NHẬN THỨC CỦA SINH VIÊN ĐỐI VỚI TƯƠNG TÁC TRONG LỚP HỌC CHUYÊN NGÀNH BẰNG TIẾNG ANH TẠI MỘT TRƯỜNG ĐẠI HỌC KỸ THUẬT Ở VIỆT NAM
Nội dung chính của bài viết
Tóm tắt
Trong vài thập kỷ vừa qua, ở các quốc gia mà tiếng Anh không phải ngôn ngữ mẹ đẻ, các cơ sở giáo dục đại học đã rất nỗ lực trong việc quốc tế hóa hình ảnh và nâng cao vị thế cạnh tranh bằng việc phát triển các chương trình đào tạo sử dụng tiếng Anh như một phương tiện giảng dạy (EMI- English as a Medium of Instruction) trong nhiều lĩnh vực môn học. Tuy nhiên, nghiên cứu về tương tác trong lớp học EMI cũng như quan điểm và đánh giá của người học với tương tác trên lớp chưa được đầy đủ và rõ ràng. Bằng việc sử dụng phương pháp nghiên cứu dựa trên lý thuyết nền kiến tạo của Charmaz (2006), nghiên cứu này nhằm mục đích tìm hiểu nhận thức của sinh viên về những hoạt động tương tác thường thấy trong các lớp học chuyên ngành bằng tiếng Anh tại một trường đại học kỹ thuật tại Việt Nam. Kết quả nghiên cứu từ số liệu thu thập qua dự giờ các lớp học EMI và phỏng vấn sâu cá nhân với 6 giảng viên và 35 sinh viên EMI đã cho thấy cách giảng viên và sinh viên tương tác trong các lớp học EMI, cũng như những nhận thức và đánh giá của sinh viên đối với các tương tác này. Cuối cùng, nghiên cứu đưa ra các khuyến nghị nhằm cải thiện tương tác lớp học chuyên ngành bằng tiếng Anh tại các trường đại học ở Việt Nam.
Chi tiết bài viết
Từ khóa
sử dụng tiếng Anh như một phương tiện giảng dạy, tương tác lớp học, giáo dục đại học, học chuyên ngành bằng tiếng Anh, năng lực tiếng Anh
Tài liệu tham khảo
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Nassaji, H., & Wells, G. (2000). What’s the use of 'triadic dialogue'?: An investigation of teacher-student interaction. Applied Linguistics 21(2), 376-406
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Pun, J., & Macaro, E. (2018). The Effect of First and Second Language use on Question Types in English Medium Instruction Science Classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(1), 64-77. DOI:10.1080/13670050.2018.1510368
Sanchez-Garcia, D. (2018). Codeswitching practices in the discourse of two lecturers in English-medium instruction at university. Elia-estudios de linguistica inglesa aplicada 18(3), 105-135. DOI: 10.12795/ elia.2018.i18.05
Seedhouse, P. (2011). Conversation analytic research into language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 345-363). Routledge.
Soruç, A., & Griffiths, C. (2017). English as a Medium of Instruction: Students’ Strategies. ELT Journal, 72(1), 38-48. DOI:10.1093/elt/ccx017
Tarnopolsky, O. B., & Goodman, B. A. (2014). The ecology of language in classrooms at a university in eastern Ukraine. Language and Education, 28(4), 383-396.
Tsui, A. (2001). Classroom interaction. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 120-125). Cambridge University Press.
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Van Lier (1996). Interaction in the Language Curriculum. Longman.
Vygotsky, L. (1995). Mind in Society: The development of higher psychological processes. Harvard University Press.
Wang, W., & Curdt-Christiansen, X. L. (2018). Translanguaging in a Chinese–English Bilingual Education Programme: A University-Classroom Ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322-337. DOI:10.1080/13670050.2018.1526254
Celce-Murcia, M. (1989). Interaction and Communication in the ESOL Classroom. Oxford University Press.
