Đồ Án Luận Án Tiến Sĩ (2011): DYNAMIC CONCEPTIONS OF INPUT, OUTPUT AND INTERACTION: Vietnamese EFL Lecture

TABLE OF CONTENTS ( LUẬN ÁN BAO GỒM 265 tr)
ABSTRACT -------------------------------------------------------------------------------------- I
ACKNOWLEDGEMENT -------------------------------------------------------------------- III
TABLE OF CONTENTS ---------------------------------------------------------------------- V
LIST OF FIGURES ---------------------------------------------------------------------------- X
LIST OF TABLES ----------------------------------------------------------------------------- XI
1. INTRODUCTION --------------------------------------------------------------------------- 1
1.1. Contextual motivation ----------------------------------------------------------------- 1
1.1.1. The status of ELT practice in Vietnam ----------------------------------------- 1
1.1.2. Recent innovative responses and personal experience ----------------------- 3
1.2. Research objectives and questions --------------------------------------------------- 6
1.3. Justification for the study -------------------------------------------------------------- 7
1.3.1. Instructional innovations and teachers‟ reactions ---------------------------- 7
1.3.2. Teachers‟ cognition and SLA -------------------------------------------------- 10
1.4. Thesis structure ------------------------------------------------------------------------ 12
1.5. Summary -------------------------------------------------------------------------------- 13
2. ELT PRACTICE AND TEACHER EDUCATION IN VIETNAM ----------------- 15
2.1. A brief historical background of the English language policy ------------------ 15
2.2. The socio-cultural and educational context ---------------------------------------- 17
2.3. The institutional context -------------------------------------------------------------- 21
2.3.1. General features of WU --------------------------------------------------------- 22
2.3.2. The history of ELT practice at WU -------------------------------------------- 23
2.3.2.1. ELT practice before 2000 ----------------------------------------------------- 23
2.3.2.2. ELT practice after 2000 ------------------------------------------------------- 23
2.3.2.3. Recent ELT practice ----------------------------------------------------------- 24
2.4. ELT teacher education in Vietnam -------------------------------------------------- 26
2.4.1. Variations of ELT teacher education programmes -------------------------- 27
2.4.2. ELT teacher education at WU -------------------------------------------------- 28
2.5. Summary -------------------------------------------------------------------------------- 30
3. SLA FACILITATING CONDITIONS AND TASK-BASED INSTRUCTION -- 31
3.1. Basic SLA facilitating conditions --------------------------------------------------- 31
3.1.1. Language input ------------------------------------------------------------------- 32
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3.1.1.1. Conceptions of language input ----------------------------------------------- 32
3.1.1.2. Functions of language input -------------------------------------------------- 35
3.1.2. Learner output and interaction -------------------------------------------------- 38
3.2. The remaining problem of task-based language teaching ------------------------ 42
3.2.1. The nature of task-based language teaching ---------------------------------- 43
3.2.2. Constraints on communicative and task-based language teaching in
Asia ---------------------------------------------------------------------------------------- 46
3.2.2.1. Teacher-related constraints --------------------------------------------------- 47
3.2.2.2. Institutional and classroom constraints ------------------------------------- 48
3.2.2.3. Socio-cultural constraints ----------------------------------------------------- 53
3.3. Bridging the gap and teacher change ----------------------------------------------- 54
3.4. Summary -------------------------------------------------------------------------------- 58
4. TEACHER LEARNING AND CONCEPTION---------------------------------------- 60
4.1. Theoretical framework of teacher learning and development ------------------- 60
4.1.1. A personal constructivist perspective------------------------------------------ 61
4.1.2. A socio-cultural perspective ---------------------------------------------------- 62
4.2. Approaches to second language teacher development --------------------------- 67
4.3. Teacher knowledge -------------------------------------------------------------------- 70
4.3.1. The diversity and nature of teacher knowledge ------------------------------ 72
4.3.2. The definition and nature of teacher conceptions ---------------------------- 76
4.4. Understanding teacher conceptions ------------------------------------------------- 81
