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DECLARATION I, Nguyen Nhu Mai, justify that this is the result of my own research and the substance of the thesis has not, wholly or in part, been submitted by any degree to any other university or institution. Hanoi, September 2007 Nguyen Nhu Mai i ACKNOWLEDGEMENTS I would, first and foremost, like to send my thanks to Dr. Duong Thi Nu for her tireless suggestions and invaluable recommendations. Her in time correction and constructive comments have been indispensable in making this minor paper a complete reality. My thanks also go to the teachers and students of Hanoi School for Foreign Language Gifted Students in taking part in the survey and providing useful feedback, which are fundamental in the completion of this study. Finally, I am also grateful to my friends and relatives for the help and assistance, both materially and spiritually during the course of my writing. ii ABSTRACT The study focuses on exploring the relationship between the impact of classroom discipline on second language acquisition, and to find out whether classroom discipline has a positive or negative impact on the students’ level of second language acquisition. Towards this end, the writer starts by looking for different sources of theoretical background, both from books and from the Internet. This makes up Chapter I of the Study. The background theory deals with three main issues that are most outstanding from the study, including theories of classroom discipline, motivation and second language acquisition. The inter-relationship among these aspects are also discussed in the analysis part following each theory description. The most important part of the study, however, is the research methodology, which is described in details in Chapter II. In this Chapter, the writer tries to find out the impacts of some codes of classroom discipline on students’ motivation in second language learning by means of a questionnaire, an interview and the writer’s own observation. At the same time, students and teachers’ feedback are called for regarding the effectiveness of these codes of classroom discipline and their actual practicality. Recommendations for other types of discipline codes are also sought after from both teachers and students by asking for suggested solutions to the classroom disruption. The results are really worth taking into account. Despites the effectiveness of some of the discipline codes on students’ performance during language lessons, there are also warnings against the overuse of discipline codes during the lesson, which is sometimes more harmful than otherwise. The writer, therefore, proposed some implications to motivation in second language acquisition by improving classroom discipline. iii TABLE OF CONTENTS Page Declaration i Acknowledgements ii Abstract iii Table of contents iv PART I: INTRODUCTION 1 1. Rationale of the Study 1 2. Significance of the Study 1 3. Scope of the Study 2 4. Aims of the Study 2 5. Overview of the Study 2 PART II: DEVELOPMENT 3 CHAPTER 1: LITERATURE REVIEW 3 1.1. Definition of “Discipline” 3 1.2. Types of Classroom Disciplines 5 1.3. Definitions of “Motivation” 7 1.4. Factors affecting discipline and motivation in a language classroom 11 1.4.1. The teachers’ roles 11 1.4.2. Learners’ differences 13 1.4.3. Other objective factors 13 1.5. Definition of Second Language Acquisition 15 1.6. Theories of Second Language Acquisition 17 1.7. Factors affecting Second Language Acquisition 19 1.8. Relationship between classroom discipline and second language acquisition 21 CHAPTER 2: METHODOLOGY 22 2.1. Objectives of the Survey 22 2.2. Subjects 22 2.3. Instruments 23 2.3.1. Questionnaires 23 2.3.2. Interviews 23 2.3.3. Observations 23 2.4. Analysis and Findings 24 2.4.1. Questionnaires 24 2.4.1.1. Factors/Causes leading to Students’ disruptive behaviours 24 2.4.1.2. Some specific disruptive behaviors 25 2.4.1.3. Solutions to classroom discipline 26 2.4.2. Interviews 27 2.4.2.1. Some specific disruptive behaviors 27 2.4.2.2. Reasons for indiscipline 29 2.4.2.3. Solutions to disruptive behaviors 30 iv 2.5. Implications to motivation in Second Language Acquisition 31 PART III: CONCLUSION 33 REFERENCE 34 APPENDIX 35 LIST OF TABLES AND GRAPHS List of tables Page Table 1: Opinions on causes of indiscipline 24 Table 2: Choices of disruptive behaviours 26 Table 3: Solutions to classroom indiscipline 27 List of graph Graph 1: Opinions on causes of discipline 24 v PART I: INTRODUCTION 1. Rationale of the Study Methods to achieve a successfully carried out language lesson have been under investigation for decades. And as pedagogical theorists go in different directions towards this ends, they come up with significantly dissimilar results, among which researches into discipline problems as means of motivation for second language acquisition are increasingly prominent. It has been pointed out that apparently the success of a given language lesson can be threatened by any