PHÁT TRIỂN NGÔN NGỮ VÀ TƯ DUY THÔNG QUA TƯƠNG TÁC TRONG LỚP HỌC TIẾNG ANH

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Tác giả: Duc Nguyen Chi, Hanh Hoang Thi

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài, 2020

Mô tả vật lý: tr.17

Bộ sưu tập: Báo, Tạp chí

ID: 320670

Thêm vào giỏ Liên kết toàn văn

Nghiên cứu này xem xét tác động của các chiến lược lời nói khác nhau của giáo viên đối với việc kiến tạo các điều kiện hướng đến sự phát triển ngôn ngữ và tư duy của người học trong lớp học tiếng Anh. Sử dụng lý thuyết văn hóa xã hội học, chúng tôi nghiên cứu cách thức tám giảng viên đại học tạo ra cơ hội cũng như cản trở việc phát triển năng lực tư duy và ngôn ngữ của người học thông qua các tương tác trong lớp học. Báo cáo này phân tích hai loại hình tương tác chính được tìm thấy. Trong loại hình thứ nhất, việc giáo viên đưa ra những lời giải thích dài và chi tiết có thể cung cấp thêm nguồn ngôn ngữ và kiến thức đầu vào cho người học, nhưng lại ảnh hưởng đến thời gian và cơ hội thực hành ngôn ngữ và sử dụng tư duy ở bậc cao hơn. Ở loại hình thứ hai, giáo viên phối kết hợp giữa việc sử dụng câu hỏi thực, tổ chức làm việc nhóm, kéo dài thời gian chờ đợi câu trả lời, để mở cho người học tham gia tương tác và hồi đáp gợi mở. Sự phối kết hợp này đã kiến tạo cơ hội cho người học chủ động sử dụng ngôn ngữ và phát triển tư duy sáng tạo và tư duy phản biện. Như vậy, bằng việc sử dụng ngôn từ có tính gợi mở và hỗ trợ tư duy, phân bổ thời gian cho người học suy nghĩ, ấp ủ các ý tưởng và trao đổi, phối hợp với nhau, giáo viên đã góp phần kiến tạo các điều kiện thuận lợi cho sự phát triển cả ngôn ngữ và tư duy của người học.This study examined the effects of teacher talk on creating conditions for foreign language and thinking skills development. Through the lens of socio-cultural theory, we looked at the learning affordance/constraints that teachers in eight English speaking classes at a university in Vietnam created for learners via their actions and interactions with students. Two main, but contrastive interaction patterns emerged from this analysis. In one pattern, extended teacher talk could provide learners with more input, but at the same time deprive them of the opportunity to produce meaning-focused output and exercise high-order thinking skills. In the other, however, the interplay among teachers’ proper use of referential questions, group work, extended wait-time, speakership assignment and appreciative responses was found to empower learners as active users of the target language as well as critical and creative thinkers. We therefore argue that by using talks that scaffold and facilitate learners’ critical, divergent thinking, conceptualising process and effectively distributing classroom time for learners’ thinking incubation and collaboration, teachers can create enabling conditions for learners to enhance both their L2 and thinking skills.

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