Professional Documents
Culture Documents
Signature
Finally, I wish to acknowledge all the students who had agreed to make an
interview with me. My thanks speacially go to the teacher who allowed me
to record her class.
i
Abstract
ii
TABLE OF CONTENTS PAGE
Acknowledgements i
Abstract ii
Chapter One
Introduction
Chapter Two
Related Literature
2.2. Factors Favoring L1 Use & the Pitfalls of L1 Use in the EFL
Speaking Class…………………………………………………………12
Chapter 3
Methodology
Chapter Four
4.3. Implications………………………………………………..62
Chapter Five
5.3. Recommendations………………………………………………..70
References
Appendices
C. Interview Script……………………………………………..95
List of Tables and Figures
Page
List of Abbreviations
iii
CHAPTER 1: INTRODUCTION
This chapter presents the review of key concepts and previous works
that are meant to provide background information on the first year students’
use of L1 in the L2 speaking classroom. Firstly, it discusses the major
arguments against the use of L1 and criticisms. Secondly, it gives an insight
into the factors favoring L1 use and the pitfalls of L1 use in the EFL
classroom. Thirdly, it treats some empirical research on the use of L1 in the
EFL classroom.
Diverse arguments have been asserted for not using students’ mother
tongue (L1) in the ESL/ EFL classroom. Cook (2001) addressed three main
arguments for L1 avoidance in the L2 language classroom.
With regard to the L1- L2 connection, Cook is not the only one. There
is a prosperity of literature that strongly claims for the impossibility of
keeping the L1 and L2 apart (e.g Atkinson, 1987; Cook, 2002; Cohen, 1996
cited in Weshler, 1997; Edie, 1999; Stern, 1992; Swan, 1985).
Stern (1992), for example, pointed out that “the L1-L2 connection is
an undisputable fact of life, whether we like it or not the new knowledge is
learnt on the basis of the previously acquired language” (p. 282). Likewise,
Cook (2002) suggested that switching and negotiation between languages be
an inseparable part of everyday language use for the majority of the world
population.
From the claims and evidence from the research findings, it is thus
possible to mark that even if L1 interference is there, encouraging learners to
relate L2 to L1 to discover the similarities and differences between the two
languages would reduce the possible occurrences of the transferred errors.
As far as it is concerned, the use of L1 may interfere with or even hinder the
process of learners’ inter-language development. In this case, learners may
not develop a necessary framework to establish sense relations in L2 due to
dependence on L1 framework. Nevertheless, the fact that learners have and
that it shapes their learning of L2 cannot be ignored.
Apart from few specific references mentioned for the benefits of not
using L1 (Ellis, 1984; Chamber, 1991 quoted in Hawks, 2001) who
themselves did not give any detailed account of L1 avoidance but based their
arguments solely on practical survey, there is hardly any researches that
validate the benefits of ignoring learners’ L1 in the L2 classroom. In this
connection, Auerbach (1993, p.9) noted “evidence from research and
practice suggests that the rationale used to justify English- only in the
classroom is neither conclusive nor pedagogically sound.” Weschler (1997)
stated an analogous view, arguing that the only English approach was
without any sound theory or substantiated research. Macaro (1997) added
that the exclusive use of L2 was not justified. Concurring such views, Cook
(2001, p.157) revealed that second language acquisition researchers was
unable to provide any real reasons for keeping L1 from the L2 classroom.
2.2. Factors Favoring L1 Use and the Pitfalls of L1 Use in the EFL class
The struggle to avoid L1 at all costs can lead to bizarre behavior: One
can end up being a contortionist trying to explain the meaning of a language
item where a simple translation would save time and anguish. Further,
learning a language is a difficult and often frustrating process for many
learners, particularly at low levels. One hundred- percent direct method can
be especially frustrating- limited use of the L1 can have a powerful and
positive effect. According to Atkinson (1993), “for many learners, in
particular adults and teenagers, occasional use of the L1 gives them the
opportunity to show that they are intelligent, sophisticated people” (p.13).
therefore, there is definitely a place for L1. The following section will show
some benefits of L1 use.
As opposed to the claim that the use of L1 will hamper or affect the
progress or effectiveness of L2 learning, many scholars argue that L1 has a
place in L2 learning. One basic claim is for its pedagogical benefit in the L2
classroom. The major notion behind this argument is that learners use their
L1 as a ‘reservoir’ (Prdromou’s 2001 term). L1 creates a crutch for students.
Bolitho (1983), quoted in “Talking Shop”, asserted that L2 learners did not
come to the class with their empty mind. They used their mother tongue
experiences to deal with new challenges (i.e. L2 learning). Thus, he advised
teachers to recognize and appreciate learners’ first language. Stern (1992,
p.282) believed that “L2 learners always make reference to the language
they already know; therefore, whether we like it or not the new language is
learned on the basis of the previously acquired language.”. He continued
explaining that even when students had another L2 to fall back on, this
language itself should be treated as an additional resource to learn the target
language. Gabrielatos (2002) said that L2 learners tended to rely on their
existing knowledge (L1 and other languages) to understand the logic and
organizational principles of the target language. Swan (1985) claimed that
we should never learn a foreign language unless we kept making
correspondences between the elements of the two languages. Both Swan
(1985) and Dajani (2002) concluded that learning a second language was the
continuation of the already existing L1 knowledge.
2. Students learn how to deal with specific lexical items between the
L1 and the L2 cultures.
Yet, Cook (2001, p.157) argued that code switching was a normal
feature of L2 use (also Harmer, 2001; G. Cook, 2002; Harbord, 1992). When
students share two languages without the distrust of L1, there is no reason
why students should not resort to their L1. To Cook (2001), L provided a
scaffolding help: through L1 students might explain tasks to each other,
negotiate the role they are going to take, check their understanding or
production of the language against their peers. According to him, L1 was
especially helpful when activities involved problem solving in which case
students could put their heads together and discuss solutions to the problems
(p. 418).
Enlist and maintain each other’s interest in the task through out its
performance, develop strategies for making the task manageable,
maintain their focus on the goal of the task, foreground important
elements of the task, discuss what needs to be done to solve specific
problems and explicate and build on each other’s partial solutions to
the specific problems throughout the task.
(Anton and DiCamila, 1998, p.321)
Thus, as Choffey (2001) noted, allowing L1 during group/ pair work
ensured that there would be both productive collaboration and discussion
among the fellow students. Encouraging the positive use of L1 empowers
the learners when they should use and when not (Buckmaster, 2002). Thus,
teachers are expected to make the whole thing clear to students right from
the outset of activities.
3. The use of the first language wastes too much valuable class time
that would be better spent on the target language. This is sometimes referred
to as the time on task argument (Modica, 1994).
To begin with, a multi- case study was conducted owing to the fact
that it helps to “understand a case in depth” (Bogdan & Biklen, 1992) and
provides “the collection of very intensive data” (Burn, 2000 as cited in Le,
2009, p.29) and “detailed descriptions of specific learners” (Markey & Gass,
2000 as cited in Le, 2009, p.29). As a result, the researcher believed that to
conduct a research concerning students’ use of mother tongue in L2
speaking class, it was advisable to do a perceptive research containing
descriptive and detailed data instead of a wide and superficial one. Via
thorough data collected, it is hoped that the study would contribute some
insights to the research of L1 use in L2 class.
Second, multi- case study is the one “involves the participation of
more than one individual learner or existing group of learners” (Le, 2009, p.
29). Making use of that feature, the research decided to use this approach to
investigate more than one case. As a result, it will be easier and more
logical for the researcher to compare and contrast students’ use of L1 in their
L2 speaking classroom, especially their behaviors and attitudes implied from
that. Therefore, the data investigated in the research could be more concise
and persuasive which is possible to reflex different perspectives of various
students from diver proficiency English levels.
