VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ MINH NGUYỆT STUDENTS’ ATTITUDES TOWARDS THE TEACHING OF SPEAKING BY NATIVE-ENGLISH-SPEAKING TEACHERS: A SURVEY RESEARCH AT THAI BINH TEACHER TRAINING COLLEGE (Nghiên cứu điều tra thái độ sinh viên việc dạy nói giáo viên người ngữ Trường Cao Đẳng Sư Phạm Thái Bình) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Hanoi – 2011 VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** ĐỖ THỊ MINH NGUYỆT STUDENTS’ ATTITUDES TOWARDS THE TEACHING OF SPEAKING BY NATIVE-ENGLISH-SPEAKING TEACHERS: A SURVEY RESEARCH AT THAI BINH TEACHER TRAINING COLLEGE (Nghiên cứu điều tra thái độ sinh viên việc dạy nói giáo viên người ngữ Trường Cao Đẳng Sư Phạm Thái Bình) M.A Minor Programme Thesis Field: English Teaching Methodology Code: 601410 Supervisor: PHẠM MINH TÂM, MEd Hanoi - 2011 LISTS OF ABBREVIATIONS NESTs : native-English speaking teachers NNESTs : non-native-English-speaking teachers CLT : Communicative Language Teaching LISTS OF TABLES Pages Table 1: Students’ attitudes towards the role of speaking skill in their English learning 25 Table 2: Students’ attitudes towards native teachers’ advantages as native speakers 26 Table 3: Students’ attitudes towards disadvantages of native teachers as native speakers 28 Table 4: Students’ attitudes towards native teachers’ teaching techniques 29 Table 5: Three different graders’ attitudes towards native teachers’ teaching speaking (according to three categories in detail) iv 32-33 TABLE OF CONTENTS Declaration …………………………………………………………………………… i Acknowledgements ………………………………………………………………… ii Abstract ……………………………………………………………………………… .iii Lists of Abbreviations ……………………………………………………………… iv Lists of Tables ……………………………………………………………………… iv Table of Contents …………………………………………………………………… v-vii Part A: INTRODUCTION ………………………………………………………… 1-3 Rationale for the Study …………………………………………………… Aims of the Study and Research Questions ……………………………… Scope of the Study ………………………………………………………… Research Methodology …………………………………………………… Design of the Study ……………………………………………………… Part B: DEVELOPMENT ………………………………………………………… 4-36 Chapter 1: Literature Review ……………………………………………………… 4-18 1.1 Attitude and their Roles in Second Language Acquisition ………………4-7 1.1.1 Concepts of Attitude …………………………………………….4-5 1.1.2 Classifications of Attitude ………………………………………5 1.1.3 The Role of Attitude in Second Language Acquisition ……… 6-7 1.2 The Teaching of Speaking …………………………………………… 7-16 1.2.1 Definitions of Speaking …………………………………………7-8 1.2.2 The Position of Speaking in English Language Teaching and Learning ………………………………………………………… 1.2.3 Accuracy and Fluency in Speaking …………………………… 8-9 1.2.4 Problems with Speaking ……………………………………… 9-10 1.2.5 Communicative Language Teaching Approach in Teaching Speaking and Communicative Competence ……………………… .11-12 1.2.6 Principles of Teaching Speaking …………………………… 12-13 v 1.2.7 Classroom Speaking Activities ………………………………….13-14 1.2.8 Characteristics of Successful Speaking Activities ………………14-15 1.3 Advantages and Disadvantages of Native English-Speaking Teachers …………………………………………………………………… 15-16 1.4 Previous Studies ……………………………………………………… 16-18 1.5 Conclusive Remarks ………………………………………………… 18 Chapter 2: Research Methodology ……………………………………………… 19-24 2.1 Research Context ……………………………………………………….19 2.2 Research Questions …………………………………………………….19-20 2.3 Research Approach …………………………………………………… 20 2.4 Research Participants ………………………………………………… 20-21 2.5 Research Instruments ………………………………………………… 21-23 2.6 Data Collection Procedure …………………………………………… 23-24 2.7 Data Analysis Procedure ……………………………………………….24 Chapter 3: Results and Discussion …………………………………… 25-36 3.1 The answer to the first research question: Students’ attitudes towards native teachers’ teaching speaking……………………………… 25-31 3.1.1 Results ……………………………………………………………… 25-30 3.1.1.1 Students’ attitudes towards the role of speaking skill in their English learning …………………………………………… .25-26 3.1.1.2 Students’ attitudes towards advantages of native teachers as native speakers ……………………………………………………….26-28 3.1.1.3 Students’ attitudes towards disadvantages of native teachers as native speakers ………………………………………………………………28-29 3.1.1.4 Students’ attitudes towards native teachers’ teaching techniques …………………………………………………………….29-30 3.1.2 Discussion …………………………………………………………………… 30-31 3.2 The answer to the second research question: The differences of three different graders’ attitudes towards native teachers’ teaching speaking in some extent …………………………………………………… 31-36 3.2.1 The