Charmaz, K. (2006). Constructing Grounded Theory: A practical guide through qualitative analysis. Sage Publishing.
Costa, F., & Coleman, J. A. (2012). A survey of English medium instruction in Italian higher education. International Journal of Bilingual Education and Bilingualism, 16(1), 3-19.
Creswell, J. W. (2012). Qualitative inquiry & research design: Choosing among five approaches (4th ed.). Sage Publishing.
Dafouz, E., Camacho-Minano, M. M. (2016). Exploring the impact of English medium instruction on university student academic achievement: The case of accounting. English for Specific Purposes 44(2), 5-19.
Gotti, M. (2015). Code-switching and plurilingualism in English-medium education for academic and professional purposes. Language Learning in Higher Education, 5(1), 83-103.
Hai, V. (2016). Effectiveness improvement of advanced programs. Retrieved on February 20 2017 from http://congly.vn/xahoi/giaoduc/nang-cao-hieu-qua-cua-chuong-trinh-tien-tien-191574.htm
Hahl, K., Järvinen, HM. & Juuti, K. (2016). Accommodating to English-medium instruction in teacher education in Finland. International Journal of Applied Linguistics, 26(3), 291-310.
Hall, J., & Walsh, M. (2002). Teacher student Interaction and Language Learning. Annual Review of Applied Linguistics, 22(1), 186-203.
Hammersley, M., & Atkinson, P. (1983). Ethnography: Principles in practice. Tavistock.
Horwitz, E. K., & Young, D. J. (1991). Language anxiety: From theory and research to classroom implications. Prentice Hall.
Kaplan, R. B., & Baldauf, R. B. (1997). Language planning: From practice to theory. Multilingual Matters.
Kim, EG, Kweon, S-O & Kim, J. (2017). Korean engineering students’ perceptions of English-medium instruction (EMI) and L1 use in EMI classes. Journal of Multilingual and Multicultural Development 38(2), 130-145.
Inbar-Lourie, O., & S. Donitsa-Schmidt. (2013). Englishization in an Israeli Teacher Education College: Taking the First Steps. In A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-medium Instruction at Universities: Global Challenges (pp.151–173). Multilingual Matters.
Ismailov, M., Chiu, T. K. F., Dearden, J., Yamamoto, Y., & Djalilova, N. (2021). Challenges to Internationalisation of University Programmes: A Systematic Thematic Synthesis of Qualitative Research on Learner-Centred English Medium Instruction (EMI) Pedagogy. Sustainability, 13(22), 12-42.
Jawhar, S. (2012). Conceptualizing CLIL in a Saudi context: A corpus linguistic and conversation analytic perspective. Doctoral dissertation, University of Newcastle Upon Tyne, UK. https://theses.ncl.ac.uk/dspace/bitstream/10443/1849/1/Jawhar12.pdf
Johnson, D. (1995). Approaches to Research in second Language Learning. Longman.
Lantolf, J. P. (2006). Sociocultural theory and second language learning: State of the art. Studies in Second Language Acquisition, 28(1), 67-109.
Le, D. M. (2012). English as a medium of instruction at tertiary education system in Vietnam. The Journal of ASIA TEFL, 9(2), 97-122.
Lei, J., & Hu, G. (2014). Is English-medium instruction effective in improving Chinese undergraduate students’ English competence? International Review of Applied Linguistics in Language Teaching 52(2), 99-126.
Liddicoat, A. J., & Scarino, A. (2009). Languages in Australian education: Problems, prospects and future directions. Cambridge Scholars Publishing.
Li, J., Zhang, L. J., & May, S. (2016). Implementing English Medium instruction (EMI) in China: Teachers’ practices and perceptions and students learning motivation and needs. International Journal of Bilingual Education and Bilingualism. DOI: 10.1080/13670050.2016.1231166
Loewen, S. (2011). Handbook of research in Second Language Teaching and Learning. Sage Publishing.