The research was conscious that a multi- case study involving a few
participants could not secure the external validity for the research. However,
the purpose of the research was not to achieve large and spreading data
related but to have a deeper look at the issue, which is hoped to be a good
base for further researches. Furthermore, concerning this drawback of the
case study, Yin claimed that “survey research relies on statistical
generalization, whereas case studies rely on analytical generalization”
(1984, p. 39). Moreover, as Stake remarked,
A case study is valid to the reader to whom it gives an accurate and
useful representation of the bounded system. Accuracy of observing
and reporting is not a matter of everyone seeing and reporting the same
thing. Observers have different vantage points…. Readers have
different uses for research reports. One reader expects an exact
facsimile of the ‘real thing’. The validity of the report is different for
each, according to the meaning the readers gives it” (p. 261- 263).
In addition, at the first and second year, students are likely to have
more chances to build up and improve their English proficiency skills.
Therefore, four skills especially speaking and writing will be taught in three
periods each week (50 minutes/ period).
The three students of FELTE, ULIS, VNU were chosen based on the
following criteria. To begin with, all the three students were directly
involved in English speaking class for first year students. They all study in
the same class together. The reason why the researcher chose this element is
that with the same teacher and same teaching methods, teacher element will
not be counted in the research. This will avoid complexity, time
consumption and confusion. Second, the three students were purposively
chosen basing on their English scores at the entrance exam (i.e. 3 students
with 3 different levels of scores) so that the researcher could investigate
diverse background and behaviors. This criterion, as “named as ‘maximum
variation cases’ by Flyvbjerg (2006), was set for the purpose of getting
information about various cases in the language context” (Le, 2009, 31).
Third, under the voluntary agreement, students were picked up so that the
researcher could make sure about their commitment in getting involved in
the study.
All the participants came from different regions in the country with
diverse background. Two of them claimed that they studied at normal high
school classes in which teachers just mainly focused on grammar. In their
classes, it was rare for students to raise their voices and speak English. The
other one came from Hanoi, the capital of Vietnam. As a result, she had an
earlier chance than the others to speak and use English. However, all of them
reported that before entering the university, English was only one subject at
school and they did not have many chances to practice and speak English.
Detailed information about each participant could be summarized in the
table below. (Note: All the names of the participants are called pseudonyms
due to confidential rule)
exam score
The major purposes of the recording were to find out the proportion of
Vietnamese words used compared to English by counting Vietnamese and
English utterances produced during lessons, to figure out the amount of time
class devoted to each language by three students and to investigate how
Vietnamese language was used in the English speaking class and for what.
The semi- structured interviews does more than simply list the
questions to be asked. It contains suggestions for what to say at the
beginning and end of the interview regarding the purpose of the interview.
Thanks to that, the researcher could be flexible to get more in- depth
information from the interviewees.
To collect and analyze data later on, all the interviews were recorded
under the acceptance of the participants.
The data collection was conducted in the following basic steps taken
at different time so that the researcher could ensure the progress of the
research.
At this stage, the research would have a talk with the three
participants about the purpose of the research and inform them about the
class observations and interviews.
Step 2: Arrange the time for class observations with the teacher
Under the acceptance of the teacher, the researcher need to arrange in
advance the timetable for observation because some periods, students would
conduct presentations.
After the pilot carried out, the research had to contact and asked the
participant a suitable time for interviews.
After the class observations and interviews, the data gathered through
these tools were analyzed as follows:
From the data transcribed from the tapes, the total number of
Vietnamese language and English words uttered during the three lessons
were counted using a word as a unit of measurement and converted into
percentages. The paralinguistic features, of the languages (both vocal and
physical) were not considered while counting. The reason is that the audio
cannot capture these aspects of the languages. Via utterances, the researcher
would analyze the purpose of L1 use in L2 classrom, which helps to answer
the second research question.
Summary
To sum up, the research was carried out by the multi- case study
approach. The three participants in regard to the use of L1 in L2 speaking
class participated in class observation process and semi- structured
individual interviews. Then the data would be categorized and analyzed in
the next chapter.
CHAPTER 4: RESULTS AND DISCUSSION
As clearly depicted in the figure 4.1, Hanh did not use much
Vietnamese in L2 speaking class. In particular, in three lessons, there was a
common tendency among them that is considerably more English utterances
were produced than Vietnamese language ones. For example, in lesson 1,
Hanh used 94.6% English words whereas only 5.4%. There was a different
gap between the percentage of the Vietnamese language words used and the
percent of English words in the cases of Hanh. Accordingly, it could be seen
that in 120 minutes there was 97.3 percent of English words spoken against
6.3 percent of Vietnamese words. When expressed in ratio it was about 15:1.
The ratio may point out that Hanh in the EFL speaking classroom used
certain amount of Vietnamese language but very little.
In the class observation, the researcher noticed that she rarely used
Vietnamese. Even she tried to use English as much as she can when
expressing some simple expressions like “Excuse me”, “How can I say…..”,
“What does…..mean in English/ Vietnamese”, “Sorry/ Thanks”. Therefore,
the amount of Vietnamese used in English speaking classes was little.
Along with the limited use of Vietnamese utterances, the time Hanh
devoted to Vietnamese and English language was in direct proportion to the
proportion of these two languages. It can be seen as the following chart:
In Hanh’s case, the same table further disclosed the time taken to utter
the Vietnamese language and English words during the three periods. In
particular, time spent to utter Vietnamese language and English words
within 120 minute recording was 8.4 and 111.6 minutes respectively. The
8.4 minutes devoted to Vietnamese language was found to be less than what
Hanh ought to have used in the 50 minutes English speaking lesson.
Due to her very limited use of Vietnamese, Hanh did not show much
why she used Vietnamese. In particular, in total three lessons (120 minutes),
there were 8 times she asked new words and structures, 3 times to explain
meanings of words and only 1 time to brainstorm ideas.
To ask new words and structures, Hanh avoided asking the whole
sentence in Vietnamese. For instance, instead of asking “Cắn lá cây trong
tiếng anh là gì?”, she asked “How can we say “cắn lá cây” in English?”.
It can be seen that the proportion and time devoted to English and
Vietnamese in Hanh’s case was a big gap, which somehow would imply that
she was not in favor of Vietnamese use.
In the interview, Hanh also shared the same view as estimated. In
pedagogical aspect, she was in favor of very limited use of L1 because
“helps me to practice and improve my English skills a lot. When I speak out,
my peers or the teacher can correct any mistakes for me.”.
However, she was not too extreme to disagree with the Vietnamese
use. In fact, she was aware that:
Sometimes students can use Vietnamese due to the fact that in some
cases, Vietnamese words will be more effective in terms of expressing
ideas and opinions. In that situation, I think we can say “In
Vietnamese, we use/ can say….” instead of saying the whole sentence
in Vietnamese. One reason is that because now we are living in
Vietnam where Vietnamese is the official language not like abroad, so
in my opinion, students can make use of 2 languages to boost
communication effectiveness as much as possible.
As for Hanh, though she was good at speaking and only sometimes
had problems with new words and structures, she preferred teacher’s
interference during English speaking classroom. According to her,
Teacher’s interference is necessary because the teacher plays an
important role of an instructor. So if the teacher does not interfere,
students will keep the habits of speaking Vietnamese. If the teacher
does, it is suggested that the teacher should not interrupt and lets
students finish all their ideas. In the end, the teacher can give
comments to students in regard to Vietnamese use frequency. When
we work in pairs or groups, the teacher can join and get involved by
speaking English. As a result, we will also have to force ourselves to
speak English. And when we have any problems or mistakes, the
teacher can facilitate and correct for us.
