VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUIMES FACULTY OF POST- GRADUATE. STUDIES NGUYEN THE THU MA A STUDY ON TEACIIER TALK IN EFL CLASSROOMS AT BACKAN EDUCATION COLLEGE Nghiên cứu về việu sử dụng ngôn ngit Irong lop day Tiếng Anh của giáo viên Trường Cao dắng Su phạm Bắc Kạn. MINOR THESIS FIELD: ENGLISIT TEACIIING METIIODOLOGY CODE: 60 14 10 HA NOI — 2010 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES: NGUYEN THE THU MA A STUDY ON TEACITER TALK IN EFL CLASSROOMS AT BACKAN EDUCATION COLLEGE Nghiên cứu về việc sử dụng ngôn ngữ lrơng lớp đầy Tiếng Anh của giảo viên Trường Cao ding Su pham Bae Kan. MINOR THESIS FIELD: ENGLISIT TEACTIING METIIODOLOGY CODE: 60 14 10 SUPERVISOR: LE VAN ‘ANH, M.
HA NOI - 2010 TABLE OF CONTENTS Acknowledgements Abstract it Table of contents "mà Lists of abbreviations vi Lists of tables and figures. Aims of the Study - 1 3. Rescarch Questions 3 4, Scope of the study. Stuclure of the thesis.
sod DEVELOPMENT 4 CHAITER1. The role of teacher talk in foreign language teaching. LL Teacher Talk as a Tool oÊ Classtoorn ManagerneiL. Teacher Talk as a Source of Target Language Input.
Teacher Talk from the Second Language Acquisition Perspective a) 3. Sualegies for Teachers’ Use of Targe!. Language in the Classroorn 7 4. Previous researches on teacher faÌk.3, Experimental Studizs on Teacher Talk TH HH Hiên 12 4.4, Qualitative Studies on Teacher Talk.
In order to achieve the above aims, the stuly is sot oul to sock answers to the following research questions 1. Tlow offen do teachers talk in the classroom as compared with the students? 2. Which language do tsacher nss more often in the classroonr, English or Vietnamese? 3. Why do teachers talk the way they do in the classroom? 4.
SCOPE OF THE STUDY. The study was limniled tn the investigation ofa somal number of college teachers regarding the way they use language as a pedagogical tool so that understanding of the teachers’ perspectives on the role of teacher talk could be gained. Specifically, the study was confinad to the understanding of the amount of tcacher talk in the ckassroom in comparison with that of the students, the preferred use of Li or L2, and teachers’ perception of the fimctions of their talk in the classroom. Since the study was conducted on a very small number of classroom teachers of English (3 teachers) in a college of education located in a mountainous arca, no generalization of th: findings was intended.
However, the findings can be valuable to attempts to understand teacher talk as a pedagogical tool in similar educalionedl contents, 5. As the purpose of this study is to investigate the use of teacher’s language in the foreign language classrooms at, Bac Kan Rdueation College. This study is a case study research with two research instraments were employed for data collection. These are (a) classroom observation, and (b) post-observation interviews with teachers and students, 6.
STRUCTURE OF THE THESIS: This study consisis of three parts, excluding the references. Part one, Introduction, consists of the rationale, the aims, the research questions, and the scope of the study, the methods, and the design of the study. Part two, Development, is the heart of the study and ineludes three chapters: Chapter one presents the literature review relevant to the study including theorelical background of leacher talk. Chapter 2 describes im details the rescarch molhod used in the study with the necessary components before supplying information about the procedures of collecting the data.
‘Then, the statistical results and the analysis of the collected data are shown, ví LIST OF ABBREVIATIONS TI Firsi language Second language SLA: Second Language Acquisition Tritating Response Feedback ESL English as a second language. EFL: English Foreign Language MA Master in English BA Bachelor in Art TTT: Teacher Talking time STT. Student Talking time vil LIST OF TABLES AND FIGURES Table 1: Participants Protile Table 2: Teacher Lalking tine per lessor: (irt mirsutes) Table 3: Number of moves regarding the functions of teacher talk Table 4: Functions of teacher talk Table 5: Functions of teacher talk 3, RESEARCH QUESTIONS. In order to achieve the above aims, the stuly is sot oul to sock answers to the following research questions 1.
Tlow offen do teachers talk in the classroom as compared with the students? 2. Which language do tsacher nss more often in the classroonr, English or Vietnamese? 3. Why do teachers talk the way they do in the classroom? 4. SCOPE OF THE STUDY.
The study was limniled tn the investigation ofa somal number of college teachers regarding the way they use language as a pedagogical tool so that understanding of the teachers’ perspectives on the role of teacher talk could be gained. Specifically, the study was confinad to the understanding of the amount of tcacher talk in the ckassroom in comparison with that of the students, the preferred use of Li or L2, and teachers’ perception of the fimctions of their talk in the classroom. Since the study was conducted on a very small number of classroom teachers of English (3 teachers) in a college of education located in a mountainous arca, no generalization of th: findings was intended. However, the findings can be valuable to attempts to understand teacher talk as a pedagogical tool in similar educalionedl contents, 5.
As the purpose of this study is to investigate the use of teacher’s language in the foreign language classrooms at, Bac Kan Rdueation College. This study is a case study research with two research instraments were employed for data collection. These are (a) classroom observation, and (b) post-observation interviews with teachers and students, 6. STRUCTURE OF THE THESIS: This study consisis of three parts, excluding the references.