Long, M. H. (1983). Native/Non-Native Speaker Conversation and the Negotiation of Comprehensible Input. Applied Linguistics, 4, 126-141. Https://doi.org/10.1093/applin/4.2.126
Macaro et al. (2018). A systematic review of English medium instruction in higher education. Lang. Teach, 51(1), 36-76. DOI: 10.1017/S0261444817000350
Malamah-Thomas, A. (1987). Classroom interaction. Oxford University Press.
Minh. H. (2017). Đào tạo nhân lực đại học chất lượng cao còn nhiều trở ngại. (Challenges facing training human resources of high-quality university programs). Http://vov.vn/xahoi/dao-tao-nhan-luc-dai-hoc-chat-luong-cao-con-nhieu-tro-ngai-583870
MOET. (2008). Đề án đào tạo theo chương trình tiên tiến tại một số trường đại học ở Việt Nam giai đoạn 2008-2015 (Project document for implementing Advanced Programs in some Vietnamese universities the period of 2008-2015). Http://vanban.moet.gov.vn/resources/eduportal/uploads/2009/tt910_1505-QD-TTg.pdf
Moore, E. (2014). Constructing content and language knowledge in plurilingual student teamwork: situated and longitudinal perspectives. International Journal of Bilingual Education and Bilingualism 17(5), 586-609. DOI: 10.1080/13670050.2013.860947
Nassaji, H., & Wells, G. (2000). What’s the use of 'triadic dialogue'?: An investigation of teacher-student interaction. Applied Linguistics 21(2), 376-406
Nguyen, H. T., Walkinshaw, I., & Pham, H. H. (2017). EMI programs in a Vietnamese university: Language, pedagogy and policy issues. In B. Fenton-Smith, P. Humphreys, & I. Walkinshaw (Eds.), English medium of instruction in higher education in Asia-Pacific: From policy to pedagogy (pp. 37-52). Springer.
Pica, T. (1994). Research on negotiation: What does it reveal about second language learning, conditions, processes, outcomes? Language Learning, 44, 493-527.
Pun, J., & Macaro, E. (2018). The Effect of First and Second Language use on Question Types in English Medium Instruction Science Classrooms in Hong Kong. International Journal of Bilingual Education and Bilingualism, 22(1), 64-77. DOI:10.1080/13670050.2018.1510368
Sanchez-Garcia, D. (2018). Codeswitching practices in the discourse of two lecturers in English-medium instruction at university. Elia-estudios de linguistica inglesa aplicada 18(3), 105-135. DOI: 10.12795/ elia.2018.i18.05
Seedhouse, P. (2011). Conversation analytic research into language teaching and learning. In E. Hinkel (Ed.), Handbook of research in second language teaching and learning (pp. 345-363). Routledge.
Soruç, A., & Griffiths, C. (2017). English as a Medium of Instruction: Students’ Strategies. ELT Journal, 72(1), 38-48. DOI:10.1093/elt/ccx017
Tarnopolsky, O. B., & Goodman, B. A. (2014). The ecology of language in classrooms at a university in eastern Ukraine. Language and Education, 28(4), 383-396.
Tsui, A. (2001). Classroom interaction. In R. Carter & D. Nunan (Eds.), The Cambridge Guide to Teaching English to Speakers of Other Languages (The Cambridge Guides, pp. 120-125). Cambridge University Press.
The Government of Vietnam. (2008). Decision No. 1400/QD-TTg on “Teaching and learning foreign languages in the national education system, period 2008-2020”. Hanoi.
Van Lier (1996). Interaction in the Language Curriculum. Longman.
Vygotsky, L. (1995). Mind in Society: The development of higher psychological processes. Harvard University Press.
Wang, W., & Curdt-Christiansen, X. L. (2018). Translanguaging in a Chinese–English Bilingual Education Programme: A University-Classroom Ethnography. International Journal of Bilingual Education and Bilingualism, 22(3), 322-337. DOI:10.1080/13670050.2018.1526254