In her point of view, it is acceptable to use Vietnamese and herself
also felt sometimes using Vietnamese would make the conversation
maintained. Yet, the teacher at class should limit Vietnamese language use.
That means that, for example, Hanh preferred a simple way of explaining
new words or examples for structures rather than direct use of Vietnamese.
Moreover, teacher’s interference was also defined as a good way to force
students to use English as much as possible.
One thing that is dissimilar to Hanh’s case is that in Lan’s one, using
Vietnamese to brainstorms and transfer to English started. “Dơi không thích
làm gì nhỉ? Hay là không thích khói. Tiếng anh khói là gì?” Or “tôi có thể
hoàn thành việc xây tổ. I can finish build.”. This led to the greater
proportion and time spent on the use of L1 in English speaking class.
According to the audio- tape, the researcher found out the percentage
of purpose using L1 in L2 speaking classroom in Lan’s case.
It can be seen that similar to Hanh’s case, in this case, asking new
words/ structures occupied highest percent- 48%. This means that from two
cases, the common problems Hanh and Lan encountered was the lack of new
and various vocabulary. Therefore, it caused only 9% of explaining words/
meanings as students themselves had no idea about words, how can they
explain to their peers?
However, contrasted with 1 time use of L1 to brainstorm ideas (about
2%), there was 43% L1 use to come up with ideas and conversations. It was
very so alarming that the student might have the habit of translating from L1
into L2 in EFL speaking class.
First of all, because they do not know what to say. Second, maybe
they do not have any ideas in regard to the topic. For instance, in
English speaking periods, the whole class has to talk about one 1
topic; yet, if some students do not have any knowledge and vocabulary
related to that topic, it is hard for them to use English and speak
fluently. Thirdly, they are often nervous and embarrassed. Some of
them often lisp between “l” and “n”. Thus, they are often
embarrassed to speak because they are afraid of being made fun of.
The lack of ideas and vocabulary was deemed to be the common
difficulty both Lan and Hanh had to deal with.
With such amount and time devoted to L1 use in EFL speaking class,
there was a question concerning Lan’s attitudes analyzed from pedagogical
and psychological aspects.
That means Lan also agreed with Hanh that using L1 in EFL speaking
class would not hinder the learning process. However, it was not acceptable
to make use of it. Lan stated that the percentage between English and
Vietnamese should be controlled around 90%- 10% for freshmen relatively.
If students overused that, there would be in need of teacher’s interference.
When being asked about teacher’s interference, her answer was yes.
However, she also mentioned the level of teacher’s intervention.
Its English version: Now we will choose one animal for the other teams to
guess….what’s about “eel”? I think it is a good choice.
Nga also sometimes used L1 to ask for new words and structures as: “Trườn
tiếng Anh là gì?” (p.44)
First, the vocabulary of first year students is limited. There are many
words that they find it hard to express or not escape the mind. Thus,
they choose to use Vietnamese. Second, it is because of students’
confidence. If they are not confident, they will tend to speak more
Vietnamese than English.
In the present case, the noticeable percentage is the use of L1 to
brainstorm ideas. The research noted that some students in the class had
habits of translating words by words from Vietnamese into English. In Nga’s
opinion, that way sometime could save time.
With such amount and time devoted to L1 use in EFL speaking class,
there was a question concerning Nga’s attitudes analyzed from pedagogical
and psychological aspects.
The teacher not only should ask us to use more English but also help
us concerning vocabulary and ways to think in English. For example,
when we ask for meanings of a difficult word, the teacher should not
explain immediately in Vietnamese but use simple English to help us
guess the word. Moreover, the teacher can limit the use of Vietnamese
in class. Instead, she can use simple and easy- to- understand
structures in English. In some parts, if the teacher realizes that we do
not understand, she should re- talk slowly and combine Vietnamese
explanation if necessary.
The three participants shared the common view on how the teacher
interfered and in what ways.
In the previous part, each case was analyzed in details and owned
diverse problems as well as features. In this part, the researcher would
categorized such features within common themes.
Cole (1998) stated L1 was most useful at beginning and low levels. If
students have little or no knowledge of the target language, L1 could be used
to introduce the major differences between L1 and L2, and the main
grammatical characteristics of L2. As Butzcamm (2003) continued “with
growing proficiency in the foreign language, the use of the mother tongue
become largely redundant and the FL will stand on its own two feet” (p.36)
While Hanh and Lan who got better English proficiency levels (shown
by their scores at the entrance exam) had very limited use of Vietnamese,
Nga used nearly 50% of the class time. The key point here is that in fact,
Nga also wished to use English as much as possible. Yet, due to her
background and poor vocabulary, hence, using Vietnamese, in some ways,
supported and backed up her a lot.
To conclude, through the research, there still exists the clear division
between students’ thinking and communicating, which should be adjusted by
students themselves under teachers’ back up and guide.
In their own points of views, as they all study in FELTE, ULIS, VNU
and English is their major, it is vitally necessary for them to practice more
English. The more they could practice and use English, the better and
quicker they would improve.
In particular, though start from a low English level and not good
vocabulary, in the interview, Nga also expressed her interest and wishes to
speak up more English and gradually limit the use of L1 in L2 speaking
class. To achieve more English use, Lan and Hanh attempted to use English
as much as they could by using English simple words and structure, avoiding
Vietnamese use for common expressions such as “Excuse me”, “Thanks”,
or “How can we say…in…..?”, etc.
The research indicates that all the three participants were against
making use of Vietnamese in English speaking class due to some pitfalls.
1. Students began to feel that they did not “really” understand any
items of the language till it was translated.
2. Students failed to observe distinction between equivalence of form,
semantic equivalence and pragmatic feature and thus over simplified
to the point of using crude and inaccurate translation.
3. Students spoke to the teacher in the mother tongue as a matter of
course, even when they were capable of expressing what they meant.
4. Students failed to realize that during many activities in the
classroom, it was crucial that they used only English.
(Atkinson, 1987, p.246)
Moreover, in the interview, the participants all reported that sometime
use of Vietnamese was acceptable. The Vietnamese language should be used
in some cases. Nga suggested that in some pair work or group discussions,
the Vietnamese language could be use to clarify misunderstandings or to
explain difficult and complicated terms, which helps to save time and avoid
off topic.
In the present study, all the three participants did not show negative
attitudes towards Vietnamese use. However, due to their common wish to
boost their L2 competency, they all preferred to have limited but effective
use of L1 in the EFL speaking classroom.
With the same wish to achieve more English use, Hanh claimed that
teachers could play the role of facilitators and advisors who set the rules of
using English at certain amount in class and support in any cases students
needs.
4.3. Implications
One way to help minimize the use of the L1, while expanding the use
of the L2 is through teaching communication strategies. Students can be
taught to employ such strategies as circumlocution, synonyms and
antonyms, mime and gesture, and word coinage (Williams, 2006). If desired,
these could be combined with bilingual dictionary work, where the students
translate a number of words and employ communication strategies to have
their partners guess the word in the L2.
To begin with, from the case studies, it is more evident that there was
inverse ratio between English speaking proficiency and L1 use. Moreover,
the background knowledge at high school was also a decisive factor.
However, the questions as to whether with larger scale of the study, high
level students use more English than the average ones and in what way
teachers could support those from weaker English background.
Last but not least, in the present study, the research remarks the
purposes of L1 use in pedagogical and psychological angles. It is suggested
that further investigation can be broadened and enlarged in socio- cultural
aspects. Therefore, readers could have more well- rounded overviews about
the issue.
