Sáng kiến kinh nghiệm dạy học áp dụng ở trường THCS và THPT ở trường THPT, giúp giáo viên tham khảo chuyên môn nhằm nâng cao kiến thức, kĩ năng nghiệp vụ chuyên môn bộ môn, đồng thời tăng cường đổi mới phương pháp, kĩ thuật dạy học, để áp dụng vào dạy học môn ở trường trung học phổ thông nhằm đạt kết quả cao nơi mà giáo viên đang công tác giảng dạy. Sáng kiến này giúp cho giáo viên tham khảo, có nhiều kĩ năng và kinh nghiệm trong giảng dạy môn học, nâng cao chất lượng giảng dạy.
USING DICTOGLOSS TO IMPROVE LISTENING SKILL ………… , 2/2020 Page | TABLE OF CONTENTS CHAPTER I: INTRODUCTION 1.1 Rationale 1.1.1 Background…………………………………………………………………… …… 1.1.2 Problems…………………………………………………………………….… …… 1.1.3 The feasibility of using dictogloss approach to improving students' listening skills…………………………………………………………………………………… …… 1.2 Aims of the paper 1.3 Scope of the study 1.4 Summary of the paper CHAPTER II DEVELOPMENT 2.1 Literature review 2.1.1 Definition of listening 2.1.2 The importance of listening 2.1.3 Types of listening activities 2.1.4 Listening problems 2.1.5 General concept of dictogloss A Definition of dictogloss B Dictogloss procedures C Advantages of dictogloss method 2.2.Methodology 2.2.1.Data collection 2.2.2 Administering pre-test to experimental and control groups 2.2.3 Administering pre-test to experimental and control groups 2.2.4 Administering post-test 2.2.5 Interviewing 2.2.6 Detailed lesson plans and teachers’ notes………………………………………… Page | 2.2.7 Students' ……………………………………………………… notes……………… CHAPTER III FINDINGS AND DISCUSSIONS 3.1 Overview of the process 3.2 The result of pretest of experimental group and control group 3.3 The result of experimental group’s posttest 3.4 The result of control group’s posttest 3.5 The results of the interview CHAPTER IV: CONCLUSION 4.1 Major findings 4.2 Implications 4.3 Limitations of the study 4.4 Suggestions for further study REFERENCES APPENDIXES Page | CHAPTER I: INTRODUCTION 1.1 Rationale of the study 1.1.1 Background Founded in 2003, Lao Cai Gifted High School is situated in the center of the city It normally ranks between 40 th and 50th among over 2000 high schools throughout Vietnam The total number of teachers is 83 ( teachers of English) The total number of students is about over 900 including 350 10th graders in which girls and students of minor ethnic groups take up about 60% and 15% respectively Students come from various family backgrounds from all over the province, but mainly from the urban areas In Lao Cai Gifted High School Development Project ( 2016-2020), the learning and teaching of English is given priority to increase opportunities for students to get overseas scholarship and better preparation for their future Many school teachers of science subjects are now encouraged to deploy English as the language of instruction in classrooms Therefore, all the teachers of English are aware of the responsibilities inspired by school, students, parents, their colleagues and society They are dynamic and enthusiastic in teaching to supply students with the best of them 1.1.2 Problems Grade 10 students displayed diverse backgrounds of the target language through the Entrance examinations However, students in science classes illustrated better English language competence Page | According to school policy, for the first three semesters students are expected to mainly develop English language speaking and listening skills and most of the students have been worried about their listening ability In real teaching practices, the teachers realised that learners had difficulty recognizing English sounds in academic listening recordings and real communications, which limits their understanding of the speech They have been familiar with standardised tests, therefore they can better understand the written language However, learners have problems recognising familiar vocabulary items in spoken forms Besides, the ability to remember the information while listening is another factor that hinders their improvement in listening skills Some students tend to immediately forget the content of the previous sentence when they move to the next sentences, which leads to the failure of understanding the gists 1.1.3 The feasibility of dictogloss approach to improving listening skills Dictogloss approach emphasizes on students’ ability to recognise English sounds and to enhance long-term memory through repeated listening to reconstruct a short text or conversation (Vasiljevic, 2010; Prince, 2013) Students are required to listen and take notes of the key words, which functions as the base of later reconstruction Students can benefit from other students’ shared ideas to build up their own understanding of the recording given after three times listening The accumulated pieces of information and the repetition of listening to the same audio track help scaffold learners’ understanding and gradually improve their listening skills All of the above reasons urge the teachers to conduct a study on the topic: “Using Dictogloss to improve students’ listening skills” In this paper, the author investigates the effectiveness of using dictogloss in improving listening skills Conducting the research seems Page | necessary since using dictogloss offers considerable benefits to students Detailed lesson plans, teachers; notes, students’ handouts and prettest and posttest will hope to demonstrate the effect of dictogloss on the listening skills and partly contribute to the field 1.2 Aims of the paper The aims of the study are: - First, to assess the real difficulties in teaching and learning listening - Second, to investigate the possibility of using dictogloss in developing 10th graders’ listening skills 1.3 Scope of the study Within the scope of the study, emphasis is laid on the teaching and learning listening session The study also focuses on listening for general information and specific details which involve understanding the task and emphasizing on catching certain information The population of the study is limited to 10th graders of Lao Cai high school for gifted students in the academic year of 2018-2019 Students in class 10 Maths and 10 Chemistry are selected as control group and experimental group respectively based on the results of the pre-test to maximize the relibility and validity of the research 1.4 Summary of the paper This paper is divided into