results………………………………………………………… .31-35 vi 3.2.2 Discussion …………………………………………………………… 35-36 3.3 Conclusive remarks ………………………………………………… .36 Part C: CONCLUSION ……………………………………………………… 37-39 Summary of Major Findings …………………………………………… 37 Implications for English Language Teaching ………………………… 38 Limitations of the Study ………………………………………………… 38-39 Suggestions for Further Studies ………………………………………….39 REFERENCES …………………………………………………………… 40-42 APPENDICES …………………………………………………………… I-VIII Appendix 1: Survey Questionnaire in English ………………………… I-II Appendix 2: Survey Questionnaire in Vietnamese …………………… III-V Appendix 3: Interview Transcripts ………………………………………………… VI-VIII A Schedule 1: Interviews with the first year students …………… VI B Schedule 2: Interviews with the second year students ……………… VII C Schedule 3: Interviews with the third year students ………………… VIII vii Part A: INTRODUCTION Rationale for the Study Teachers are considered to be one of the most crucial elements affecting the success of students learning a foreign language in non-English speaking countries In the last decade there has been on-going discussion involved in advantages and disadvantages of native teachers and non-native teachers of English (Philipson, 1992; Medgyes, 1994; Liu, 1999) There have been also studies on learners‘ perceptions or attitudes towards the teaching of both native and non-native teachers, even on that of a certain area of language such as speaking, listening or grammar in China, Korea, and Japan (Liu, 1999; Liu & Zhang, 2007; Xiaoru, 2008) The findings indicate a preference for native teachers, but this depends on the qualities of native teachers and the language areas they take over In Vietnam, since students learn English as a foreign language and a number of them are exposed to native English speaking teachers (hereafter referred as NESTs) there have been hardly any studies on their teaching Language learners, their parents, and even people directly involved in language education expect that the best teacher of a language is a native teacher However, whether this expectation is true or not and to what extent it is believable is left for future studies In the context of the study, Thai Binh Teacher Training College, where the researcher is working as a non-native teacher of English, there were native teachers who came to teach speaking skill through educational cooperation projects However, they are short-term ones and the teachers worked with all English majors of the college in oral classes for a school year only and then left them for non-native teachers The author of the study as a successor wonders what the students actually think of native teachers‘ teaching speaking and whether different graders have different opinions That is also the reason for the study The study is expected to investigate the students‘ attitudes towards native-English teachers‘ teaching speaking and give some valuable suggestions for the employment of native-English teachers at the context of the study in particular and in Vietnam in general and the improvement of the teaching of speaking in particular and other areas of English language teaching in general by non-native teachers Aims of the Study and Research Questions The aims of the study are: first, to investigate what the attitudes of English majors at Thai Binh Teacher Training College towards the teaching of speaking by English native teachers are, and to what extent different graders have different attitudes; then, to give some implications for the employment of native teachers in the context of Vietnam and the improvement of the teaching of English by Vietnamese non-native teachers Therefore, two research questions raised are: What are the students‘ attitudes towards the teaching of speaking by native-English speaking teachers? To what extent different graders‘ have different attitudes? Scope of the Study Due the time limit and the real context of the study where native teachers were put in charge of speaking sections only, the study focused on investigating the students‘ attitudes towards native teachers‘ teaching speaking Besides, the research only emphasized studying general issues related to the strengths and weaknesses as well as the main techniques of native teachers in teaching speaking skill Research Methodology As the major aim of the study is to find out students‘ attitudes towards the teaching by native English speaking teachers, survey approach was selected, and two main data collection methods employed were questionnaire and interview Cencus sampling was used with