CHAPTER 5: CONCLUSION
The study was conducted with the central aim of examining the
English classroom use of the Vietnamese language on first year students
majoring in English at Hanoi University of Languages and International
Studies. More specifically, it attempted to answer the following leading
questions:
To this effect, two research tools were used. These were class
observation and interview. Based on the data obtained through these
instruments, the following major conclusions could be drawn:
The findings of the present study indicated that students had positive
attitude towards the use of Vietnamese at a university level. Students agreed
that students’ ‘sometimes’ use of the Vietnamese language could assist their
learning of English. The study also revealed that the major pedagogic use of
Vietnamese were explaining difficult concepts, asking new words or
structures and brainstorming ideas.
Even there still existed a disparity between students’ belief and what
they did in the classroom. In the interview, students all agreed that to
increase the effectiveness of English speaking class, students should ask in
English and only say Vietnamese words. However, data in the audio
recording showed that in some cases, students used Vietnamese with the
purposes of having quick responses.
5.3. Recommendations
4. As the writers of the new English textbooks for grades eleven and
twelve did, textbook/ course book writers, syllabus/ curriculum designers for
the level under study should also make reference to the students’ mother
tongue wherever appropriate while preparing English teaching materials.
REFERENCES
Broughton, G., Brumfit, C., Flavell, R., Hill, P., & Pincas, A. (1978).
Teaching English as a foreign language. London: Routledge &
Kegan Paul Brumfit, C. (1984). Communicative methodology in
language teaching: The role of fluency and accuracy.New York:
Cambridge University Press.
Deller, S., & Rinvolucri, M. (2002). Using the mother tongue: Making the
most of the learner’s language. London: English Teaching
professional.
Kervin, L., Vialle, W., Herrington, J., & Okely, T. (2006). Research for
educators. Melbourne, VIC: Social Science Press.
Lesson 1….
T: Find the person in your contact list that begins with the letter M. If you
cannot find the person with that letter, please go on and move to the next
letter. Can you find him/ her?
S: No.
T: Now, please work in pairs and tell your partner how you met that person
and how you keep contact with him/ her. Please use as much English as you
can.
S1: Yeap. I heard the teacher said that it was ok that you could choose
another one. So tell me about your friend.
P: It’s in Cat Linh treet. They have clubs every Sunday at 5p.m. It’s a good
place for people to come and speak English together.
S1: That’s cool. À, muốn nói là tuyệt vời trong tiếng Anh là từ gì nhỉ?
P: Great……Awesome……..Good….or……
S1: Awesome….that’s it. So, tell me how can you maintain the contact with
your friend? Do you still meet each other?
P: No. Coz she is busy with her thesis and stuff so normally we call and text
each other quite often. And we also update information about each other on
facebook….more convenient.
S1: Oh, that’s also the same way I usually do to keep in touch with some of
my friends.
P: Yeap, me too.
T: Ok, time’s up. Now I invite one person to stand up and present to the
whole class about what you have discussed with your friend.
……………………………
(The conversation)
Teacher wrote some words on the blackboard to give hints for students.
T: Alright. So you have just heard about the conversation. Anyone can give
me some examples of starting a conversation on phone?
……………….speaking.
T: Good one. Here are some examples for you when you are on the phone.
Now please work in pairs and work out a situation I give to each pair.
Student 1 (S1)
S1: Hello, is it H?
P: Yes.
S1: Next Sunday I have to come to Huy’s house. Do you know him?
P: Too far.
S1: Don’t worry. We will go by motorbike. So it’s not too far any more.
P: Do you have a driving license? And are you sure that we will be safe if
you drive?
S1: Dun know. Will pick you up on Sunday. Now I have to go. Talk to you
later.
Student 2 (S2)
S2: Hai đứa mình chọn phim rồi nói tiếng Anh nhé. Hay chọn “Twilight” đi.
Phim đấy đang hot.
T: English, please.
S2: Sorry. Ok, so can we start our conversation now?
P: Alright.
S2: Deal tớ nghĩ và hay dùng trong trường hợp kiểu như là tạm dịch trong
tiếng Việt “Đồng ý không?”. Kiểu đó.
P: Ok. Start?
S2: Yeap.
(Phone ringing)
S2: Hey, long time no see. You forgot me, already, didn’t you? I’m Hoa-
your high school classmate. Remember?
P: What a nice surprise! How have you been? I lost your phone number so I
cannot contact you.
S2: I’m good. I have passed the entrance exam and now I am studying at
Vietnam National University. Ya?
S2: Không rõ nữa. Để hỏi cô. Excuse me, teacher. How can we say Học viện
Ngân hàng in English?
T: Ah, Bank Academy.
S2: That’s great. I am happy to hear that. By the way, I want to ask
you…Nếu muốn hỏi là bạn có bận vào cuối tuần này hay không thì nên nói
như thế nào?
P: ah, I want to ask you whether you are busy this weekend or not.
S2: By the way, I want to ask you whether you are busy this weekend or not.
P: Ừ cũng không rõ nữa, quen dùng nên cứ tiện thể nói thôi mà. Thế để tớ
dùng từ khác vậy nhé. Ok, any plan?
S2: I heard that in Mega star had some hot movies including “Avatar”, “New
moon” or “Shutter Island”. So do you wanna come with me? It’s gonna be
fun coz we have not met each other for a long time.
S2: Up to you.
P: I want to watch 3D movie. “Avatar” seems great coz I heard that it was a
hot phenomenon in Vietnam. Like it?
S2: Cool. So we will watch Avatar this Saturday at 8pm. Ok? I will come to
pick you up earlier.
S2: Này, catch up with ya nghĩa là như nào? Tớ tưởng là theo kịp 1 ai đó
chứ?
P: Catch up with sb còn có nghĩa là ví dụ như nếu bạn bè lâu ngày không
gặp thì có thể sử dụng cụm “catch up with sb”.
S2: Yeap, will text you to pick you up. See ya later.
Student 3 (S3)
S3: Bây giờ mình nói gì? Tình huống của mình là “Bạn muốn rủ bạn của
mình đi mua sắm”.
S3: ok, you are student A. I am student B. You will call me.
P: Alright.
S3: Để tớ viết ra đoạn bọn mình định nói nhé. Bắt đầu là cậu gọi…
Hi, is it……?
P: Ok.
S3: I want to ask you to go shopping cozz I want to buy a dress for my…..
Họp lớp tiếng Anh là gì nhỉ?
S3: Coz I want to buy a dress for my school reunion. Bây giờ nếu cậu bảo
không đi được ngày mai thì thế nào?
P: Cậu hỏi là vào cuối tuần…..tớ sẽ nói là rỗi…Rồi mình hẹn thời gian và
địa điểm gặp nhau….
S3: What’s about this weekend? Please go with me…I hate going alone..
P: This weekend seems fine to me. Afternoon? Ok? I have to take care of my
baby sister in the morning.
S3: Great. I will pick you up at your house at around 2p.m this Saturday. Do
not forget.
P: No worries..
Ss: Hello. We are good, a little bit tired because of the exams.
T: Oh well, we will have fun today and I am sure you will feel better after
games and speaking lessons. Right. As you can see, we have changed our
class from this week because here we have projector for presentation next
week. So bear in mind. Each group needs to hand in your hard copy in 2
days before your presentation day. Are you all clear?
Ss: Yeap.
T: Alright then. Now we will play a guessing game. I will give you some
hints. Your task is to guess what it is or what I am talking about. Are you
ready?
Ss: Sure.
I live in Asia
I am an animal.
Ss: Buffalo.
T: Not correct.
Ss: Lion.
T: Not really.
I hope to kill another animal to eat in the next few days.
I: Correct. Carnivore. And the other type eating grass and vegetables is
named Herbivore. Another hint for you.
I did not enjoy running away from poachers in the last few days.
T: Ah, poacher is the word for those who hunt animals illegally and without
any permission. What is the word for that in Vietnamese?
Ss: Is it tiger?
T: Maybe.
