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Luận văn tiếng Anh: Students’ attitudes towards using mother tongue in EFL classrooms: A survey study at Tien Lang High School, Hai Phong = Thái độ của học sinh đối với việc sử dụng tiếng mẹ đẻ trong các lớp học tiếng Anh: một nghiên cứu khảo sát tại trường THPT Tiên Lãng, Hải Phòng. M.A. Thesis Linguistics: 60 14 01 11
Nhà xuất bản: ĐHNN
Ngày: 2015
Miêu tả: 48 p. + CD-ROM
M.A Thesis English Teaching Methodology -- University of Foreign Languages and International studies. Vietnam National University, Hanoi, 2015
ACKNOWLEGDEMENTS
During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people.
First and foremost, I wish to express my deepest gratitude to my supervisor,
Ms. Nguyen Thi Ngoc Quynh, Ph.D., who allows me to draw fully on her wisdom and experience in implementing this study. Her guidance, encouragement and invaluable detailed critical feedback have been most generous.
I would like to convey my thanks to all my teachers of the Post Graduate, Cohort 21 whose fundamental knowledge about language teaching and learning is of great importance to the achievement of my academic study.
It is my pleasure to acknowledge my debt to the Board of Management of Foreign Languages Department for their support and the favorable conditions they have granted me during my study.
I would also like to take this opportunity to express my deepest thanks to all
the teachers, especially Ms. Nguyen Thi Nguyen, at Tien Lang High School for their Giúp in completing the survey questionnaires, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me.
I am most thankful to the students of grade 11B8 and 11B2 at Tien Lang High School whose cooperation is great significance to the completion of the study.
Finally, I owe a great debt of gratitude to my parents whose loving support has been encouraging me to fulfill this thesis successfully.
ABSTRACT
This study is an attempt to investigate whether or not students at Tien Lang
High School support the use of Vietnamese in EFL classrooms and then compare high achievers' and low achievers' attitudes. A questionnaire was administered to
91 11th grade students at Tien Lang High School, Hai Phong. Then, the responses
of 24 high achievers (11th grade English final mark is above 8.0), and 29 low achievers (English final mark is below 5.5) were compared. Ten students with
different attitudes were then further investigated through an interview. The results show that al participants supported both teacher's and students' use of L1. Also, there was almost no difference between two groups, except for some reasons of motivation, level of proficiency, and the occasion of checking their production with their peers. However, the study also indicates that for the best use of Vietnamese, ti should be used reasonably in L2 classrooms so as to expose students to English communicative opportunities as much as possible.
While ESL refers to teaching English where "the language is necessary for
everyday life . . . or in a country in which English plays an important role in
education, business, and government" (Richards & Schmidt, 2002: 180) ni some
countries like Canada, the USA, Australia, etc., EFL "implies the use ofEnglish in a community where it is not the usual means of communication" (Abbott, 2001). In
other words, ni ESL context, learners do not share the same L1 and background, so they need to use English as a tool to communicate in the outside world. In contrast,
in EFL context, English is only used in formal classroom settings. Hence, they do not use English much in everyday life. This difference gives some effective teaching approaches for each learning context.
In conclusion, monolingual approach per se has been a subject of much criticism. There is not enough evidence to prove that this is the most effective approach in teaching English. Therefore, the next section explores bilingual approach.
2.2. Bilingual approach
2.2.1. Support for bilingual approach
The bilingual approach which was developed by Dodson (1967) allows
students to switch from L1 to L2 and vice versa. There are three main reasons for the employment of this approach. They are maintaining a comfortable atmosphere ni class, promoting students' comprehension and using class-time efficiently (Tsukamoto, 2011:147).
In the history of teaching L2, besides GTM, it was revealed that a so-called New Current Method balanced the use of L1 and L2 in classrooms. 'Codeswitching
enhancing language learning should be 'systematic and purposeful' (Alnofaie, 2010). Moreover, a recent study by Raschka et al. (2009) in a Taiwanese classroom concludes that 'code switching' is a 'frequent strategic device' used by highly communicative competent teachers.
