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 trong lớp học của giáo viên trong một lớp tiếng Anh tại một trƣờng THCS ở Hà Nội: Một nghiên cứu trƣờng hợp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231.01 HÀ NỘI - 2020 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 trong lớp học của giáo viên trong một lớp tiếng Anh tại một trƣờng THCS ở Hà Nội: Một nghiên cứu trƣờng hợp) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 8140231. Nguyễn Văn Độ Nguyễn Văn Độ HÀ NỘI - 2020 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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. 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…… i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere appreciation to my supervisor, Assoc.
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 7 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. ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE CONTENT STATEMENT OF AUTHORITY. iii TABLE CONTENT .iv LIST OF TABLES, DIAGRAMS, CHARTS AND MODELS .vii LIST OF ABBREVIATIONS.
viii CHAPTER 1: INTRODUCTION. Statement of problem and rationale for the thesis. Aims and objectives. Significance of the thesis.
Scope of the thesis. Organization of the thesis. 3 CHAPTER 2: LITERATURE REVIEW. The concept of case study.
The concept of interaction in ELT. Classroom interaction in ELT. Types of interaction. The concept of classroom interaction in ELT.
Types of teacher interaction strategy in classroom discourse. Teacher-fronted strategy. A model for classroom interaction. Teacher classroom interaction and questions.
Facilitator-oriented strategy. Learner-oriented strategy. The difference between IRF pattern in teacher fronted strategy and IRF pattern in facilitator-oriented strategy. 26 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.
Teacher participant selection. Student participant selection. Data collection instruments. Data collection procedure.
Data analysis methods. 31 CHAPTER 4: FINDINGS AND DISCUSSION. Teacher-fronted strategy. Facilitator-oriented strategy.
Learner-oriented strategy. Teacher-fronted strategy in classroom discourse. IRF pattern in teacher-fronted strategy. Model for classroom interaction and teacher’s role.
Facilitator-oriented strategy in classroom discourse. Combination of findings from all instruments. Research question 1: Strategies employed by teacher to enhance classroom interaction. Strategies employed by teacher.
Research question 2: The dominant strategies and the contribution of each strategy to classroom interaction. The dominant strategies. The contribution of each strategy to classroom interaction. Implications for teaching and teacher training.
Major findings of the study. Limitations of the study and suggestions for further studies. LXV v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. LXV CONSENT FORM.
III OBSERVATION NUMBER 1 .III OBSERVATION NUMBER 2. VIII OBSERVATION NUMBER 3. XV OBSERVATION NUMBER 4. XVIII OBSERVATION NUMBER 5.
XXV OBSERVATION NUMBER 6. XXXIV OBSERVATION NUMBER 7. L SUMMARY OF AREA OF INTERACTION AND ROLE OF TEACHER IN BYRNE’S MODEL. L vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LIST OF TABLES, DIAGRAMS, CHARTS AND MODELS LIST OF TABLES PAGE Number of teacher-fronted strategy units in Table 1 30 classroom Number of facilitator-oriented strategy units in Table 2 34 classroom Summary of interaction area teacher‘s role in Table 3 45 each teaching activity LIST OF DIAGRAMS PAGE Types of teacher interaction strategy in classroom Diagram 1 discourse 14 Diagram 2 Data collection instruments 27 Data collection procedure Diagram 3 28 LIST OF CHARTS PAGE Percentage of each type of question for teacher‘s Chart 1 classroom interaction 34 LIST OF MODEL PAGE Model and summary of activities for classroom Model 1 interaction by Byrne, D.
(1991) 16 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 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 viii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER 1: INTRODUCTION This chapter releases statement of the problem and rationale for the thesis, the aims, the objectives, the scope as well as the design of the whole thesis. The research questions are also framed as a specific guideline for the entire thesis. Statement of problem and rationale for the thesis It is beyond dispute that English has become the communication language with approximately 1.75 billion users as reported by Harvard Business Review (2012). Conceivably, during the globalization, English has turned into an indispensable language in a great number institutions and companies.
Multinational corporation as well as enterprises have spread their business all round the world, and as a result, English turns out to be a necessity to apply for a job. Not only in economy but also in entertainment does English play a pivotal role. Practically all well-known songs, books and films are released in English. English somehow has been an essential part of our daily life.
In harmony with the vigorous development of English, Vietnam is not an exception. In order to integrate with other countries in the world and export Vietnamese culture, Vietnam has exerted tremendous efforts and one of the simple ways to fulfill this task is through teaching and learning English. English has been a mandatory subject in schools. Syllabuses and methods have been improved continuously to satisfy the world‘s growing demand for English teaching.
A great quantity of concerted attempts have been made by Vietnamese government and relevant institutions to ameliorate English teaching and learning in Vietnam. In his study, Hoang (2018) stated that: ―To promote the study of English further and to better the quality of English teaching and learning in Vietnam to meet the increasing trends of globalization and international interdependency of the global village, on September 30th, 2008 the Vietnamese Prime Minister issued Decision N o 1400/QD-TTg on Approving the 10-year National Plan for Teaching and Learning Foreign Languages in the National Formal Educational System in the Period of 2008 –2020, which is said to be worth 9.378 billion VND (currently equivalent to 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com about 5 billion USD).‖ Such investment has emphasized the significance of teaching English at schools to a developing country like Vietnam. In addition, Allwright pointed out that ―Stevick has argued convincingly (1976) that we may expect learning to be more effective the more deeply it involves the learner. Moskowitz has developed this point into a whole range of activities (1978) aimed at helping learners learn through interaction with their fellow-learners, interaction that involves bringing personal value systems to the surface in the classroom.
The fourth set of arguments used to support 'communication' in the classroom centres on the idea that learning may be enhanced by peer discussion. From this point of view better understanding is likely to result if learners discuss their learning, and share their various understandings (Barnes & Todd, 1977). They may learn directly from each other, or, more likely, they will learn from the very act of attempting to articulate their own understanding. Aims and objectives First, the thesis proposes to examine the basic strategies adopted by a secondary school teacher in one of her English classes so as to explore her method to stimulate classroom communication among the class.
Second, another objective of the thesis is to determine which strategies are the dominant ones among the discovered ones. Last but not least, the thesis aims to examine to what extent each of the dominant strategies boost teacher‘s classroom interaction. In order to accomplish this goal, the research is expected to address the following questions: 1. What strategies are employed by the teacher to enhance classroom interaction in this case study? 2.
Among the listed strategies, what are the dominant ones utilized by this teacher? To what extent does each of these strategies support her classroom interaction? 1. Significance of the thesis 2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com During various decades, interaction in an ELT class has long been a highly controversial issue.