T:
Spots Claw
Stripes Paw
Wing Hooves
Fin Fur
Gill Scale
Tentacle
T: Now you will work in groups of 4. Your task is to choose one animal and
talk about its instinct so that the others have to guess which animals you are
talking about. There will be some suggestions for you:
Something you did not enjoy doing in the last few days
S1: Ok, so which animal you would like to talk about? Uhmm, what’s about
ants?
S1: I think it’s hard for our friends to guess because they do not notice ants-
very small and not powerful animals. And my teacher has not mentioned
them yet. So I think it is a good choice.
Ps: Ok, deal. We can choose ants. So now we will discuss some distinct
features for our friends to guess. I think we should write some hard hints.
(laugh together)
S1: Oh, I think we should use “eat” better coz “bite” I think is used for big
animals like dogs.
Ps: Some thing you do well- I can eat leaves. Not very logical. What’s about
building “tổ”?
S1: Nest. Uhmm, that’s is general and true for ants. Maybe they cannot
guess at this point.
Ps: Ok. Number 1….something you do well- I can build nest very well.
S1: Ok, done. Now the next one is Place where you live?
S1: I think we can choose everywhere coz we can see ants even in the
kitchen, on trees….
Ps: Yeap, that’s right. So will write down Place where I live- Everywhere.
S1: Let’s move to the next one. Something you do badly. Well, a little bit
tricky. What’s kind of things ants cannot do?
Ps: Something you do badly- I cannot jump. I think they cannot guess our
animal. LOL.
S1: That’s what we meant. Then next hint is something nice you hope to do
in the next few days. Do you have any idea?
Ps: Ah, I can find sugar. I think ants like such things.
S1: Really funny. And easy to guess, indeed. Ok. I will note down something
nice you hope to do in the next few days- I can find sugar. Done. Another
hint is that something you did not enjoy doing in the last few days. How can I
say “giẫm” in English?
T: Yes.
S1: Thanks. I think we can have 1 sentence like I hate being stepped on by
human.
S1: Well, we have the last one. Something you usually do after supper.
Ps: I am not sure yet. Let’s think. What do ants do after supper? Sleep or
work?
S1: I think because ants are hard working so maybe they will work. Not
sure.
Ps: It’s hard though. Fine. Just note that after supper, I continue working.
Student 2:
S2: Do you have any idea about which animal we will talk about?
S2: What’s about “dơi”. I do not know the word in English. This animal has
some interesting features that we can talk about.
Ps: Some thing you do well- I can see in the dark? Làm thế nào để nói tôi có
thể bay với vận tốc nhanh
Ps: Ok. Number 1….something you do well- I can see in the dark and fly at
a very high speed.
S2: Ok, done. Now the next one is Place where you live?
Ps: Yeap, that’s right. So will write down Place where I live- hang động tối
và ẩm ướt.
S2: What’s about eating other animals? It will be a little bit tricky for them
to guess.
S2: Something you do badly- I cannot eat other animals. I think they cannot
guess who we are.
Ps: That’s what we meant. Then next hint is something nice you hope to do
in the next few days. Do you have any idea?
S2: Ah, tôi có thể hoàn thành việc xây tổ. I can finish build…………
Ps: I can finish building my nest. Our teacher has just explained “nest” is
used for birds. Done. Another hint is that something you did not enjoy doing
in the last few days.
S2: Dơi không thích làm gì nhỉ? Hay là không thích khói. Tiếng anh khói là
gì?
Ps: Nice idea. Khói trong tiếng Anh mình nghĩ là smoke. Đúng không?
S2: Well, we have the last one. Something you usually do after supper.
Ps: I am not sure yet. Let’s think. What do bats do after supper? Sleep or
work?
S2: Dơi hoạt động về đêm nên tớ nghĩ chắc là sẽ work đó.
Ps: It’s hard though. Fine. Just note that after supper, I continue working.
Student 3:
S3: Bây giờ bọn mình cùng chọn 1 con để đố các đội kia.
S3: Không biết, hỏi cô đi. Thưa cô, “lươn” trong tiếng Anh là gì ạ?
S3: Nghĩa là cái gì mà lươn có thể làm rất tốt. Humm, à, nó có thể trườn rất
nhanh. Trườn tiếng Anh là gì?
Ps: To crawl.
S3: So we should write “I can crawl very fast”. Rồi, câu tiếp theo là gì?
S3: Lươn sống ở đâu? Tớ thấy hình như là ao hồ, chỗ có bùn ấy.
Ps: Uk, đồng ý. Viết luôn ra đi.
S3: Place where you live- I live in rivers, ponds and lakes especially in mud.
.
Ps: Let’s move to the next one. Something you do badly. What cannot eels
do? Cái gì mà lươn không làm được?
S3: Bay hay chạy, đi, nhảy. Nhiều mà. Chọn 1 cái chung chung. Bay được
không?
Ps: Ok.
Ps: Then next hint is something nice you hope to do in the next few days. Do
you have any idea?
S3: Ah, find food- tìm được nhiều thức ăn ấy. Được không?
Ps: Ok. Note down that sentence. Another hint is that something you did not
enjoy doing in the last few days.
S3: Good one, in deed. (writing down). Well, we have the last one.
Something you usually do after supper.
S3: Caí này hơi khó. Mình không hiểu về lươn nên không nắm chắc.Tớ thấy
bỏ qua đi cũng được. Mình dùng mấy câu trên thôi.
Ps: Fine.
APPENDIX B
1. Theo em sinh viên sử dụng tiếng Việt trong giờ nói tiếng Anh có những
nguyên nhân gì?
2. Bản thân em, trong giờ tiếng Anh em sử dụng tiếng Việt, em thấy điều đó
có chấp nhận được không? Em có nghĩ việc sử dụng tiếng Việt phần nhiều là
do lười biếng hoặc ngại nói tiếng Anh không?
3. Việc sử dụng tiếng Việt có giúp em giao tiếp và nói thuận lợi không? Vì
sao?
Does using Vietnamese help you to communicate and speak more fluently?
Why?
4. Có sự can thiệp của giáo viên trong lớp khi sử dụng tiếng Việt không?
Is there any interference from teacher in class when you use Vietnamese?
5. Theo em sự can thiệp của giáo viên có cần thiết hay không? Và giáo viên
nên can thiệp trong tình huống nào?
Student 1:
I: Theo em sinh viên sử dụng tiếng Việt trong giờ nói tiếng Anh có những
nguyên nhân gì?
S1: Thứ nhất, do thói quen sẵn có. Trong lớp từ phổ thông đến giờ đều sử
dụng tiếng Việt nên khi bắt đầu kì học, là sinh viên năm 1, sinh viên sẽ
không thể nhanh chóng chuyển sang dùng tiếng Anh ngay hết được. Nguyên
nhân thứ 2 là sinh viên năm 1 thường không có đủ vốn từ để có thể duy trì 1
cuộc hội thoại hoàn toàn bằng tiếng Anh được. Như vậy thông thường nói
được 1-2 câu rồi gặp trở ngại thì ngay lập tức sinh viên sử dụng tiếng Việt
ngay cho nó dễ dàng hơn. Nguyên nhân thứ 3 là trong 1 môi trường nếu
không quá khắt khe trong việc sử dụng tiếng Anh, sinh viên dễ chuyển ngay
sang tiếng Việt. Sở dĩ vì không có 1 cái rule cụ thể ví dụ như nói tiếng Việt
trong giờ thì bị phạt như thế nào chẳng hạn.
I: Bản thân em, trong giờ tiếng Anh em sử dụng tiếng Việt, em thấy điều đó
có chấp nhận được không?