Part one, Introduction, consists of the rationale, the aims, the research questions, and the scope of the study, the methods, and the design of the study. Part two, Development, is the heart of the study and ineludes three chapters: Chapter one presents the literature review relevant to the study including theorelical background of leacher talk. Chapter 2 describes im details the rescarch molhod used in the study with the necessary components before supplying information about the procedures of collecting the data. ‘Then, the statistical results and the analysis of the collected data are shown, Chapter 3 discusses the findings fom statistical analysis and some pedagogical implications.
The last part is the conclusionof the study as well as some suggestions tor implications achieved ftom the discussion in the thesis and for further studies. SUMMARY This chapter presents an overview of the study including the rationale, the purposes, the research questions, the scope of the study, as well as the structure of the thesis. In addition, the reszarch insltumenls which include classroom observation and interviews were also presented, In the next chapter, a theoretical flamework for the study will be discussed 2. The teacher talking time.
Functions of teacher talk. Checking the students’ understanding.3, Respond to a Jeamner’s response. The teacher 2 Chapter 3 discusses the findings fom statistical analysis and some pedagogical implications. The last part is the conclusionof the study as well as some suggestions tor implications achieved ftom the discussion in the thesis and for further studies.
SUMMARY This chapter presents an overview of the study including the rationale, the purposes, the research questions, the scope of the study, as well as the structure of the thesis. In addition, the reszarch insltumenls which include classroom observation and interviews were also presented, In the next chapter, a theoretical flamework for the study will be discussed INTRODUCTION 1, RATIONALE. Teacher talk in the language classroom is one of the questions in which second language methodologists and applied linguists have shown @ great interest for several years. As various language teaching tnelhads have come are gone (TTowall with Widdowson, 2004, Richards & Rodgers, 2001), perspectives on teacher talk has changed accordingly( Brown, 2001, Gass, 2003; Doughty, 2004).
Kor example, advocates of the Communicative Approach claim (hat teachers necd toduce their tilking time in the classroom in order for their students to have more time speaking the foreign language, Furthermore, the issue raised is not quantitative between teaching and learning, who should say more than whom in the classroom, bul {he important thing is whether the qualily and purpose of talk are usefill to gain the effect in the classroom, This study focuses on analyzing the role of teacher talk used in the classroom according to fimctions of teacher talk. ‘The concept of “teacher talk” used in this research is talk performed by teachers in the foreign language classroom. The term is defined in the Longman Dictionary of Language Teaching and Applied Linguistics as the “variety of language sometimes used by teachers when they are in the process of leaching. Yn trying lo commumicate with learners, teachers ollen simplify their speech, piving it many of the characteristics of foreigner talk in other simplified styles of speech addressed to language leamers” ( Richards, 1992: 471).
Although the ahove definition is helpful, it does not tefl tru tboul the functions of teacher talk. T think, teacher talk is a type of input source, which is really important in input-poor learning environment like the one in Bac Kan province where the present study was conducted, "Therefore, for the purpose of this study, | define teacher talk as the quantity and the quality of the target Tanguage teachers use in the classroom for the sake of classroor management. 2, AIMS OF THE STUDY. The purpose of this research study is to investigate how teachers talk in foreign language classrooms and the rationale behind their talk in the classroom, Furthermore, this study aims to explore teachers’ perceptions of their talk in the classroom.
Although teacher talk involves many aspects, this research just focused on three aspects, (hal is: the frequency of teacher talk iu the classroom in comparison with studanl talk, the fraquency of teacher talk in English in comparison with their talk in Vietnamese, and the way teachers talk in the classroom. DISCUSSION AND SOME PEDAGOGICAL IMPLICATIONS 3.1, Amount of teacher la: 3. Functions of teacher talk. Some pedagogical inmplications 3.1, Shifting the teacher- centered classroom into student-centered classroom.
Controlling Teacher ‘Talking ‘lime and focus on the quality of teacher talk: 2. Using suitable language 3. CONCLUSION References Appondices 2. DISCUSSION AND SOME PEDAGOGICAL IMPLICATIONS 3.1, Amount of teacher la: 3.
Functions of teacher talk. Some pedagogical inmplications 3.1, Shifting the teacher- centered classroom into student-centered classroom. Controlling Teacher ‘Talking ‘lime and focus on the quality of teacher talk: 2. Using suitable language 3.
CONCLUSION References Appondices 3, RESEARCH QUESTIONS. In order to achieve the above aims, the stuly is sot oul to sock answers to the following research questions 1. Tlow offen do teachers talk in the classroom as compared with the students? 2. Which language do tsacher nss more often in the classroonr, English or Vietnamese? 3.
Why do teachers talk the way they do in the classroom? 4. SCOPE OF THE STUDY. The study was limniled tn the investigation ofa somal number of college teachers regarding the way they use language as a pedagogical tool so that understanding of the teachers’ perspectives on the role of teacher talk could be gained. Specifically, the study was confinad to the understanding of the amount of tcacher talk in the ckassroom in comparison with that of the students, the preferred use of Li or L2, and teachers’ perception of the fimctions of their talk in the classroom.
Since the study was conducted on a very small number of classroom teachers of English (3 teachers) in a college of education located in a mountainous arca, no generalization of th: findings was intended. However, the findings can be valuable to attempts to understand teacher talk as a pedagogical tool in similar educalionedl contents, 5.