all English majors at Department of Foreign Languages of Thai Binh Teacher Training College The data were collected from 100 participants who belong to three different grades/groups The analysis was carried out in the light of finding out the answers to the research questions Design of the Study The study includes three main parts: Part A: Introduction presents the rationale for the study, the aims and research questions, scope of the study, research methodology, and design of the study Part B: Development consists of three chapters as follows: Chapter 1: Literature Review presents the theoretical background for the study It involves concepts, classifications and roles of attitude in language learning; issues related to speaking and the teaching of this skill such as definitions, principles or techniques; advantages and disadvantages of native teachers; and previous studies Chapter 2: Research Methodology is concerned with the context of the study, research questions, research approach, research participants, research instruments, data collection procedure and data analysis procedure Chapter 3: Results and Discussion describes the results of the study which were collected from questionnaires and interviews, and the discussion based on the results to answer the research questions Part C: Conclusion gives the summary of major findings of the study, some pedagogical implications for English teaching and learning in Vietnam, and suggestions for further studies based on the limitations of the study Part B: DEVELOPMENT Chapter 1: Literature Review This chapter will present the theoretical background for the study In the first place, concepts, classifications and roles of attitude in language learning are discussed Then, issues related to speaking and the teaching of this skill such as definitions of speaking, its roles in a second language learning or techniques of teaching speaking, etc., are presented too Next comes to the advantages and disadvantages of native-English-speaking teachers Finally, prior studies related to the topic are summarized 1.1 Attitude and their Roles in Second Language Acquisition 1.1.1 Concepts of Attitude The concept of attitude is complex Several definitions have been proposed to describe its nature Allport (1954, as cited in Gardner, 1985) states that: ―an attitude is a mental and neural state of readiness, organized through experience, exerting a directive or dynamic influence upon the individual‘s response to all objects and situations with which it is related‖ (p 45) This idea is shared by Gibb (1988) as he agrees that attitude is a state of mind, which is influenced by feelings, experiences of the world and belief This definition sounds a bit general: it is a state and response but exactly what kind of response it is Gardner (1985, p 9) claims that a person‘s attitude bases on his beliefs or opinions: ―An individual‘s attitude as an evaluative reaction to some referent or attitude object, inferred on the basis of the individual‘s beliefs or opinions about the referent‖ I myself find the following concept of attitude clear and convincing: ―An attitude is a hypothetical construct that represents an individual's degree of like or dislike for something Attitudes are generally positive or negative views of a person, place, thing, or event— this is often referred to as the attitude object‖ (Wikipedia – online dictionary) Similarly, Hallorah (1967) states that attitude represents an individual like or dislike towards an item Attitudes are positive, negative or neutral views of an ―attitude object‖, i.e a person, situation or event People can also be ―ambivalent‖, meaning that they simultaneously possess a positive and a negative bias towards the attitudes in question Obviously, attitude is also a state but represents a person‘s degree of like or dislike It is also response but exactly positive or negative However, the first year students less agree that native teachers a good job of balancing between accuracy and fluency The freshmen‘s expectation of being given more practice on fluency may account for this because they used to think that fluency is the most important element in learning speaking skill More importantly, the junior students less prefer native teachers‘ teaching speaking because of their disadvantages of being native speakers They explicitly demonstrate their difficulties in taking part in classroom activities as well as communicating with foreign teachers This is similar to the study by Sekigawa (2009), which gives the same