Luận văn a study on the teacher’s roles in group work in communicative language teaching at phuc tho high school hanoi

Aims of the study The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain...

VIETNAM NATIONAT UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

— mcs Drone

NGUYEN THI THU HUYEN

A STUDY ON THE TEACHER’S ROLES IN GROUP WORK

IN COMMUNICATIVE LANGUAGE TEACHING

AT PHUC THO HIGH SCHOOL,HANOI

{Nghiên cứu vai Irò của giáo viên trong hoại dộng nhom

ở lớp học giao tiếp ở trường TIIPT Phúc Thọ, Hà Nội )

M.A MINOR PROGRAMME THESIS

Field: English Teaching Methodology

Code: 60140111

Hanoi - 2016

VIETNAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

—aœEdtoca -

NGUYEN TH] THU HUYEN

A STUDY ON THE TEACHER’S ROLES IN GROUP WORK

IN COMMUNICATIVE LANGUAGE TEACIIING

AT PHUC THO HIGH SCHOOL, HANOL

(Nghiên cứu vai trò của giáo viên trong hoạt động nhóm

ớ lớp học giao tiếp ứ trường THPT Phúc Thọ, Hà Nội )

M.A MINOR PROGRAMME THESIS

Eicld: English Teaching Mcthodology Code: 60140111

Supervisor: Assoc.Prof Dr Nguyễn Xuân Thơm

Hanoi - 2016

DECLARATION:

T, Nguyen Thi Thu Huyen, declare (hat this thesis is my own research [or the Degree of Master of Arts at the University of Languages and Intemational Studies,

Vietnam National University, Hanoi aud that this thesis has not been subrrilied for

any degree at any other university or institution

Fianoi,2016

Nguyễn Thị Thu Huyền

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

13 The roles of a teacher 0.0.0.0 uessneecseeesseeeieees eo LÍ 1.3.1 The roles of teacher during group work 14

IL.2.1 The description of participants and methods 18

11.2.2 Desenption of the activities - - - 19

12.2.2 Activity 2: Discussion - - 20 11.2.2.3 Activity 3: Verb Review Game - 21

1L2.2.4 Activity 4: Pienic Planning, - mi

1.2.2.5 Aclivily 5: Name the Place - 22

1.2.2.6, Activity 5 Movie Review

11.2.3 Observations ¬ ` 1.2.3.1 Observation 1: Interview and Report - 23 1L.2.3.2, Observation 2: I2iscussioh o.cc oi neo 1L.2.3.3, Observation 3: Verb Review Game HH gieo 7 1.2.3.4 Observation 4: Pienic Planning - - 29 1L2.3.5 Observation 5: Name the Place wo

1.2.3.6, Observation 6: Movie Review 34 CHAPTER TIT — FINDINGS AND DISCUSSION: 36

JILL, Findings from observations .0.ccccsssssissssesseeessassseeeee versie —- TH.2 The analyses of the questiennairss for stuđents 37

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

LIST OF ABBREVIATIONS CLI: Communicative Language ‘leaching

LIST OF TABLES AND FIGURES

Table 1: Teacher's roles during the activity Interview and Report secre 2A Table 2: Students’ behavior im the activily Jnterview and Report 24

'Table 3: 'eacherˆs roles during the activity J1iscusSiØw sec

Table 4: Students’ behavior in the activity Discussion - - 26

Table 5: Teacher’s roles during the activity Ferb Review game 28

‘Table 6: Students’ behavior in the activity Verb Review Game Teaerere.2EỶ

Table 7: Teacher”s roles during the activity Piomic Planming 30 Table 8: Students’ behavior m the activily Picrne Phármnnp - - 31 TTable 9: Teacherˆs roles during the activity Neme the Plaee "

Table 10: Students’ behavior in the activity Name the Place - 33

Table 11: Teacher’s roles during the achivily Movie Review - 35

‘Table 12: Students’ behavior in the activity Movie Review 35

Table 13: Teacher’s roles duriry the stages of group work activities 1-6 36

Figure ]: The students’ interest in work arrangement

Vigure 2: Uhe students’ preference with the change of the partners se

Figure 3: The students’ preferonce with group formation - 39

Figure 4: The students’ choice of the partners 2s sec ne) Tigure 5: The shxđents" preferenoe with the teacber's control - - 4Ð

Figure 6: The students’ feelings when the teacher corrects all of the mistakes 41

Figure 7: Lhe students’ choice of the supporter Al Tigure 8: The students’ preference with speaking English without the teacher's

