VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** PHẠM THỊ HỒNG AN EXPLORATORY RESEARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE IN ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL IN NINH BINH (NGHIÊN CỨU THĂM DÒ VỀ VIỆC CHỮA LỖI NÓI CỦA GIÁO VIÊN VÀ SỰ TIẾP NHẬN CỦA HỌC SINH TRONG GIỜ NÓI TIẾNG ANH TẠI TRƯỜNG THPT BÌNH MINH, TỈNH NINH BÌNH) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Hanoi - 2016 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST–GRADUATE STUDIES ***************** PHẠM THỊ HỒNG AN EXPLORATORY RESEARCH ON TEACHERS’ ORAL CORRECTIVE FEEDBACK AND STUDENTS’ UPTAKE IN ENGLISH SPEAKING CLASSES AT BINH MINH HIGH SCHOOL IN NINH BINH (NGHIÊN CỨU THĂM DÒ VỀ VIỆC CHỮA LỖI NÓI CỦA GIÁO VIÊN VÀ SỰ TIẾP NHẬN CỦA HỌC SINH TRONG GIỜ NÓI TIẾNG ANH TẠI TRƯỜNG THPT BÌNH MINH, TỈNH NINH BÌNH) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Lê Văn Canh Hanoi - 2016 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION I, Pham Thi Hong, the candidate for the degree of Master of Arts (TEFL) certify that this graduation thesis is entirely my own work.
I accept all the requirements of University relating to the retention and use of Master‟s Graduation paper deposited in the library. I have provided fully documented references to the work of others. The material in this paper has not been submitted for assessment in any other formal courses of study. Hanoi, 2016 Phạm Thị Hồng i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS In the completion of this paper, I owe a great deal of guidance, assistance and encouragement to a number of people.
First of all, I would like to express my deepest thanks and gratitude to my supervisor Le Van Canh, PhD for his valuable instructions, tireless assistance and critical comments, without which this thesis could never have been completed. Ocean thanks go to my colleagues, who are teachers of English at Binh Minh high school as well as 11th grade students at the same school for their cooperation in helping me to get precious data. Last but not least, I owe special thanks to my family and my friends for their encouragement and continual support during the implementation of the study. They are so supportive to my work, without which this paper could not have been fulfilled.
ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT In consideration of the importance of oral corrective feedback in teaching language, this paper aims at finding out the patterns of giving corrective feedback among teachers in speaking classes and the uptake of students. To obtain the objective, I have observed and recorded a number of speaking classes of the 11th grade at a high school in Ninh Binh. The findings of this study indicate that there are differences in the frequency of using of various types of oral feedback. They also indicate that all teachers use multiple feedback quite frequently to help their students to take repair or successful uptake.
Last but not least, the uptake pattern is also various. Recast seem to be most frequently used but with least uptake whereas elicitation, explicitation and multiple feedback seem to be the most successful in resulting in uptake. iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS DECLARATION………………………………………………………… i ACKNOWLEDGEMENTS…………………………………………………. iii TABLE OF CONTENTS…………………………………………………….
Aims of the study…………………………………………………………. Research questions………………………………………………………… 3 IV. Methods of the study. Scope of the study.
Significances of the study…………………………………………………. Structure of the study…………………………………………………. DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Definition of teachers‟ feedback…………………………….
Types of teachers‟ feedback. Oral corrective feedback and uptake. Definition of oral corrective feedback. Techniques used in oral corrective feedback .Studies on teacher‟s corrective Feedback and learner‟s uptake in Second Language Acquisition.
RESEARCH METHODOLOGY iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. The context of the study………………………………………………….1 The research site…………………………………………………………. Data collection instruments………………………………………………. Procedures of data collection…………………………………………… 20 2.2 Procedures of data analysis……………………………………………… 20 Summary……………………………………………………………………….
FINDINGS AND DISCUSSION 3. Patterns of teachers‟ oral corrective feedback …………………………. Summary of the main findings……………………………………………. Limitations of the study…………………………………………………….
Suggestions for further studies……………………………………………. IV v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION I. Rationales Nowadays, English plays an important role in socio-economic life. Learning English is necessary for many people.
The central goal of teaching and learning is students‟ development of four skills: listening, speaking, reading, and writing. Of these four skills, speaking is probably the most difficult for learners to develop because it requires them to produce the language most of the time spontaneously or without enough time to construct appropriate and correct utterances. Over a long period, considerable attention has been paid to errors and error correction in speaking classes (Ellis, 1994). Different authors have different views.
Some consider an error as something natural. They claim that people cannot avoid making errors and even can learn from them. Making errors is a part of learning, and error correction should be done selectively in order to have better results in the classroom. Others, however, regard an error as something negative which must be avoided.
