Iran Lloai Phuong for her assistance, encouragement as well as her guidance she gave me while I was doing amy research.
1 would like to take this opportunity to express my gratitude to all my lecturers at the Faoulty of Post-Graduate Studies, University of Languages and Intemational Studies, Vietnam National University, Hanoi whose academic program and support have enabled me to pursue the course. 1 would also like to express my thanks to the teachers at Popodoo school who helped me in providing the materials, taking an active parl in interviews and making constructive comments. 1 am also thankful to my students in classes Dopapa 2 and Popodoo 3 at Popodoo school for their whole-heated participation in the sturdy. Las bul nol feast, ] owe my smecre thanks to my father, my younger brothers, my husband and my kind-hearted friend — Ms Do An, who have always inspired and encouraged me to complete this study.
Coding proeedures and reliability. 26 Chapter 3: Results - - - - 27 PART C; PEDAGOGICAL IMPLICATIONS AND CONCLUSIO! L. Concluding remarks - - ce 39 2. Pedagogical Implications - - e Al 3.
Limitations and suggestions for further research. Limitations of the study. Suggestions for further research. - - ce MA APPENDIX - 1 PART A: INTRODUCTION The rationale, the aim of the study, the research questions, the significance and the scope of the study as well as organization of the study are all deak with in this part 1.
Rationaic Nowadays, learning at least a foreign language is necessary in human's life: “Language is arguably the defining characteristic of the human species and Imowledge of language in general, as well as ability to use one’s first and, at least one other language, should be onc of the definiry characteristics of the educated individual” (Nunan, 1999: 71).