Ligure 9: ‘The student’s interest in the teacher’s participation " eee AB

Figure 10: Learning by speaking with the partners who make a lot of mistakes 13

iv

LIST OF ABBREVIATIONS CLI: Communicative Language ‘leaching

LIST OF TABLES AND FIGURES

Table 1: Teacher's roles during the activity Interview and Report secre 2A Table 2: Students’ behavior im the activily Jnterview and Report 24

'Table 3: 'eacherˆs roles during the activity J1iscusSiØw sec

Table 4: Students’ behavior in the activity Discussion - - 26

Table 5: Teacher’s roles during the activity Ferb Review game 28

‘Table 6: Students’ behavior in the activity Verb Review Game Teaerere.2EỶ

Table 7: Teacher”s roles during the activity Piomic Planming 30 Table 8: Students’ behavior m the activily Picrne Phármnnp - - 31 TTable 9: Teacherˆs roles during the activity Neme the Plaee "

Table 10: Students’ behavior in the activity Name the Place - 33

Table 11: Teacher’s roles during the achivily Movie Review - 35

‘Table 12: Students’ behavior in the activity Movie Review 35

Table 13: Teacher’s roles duriry the stages of group work activities 1-6 36

Figure ]: The students’ interest in work arrangement

Vigure 2: Uhe students’ preference with the change of the partners se

Figure 3: The students’ preferonce with group formation - 39

Figure 4: The students’ choice of the partners 2s sec ne) Tigure 5: The shxđents" preferenoe with the teacber's control - - 4Ð

Figure 6: The students’ feelings when the teacher corrects all of the mistakes 41

Figure 7: Lhe students’ choice of the supporter Al Tigure 8: The students’ preference with speaking English without the teacher's

Ligure 9: ‘The student’s interest in the teacher’s participation " eee AB

Figure 10: Learning by speaking with the partners who make a lot of mistakes 13

iv

1 Ñunnnary,

LL Concluding remarks

TIT Limitations of the study

1V, Suggestions for further studies

13 The roles of a teacher 0.0.0.0 uessneecseeesseeeieees eo LÍ 1.3.1 The roles of teacher during group work 14

IL.2.1 The description of participants and methods 18

11.2.2 Desenption of the activities - - - 19

12.2.2 Activity 2: Discussion - - 20 11.2.2.3 Activity 3: Verb Review Game - 21

1L2.2.4 Activity 4: Pienic Planning, - mi

1.2.2.5 Aclivily 5: Name the Place - 22

1.2.2.6, Activity 5 Movie Review

11.2.3 Observations ¬ ` 1.2.3.1 Observation 1: Interview and Report - 23 1L.2.3.2, Observation 2: I2iscussioh o.cc oi neo 1L.2.3.3, Observation 3: Verb Review Game HH gieo 7 1.2.3.4 Observation 4: Pienic Planning - - 29 1L2.3.5 Observation 5: Name the Place wo

1.2.3.6, Observation 6: Movie Review 34 CHAPTER TIT — FINDINGS AND DISCUSSION: 36

JILL, Findings from observations .0.ccccsssssissssesseeessassseeeee versie —- TH.2 The analyses of the questiennairss for stuđents 37

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

ABSTRACT

One of the techniques of commuricative language leaching is group work,

which provides a chance for social interaction Group work is one of the possible

solutions of the problem how to get all students to speak in language lessons The teachers sometimes have a tendency to interrupt students when they are speaking together during group work activity ‘he students do not feel comfortable with the

interventions This research was camicd out to investigate the roles of teacher and

the hehaviors of the tenth-grade students to these roles in group work activities in communicative language teaching at Phuc Tho high school, [Ianci

‘The data for this research was collected through the observation of same

communicative classes in grade 10 and in the forms of survey questionnaire for the tenth-grade students at Phuc Tho high schoool The findings of the rescarch revealed that the teacher plays most roles in all stages of group work, the students like to work with their friends, arranging weak students and strong students into groups is very helpful, most of the students want to practise speaking English in class without the teacher's control, the teacher needs to be sensitive when interrupting group

work communication and the teacher should always available and only interrupt

students’ work when they ask for supporl

It is hoped that this thesis will help other teachers of English to make use of ther roles approprialsly in group work activities, to help students learn best in

groups and to take all advantages of the group work under their arrangement,

ii

ACKNOWLEDGMENTS

Firat and foremost, 1 would like 10 express special (hanks lo my supervisor

Assoc.Pro.Dr Xguyén Xun Thom for revising my thesis, for his valuable advice,

kind and helpful attitude and considerable assistance that he provided me throughout the study

