VIETNAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN THI NHU QUYNH TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD L1 USING IN EFL CLASSROOMS AT BAVI HIGH SCHOOL, HANOI (THAL DO CUA GIAO VIEN VA HOC SINH DOI VOI VIEC SU DUNG NGON NGU DAU TLEN TRONG CAC LOP HOC TLENG ANID TẠI TRƯỜNG THPT BA ¥1, HA NOD MINOR M.A THESIS Kield: English Methodology Code: 601410 HANOI, 2011 VỊ M NATIONAL UNIVERS „ HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYEN TIT NIU QUYNIT TEACHERS’ AND STUDENTS’ ATTITUDES TOWARD L1 USING IN EFL CLASSROOMS AT BAVI HIGH SCHOOL, HANOI (TITAL DG CUA GIÁO LIÊN VÀ HỌC SINH DỐI VỚI VIỆC SỞ DỤNG NGÔN NGU DAU TIEN TRONG CAC LOP HOC TIENG ANH TAL TRUONG THPT BA Vi, HA NGI) MINOR M.A THESIS Field: English Methodology Code: 601410 Supervisor: MA.Lé Thể Nghiệp HANOI, 2011 TABLE OF CONTENTS Page ACKNOW LEDGMEN ABSTRACT. TABLE OF CONTENTS. LIST OF TAELES .sS ienethheeeeennrree LIST OF FINGERS ABBREVIATIONS. INTRODUCTION - Ralionale for choasing the tapic Aims of the StU8Y.
esteem seenieies wn Scope of the SEHđY. ác naiirirorrrie we wR Methodology of the study. Significance of lhe siuy. avs Design ofthe study.
Ilstery of languags teaching methods faeusing on L1 use ïn I:L teaching 1. The arguments about. 11 using in the FL classrooms ¬ Ww 1. The arguments against L1 using in FL classrooins.
The arguments in supports of using LI in FL elassroorti. Bocio- cultural values. Studies focusing on teachers and learners’ attitudes toward L1 use in PL classrooms, CHAPTER 2. and in preparing the ground for a more reasoned use of LI in ths foreign language classrooms 6.
Design of the study The study has three main parts: Introduction, Development, and Conclusion. The introduction presents the ra wale for choosing the Lopic, aims, scope, methodology, significance, and design of the study. ‘The development consists of four chapters. Chapter one provides a review of lilerature on the history of language leaching: methods focusing on L1 use in FI.
touching, the arguments about L1 using in the FL classrooms, and the studies focusing on teachers’ and learners’ attitudes toward L1 use in #L classrooms. Chapter two inchides details of the roscarch questions, sclting, participants, the dala collection instraments and procedure Chapter three presents the results and analysis of the data collected ftom the questionnaires, interviews and classroom observations. Chapter four reports and discusses the findings of the research for the answers to the research questions proposed at the beginning of the thesis, ‘The conclusion gives the summary of what has been discussed in the study and suggests further research. Selling and participants.2, Data collection instruments and procedure.
RESULTS AND ANALYSIS. Analysis of teachers’ questionnaire results, 3. Analysis of sturlents’ questionnaire resulls 3. Summary of the †eachers” InfeTVIEW.4, Summary of the students’ interview.5, Analysis of classroom observation checklists and written notes.
FTNDINGS AND DISCUSSION. nh nu rmierre and in preparing the ground for a more reasoned use of LI in ths foreign language classrooms 6. Design of the study The study has three main parts: Introduction, Development, and Conclusion. The introduction presents the ra wale for choosing the Lopic, aims, scope, methodology, significance, and design of the study.
‘The development consists of four chapters. Chapter one provides a review of lilerature on the history of language leaching: methods focusing on L1 use in FI. touching, the arguments about L1 using in the FL classrooms, and the studies focusing on teachers’ and learners’ attitudes toward L1 use in #L classrooms. Chapter two inchides details of the roscarch questions, sclting, participants, the dala collection instraments and procedure Chapter three presents the results and analysis of the data collected ftom the questionnaires, interviews and classroom observations.
Chapter four reports and discusses the findings of the research for the answers to the research questions proposed at the beginning of the thesis, ‘The conclusion gives the summary of what has been discussed in the study and suggests further research. and in preparing the ground for a more reasoned use of LI in ths foreign language classrooms 6. Design of the study The study has three main parts: Introduction, Development, and Conclusion. The introduction presents the ra wale for choosing the Lopic, aims, scope, methodology, significance, and design of the study.
‘The development consists of four chapters. Chapter one provides a review of lilerature on the history of language leaching: methods focusing on L1 use in FI. touching, the arguments about L1 using in the FL classrooms, and the studies focusing on teachers’ and learners’ attitudes toward L1 use in #L classrooms. Chapter two inchides details of the roscarch questions, sclting, participants, the dala collection instraments and procedure Chapter three presents the results and analysis of the data collected ftom the questionnaires, interviews and classroom observations.
Chapter four reports and discusses the findings of the research for the answers to the research questions proposed at the beginning of the thesis, ‘The conclusion gives the summary of what has been discussed in the study and suggests further research. History of language teaching methods focusing on 11 use in FL. teaching A brief history of the literature related to language teaching, methods shows that “the role of first language in foreign language teaching is one of the most long- standing conlroversiss in the hislory of language pedagogy” (Stern, 1992). The following glimpss in the historical sequence of the most-recognized language teaching methods will highlight periodic changes in the role ofLi in BL teaching Tn the carly yours of the nincteonth century in Weston countries, the Grarumar Translation Method dominated the FL classrooms.