As a consequence, language teachers have always adopted a repressive attitude towards it. They usually hold most authority to correct learners‟ errors automatically, regarding the fact that learners value and expect teachers‟ correction. To most language teachers, correcting learners‟ oral errors is one of the most frustrating tasks because it has more potential for subjectivity due to individual variables (Cohen, 1998). In considering the individual variables as influential parts in speaking, error correction is highly challenging and possibly perplexing.
Therefore, error correction should be done appropriately; lest, it will discourage learners from learning and practicing the language. It should be noted that although error correction has been the focus of research for a long time, a large number of authors have concentrated mostly on the causes of errors, whether to correct oral error or not and the techniques to correct errors. However, there is little research dealing with appropriate error-correction strategies in general and in speaking classes in particular. 1 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The above situation of error correction in speaking classes and the gap of knowledge in the research area have aroused my interest and encouraged me to carry out the study entitled: “An exploratory research on teachers‟ oral corrective feedback and students‟ uptake in English speaking classes at Binh Minh high school in Ninh Binh” Current learning and teaching at Binh Minh high school in Ninh Binh.
Binh Minh high school is situated in a rural area by the sea. It has 30 classes with a total 1,140 students. Most of the students are from working class families. Despite the fact that English is a compulsory subject and one of the required examinations the students have to pass in order to be qualified for the General Education Diploma, and the fact that English is going to be the language of instruction used at natural science classes according to “The Project of Foreign Language Education in the National Education System for the period 2008-2020”, the majority of students at Binh Minh high school still pay little attention to this subject.
As a result, the quality of teaching and learning English in this school is still not very high. Normally, at Binh Minh high school, students in each class have three periods learning English with the English textbook and one optional period for extra consoliation every week. Teachers are the only ones who takes the responsibility of teaching the subject at school. There is no foreign teacher here.
Aims of the Study The major aim of the research is to find out error-correction strategies teachers used in speaking lessons and the influence of those strategies on students‟ uptake. To be specific, the objectives of this thesis are: + to explore teachers‟ oral error correction. + to find out the oral corrective techniques that teachers frequently used in the context of a high svhool. + to gain understanding of the reasons behind teachers use of oral corrective feedback techniques.
2 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com + To find out whether all types of ocrrective feedback are equally effective in leading to students‟ uptake. + to offer some recommendations on giving oral corrective feedback in speaking lessons. Research Questions To achieve the aims of the study, the following three research questions are addressed: 1. What are the common oral corrective feedback techniques teachers use in English speaking lessons for the 11th grade students? 2.
What reasons do teachers give for their use of oral corrective feedback technique(s)? 3. Which of the oral corrective feedback techniques the teachers use lead to students‟ most uptake? IV. Methods of the Study As an exploratory study, this study used the quantitative method as the main means of studying. Besides, with a view to analysing the information from the post observation personal interviews, the qualitative method is also employed.
Firstly, the researcher reviews the related documents, which is a method to lay the theoretical background for the study. Then during the study, the data are collected by means of classroom observation and further information is obtained from face- to-face interviews. Data were then analyzed quantitatively and qualitatively with the aim of identifying the patterns of oral corrective feedback used by the observed teachers and the reasons why teachers used the corrective feedback as observed. Scope of the Study Language generated by learners in either speech or writing is considered productive.
Errors occur in either speaking or writing lessons. Due to the limits of time, ability and availability of the data, the study limits itself to the exploration of the types of oral corrective feedback that are commonly used by the teachers in speaking lessons and the uptake of students toward each type of oral corrective feedback. 3 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com As the intended scope of the study, data for this research were collected from the observation of English speaking lessons taught to the 11th grade students at Binh Minh high school in Ninh Binh, and the personal interviews after the observation VI. Significance of the Study Learners‟ errors are significant to both EFL teaching and learning, for errors are evidence of their learning development.
This thesis, therefore, will contribute a new implication to second language acquisition (SLA), particularly, to the area of error correction in speaking classes. Pedagogically, information obtained from this study might help teachers of English get insights into oral errors and oral error correction. From this they adjust their teaching and apply appropriate error-correction strategies to make error-correction more effective. Personally, the researcher as a language teacher, will have a good command of the process of teaching and learning EFL in general and errors and error correction in speaking lessons in particular.
These will help to enhance the teaching efficiency. Structure of the Study The study consists of three main parts: Part A: Introduction This part consists of the rationale, aims, scope, research questions, research methods, significance and structure of the study. Part B: Development, This part is organized into three chapters: Chapter 1: Literature Review This chapter deals with various concepts relevant to the research topic such as an errors which reviews the definitions of errors as well as types of errors, teacher‟ feedback, oral corrective feedback and uptake. This chapter also presents the findings of some significant researches on oral corrective feedback and immediate uptake.
4 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Chapter 2: Research Methodology This chapter presents the situation of teaching and learning English, the facts of error correction in the 11th form speaking lessons at Binh Minh High School and general information about the study subjects. It also focuses on the data collection instruments, data procedures and data analysis.