1 am also greatly indebted to all the lecturers at the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam Nalioval Universily, Hanoi, for their useful lectures which played an important role

in the completion of my thesis

Finally, I wish to thank all my friends and colleagues for their support during

the process al writing Unis paper

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

ACKNOWLEDGMENTS

Firat and foremost, 1 would like 10 express special (hanks lo my supervisor

Assoc.Pro.Dr Xguyén Xun Thom for revising my thesis, for his valuable advice,

kind and helpful attitude and considerable assistance that he provided me throughout the study

1 am also greatly indebted to all the lecturers at the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam Nalioval Universily, Hanoi, for their useful lectures which played an important role

in the completion of my thesis

Finally, I wish to thank all my friends and colleagues for their support during

the process al writing Unis paper

ABSTRACT

One of the techniques of commuricative language leaching is group work,

which provides a chance for social interaction Group work is one of the possible

solutions of the problem how to get all students to speak in language lessons The teachers sometimes have a tendency to interrupt students when they are speaking together during group work activity ‘he students do not feel comfortable with the

interventions This research was camicd out to investigate the roles of teacher and

the hehaviors of the tenth-grade students to these roles in group work activities in communicative language teaching at Phuc Tho high school, [Ianci

‘The data for this research was collected through the observation of same

communicative classes in grade 10 and in the forms of survey questionnaire for the tenth-grade students at Phuc Tho high schoool The findings of the rescarch revealed that the teacher plays most roles in all stages of group work, the students like to work with their friends, arranging weak students and strong students into groups is very helpful, most of the students want to practise speaking English in class without the teacher's control, the teacher needs to be sensitive when interrupting group

work communication and the teacher should always available and only interrupt

students’ work when they ask for supporl

It is hoped that this thesis will help other teachers of English to make use of ther roles approprialsly in group work activities, to help students learn best in

groups and to take all advantages of the group work under their arrangement,

ii

13 The roles of a teacher 0.0.0.0 uessneecseeesseeeieees eo LÍ 1.3.1 The roles of teacher during group work 14

IL.2.1 The description of participants and methods 18

11.2.2 Desenption of the activities - - - 19

12.2.2 Activity 2: Discussion - - 20 11.2.2.3 Activity 3: Verb Review Game - 21

1L2.2.4 Activity 4: Pienic Planning, - mi

1.2.2.5 Aclivily 5: Name the Place - 22

1.2.2.6, Activity 5 Movie Review

11.2.3 Observations ¬ ` 1.2.3.1 Observation 1: Interview and Report - 23 1L.2.3.2, Observation 2: I2iscussioh o.cc oi neo 1L.2.3.3, Observation 3: Verb Review Game HH gieo 7 1.2.3.4 Observation 4: Pienic Planning - - 29 1L2.3.5 Observation 5: Name the Place wo

1.2.3.6, Observation 6: Movie Review 34 CHAPTER TIT — FINDINGS AND DISCUSSION: 36

JILL, Findings from observations .0.ccccsssssissssesseeessassseeeee versie —- TH.2 The analyses of the questiennairss for stuđents 37

1 Ñunnnary,

LL Concluding remarks

TIT Limitations of the study

1V, Suggestions for further studies

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

ABSTRACT

One of the techniques of commuricative language leaching is group work,

which provides a chance for social interaction Group work is one of the possible

solutions of the problem how to get all students to speak in language lessons The teachers sometimes have a tendency to interrupt students when they are speaking together during group work activity ‘he students do not feel comfortable with the

interventions This research was camicd out to investigate the roles of teacher and

the hehaviors of the tenth-grade students to these roles in group work activities in communicative language teaching at Phuc Tho high school, [Ianci

‘The data for this research was collected through the observation of same

communicative classes in grade 10 and in the forms of survey questionnaire for the tenth-grade students at Phuc Tho high schoool The findings of the rescarch revealed that the teacher plays most roles in all stages of group work, the students like to work with their friends, arranging weak students and strong students into groups is very helpful, most of the students want to practise speaking English in class without the teacher's control, the teacher needs to be sensitive when interrupting group

work communication and the teacher should always available and only interrupt

students’ work when they ask for supporl

It is hoped that this thesis will help other teachers of English to make use of ther roles approprialsly in group work activities, to help students learn best in

groups and to take all advantages of the group work under their arrangement,

ii

1 Ñunnnary,

LL Concluding remarks

TIT Limitations of the study

1V, Suggestions for further studies

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

LIST OF ABBREVIATIONS CLI: Communicative Language ‘leaching

LIST OF TABLES AND FIGURES

Table 1: Teacher's roles during the activity Interview and Report secre 2A Table 2: Students’ behavior im the activily Jnterview and Report 24