single student who misbehaves in class. Thus, the minimization of these disruptive behaviors would mean the less chance of rule – breaking as well as the more likelihood of motivation from the students. There have been numerous studies in second language acquisition, yet not many of them refer to the aspects of discipline in motivating second language acquisition. This study would contribute a different look at one of the factors of second language acquisition that have been under investigation for ages. Also, it is the writer’s personal interests, as a language teacher, in the field of managing discipline in language classrooms and motivating students in their second language acquisition. Hopefully, the study would become handy for those who share the same interests and concerns about the problems as well as the solutions suggested. 2. Significance of the Study Studies on types of motivation for second language acquisition, as pointed out, have been going on for a long time, among which discipline is rarely under research. This study shall equip teachers with knowledge about all codes of disciplines and the methods to use them effectively to motivate students in their study. Therefore, this study, hopefully, would be of contribution in an area where lots of studies are needed. 1 3. Scope of the Study The study mainly deals with the practical issues of second language acquisition in the classroom, therefore only the main theoretical aspects of linguistics shall be under discussion in the study. The study seeks to deal with problems occurring in a language classroom in the first place. It is, therefore, not the writer’s wish to trace the problems as far as the deep – rooted psychological features of the students, which would otherwise turn the study into a psychology oriented rather than an applied linguistic one. 4. Aims of the Study It is the writer’s first and foremost aim to provide theoretical knowledge about discipline management, motivation maintenance and second language acquisition. This is made possible by a systematic analysis of language scholars and writers’ studies. A considerable number of theorists being analyzed would make sure the validity and credibility of the study. The study is designed in a way that different kinds of possible interferences are under investigation, and so are ways to maintain discipline and motivate language acquisition in a language classroom. It also goes further to point out specific steps towards helping teachers in a certain classroom to make the most use of their lesson time and prevent disruptive behaviors in class. 5. Overview of the Study The Study would be developed into two main Chapters, in which Chapter I would be spent on the theoretical background to the issue under investigation, including theories on discipline, motivation, second language acquisition and their interrelationships. The findings from this review of literature would create a basis for the actual research to follow in Chapter II. The research would be carried out in the form of a questionnaire, supported by follow up interviews will teachers and students. The data shall be analyzed and discussed in full details with different options for recommendation. 2 PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. Classroom discipline 1.1 Definition of ‘discipline’: The efforts to define discipline have been carried out in a long and exhausting period of time. A satisfactory definition of discipline, however, has not yet been agreed on. Pedagogical theorists go in diversed directions to define and come back with significantly different outcomes, which serves to emphasize that research into this field are yet open and very promising. Oxford Learner’s Dictionary (1996) puts discipline as ‘the practice of making people obey rules or standards of behaviours and punishing them when they do not’. In Oxford Advanced Dictionary (1995), discipline is referred to as ‘the training or control, often using a system of punishment, aimed at producing obedience to rules’. Webster’s New World Dictionary defines Discipline as “training that develop self – control, character, orderliness and efficiency”, “accepting of or submission to authority and control”, and “a system of rules or methods or the conduct of members of a monastic order”. Webster defines “to discipline is to develop by instruction and exercise”. Discipline is teaching and learning, it is not punishment. Discipline is two-dimensional, for it involves both imposed and self discipline. Penny Ur in ‘A Course in Language Teaching’ (1996) accepts the view of discipline as a synthesis presence of a number of complementary factors. She also emphasizes the equal importance among the factors as well as pictures the general look of a disciplined classroom (p. 259): ‘ The phrase ‘classroom discipline’ has for most teachers as immediate clear meaning, but it is in fact quite a complex concept, and hard to define in word. One way into such a definition is to start