S1: Em nghĩ là mình không nên thế vì em đã vào môi trường học tiếng rồi
thì tất nhiên em nên hòa nhập với môi trường ấy và tốt nhất sử dụng tiếng
Anh. Vì thứ nhất điều đó giúp em thực hành tiếng Anh rất nhiều. Khi em nói
ra, nếu có vấn đề gì các bạn trong lớp hoặc cô giáo có thể sửa giúp em.
I: Em có nghĩ việc sử dụng tiếng Việt phần nhiều là do lười biếng hoặc ngại
nói tiếng Anh không?
S1: Đó cũng là 1 nguyên nhân nhưng không hẳn là phần nhiều vì đúng là có
những bạn lười biếng và không muốn tư duy và thường nói tiếng Việt rồi
chuyển sang tiếng Anh. Bên cạnh đó, có những bạn thực sự muốn nói tiếng
Anh trong lớp nhưng vì vốn từ vựng nghèo nàn nên các bạn phải sử dụng
tiếng Việt trong trường hợp rất lung túng và bối rối vì không biết chuyển các
câu đó sang tiếng Anh.
I: Bản thân em, khi gặp các từ mới khó hoặc cấu trúc câu thường gặp, em có
sử dụng tiếng Việt ngay không hay dùng 1 cách khác?
S1: Trong giờ nói tiếng Anh, em nghĩ là em sẽ hơi ấp úng tuy nhiên em có
thể nói “how can I say….in English” và nhờ sự hỗ trợ của các bạn hoặc giáo
viên bằng cách diễn đạt đơn giản hơn. Như thế giáo viên có thể giúp em sử
dụng đúng các từ đấy.
I: Việc sử dụng tiếng Việt có giúp em giao tiếp và nói thuận lợi không?
S1: Lúc đầu mới bắt đầu năm nhất, có thể sử dụng tiếng Việt. Nhưng các
buổi học sau thì việc nói tiếng Anh nhiều là cần thiết kể cả việc hỏi và giải
thích cũng nên sử dụng cách nói tiếng Anh đơn giản nhất để cho giáo viên
và các bạn có thể giúp đỡ mình. Chứ không phải lúc nào cũng sử dụng tiếng
Việt 1 cách thường xuyên được.
I: Một số bạn thường có thói quen tư duy và nghĩ bằng tiếng Việt trước rồi
dịch sang tiếng Anh. Theo em như thế có tốt không?
S1: Hoàn toàn không. Đó là điều nên tránh trong giao tiếp bằng tiếng Anh.
Bởi vì mỗi sinh viên nên tập tư duy nghĩ bằng tiếng Anh và sử dụng tiếng
Anh chứ không nên đơn thuần là dịch từ tiếng Việt sang tiếng Anh. Đấy là
điều không nên khi học ngoại ngữ.
I: Theo em, việc sử dụng tiếng Việt vì sao lại cản trở giao tiếp bằng tiếng
Anh?
S1: Bởi vì mục tiêu của các bạn sinh viên là sử dụng tiếng Anh trong giao
tiếp. Chính vì vậy việc sử dụng tiếng Việt nhiều là không thể được. Đôi lúc
sử dụng tiếng Việt có thể chấp nhận đc vì đôi khi có từ phải sử dụng tiếng
Việt mới thoát ý và diễn tả được nội dung cần nói. Khi đó em nghĩ có thể nói
“In Vietnamese, we can say….”. Không nên nói cả câu bằng tiếng Việt. Bới
vì bọn em đang ở môi trường tiếng Việt nên em nghĩ sinh viên có thể sử
dụng tối đa hiệu quả của 2 ngôn ngữ để gia tăng hiệu quả giao tiếp.
I: Có sự can thiệp của giáo viên trong lớp khi sử dụng tiếng Việt không?
S1: Không. Thường là không. Cô thường để nói hết ý. Sau khi nhận xét, cô
sẽ nhắc nhở 1 chút về việc không nên sử dụng tiếng Việt.
I: Theo em sự can thiệp của giáo viên có cần thiết hay không? Và giáo viên
nên can thiệp trong tình huống nào?
S1: Sự can thiệp của giáo viên là cần thiết. vì giáo viên đóng vai trò là người
hướng dẫn. Nếu giáo viên không can thiệp thì sinh viên sẽ luôn giữ thói
quen nói tiếng Việt. Khi giáo viên can thiệp thì nên để học sinh nói hết ý và
không nên chen ngang. Và khi đưa ra nhận xét cuối cùng, giáo viên có thể
nhắc nhở các em. Khi bọn em làm việc nhóm, giáo viên có thể tham gia
cùng bọn em bằng cách sử dụng tiếng Anh. Như thế bọn em sẽ phải sử dụng
tiếng Anh. Và khi bọn em có khó khăn, giáo viên có thể giúp.
I: In your opinion, why do students use Vietnamese in English speaking
class?
S1: First of all, it is because of the common habit. From high school until
now, students often use Vietnamese. Therefore, at the beginning of the first
year at universities, students cannot switch immediately into English. The
second reason is that first year students do not have strong vocabulary to
maintain a long conversation which is conducted totally in English.
Therefore, normally if we speak in 1-2 sentences and then we have
difficulties in expressing ideas, immediately we will switch into using
Vietnamese, which is considered to be easier and quicker. The last reason is
that in the environment that is not very strict concerning using English as
much as possible, students tend to switch into Vietnamese. Because there is
no specific rule for that such as punishments if there is anyone speaking
Vietnamese in class.
S1: That is also one of the reasons but not the main one. As a matter of fact,
many students are too lazy and passive to think. Instead, they tend to speak
Vietnamese and turn into English. Moreover, some really want to speak
English in class; yet owing to their poor vocabulary so they have to use
Vietnamese in the case that they are too confused and embarrassed to speak
in English.
S1: In English speaking classes, I think in this case I will a little bit hum and
haw. Yet, I can say “How can I say….in English” and ask for help from my
friends pr teacher by using a simpler expression. As a result, the teacher can
help me to use words correctly.
I: Does using Vietnamese help you to communicate and speak more fluently?
S1: At the very first days of 1st semester, freshmen can use Vietnamese.
However, gradually it is necessary to use English even when students want
to ask or explain any problems. It is suggested that they should use simple
and easy English first so that the teacher and peers can support them. It is
unacceptable to use Vietnamese quite often.
I: Some students have the habit of thinking and speaking in Vietnamese first
and then translating into English. To you, is it good?
I: Is there any interference from teacher in class when you use Vietnamese?
S1: No. Normally no. The teacher usually lets students present all our ideas.
After that, when the teacher gives comments in the end, she will remind us of
not using Vietnamese in conversation or discussion.
I: Theo em sinh viên sử dụng tiếng Việt trong giờ nói tiếng Anh do những
nguyên nhân gì?
S2: Em nghĩ là, thứ nhất do các bạn không biết cái gì để nói. Thứ 2, có thể
các bạn không có ý tưởng cho cái topic nói. Ví dụ như, trong giờ nói, cả lớp
sẽ phải nói về 1 chủ đề nào đó nhưng nếu các bạn không có kiến thức và vốn
từ vựng về chủ đề đó, thì rất khó để có thể sử dụng tiếng Anh và nói trôi
chảy. Thứ 3, các bạn thường e ngại, sợ. Có 1 số bạn nói ngọng thường là vần
“l” hoặc “n” thường rất ngại nói vì sợ các bạn chê cười.
I: Bản thân em khi sử dụng tiếng Việt, em có thấy chấp nhận được không?
Em có nghĩ việc sử dụng tiếng Việt phần nhiều là do lười biếng và ngại nói
tiếng Anh không?
S2: Trừ những trường hợp không thể diễn tả được bằng tiếng Anh, việc sử
dụng tiếng Việt có thể tạm chấp nhận được. Còn lại nếu trong giờ tiếng Anh
mà việc sử dụng tiếng Việt quá nhiều thì chắc chắn là điều không nên làm.