'Table 3: 'eacherˆs roles during the activity J1iscusSiØw sec

Table 4: Students’ behavior in the activity Discussion - - 26

Table 5: Teacher’s roles during the activity Ferb Review game 28

‘Table 6: Students’ behavior in the activity Verb Review Game Teaerere.2EỶ

Table 7: Teacher”s roles during the activity Piomic Planming 30 Table 8: Students’ behavior m the activily Picrne Phármnnp - - 31 TTable 9: Teacherˆs roles during the activity Neme the Plaee "

Table 10: Students’ behavior in the activity Name the Place - 33

Table 11: Teacher’s roles during the achivily Movie Review - 35

‘Table 12: Students’ behavior in the activity Movie Review 35

Table 13: Teacher’s roles duriry the stages of group work activities 1-6 36

Figure ]: The students’ interest in work arrangement

Vigure 2: Uhe students’ preference with the change of the partners se

Figure 3: The students’ preferonce with group formation - 39

Figure 4: The students’ choice of the partners 2s sec ne) Tigure 5: The shxđents" preferenoe with the teacber's control - - 4Ð

Figure 6: The students’ feelings when the teacher corrects all of the mistakes 41

Figure 7: Lhe students’ choice of the supporter Al Tigure 8: The students’ preference with speaking English without the teacher's

Ligure 9: ‘The student’s interest in the teacher’s participation " eee AB

Figure 10: Learning by speaking with the partners who make a lot of mistakes 13

iv

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec

ACKNOWLEDGMENTS

Firat and foremost, 1 would like 10 express special (hanks lo my supervisor

Assoc.Pro.Dr Xguyén Xun Thom for revising my thesis, for his valuable advice,

kind and helpful attitude and considerable assistance that he provided me throughout the study

1 am also greatly indebted to all the lecturers at the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam Nalioval Universily, Hanoi, for their useful lectures which played an important role

in the completion of my thesis

Finally, I wish to thank all my friends and colleagues for their support during

the process al writing Unis paper

ACKNOWLEDGMENTS

Firat and foremost, 1 would like 10 express special (hanks lo my supervisor

Assoc.Pro.Dr Xguyén Xun Thom for revising my thesis, for his valuable advice,

kind and helpful attitude and considerable assistance that he provided me throughout the study

1 am also greatly indebted to all the lecturers at the Faculty of Post- Graduate Studies, University of Languages and International Studies, Vietnam Nalioval Universily, Hanoi, for their useful lectures which played an important role

in the completion of my thesis

Finally, I wish to thank all my friends and colleagues for their support during

the process al writing Unis paper

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

ABSTRACT

One of the techniques of commuricative language leaching is group work,

which provides a chance for social interaction Group work is one of the possible

solutions of the problem how to get all students to speak in language lessons The teachers sometimes have a tendency to interrupt students when they are speaking together during group work activity ‘he students do not feel comfortable with the

interventions This research was camicd out to investigate the roles of teacher and

the hehaviors of the tenth-grade students to these roles in group work activities in communicative language teaching at Phuc Tho high school, [Ianci

‘The data for this research was collected through the observation of same

communicative classes in grade 10 and in the forms of survey questionnaire for the tenth-grade students at Phuc Tho high schoool The findings of the rescarch revealed that the teacher plays most roles in all stages of group work, the students like to work with their friends, arranging weak students and strong students into groups is very helpful, most of the students want to practise speaking English in class without the teacher's control, the teacher needs to be sensitive when interrupting group

work communication and the teacher should always available and only interrupt

students’ work when they ask for supporl

It is hoped that this thesis will help other teachers of English to make use of ther roles approprialsly in group work activities, to help students learn best in

groups and to take all advantages of the group work under their arrangement,

ii

13 The roles of a teacher 0.0.0.0 uessneecseeesseeeieees eo LÍ 1.3.1 The roles of teacher during group work 14

IL.2.1 The description of participants and methods 18

11.2.2 Desenption of the activities - - - 19

12.2.2 Activity 2: Discussion - - 20 11.2.2.3 Activity 3: Verb Review Game - 21

1L2.2.4 Activity 4: Pienic Planning, - mi

1.2.2.5 Aclivily 5: Name the Place - 22

1.2.2.6, Activity 5 Movie Review

11.2.3 Observations ¬ ` 1.2.3.1 Observation 1: Interview and Report - 23 1L.2.3.2, Observation 2: I2iscussioh o.cc oi neo 1L.2.3.3, Observation 3: Verb Review Game HH gieo 7 1.2.3.4 Observation 4: Pienic Planning - - 29 1L2.3.5 Observation 5: Name the Place wo