by brainstorming all the ideas that seem to you to be comprised in it. The concept of discipline: control agree contract accept (ground) rule responsibilities 3 rewards respects norms obey authoritarian routine smooth power consistent efficient punishments behaviour authority authoritative cooperation Smooth-running process is the main outward manifestation of discipline in the classroom, as it is in any other organization; and there has to be co-operation of participants in order to produce this. It must be noted, however, that co-operation between students, or between students and teacher is not necessarily either willing or democratic: it may well be a result of coercion or fear. There are all sorts of ways of bringing it about, you have your own ideas about what methods are ethically, educationally, personally or practically acceptable and which are not.’ A briefer and possibly more sensible definition is later stated by Penny Ur (1996, p.270) which has it that ‘Classroom discipline is a state in which both teachers and learners accept and consistently observe a set of rules about behaviors in the classroom whose function is to facilitate smooth and efficient teaching and learning in the lesson.’ A course team from Deakin University, Victoria (Expectations about classrooms, 1981), go further to explain discipline problems in the light of interpersonal relationships between teachers and learners. In this exhaustive research, they investigate the different theories of interpersonal relationships, human needs and the therapeutic relationship in teaching and learning, all of which help pave the ways for discipline problems to be discussed and analyzed. Jeremy Harmer (1991, p. 249) refers to disruptive behaviours as one way of defining discipline. His main concerns lie in the reasons for discipline and the trends towards the emergence of the disruptive behaviors: ‘At some stage of their lives, all teachers encounter disruptive behavior- a student or students whose behaviors gets in the way of the class. Such outbursts are frequently hostile to the teacher or the other students and they can be difficult to deal with.’ Disruptive behavior is not confined to one age group. Eleven-year-olds can become incredibly unruly and noisy, and adolescents may become completely unresponsive and 4 uncooperative. Adult students are disruptive in different ways. They may publicly disagree with the teacher or try to become the class character to the detriment of their peers. There are a lots of ways of a disrupting a class.’ Whether discipline and discipline problems are discussed either directly or indirectly, subjectively or objectively, it all boils down to a number of sub factors. First, it is the learners and the teachers who play the primary role in managing a disciplined atmosphere in the classroom. In the light of Communicative Language Teaching, where the roles of the learners and the learner-centred concept are the main concern, the teacher’s importance, seemingly, is underestimated. When it comes to solving classroom problems, however, the teacher’s role is more than needed with all the discipline management tools at their disposal. The learning environment is also an indispensable factor in shaping a smooth- running process in the language classroom. This may be a composite of the classroom itself, the lesson routines, the audio-visual aids, etc. The triangle of the teacher, the learner and the environment are the ultimate subjects concerning classroom discipline that researchers have been trying to filter and analyze. I.2. Types of classroom discipline: “Throughout the history of classroom education, many different types of disciplinary systems have been applied by teachers and other authority figures in schools for the sole purpose of controlling student behaviour. These systems include corporal punishment, psychological abuse or neglect and assertive discipline”. The types of classroom discipline are different nowadays that corporal punishment has been considered illegal in some countries. Even in Vietnam, hardly any classes use corporal punishment as a means of classroom discipline, especially with language classes where students are all expected to behave themselves. However, discipline is still an issue under investigation in language classrooms, as this is an important factor leading to the success of learner’s language acquisition. Once the students behave well in class, they will be more motivated in their study, thus the chances of success in language learning are greater to them. Followings are example of some methods for dealing with classroom discipline that have been investigated in the research. 5 . outstanding from the study, including theories of classroom discipline, motivation and second language acquisition. The inter-relationship among these aspects. maintained. I.4. Factors affecting discipline and motivation in a language classroom: When it comes to studying discipline and motivation as a whole, a