reasons The juniors not get used to different pronunciation and accents as well as fast speed by native teachers and their English, knowledge of English-speaking countries are not good enough; therefore, they can not express themselves well in English and even can not understand the instructions given by native teachers As a result, the junior students become more passive and quieter, then fail to acquire speaking skill It can be concluded that the students in lower grades and with lower English proficiency have less preference for native teachers‘ oral classes, which is similar to Han‘s study but different from Xiaoru‘s study This study reveals that the longer the students spend with foreign teachers, the less they prefer native teachers 3.3 Conclusive remarks In brief, the participants of the study have clear positive attitudes towards native teachers‘ teaching oral skill because they possess some strengths of being native speakers: their oral competence, much help on students‘ pronunciation, keeping students using the target language, casual manner, and tolerance of students‘ errors The subjects also like native teachers‘ oral classes because of their effective teaching techniques: providing various chances to speak, a variety of interactive speaking activities, even participation, motivation to take part in the activities, and practice with both fluency and accuracy However, being native speakers causes several weaknesses such as their difficulties in predicting and helping to solve students‘ learning problems, and causing students‘ difficulties in communicating with them, which reduce the students‘ preference for their teaching, especially the freshmen‘s Accordingly, the higher grades they are at, the better at English they are, and the more time they spend with higher education, the more they like native teachers‘ teaching speaking 36 Part C: CONCLUSION Summary of Major Findings The survey was conducted on the students‘ attitudes towards the teaching of speaking by native-English-speaking teachers at Thai Binh Teacher Training College It was aimed at determining whether the English majors prefer native teachers‘ oral classes or not and to what extent different graders have different preferences Accordingly, the study would give some pedagogical suggestions for the employment of native teachers and the improvement for non-native teachers in ELT in Vietnam Questionnaire and interview were employed to collect the data for the study Then the data analysis and findings answered the research questions satisfactorily First, the participants of the study showed a clear preference for native teachers‘ teaching speaking because of their advantages as native speakers and their teaching techniques Most of them agreed that foreign teachers have oral competence, possess casual manner which creates a friendly classroom environment, give students much help on their pronunciation, keep students using the target language, and be tolerant of students‘ errors Furthermore, they were proved to provide their students with chances to speak, various interactive oral activities, even participation among the learners, motivation to take part in the activities, and practice with both accuracy and fluency as well All of these advantages offer favorable conditions for native teachers in teaching speaking However, some disadvantages of being native speakers such as being incapable of speaking the students‘ own language, lacking experience of acquiring a second language, and not sharing cultural and linguistic background with the students reduce the students‘ preference for their teaching Second, the results also indicated that there were some differences of the attitudes towards native teachers‘ teaching speaking among different graders The junior students showed more agreement on native teachers‘ advantages and disadvantages as native teachers, but less on their teaching techniques The lower grades the students are at, the more difficulties they have in native teachers‘ speaking classes It also means that the students with lower level of English competence face more problems in foreign teachers‘ oral classes and they less prefer these classes In short, the participants of the study prefer native teachers‘ teaching speaking and the senior students benefit more from native teachers‘ speaking classes than their younger peers 37 Implications for English Language Teaching Based on the findings of the study, the author would like to give some implications for ELT in her context and in Vietnam for