4.4.1. Historical influences on teachers‟ conceptions ------------------------------ 82
4.4.1.1. Prior experiences --------------------------------------------------------------- 83
4.4.1.2. Prior established beliefs ------------------------------------------------------- 85
4.4.1.3. Professional training and teacher learning ---------------------------------- 87
4.4.2. Teachers‟ conceptions and classroom practices ----------------------------- 89
4.4.3. Understanding the role of context ---------------------------------------------- 91
4.5. Research on teacher cognition about SLA-related issues ------------------------ 94
4.5.1. Research on teacher cognition about using the target language ----------- 94
4.5.2. Research on teacher learning and beliefs about SLA ----------------------- 95
4.5.3. Research on Vietnamese EFL teacher cognition----------------------------- 98
4.6. Summary -------------------------------------------------------------------------------- 99
5. RESEARCH DESIGN AND METHODS --------------------------------------------- 101
5.1. The nature of the study -------------------------------------------------------------- 101
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5.1.1. Qualitative research ------------------------------------------------------------ 101
5.1.2. The research problem as a methodological determinant ------------------ 103
5.1.3. Capturing teachers‟ conceptions from a pluralistic view ----------------- 104
5.1.4. A theoretical underpinning ---------------------------------------------------- 107
5.2. Ensuring research rigour ------------------------------------------------------------ 108
5.2.1. Triangulation -------------------------------------------------------------------- 108
5.2.2. Case study research ------------------------------------------------------------ 109
5.3. Sampling and sample --------------------------------------------------------------- 112
5.3.1. Strategies ------------------------------------------------------------------------ 112
5.3.2. Participants ---------------------------------------------------------------------- 113
5.4. Research methods ------------------------------------------------------------------- 115
5.4.1. Interviewing --------------------------------------------------------------------- 115
5.4.1.1. Focus group interview ------------------------------------------------------- 116
5.4.1.2. Individual interview --------------------------------------------------------- 117
5.4.1.3. Stimulated recall interview ------------------------------------------------- 118
5.4.3. Post-lesson observations ------------------------------------------------------ 121
5.4.4. Questionnaires ------------------------------------------------------------------ 122
5.5. Process for data collection --------------------------------------------------------- 122
5.5.1. Approaching participants------------------------------------------------------ 123
5.5.2. Workshops and initial data ---------------------------------------------------- 124
5.5.2.1. The role of workshops ------------------------------------------------------- 124
5.5.2.2. Data collection Period One ------------------------------------------------- 125
5.5.2.3. Data collection Period Two------------------------------------------------- 127
5.5.3. Lesson plan interviewing ------------------------------------------------------ 128
5.5.4. Video recording and reflective writing -------------------------------------- 129
5.5.5. Stimulated recall interview --------------------------------------------------- 130
5.5.6. Questionnaire administration ------------------------------------------------- 130
5.6. Data analysis and interpretation --------------------------------------------------- 131
5.6.1. Preparing and organising the data ------------------------------------------- 131
5.6.1.1. Transcribing and translating ------------------------------------------------ 132
5.6.1.2. Labelling and identifying data --------------------------------------------- 132
5.6.1.3. Preparing summaries of lesson plans-------------------------------------- 133
5.6.2. Coding and reducing the data------------------------------------------------- 133
5.6.3. Questionnaire analysis --------------------------------------------------------- 135
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5.6.4. Interpreting, validating and reporting data ---------------------------------- 136
5.7. Summary ------------------------------------------------------------------------------ 137
6. TEACHERS‟ CONCEPTIONS OF LANGUAGE INPUT ------------------------- 139
6.1. Teachers‟ initial conceptions of language input --------------------------------- 139
6.1.1. Dimensions of defining language input ------------------------------------- 139
6.1.1.1. Language input as discrete linguistic elements -------------------------- 140
6.1.1.2. Language input as language data ------------------------------------------ 141