During this pariod, foreign language was taught through grammar illustration, bilingual vocabulary lists and transiation exercises. This method emphasizes on the literary language because it findamental goal is to help leamers be able to read literature written in the targct language (TL), rather than provide them with the ability to commmmicate in that TL. According to this method, L1 is freely used as “reference system” in the process of foreign language acquisition (Stern, 1983), In other words, L1 is used as the main means of instruction. Inthe late nineteenth century, the Western world experienced a big change in the need of learning foreign languages wilh the aim of commumicaling.
This fed to the emergence of the Direct Method, which pays its whole attention to the spoken language. ‘The Direct Method is based on the belief that FL learning should be an imitation of L1 learning, In this tight, learners should be immersed in the target language through the use of thal TL “as a mem of instruction and communication in the language classroom”, and through “the avoidance of the use of LI and translation as a technique” (Stem, 1983). After its highest popularity during the period ttom the late nineteenth century to the first quarter of the twenticth contury, the Direct Mcthod began to decline. However, the mcthod has laid foundation upon which many of the later methods and approaches expanded and developed.
Among them are the Audio-lingual Method and Communicative Approach The Andio- lingual Method, the origin of which is foumd in the Army Method developed in response to the need for Americans to leam the languages of their allies and enemies alike during World War IL, aims at helping learners “io be able to use vi LIST OF TABLES Page ‘Table 1: ‘Teachers’ reasons for their use of Vietnamese in LI'L classes. Table 2: Teachers’ opinions aboul the situations in which they should usc ‘Vietnamese. 18 Table 3: ‘Teachers’ opinions on the amount of Vietnamese used in English classes. 19 ‘Table 4: 'Teacher's feelings about their use of Vietnamese in English classes.
20 Table 5: The siluations in which teachers allow students 10 use Vielnames: 21 Table 6: Teachers® opinions on the skills and language arcas their students cam benefit from using Vietnamese. 22 ‘Table 7: Students” reasons for using Vietnamese in English classes 23 Table 8: The siluations in which students prefer lo use Vietnamese. 31 Table 9: Students’ opinions on the situation they prefér their teacher to use Vietnamese 25 Table 10: Students’ opinions about their teachers” use of Visknamess in English el85585,. not ra “rable 11 Skills and language areas students can benefits ftom using Vietnamese Table 12; Teachers’ use of Vietnamese in English classtooms.
LIST OF FINCERS Page Finger 1 Teachers’ atutudes toward using Vietnamese in EFL classroom. 16 Finger 2 Students’ attitudes toward using Vietnamese in EFL classroom. Selling and participants.2, Data collection instruments and procedure. RESULTS AND ANALYSIS.
Analysis of teachers’ questionnaire results, 3. Analysis of sturlents’ questionnaire resulls 3. Summary of the †eachers” InfeTVIEW.4, Summary of the students’ interview.5, Analysis of classroom observation checklists and written notes. FTNDINGS AND DISCUSSION.
nh nu rmierre vii LIST OF ABBREVIATIONS CLT : Communicative Language Teaching EFL English as a foreign language Foreign language L1 : Furst language Mr Mother tongue TL Target language PART A. INTRODUCTION 1, Rationale for choosing the topic English language has been considered as an international language for a leng time. Tlowever, in the 21% century ils importance has been rising significantly and English has become a compulsory school subject in many countries in the world, including Vietnam. ‘This new position of English in schools leads to an increase of interests in the English toaching methodology.
Ono of the curroul interests deals with the usc of firsl language (L1) in the teaching and learning of English as a foreign language (EFL) ‘The use of L1 when teaching and learning English is one of the major issues that have dominated in the arca of (FL) acquisition for the last few decades both locally in Vietnam and internationally elsewhere. Since the early 1990s Commmmicative Language ‘Teaching (CLT) has quickly become popular in Vietnam. In accordance with the popularity of CLT in the country, it seems that the only use of English in EFL classrooms is widely supported. However, the use of Vietnamese in the process of teaching and learning English is still common in Viemam.
It has raised many debates among teachers of English, such as whether they should or should not use Vietnamese in their EFL, classes, and whether the use of Vietnamese has positive or negative effects on teaching and learning English of teachers and students in Vietnam, it is an assistance or interference, it can be avoidable or nol, anid if it is unavoidable in what. condition and how much af il is acceptable. Being a teacher of English at BaVi high school, which is located in the mountainous area of Hanoi city, | found that the teachers and the students at my school had many opinions of using Vietnamese in English class. Therefore, T have been motivated to undertake an investigation to find out their attitudes toward.
using Vietnamese in EFL classrooms at BaVi high school 2, Aims of the study This study aimed to explore the altitudes of leachers and udenls Loward using Viclnamase in BET, classcs al BaVi bigh school. In addilion to that, this sludy also clarified. their reasons for using and avoiding Vietnamese and defined the situations in which vi LIST OF TABLES Page ‘Table 1: ‘Teachers’ reasons for their use of Vietnamese in LI'L classes. Table 2: Teachers’ opinions aboul the situations in which they should usc ‘Vietnamese.
18 Table 3: ‘Teachers’ opinions on the amount of Vietnamese used in English classes. 19 ‘Table 4: 'Teacher's feelings about their use of Vietnamese in English classes. 20 Table 5: The siluations in which teachers allow students 10 use Vielnames: 21 Table 6: Teachers® opinions on the skills and language arcas their students cam benefit from using Vietnamese. 22 ‘Table 7: Students” reasons for using Vietnamese in English classes 23 Table 8: The siluations in which students prefer lo use Vietnamese.
31 Table 9: Students’ opinions on the situation they prefér their teacher to use Vietnamese 25 Table 10: Students’ opinions about their teachers” use of Visknamess in English el85585,.
