Teacher talk at Ly Tu Tan High school, Hanoi and Its implications for effective classroom interactions

Teacher talk at Ly Tu Tan High school, Hanoi
and Its implications for effective classroom
interactions
Việc sử dụng ngôn ngữ của giáo viên tại
trường THPT Lý Tử Tấn, Hà Nội và những
gợi ý để đạt được sự tương tác hiệu quả
trong lớp học

Lê Thanh Hoa

University of Languages and International Studies
M.A. Thesis. English Teaching Methodology; Mã số: 60 14 10
Supervisor : M.A. Nguyễn Thị Bích Ngọc
Năm bảo vệ: 2012

Abstract. The success of teaching depends to a large extent on interactions that occur
between teachers and students and the happening of interaction is affected directly by
ways of teacher talk. The aims of the study were threefold: (1) to investigate the
current situation of teacher talk at Ly Tu Tan High School; (2) to find out ways of
teacher talk preferred respectively by teachers and students; (3) to provide teachers
with some techniques crucial to making the classroom interaction more
communicative and effective. The subjects involved in the study are 102 students from
10th-groups (10A6, 10A7, 10A8) with the survey questionnaires, 3 teachers who are
currently teaching English to 10th form students with another set of survey
questionnaires. The research reveals that teachers occupy most of the time in
classroom by introducing, explaining, telling and giving - a real kind of monologue. In
initiating an interaction, invitation is the first preferred choice by both teachers and
students, but the least employed one. In ways of follow-up, when students produce no
answer or an incorrect answer, teachers usually prefer ways of prompting, and this is
what teachers really did in class. However, students prefer to be informed by the
teacher. When students provide the expected answer, they also prefer to be

commented, rather than being just simply acknowledged. It is suggested that teachers
should pay more attention to their language in the process of interactions with
students, so as to provoke more effective interactions in class.
Keywords. Tiếng Anh; Phương pháp giảng dạy; Ngôn ngữ; Giáo viên
Content.
This study is composed of three parts:
Part One: The Introduction presents the rationale, purpose, scope, method,
significance and the organization of the study.
Part Two: The Development consists of four chapters.
- Chapter One: Literature Review establishes the basic theoretical background from
the literature on classroom research and teacher talk.
- Chapter Two: Methodology describes the overall picture of how the research was
carried out from the first step of determining the research design to the last step of
gathering the results. Specifically, this chapter contains details of the setting, the
collection of the data for the research and methods of data analysis.
- Chapter Three: Data Analysis and Findings interprets the results of the study. This
chapter attempts to provide answers to the posed research questions and present the
findings with some comments as well.
- Chapter Four: Implications suggests some ideas for educational administrators,
teachers and students so that teacher talk in class can be improved.
Part Three: The Conclusion summarizes the main findings in the study, emphasizes
implications for more communicative teacher talk and points out the limitations and
provides some suggestions for further study on the field.
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