(LUẬN văn THẠC sĩ) an investigation into teachers’ beliefs and practices regarding using l1 in teaching english at yen dung 1 high school, bac giang

VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES



ĐÀO THỊ NGÂN

AN INVESTIGATION INTO TEACHERS’ BELIEFS AND
PRACTICES REGARDING USING L1 IN TEACHING ENGLISH AT
YEN DUNG 1 HIGH SCHOOL, BAC GIANG
Nghiên cứu về tín niệm và việc sử dụng tiếng mẹ đẻ của giáo viên trong
giảng dạy Tiếng Anh tại Trường THPT Yên Dũng 1, Bắc Giang

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

HÀ NỘI – 2015

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VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES



ĐÀO THỊ NGÂN

AN INVESTIGATION INTO TEACHERS’ BELIEFS AND
PRACTICES REGARDING USING L1 IN TEACHING ENGLISH AT
YEN DUNG 1 HIGH SCHOOL, BAC GIANG
Nghiên cứu về tín niệm và việc sử dụng tiếng mẹ đẻ của giáo viên trong
giảng dạy Tiếng Anh tại Trường THPT Yên Dũng 1, Bắc Giang

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Assoc. Prof. Dr. Lê Văn Canh

HÀ NỘI – 2015

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STATEMENT OF OWNERSHIP
I, Dao Thi Ngan, hereby declare that this project is conducted by myself for the
purpose of qualifying for the Master‟s Degree in English language teaching
methodology. All others‟ works used in this study have been properly cited. The
study reported here has never been published elsewhere or for any other purposes.

ĐÀO THỊ NGÂN

HÀ NỘI – 2015

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ACKNOWLEDGEMENT
I would like to thank the teachers and administrative staff of the Post-Graduate
Study Faculty at the University of Languages and International Studies for
providing me with the opportunity to develop my knowledge of teaching English
methodology and better understand my own strengths and weaknesses. My special
thanks go to my supervisor for valuable advise and friendly support throughout the
course and the thesis. Lastly, a sincere thank-you to my family for their patience,
kindness and encouragement.

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(LUAN.van.THAC.si).an.investigation.into.teachers’.beliefs.and.practices.regarding.using.l1.in.teaching.english.at.yen.dung.1.high.school..bac.giang(LUAN.van.THAC.si).an.investigation.into.teachers’.beliefs.and.practices.regarding.using.l1.in.teaching.english.at.yen.dung.1.high.school..bac.giang(LUAN.van.THAC.si).an.investigation.into.teachers’.beliefs.and.practices.regarding.using.l1.in.teaching.english.at.yen.dung.1.high.school..bac.giang(LUAN.van.THAC.si).an.investigation.into.teachers’.beliefs.and.practices.regarding.using.l1.in.teaching.english.at.yen.dung.1.high.school..bac.giang

ABSTRACT
Opinions concerning the use of the L1 in L2 learning have differed markedly
over the years. For much of the past century, it has generally been asserted by
theorists and methodologists that the L1 has a largely negative influence on L2
learning and that its use should therefore be kept to an absolute minimum in L2
teaching. However, in recent years this position has been called into question,
leading to the beginnings of a reassessment of previous views and assumptions.
The thesis reports on an exploratory study which was conducted to explore
the beliefs and classroom practices regarding the use of Vietnamese by a group of
seven teachers working in a high school in Viet