Cụ thể là những câu giao tiếp thông thường và những từ chỉ cảm ơn, xin lỗi,
không đồng ý….thì tránh sử dụng tiếng Việt. Trong các tình huống được đưa
ra trên lớp, bản thân em thấy không nên sử dụng tiếng Việt để hỏi mà nên
tập thói quen sử dụng tiếng Anh để diễn đạt ý mình muốn nói. Như thế,
mình sẽ được cô giáo sửa về từ, phát âm hay cả cấu trúc nữa. Khi làm cặp
hoặc nhóm với nhau, nếu các bạn đều không hiểu ý nhau, vẫn nên nói bằng
tiếng Anh và có thể giúp đỡ bạn đó nếu đi chệch hướng topic. Tuyệt đối
không nên nói tiếng Việt ví dụ như “Bạn nói sai rồi! Bạn nói lại đi!”. Nên
dùng tiếng Anh linh hoạt trong các tình huống giao tiếp như vậy.
I: Với 1 từ mới hoặc 1 ý em muốn diễn đạt mà em không biết, em thường xử
lý như thế nào?
S2: Trước hết, em nghĩ là phải dùng tiếng Anh ở mức tối đa có thể. Em sẽ
dùng các từ lien quan xung quanh đến từ đó mà em định nói bằng tiếng Anh
để bạn partner có thể hiểu em đang nói gì mà em không cần phải biết chính
xác cái từ mới em không biết kia.
I: Em có nghĩ phần nhiều nói tiếng Việt là do lười biếng hoặc ngại nói tiếng
Anh không?
S2: Rất nhiều bạn sinh viên năm nhất có khả năng nói nhưng rất lười nói. Vì
các bạn chưa quen cách học của đại học, vẫn còn thụ động và theo cách học
phổ thông. Khác với cách học phổ thông, học đại học em nghĩ sinh viên phải
năng động và biết thể hiện bản thân. Tuy nhiên nhiều bạn lại nghĩ nói nhiều
tiếng Anh, mọi người sẽ nghĩa các bạn ấy khoe khoang và muốn thể hiện.
Và các bạn chờ đợi vào cô giáo chứ không hề tự học hỏi, và tự nỗ lực rèn
luyện.
I: Trong giờ nói tiếng Anh, sử dụng tiếng Việt nhiều có giúp em thuận lợi
trong giao tiếp không?
S2: Trong 1 số trường hợp thì là có. Ví dụ như cô giáo cho 1 topic để thảo
luận thì trước hết, nếu có quá nhiều từ mình không biết thì nên hỏi các bạn
bằng tiếng Việt. Trong đoạn hội thoại theo cặp, thì mình không nên dùng
tiếng Việt. Nếu có phần nào không hiểu thì có thể hỏi lại bạn hoặc cô giáo
bằng tiếng Anh. Tránh tình trạng ví dụ em đang nói tiếng Anh mà chuyển
sang tiếng Việt thì em nghĩ rằng sẽ khó có thể tiếp tục cái mạch nói tiếng
Anh.
I: Khi bọn em sử dụng tiếng Việt trong lớp thì giáo viên có can thiệp không?
S2: Có. Ví dụ nếu bọn em có sử dụng nhiều tiếng Việt giáo viên sẽ nhắc
nhở. Khi bọn em có hỏi cô 1 cái từ hay cấu trúc bằng tiếng Việt, giáo viên
luôn cố gắng giải thịch bằng tiếng Anh 1 cách dễ hiểu đủ để cho bọn em
nắm bắt được trừ trường hợp khó hiểu quá như các từ ngữ chuyên ngành, thì
giáo viên sẽ sử dụng tiếng Việt.
I: Theo em, sự can thiệp của giáo viên có cần thiết không? Và giáo viên nên
can thiệp trong trường hợp nào?
S2: Ở 1 góc độ nào đó lien quan đến tiếng Anh thôi chứ còn các bạn đang
cần thảo luận mặc dù trong giờ học không được phép thảo luận vấn đề ngoài
giờ học, nhưng như vậy cô không nên can thiệp vì đôi lúc nói tiếng Việt
không diễn tả hết được những vấn đề đó. Em nghĩ giáo viên nên can thiệp
trong trường hợp học sinh hỏi bài cô nên giải thích và hướng dẫn học sinh
cách diễn tả bằng tiếng Anh 1 cách đơn giản, không nhất thiết phải dùng
chính xác từ đó. Khi bọn em hỏi cô từ mới bằng tiếng Việt hay khi cô giải
thích 1 vấn đề gì đó bằng tiếng Anh mà bọn em không hiểum em vẫn muốn
cô giải thích từ mới bằng tiếng Anh và đơn giản nhiều nhất có thể. Bài nói
trên lớp cũng không quá khó, do vậy nên sử dụng tối đa tiếng Anh. Đối với
các bạn học kém hơn mặc dù không có vốn từ vựng tốt, các bạn vẫn nên sử
dụng tiếng Anh. Vì càng nói thì khả năng nói sẽ tiến bộ và nâng cao hơn. Cứ
dần dần từng bước.
S2: In my opinion, first of all, because they do not know what to say. Second,
maybe they do not have any ideas in regard to the topic. For instance, in
English speaking periods, the whole class has to talk about one 1 topic; yet,
if some students do not have any knowledge and vocabulary related to that
topic, it is hard for them to use English and speak fluently. Thirdly, they are
often nervous and embarrassed. Some of them often lisp between “l” and
“n”. Thus, they are often embarrassed to speak because they are afraid of
being made fun of.
S2: Except some cases that it is unable to express and explain in English,
using Vietnamese is somehow acceptable. The rest should be English
because in English speaking periods, using too much Vietnamese is not
advisable. In particular, in some simple situations or some words such as
“thank you”, “sorry”, “disagree”, etc, students need avoid using
Vietnamese. In some situations given in class, I myself do not see any
necessity of using Vietnamese to ask. Instead, students should create the
habit of using English to express what they want to convey. Therefore, the
teacher can correct their mistakes in terms of vocabulary, pronunciation and
structures. When working in pairs and groups, if students do not understand
each other, they should maintain their conversation in English and help
each other if the conversation is off- topic. It is strict not to use Vietnamese,
for example, “You are wrong!”, “Please say again!”. Students should use
English flexibly in such situations.
S2: First of all, I think students should use English as much as they can. In
my case, I will use words related to the word I intend to use in English so
that my partner can understand what I am talking about so that I am no
need to use and know this exact word.
S2: Many first year students have capabilities to speak English but they are
too lazy to raise their voice. Moreover, 1st year students have not got used to
study methods of universities so they are still very passive and follow high
school ways of study. In my opinion, different from high school, university
students should be pro active and know how to show themselves. However,
many students believe that if they speak English a lot in class, their peers
will say they are showing off and boasting. In addition, some depend on the
teacher without self- studying and improving themselves.
S2: In some cases, I say yes. For example, the teacher gives one topic for
discussion. The first thing, if there are too many words we do not know, we
should ask immediately in Vietnamese. In situation working in pairs, it is
necessary to use English. If students have anything confusing, they can re-
ask your friends or the teacher in English. It should be avoided that for
example, I am using English then suddenly I switch into Vietnamese. If so I
think, it is hard to keep English flow.
S2: Yes. For instance, if we use too much Vietnamese, our teacher will
remind us. When we ask her words or structures in Vietnamese, she always
tries to explain in English simply enough for us to catch up. Except for some
hard cases of terminologies or academic words, the teacher should use
Vietnamese.
Interviewer: Theo em, sinh viên năm nhất sử dụng tiếng Việt trong giờ nói
tiếng Anh có những nguyên nhân gì? Vì sao sinh viên vẫn sử dụng tiếng
Việt?