general The suggestions fall into two main parts: for the employment of native teachers and for non-native Vietnamese practitioners‘ teaching For the first part, native teachers should be employed to teach speaking skill because they possess undeniable strong points as native speakers as earlier mentioned However, it is better for senior students because of their time and exposure to the target language as well as their higher level of English proficiency Accordingly, senior students are more confident to communicate with foreign teachers, have fewer difficulties in taking part in activities, and acquire more knowledge on English-speaking countries It is also suggested that native teachers should be hired and assigned judiciously on the basis of their professional virtues, not only because they are native speakers For the second part, non-native Vietnamese teachers should be aware of their own strengths and weaknesses and native teachers‘ as well so that they can make use of their advantages and limit their disadvantages Namely, Vietnamese teachers ought to increase student talking time and reduce teacher talking time by providing students with more chances, more interactive activities, even participation, and more motivation to speak They should have less formal manner, create more enjoyable classroom atmosphere, and be more tolerant of students‘ errors, too Non-native teachers in Vietnam should be providers of more information about the language, more experience of learning additional language, anticipation of language difficulties, more help on solving the problems thanks to benefits of sharing the learners‘ mother tongue Limitations of the Study As the study aims at discovering the students‘ attitudes towards the teaching of speaking by native teachers in a broad way at a college, there exist some limitations First, the research would not have gone deeply in studying all aspects of native teachers‘ teaching speaking It only focused on general things related to the strengths and weaknesses of foreign teachers as native speakers and their main techniques in teaching speaking skill Second, the research studied the students‘ attitudes towards native teachers‘ teaching, so it only can provide a source of information for evaluating their teaching Therefore, the study lacks the variety of native teacher evaluation and limits its validity as well 38 Third, because the native teachers in the study context only worked in speaking sections, the research would not have been involved in other areas of teaching English by native teachers Hence, the study would not have given suggestions for the employment of native teachers in other areas for better English language teaching Last but not least, this is the first study in Vietnam on this topic and the context of the study is a small college in a local area, so its findings would not have been generalized and its validity might have been limited Suggestions for Further Studies From the above-mentioned limitations, the researcher gives some following suggestions for further studies Firstly, more studies on native teachers in the context of Vietnam need to be conducted to explore their real effectiveness Secondly, studies should be done on different areas of teaching English by native teachers such as listening, writing or grammar to find out in which area they are good at and should be put in charge Thirdly, the teaching of English to learners of different stages such as beginners or advanced students or different ages by native teachers should be studied so that the employment of native teachers is really efficient 39 References Ano, K (2005) Japanese English: Fluency and Accuracy in the Spoken English of High School Learners Retrieved December 23, 2010 from http://www.waseda.jp/ocw/AsianStudies/9A77WorldEnglishSpring2005/LectureNotes/13_Japan_/Japanese_English_High_Sch ool_Ano.pdf Bailey, K M (2005) Practical English Language Teaching: Speaking New York: Mc Graw-Hill Benson, M J (1991) Attitudes and Motivation towards English: A Survey of Japanese Freshmen RELC Journal, 22(1), 34-48 Brown, G., & G Yule (1983) Teaching the Spoken Language Cambridge: CUP Bygate, M (1987) Speaking Oxford: Oxford University Press Canale, M & M Swain.