However, the balance between L1 and L2 does not avoid problems. More methods appear to limit the use of L1 in the EFL contexts. They are Communicative
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Nhà xuất bản: ĐHNN
Ngày: 2015
Miêu tả: 48 p. + CD-ROM
M.A Thesis English Teaching Methodology -- University of Foreign Languages and International studies. Vietnam National University, Hanoi, 2015
ACKNOWLEGDEMENTS
During the process of writing this thesis, I have been fortunate to receive supports and assistance from a variety of people.
First and foremost, I wish to express my deepest gratitude to my supervisor,
Ms. Nguyen Thi Ngoc Quynh, Ph.D., who allows me to draw fully on her wisdom and experience in implementing this study. Her guidance, encouragement and invaluable detailed critical feedback have been most generous.
I would like to convey my thanks to all my teachers of the Post Graduate, Cohort 21 whose fundamental knowledge about language teaching and learning is of great importance to the achievement of my academic study.
It is my pleasure to acknowledge my debt to the Board of Management of Foreign Languages Department for their support and the favorable conditions they have granted me during my study.
I would also like to take this opportunity to express my deepest thanks to all
the teachers, especially Ms. Nguyen Thi Nguyen, at Tien Lang High School for their Giúp in completing the survey questionnaires, for their constructive suggestions to this research, and for their willingness to share their relevant problems with me.
I am most thankful to the students of grade 11B8 and 11B2 at Tien Lang High School whose cooperation is great significance to the completion of the study.
Finally, I owe a great debt of gratitude to my parents whose loving support has been encouraging me to fulfill this thesis successfully.
ABSTRACT
This study is an attempt to investigate whether or not students at Tien Lang
High School support the use of Vietnamese in EFL classrooms and then compare high achievers' and low achievers' attitudes. A questionnaire was administered to
91 11th grade students at Tien Lang High School, Hai Phong. Then, the responses
of 24 high achievers (11th grade English final mark is above 8.0), and 29 low achievers (English final mark is below 5.5) were compared. Ten students with
different attitudes were then further investigated through an interview. The results show that al participants supported both teacher's and students' use of L1. Also, there was almost no difference between two groups, except for some reasons of motivation, level of proficiency, and the occasion of checking their production with their peers. However, the study also indicates that for the best use of Vietnamese, ti should be used reasonably in L2 classrooms so as to expose students to English communicative opportunities as much as possible.
While ESL refers to teaching English where "the language is necessary for
everyday life . . . or in a country in which English plays an important role in
education, business, and government" (Richards & Schmidt, 2002: 180) ni some
countries like Canada, the USA, Australia, etc., EFL "implies the use ofEnglish in a community where it is not the usual means of communication" (Abbott, 2001). In
other words, ni ESL context, learners do not share the same L1 and background, so they need to use English as a tool to communicate in the outside world. In contrast,
in EFL context, English is only used in formal classroom settings. Hence, they do not use English much in everyday life. This difference gives some effective teaching approaches for each learning context.
In conclusion, monolingual approach per se has been a subject of much criticism. There is not enough evidence to prove that this is the most effective approach in teaching English. Therefore, the next section explores bilingual approach.
2.2. Bilingual approach
2.2.1. Support for bilingual approach
The bilingual approach which was developed by Dodson (1967) allows
students to switch from L1 to L2 and vice versa. There are three main reasons for the employment of this approach. They are maintaining a comfortable atmosphere ni class, promoting students' comprehension and using class-time efficiently (Tsukamoto, 2011:147).
In the history of teaching L2, besides GTM, it was revealed that a so-called New Current Method balanced the use of L1 and L2 in classrooms. 'Codeswitching
enhancing language learning should be 'systematic and purposeful' (Alnofaie, 2010). Moreover, a recent study by Raschka et al. (2009) in a Taiwanese classroom concludes that 'code switching' is a 'frequent strategic device' used by highly communicative competent teachers.
However, the balance between L1 and L2 does not avoid problems. More methods appear to limit the use of L1 in the EFL contexts. They are Communicative
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
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