S3: Thứ nhất, vốn từ vựng của các bạn năm nhất còn hạn chế, có rất nhiều từ
không thể diễn đạt bằng tiếng Anh hoặc không thoát ý vì vậy các bạn sẽ
chọn giải pháp là sử dụng tiếng Việt. Thứ 2 là khả năng tự tin của sinh viên.
Nếu các bạn không tự tin thì sẽ có xu hướng nói nhiều tiếng Việt hơn là
tiếng Anh.
I: Còn gì nữa không em? Ví dụ như trong khi nói tiếng Anh mà gặp các từ
mới, thông thường bọn em sẽ làm gì? Bọn em sẽ sử dụng cách diễn đạt long
vòng đơn giản bằng tiếng Anh để có thể nói đến từ đó hay là sử dụng tiêng
Việt để hỏi cho nhanh?
S3: Như ở lớp em, thì các bạn sẽ dùng tiếng Việt vì như thế sẽ nhanh và tiết
kiệm được thời gian.
I: Như quan sát của chị, 1 số bạn khi làm các bài hội thoại, thông thường các
bạn sẽ tư duy bằng tiếng Việt trước sau đó mới dịch sang tiếng Anh và thực
hành nói với nhau. Ở lớp em có trường hợp đấy không?
I: Thế làm sao bọn em thiết lập được phản xạ nói tiếng Anh được?
S3: Ở lớp em, thông thường các bạn có thói quen tư duy bằng tiếng Việt
trước rồi chuyển sang tiếng Anh. Trong khi đó các bạn học khá thì mạnh dạn
và sử dụng tiếng Anh nhiều hơn. Bản thân các bạn học đuối hơn cũng kém
phần tự tin. Chính vì thế việc sử dụng tiếng Việt trong giờ nói càng phổ biến
hơn. Vì thế trong giờ nói, sẽ phân hẳn thành các khu các bạn học khá chịu
khó nói tiếng Anh và các bạn học kém hơn, sử dụng tiếng Việt nhiều hơn.
I: Bản thân em, khi sử dụng tiếng Việt em cảm thấy có chấp nhận được
không? Em có nghĩ việc sử dụng tiếng Việt phần nhiều là do lười biếng hay
ngại nói tiếng Anh không? Hay do yếu tố khác?
S3: Tất nhiên, không ai muốn sử dụng nhiều tiếng Việt trong giờ tiếng Anh
đặc biệt là giờ nói. Sinh viên nào cũng mong có cơ hội và rèn luyện khả
năng nói tốt. Tuy nhiên 1 phần là do xu hướng chung, Nghĩa là ví dụ em yếu
về phần từ vựng làm nhóm cùng các bạn cũng yếu về từ vựng nên sẽ rất khó
để giải thích. Vì có thể giài thích nhưng các bạn cũng không hiểu. Như thế
sẽ rất mất thời gian. Thêm nữa, nếu hỏi cô và giải thích cho cô hiểu bằng
tiếng Anh thì có khả năng cô cũng sẽ không hiểu được. Như vậy vừa mất
thời gian mà không hề hiệu quá. Dùng tiếng Việt sẽ nhanh và hiệu quả hơn.
I: Thế có nghĩa là em thường xuyên làm việc với các bạn học yếu hơn các
bạn khác đúng không?
I: Thế đã khi nào em làm cùng các bạn học khá chưa? Có sử dụng nhiều
tiếng Anh không?
S3: Em vẫn hỏi tiếng Việt bình thường. Vì hỏi lien tục bằng tiếng Anh các
bạn lại bảo hỏi tiếng Anh làm gì cho mất thời gian, hỏi tiếng Việt cho nhanh.
I: Sử dụng tiếng Việt có giúp em trong giao tiếp và nói tiếng Anh thuận lợi
không?
S3: Uhmm, xét về phương diện từ vựng, sử dụng tiếng Việt sẽ giúp em biết
được nghĩa của từ đấy nhanh hơn thay vì lung túng mất thời gian hỏi bằng
tiếng Anh. Các thầy cô cũng biết bọn em sinh viên năm nhất, nên khi bọn
em sử dụng tiếng Việt để hỏi các thầy cô vẫn trả lời.
I: Em có nhận xét gì về việc tư duy bằng tiếng Việt và dịch sang tiếng Anh?
S3: Nó hơi chậm. Khi đứng lên thuyết trình, bọn em sẽ hay nói lắp, lung
túng và nhớ theo cái khuôn đã vạch ra lúc đầu chứ không có phản xạ nói 1
cách tự nhiên.
I: Trong giờ nói tiếng Anh, khi bọn em sử dụng tiếng Việt, cô giáo có nhắc
nhở can thiệp gì không?
S3: Không. Nếu cô giảng tiếng Anh thì cô sẽ giảng bằng tiếng Anh, thỉnh
thoảng cô có sử dụng tiếng Việt để giải thích. Ví dụ, cô tung ra 1 topic, cô
cũng có khuyến khích bọn em sử dụng tiếng Anh nhưng cô không nhắc nhở
sử dụng tiếng Anh nhiều hơn.
I: Em có thấy sự can thiệp của cô giáo là cần thiết không? Ví dụ như là khi
bọn em làm nhóm và sử dụng tiếng Việt, cô giáo nên nhắc nhở bọn em.
S3: Em nghĩ là cần thiết. Cô không chỉ nên nhắc các bạn về việc sử dụng
tiếng Anh nhiều hơn mà cô nên giúp học sinh về từ vựng và tư duy bằng
tiếng Anh. Ví dụ, 1 từ khó bọn em hỏi nghĩa cô không nên nói bằng tiếng
Việt mà cô nên sử dụng tiếng Anh giải thích 1 cách đơn giản dễ hiểu. Và
trên lớp cô nên hạn chế dùng tiếng Việt. Thay vào đó, cô sử dụng cách nói
đơn giản, cấu trúc câu ngắn bằng tiếng Anh. Và 1 số phần nếu cô giảng mà
bọn em không hiểu, cô nên nhận ra và giảng chậm lại. Đôi lúc cần kết hợp
tiếng Việt để cho rõ rang hơn.
Interviewer: In your opinion, what are the reasons why freshmen use
Vietnamese in Speaking English class? Why do they still use Vietnamese?
S3: First, the vocabulary of first year students is limited. There are many
words that they find it hard to express or not escape the mind. Thus, they
choose to use Vietnamese. Second, it is because of students’ confidence. If
they are not confident, they will tend to speak more Vietnamese than
English.
I: What else do you think of? For example, when speaking English and
encountering new words, what should you usually do? You’ll be happy to
use simple expressions in English to explain them or use Vietnamese to save
time?
I: That means that you often work with weaker students, don’t you?
I: So have you ever work in groups or pairs with good peers? If yes, do you
use lots of English?
S3: To be honest, it is a little bit slow. Using that way, when we present, we
often stammer, confuse and try to remember the set model we did together
without any natural interaction.
S3: No. If our teacher lectures in English, then she will use English.
Sometimes she will use Vietnamese to explain. For example, while the
teacher gives us 1 topic to discuss, normally, she encourages is to use
English as much as possible. However, she seldom warns us to use English
more.
S3: I think it is important and necessary. The teacher not only should ask us
to use more English but also help us concerning vocabulary and ways to
think in English. For example, when we ask for meanings of a difficult word,
the teacher should not explain immediately in Vietnamese but use simple
English to help us guess the word. Moreover, the teacher can limit the use of
Vietnamese in class. Instead, she can use simple and easy- to- understand
structures in English. In some parts, if the teacher realizes that we do not
understand, she should re- talk slowly and combine Vietnamese explanation
if necessary.