(1980) Theoretical Bases of Communicative Approaches to Second Language Teaching and Testing Applied Linguistics, 1(1) Dornyei, Z (2003) Questionnaires in Second Language Research: Construction, Administration, and Processing Mahwad, New Jersey: Lawrence Erlbaum Ellis, R (1994) The Study of Second Language Acquisition Oxford: OUP Gardner, R C (1968) Attitudes and Motivation: Their Role in Second Language Acquisition TESOL QUARTERLY, 2(3), 141-150 10 Gardner, R C., & Lambert, W E (1972) Attitudes and Motivation in Second Language Learning Rowley, Mass: Newbury House 11 Gardner, R C (1985) Social Psychology and Second Language Learning: The Role of Attitude and Motivation London, GB: Edward Arnold 12 Gibb, M.(1988) A Comparative Study of Attitudes towards Variety of English held by Professional and Tertiary Level Students in Korea at http://www.survey.ac.uk/ELI/gibbm.pdf 13 Hallorah, J D (1967) Attitudes 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Voices from Language Classroom Cambridge: CUP 40 Ur, P (1996) A Course in Language Teaching Cambridge: CUP 41 Walker, E (2001) Roles of Native-speaker English Teachers (NETs) in Hong Kong Secondary Schools Asia Pacific Journal of Language in Education, 4(2) 51-77 42 Wong, C.-Y (2009) Are Native Speakers "Good" Language Instructors? A Case Study of Untrained ESL Tutors ARECLS, 6, 122-140 43 Xiaoru, C (2008) A Survey: Chinese College Students‘ Perceptions of Non-Native English Teachers CELEA Journal, 31(3) 44 http://en.wikipedia.org/wiki/Attitude_(psychology) 45 http://www.protogenie.com/concepts.html 42 Appendices Appendix 1: SURVEY QUESTIONNAIRE ON STUDENTS’ ATTITUDES TOWARDS THE TEACHING OF SPEAKING BY NATIVE ENGLISH SPEAKING TEACHERS This survey questionnaire is designed to find out the students’ attitudes towards the teaching of speaking by the native English speaking teacher at our department as my completion for my MA thesis titled “Students’ Attitudes towards The Teaching of Speaking by Native English-Speaking Teachers” It is highly appreciated if you could spend your little time completing truthfully the questionnaire All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation! A The role of speaking skill in English learning: Please choose your option(s) I think speaking skill is ………………… in my English learning A Very important B Important C Not very important D Not important at all Speaking skill is important in my English learning because ……………… A it helps me to learn other skills (listening, writing and reading) better B it helps me to learn content-based subjects in English (such as lexicology, phonology, country study, etc) more easily C it helps me be confident in taking part in activities held by our department like English speaking club meetings D I can easily show my English proficiency E it enables me to be confident in communicating with other people Part B Students’ attitudes towards the teaching of speaking by native-English speaking teachers My attitudes towards the teaching of speaking by native-English speaking teachers are …………… The followings are a number of statements expressing your opinions about the teaching of speaking by native-English speaking teachers There are no right or wrong answers since people have different views I would like you to indicate your opinions about each statement by ticking (√) at one of the four columns I Example: They (native-English-speaking teachers) are good oral teachers If you strongly agree with the statement, please tick at the column Strongly agree Choose the most applicable My opinions about native-English speaking teachers’ teaching speaking Strongly agree Agree Disagree Strongly disagree A They are good speaking teachers because of their oral competence B They are unaware of my problems because they don’t have first hand experience in learning English C They provide me with a lot of chances to speak English D They provide me with a variety of interactive speaking activities E They can’t help me solve my problems because of their incapability of speaking my language F They could give me much help on my pronunciation G They keep me using English because of their incapability of speaking my own language H I have difficulties in taking part in speaking activities because of their different pronunciation and fast speed I I have equal chances to speak English J They have casual manner, which creates a friendly classroom environment K They are tolerant of my errors L I have difficulties in taking part in classroom activities because I am not self-confident enough to communicate with foreign teachers M They motivate me to take part in oral activities N They give me practice with both fluency and accuracy O They and I have different ethnic, social, cultural and linguistic background, which may cause difficulties, even shocks Thank you very much for your