1.2.3.6, Observation 6: Movie Review 34 CHAPTER TIT — FINDINGS AND DISCUSSION: 36

JILL, Findings from observations .0.ccccsssssissssesseeessassseeeee versie —- TH.2 The analyses of the questiennairss for stuđents 37

PART A: INTRODUCTION:

1 Rationale

As far as we know, in recent years there have been number of exeiling developments in language teaching These developments are sometimes referred to

as communicative language teaching (CLIT) According to Nolasco and Arthur

(1988) a greater cmphasis on activitics in which students have chance to determine

what (hey wanl to say independently on the teacher is among the most important features of CLT The problem of getting students to express themselves freely in the foreign language has come to prominence

One of the techniques of communicative language teaching is group work, which provides a chanec for social interaction Group work 1s a class management strategy

and the role of the teacher has to play while teaching is of a facilitator Teacher's

role in group work is very difficult and at the same time it is very important role, too Groups of some students can be formed to solve a problem or pose a question The teacher can organize these groups at any time in a class of any size to check on

the students’ understanding of the matcrial, to give students an opportunity lo apply

-what they are learning, or to provide a change of pace

L have chosen the topic of group work for my thesis since it is one of the possible solutions of the problem how to get alll students to speak in language lessons I often

use this way of ileraclion in my teaching, bul T sometimes have a tendency 1o

interrupt students when they are speaking together during group work activity I have noticed that they do not feel comfortable with my interventions That is why I decide to observe students’ behavior to find out how this is changing with various teacher’s roles My main ait is io find out wheal teachers actually do im various

stages of group work and what are students’ perception and reactions to teacher's roles I will observe my own classroom to examine how many roles the teacher has

during one stage of an activity

2 Aims of the study

The purpose of this research is to find out the roles of teacher in group work activities in class and students’ behaviors to the teacher’s roles in order to obtain

LIST OF ABBREVIATIONS CLI: Communicative Language ‘leaching

LIST OF TABLES AND FIGURES

Table 1: Teacher's roles during the activity Interview and Report secre 2A Table 2: Students’ behavior im the activily Jnterview and Report 24

'Table 3: 'eacherˆs roles during the activity J1iscusSiØw sec

Table 4: Students’ behavior in the activity Discussion - - 26

Table 5: Teacher’s roles during the activity Ferb Review game 28

‘Table 6: Students’ behavior in the activity Verb Review Game Teaerere.2EỶ

Table 7: Teacher”s roles during the activity Piomic Planming 30 Table 8: Students’ behavior m the activily Picrne Phármnnp - - 31 TTable 9: Teacherˆs roles during the activity Neme the Plaee "

Table 10: Students’ behavior in the activity Name the Place - 33

Table 11: Teacher’s roles during the achivily Movie Review - 35

‘Table 12: Students’ behavior in the activity Movie Review 35

Table 13: Teacher’s roles duriry the stages of group work activities 1-6 36

Figure ]: The students’ interest in work arrangement

Vigure 2: Uhe students’ preference with the change of the partners se

Figure 3: The students’ preferonce with group formation - 39

Figure 4: The students’ choice of the partners 2s sec ne) Tigure 5: The shxđents" preferenoe with the teacber's control - - 4Ð

Figure 6: The students’ feelings when the teacher corrects all of the mistakes 41

Figure 7: Lhe students’ choice of the supporter Al Tigure 8: The students’ preference with speaking English without the teacher's

Ligure 9: ‘The student’s interest in the teacher’s participation " eee AB

Figure 10: Learning by speaking with the partners who make a lot of mistakes 13

iv

TABLE OF CONTENTS

DECLARATION

ACKNOWLEDGMENTS

LIST OF ABBREVIATIONS .secssccesssssesscsssseesecrsneiiteeeseneeessnnssesee

LIST OF TABLES AND FIGURES

TABLE OF CONTENTS:

PART A: LNTRODUCTION c cà Hee

2 Aims of the study

3, Significance of the siudy cào

6, Scope of the study

7, Design of the study

PART B: DEVELOPMENT

CHIAPTER I— LITERATURI RIEVIEW (in

11 Communicative language teaching (CLT)

T.11 An overview of communicative language leaching (CLT)

12.1 Definition of group work

13.3 Differenee bebween group work and pair woik

1.2.3 The crganization of group Wotk sec