6.1.1.3. Language input as other knowledge --------------------------------------- 142
6.1.2. The nature of language input ------------------------------------------------- 143
6.2. Teachers‟ conceptions of language input in practice --------------------------- 145
6.2.1. A synthetic view of language input in the lessons ------------------------- 146
6.2.1.1. Lesson objectives and structures targeted at linguistic content -------- 146
6.2.1.2. Actions directed at the linguistic content instructed -------------------- 149
6.2.2. Conflicting views of language input ----------------------------------------- 151
6.2.3. Teacher input -------------------------------------------------------------------- 155
6.2.3.1. Understanding teacher use of English ------------------------------------- 155
6.2.3.2. Purposes for using English in the classroom ----------------------------- 158
6.2.3.3. Factors influencing the use of English ------------------------------------ 161
6.2.4. Peer input ------------------------------------------------------------------------ 166
6.3. Summary ------------------------------------------------------------------------------ 170
7. TEACHERS‟ CONCEPTIONS OF OUTPUT AND INTERACTION ----------- 171
7.1. An initial outcome-oriented conception ------------------------------------------ 171
7.2. Conceptions of output and interaction in practice ------------------------------ 174
7.2.1. Focus on target linguistic content -------------------------------------------- 174
7.2.2. Concern for controlling language output accuracy ------------------------ 180
7.2.3. Constraints on implementing output and interaction ---------------------- 184
7.2.3.1. Institutional factors ---------------------------------------------------------- 184
7.2.3.2. Student characteristics ------------------------------------------------------- 185
7.2.4. Tasks, TBLT and context ----------------------------------------------------- 187
7.2.4.1. Authentic language use and focused tasks-------------------------------- 187
7.2.4.2. Teacher beliefs and context ------------------------------------------------- 190
7.3. Summary ------------------------------------------------------------------------------ 192
8. TEACHERS‟ PERCEPTIONS OF IMPLEMENTING THE SLA
FACILITATING CONDITIONS AND THEIR CHANGES -------------------------- 194
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8.1. Perceptions of implementing the SLA facilitating conditions ---------------- 194
8.1.1. Feasibility ----------------------------------------------------------------------- 195
8.1.2. Compatibility ------------------------------------------------------------------- 197
8.1.3. Relevance ------------------------------------------------------------------------ 199
8.1.4. Agency --------------------------------------------------------------------------- 200
8.2. Teachers‟ reported changes -------------------------------------------------------- 201
8.2.1. Becoming cognizant of SLA facilitating conditions ---------------------- 202
8.2.2. Broadening views on teaching and learning English ---------------------- 203
8.2.3. Promoting teacher consideration of using tasks --------------------------- 204
8.3. Summary ------------------------------------------------------------------------------ 204
9. DISCUSSION AND CONCLUSION ------------------------------------------------- 206
9.1. Research questions and summary of findings ----------------------------------- 206
9.2. Teachers‟ conceptions of L2 learning and teaching ---------------------------- 208
9.2.1. Teachers‟ conceptions of language input ----------------------------------- 208
9.2.2. Teachers‟ conceptions of output and interaction -------------------------- 210
9.2.3. Teachers‟ conceptions of English learning and teaching ----------------- 211
9.3. Conceptual and contextual constraints ------------------------------------------- 214
9.3.1. Conceptual constraints --------------------------------------------------------- 214
9.3.2. Contextual constraints --------------------------------------------------------- 217
9.4. Teacher change ---------------------------------------------------------------------- 225
9.5. Implications -------------------------------------------------------------------------- 227
9.5.1. A model of teacher learning and cognition in relation to SLA ---------- 227
9.5.2. A flexible approach to tasks -------------------------------------------------- 229
9.5.3. An appropriate approach to teacher development ------------------------- 230
9.6. Limitations and suggestions for further research ------------------------------- 235
9.7. Conclusion ---------------------------------------------------------------------------- 237
REFERENCES ------------------------------------------------------------------------------- 240
APPENDICES-------------------------------------------------------------------------------- 265