cooperation! II Appendix 2: PHIẾU ĐIỀU TRA VỀ THÁI ĐỘ CỦA SINH VIÊN ĐỐI VỚI VIỆC DẠY KỸ NĂNG NÓI CỦA GIÁO VIÊN TIẾNG ANH NGƯỜI BẢN NGỮ: NGHIÊN CỨU ĐIỀU TRA TẠI TRƯỜNG CAO ĐẲNG SƯ PHẠM THÁI BÌNH Các em sinh viên thân mến! Hiện nay, cô thực tiểu luận thạc sỹ với đề tài “Thái độ sinh viên việc dạy kỹ nói giáo viên Tiếng Anh người ngữ: Nghiên cứu điều tra Trường Cao Đẳng Sư Phạm Thái Bình ” Đây điều tra ban đầu để tìm hiểu thái độ sinh viên việc dạy kỹ nói giáo viên Tiếng Anh người ngữ Trường Cao Đẳng Sư Phạm Thái Bình Cơ mong em dành chút thời gian giúp cô hồn thành phiếu điều tra Đây khơng phải kiểm tra khơng có câu trả lời “đúng” hay “sai” Các em đưa câu trả lời chân thực có đảm bảo thành công nghiên cứu Cơ cam đoan danh tính thơng tin cá nhân em hoàn toàn bảo mật Cám ơn giúp đỡ em! A: Nhận thức vai trị kỹ nói việc học Tiếng Anh Hãy tíc (√) vào đáp án phù hợp với em nhất! 1: Em nghĩ kỹ nói ……………… việc học Tiếng Anh A Rất quan trọng B Quan trọng C Không quan trọng D Không quan trọng 2: Kỹ nói quan trọng việc học Tiếng Anh em ……………… Em chọn đáp án A giúp em học kỹ khác (nghe, đọc, viết) tốt B giúp em học môn học liên quan đến Tiếng Anh khác (đất nước học, từ vựng, ngữ pháp, vv) dễ dàng C giúp em tự tin tham gia vào câu lạc Tiếng Anh hoạt động khác khoa tổ chức D giúp em dễ dàng thể khả Tiếng Anh E giúp em tự tin giao tiếp với người khác III Phần B: Thái độ sinh viên việc dạy kỹ nói giáo viên Tiếng Anh người ngữ 3: Thái độ em việc dạy kỹ nói giáo viên Tiếng Anh người ngữ ………… Hãy tíc (√) vào cột hồn tồn đồng ý, đồng ý, khơng đồng ý, hồn tồn khơng đồng ý cho ý kiến đưa việc dạy kỹ nói giáo viên Tiếng Anh người ngữ Ví dụ: Họ giáo viên dạy nói tốt Nếu em hoàn toàn đồng ý với ý kiến tíc vào cột Hồn tồn đồng ý Hồn Phát biểu Hoàn toàn đồng ý A Họ giáo viên dạy nói giỏi khả nói tốt họ B Họ không nhận vấn đề mà em gặp phải trình học họ khơng có kinh nghiệm học tiếng Anh ngoại ngữ C Họ tạo cho em nhiều hội nói tiếng Anh D Họ tổ chức cho chúng em nhiều hoạt động tương tác học nói E Họ khơng thể giúp em giải vấn đề mà em gặp phải họ khơng nói ngơn ngữ mẹ đẻ em F Họ giúp em phát âm tiếng Anh tốt G Họ làm cho chúng em phải sử dụng tiếng Anh họ khơng thể sử dụng ngơn ngữ chúng em H Em gặp khó khăn việc tham gia vào hoạt động nói họ phát âm khác họ nói IV Đồng ý Khơng tồn đồng ý khơng đồng ý nhanh I Em có hội bình đẳng để nói học J Họ có phong cách thoải mái điều giúp tạo môi trường học thân thiện K Họ kiên nhẫn trước lỗi mà em mắc phải L Em gặp khó khăn việc tham gia vào hoạt động lớp em khơng đủ tự tin để giao tiếp với giáo viên người nước M Họ tạo hứng thú, làm cho em tích cực tham gia vào hoạt động nói N Họ cho em hội luyện tập để đạt độ trơi chảy độ xác sử dụng ngôn ngữ O Họ em đến từ quốc gia có văn hố, hồn cảnh kinh tế, vv khác Điều dễ gây khó khăn, chí sốc giao tiếp Xin chân thành cảm ơn hợp tác em! V Appendix 3: Interview Transcripts A Schedule 1: Interviews with the first year students Student (with the highest marks in oral tests): “When I was at high school (it means before I have a chance to learn with native teachers), I used to be hesitant to express my ideas because I was afraid that my teachers and classmates paid much attention to and realized my mistakes Furthermore, the atmosphere was stressful, which may be caused by my teachers’ formal manner and didn’t encourage me to speak Now working with native teachers, I feel different They are friendly and they can create a friendly classroom atmosphere too I really like it It stimulates me to take part in classroom activities freely However, sometimes I can’t follow the teacher’s instructions because she speaks too fast and I don’t get used to her pronunciation and accent” Student (with the medium marks in oral tests): “They serve as a perfect model for imitation They use real language and speak English more confidently Therefore, they create a natural environment for me to learn English Besides, the foreign teacher organizes different oral activities such as conversations, games, role-plays, discussions, or talks We are put in pairs or groups to speaking tasks The activities are various and attractive, which motivates me to speak But I don’t get used to my foreign teacher’s pronunciation and accent I don’t follow her speed, too Therefore, I don’t understand what she says and even don’t know what to in each activity I wonder whether she gets my ideas or not” Student (with the lowest marks in oral tests): “I feel nervous because I am not used to using English all the time to communicate with the teacher At high school, I could speak my own language when I didn’t know how to say in English, but now the foreign teacher can not understand my language I find difficult to express myself well in the target language because my English is poor, so I become more passive and quieter and I fail to acquire speaking skill” B Schedule 2: Interviews with the second year students VI Student (with the highest marks in oral tests): “I am interested in my native teacher’s classes I feel less stressed She pays attention to what I speak so that she can give comments on my pronunciation, my use of vocabulary and structures later She does not take it too serious if I can not speak fluently Besides, she speaks English naturally and fluently, and uses it as a medium of instruction, which gives me a feeling of achievement What’s more, the native teacher keeps me using English My non-native teachers and I have the same mother tongue We can communicate with each other in our first language or the target language, but of course it is easier to express ideas in my own language Therefore, sometimes we don’t use the target language, which is not good to our English learning However, native teachers work well” Student (with the medium marks in oral tests): “They are a perfect model for me to imitate Non-native teachers can be good at pronunciation, but sometimes they make mistakes with sounds and stress They have difficulties in giving natural intonation and correcting our mistakes as well However, native teachers help a lot They can nothing, just serve as a model for imitation Oh on the other hand, I find my foreign teacher’s pronunciation different from me Besides, she speaks so fast that I can’t get the points, even sometimes can’t follow her instructions” Student (with the lowest marks in oral tests): “I am not a good English speaker I used to have few opportunities to speak English in the classroom because my teachers often let students who were good at speaking dominate the activities However, in speaking classes by native teachers, I am encouraged to speak more But sometimes I have a problem and I want to ask my teacher for help, but I can’t express it because of my poor English and my teacher can’t understand my language As a result, I keep it for myself” C Schedule 3: Interviews with the third year students VII Student (with the highest marks in oral tests): “I like her oral classes Because my foreign teacher can not speak my own language, I have to speak English all the time and I get used to speaking and thinking in English She is very active and helpful She encourages us to take part in activities in class as well as outdoor ones Although we come from two countries with a lot of differences, I find no shocks at all In native teachers’ speaking classes, student talking time is maximized” Student (with the medium marks in oral tests): “I prefer my native teacher My non-native teachers paid too much attention to my errors and often stopped me to correct them, so I felt discouraged or even demotivated My native teacher is different She appreciates my oral performance and only corrects my mistakes when I finish my speaking or gives comments for all of us at the end of each activity She has informal manner, which gives us an enjoyable atmosphere and stimulates us to communicate more However, sometimes I miss non-native teachers’ sharing experience in learning another language” Student (with the lowest marks in oral tests): “I enjoy the foreign teacher’s casual manner which reduces my anxiety in oral classes, and various activities, but I have difficulties in taking part in the activities It is mainly because of my lack of self-confidence and my low English proficiency In non-native teachers’ classes, I can ask them to explain what I don’t understand in Vietnamese because we share the first language Besides, they can predict and help me to solve my problems in learning English Native teachers can’t it” VIII ... 2: Students’ attitudes towards native teachers? ?? advantages as native speakers 26 Table 3: Students’ attitudes towards disadvantages of native teachers as native speakers 28 Table 4: Students’ attitudes. .. aims of the study are: first, to investigate what the attitudes of English majors at Thai Binh Teacher Training College towards the teaching of speaking by English native teachers are, and to what... 3.1.1.2 Students’ attitudes towards advantages of native teachers as native speakers ……………………………………………………….26-28 3.1.1.3 Students’ attitudes towards disadvantages of native teachers as native speakers