five main chapters as follows: Chapter I: Introduction This chapter provides the basic information of the paper including the background of the study, the aims, scope and a brief summary Chapter II: Development This chapter presents the theoretical background relevant to the research, details how to collect data and analyzes the collected data to evaluate the real situation of teaching, and learning listening of 10th graders in Page | Lao Cai high school for gifted students and their perception of using dictogloss method to improve listening skill Chapter III: Findings and Discussion This session analyzes the collected data to evaluate the real situation of teaching and learning listening of 10 th graders in Lao Cai high school for gifted students and their perception of using dictogloss method to improve listening skill Chapter III: Conclusion This chapter summarizes the content of the paper, acknowledges the limitations and suggestions for further research CHAPTER II: DEVELOPMENT Page | 2.1 Literature review 2.1.1 Definition of listening Listening is an essential skill that ESL learners have to develop There are several distinct definitions of listening, and each definition represents a different perspective of listening According to Johnson (1951, p.58), listening is the ability to understand and respond effectively to oral communication Moreover, McErlain (1999) states that listening can be defined as the ability to receive and decode oral communication by processing a language sample In addition, Myers and Myers (1999, p.143) point outs that listening is not only hearing, but also including the added dimensions of understanding, paying attention, analyzing, and evaluating the spoken messages, and possibly acting on the basis of what has been heard Rost (1994, p2) states that listening involves both social and cognitive processes In psychological terms, attention is an excitation of nerve pathways, the brain, to organize incoming stimuli in an effective way Besides, Myers and Myers (1999, p.143) state that listening is not only hearing, but also including the added dimensions of understanding, paying attention, analyzing, and evaluating the spoken messages, and possibly acting on the basis of what has been heard Wolvin and Coakley (1985) define listening as “the process of receiving, attending to and assigning meaning to aural stimuli” This definition suggests that listening is a complex, problem-solving skill The task of listening is more than the perception of sound; although perception is the foundation, it also requires comprehension of meaning On the other hand, Underwood (1997, p.1) defines listening as the activity of paying attention to and trying to get meaning from something we hear She explains that to listen successfully to spoken language, a listener needs to be able to work out what speakers mean when they use particular words in particular ways on particular occasions, and not simply to understand the words themselves Therefore, it is not enough Page | to just understand the words themselves to understand the message from spoken language The incoming sound needs to be processed involving any available cues like background noises, the speakers, and the setting to construct meaning Listening requires an active participation of the listeners in order to achieve the message that the speaker means Buck (2001, p.31) considers listening an active process of constructing meaning by applying knowledge to the incoming sound in which a number of different types of knowledge, both linguistic and non-linguistic, are involved Listening is also highlighted as a vital receptive mean to gather information and its importance lies on the fact that it is used more often than any other language skill Listening is one of the most important sources of input that a human brain has (Widiasmara, 2012) Besides, Rivers (1981) states that in an ordinary day, the listening skill is exercised almost twice as much as the speaking skill, and around four to five times as the reading and writing skills 2.1.2 The importance of listening The significance listening is undeniable as it is the precondition to acquiring the language According to Krashen (1985), language acquisition is dominantly achieved by receiving understandable input, and listening ability is the critical component in achieving the understandable the language input Listening is emphasized to make contribution to the language development of the students since it provides input for the students Rost (1994) puts great emphasis on the importance of listening He points out that if students cannot understand input at the right level, learning cannot begin This is supported by Widiasmara(2012) that listening is considered one of the most important sources of input that a human brain has According to second language acquisition theory, language input is the most essential condition of language acquisition Therefore, as an input skill, “listening is the key Page | language It has a vital role in language acquisition process” Brett (1997, p.39) As a matter of fact, people use listening more than any other language skills Rivers (1981) points out that in an ordinary day, the listening skill is exercised almost twice as much as the speaking skill, and around four to five times as the reading and writing skills Mendelsohn (1994, p.9) share the same viewpoint with Rivers He states that among the time spent on communication, listening takes the top position at 40-50 %; 25-30% is spent on speaking, followed by the 1116% spent on reading At the bottom position is writing, which accounts for only 9% Those factors above show the importance of listening in language acquisition and academic achievement in general, which should be taken into careful consideration when designing teaching and learning materials and classroom activities 2.1.3 Types of listening activities There is no fixed set of conditions to classify the listening types As each classification shows dissimilar features of listening, this section is devoted to presenting some considerable ones According to Simonds and Cooper (2011), there are five types of listening The first type is informative listening In such kind of listening, the listeners’ main goal is to understand what has been said The listeners are said to listen successful only when their interpretation of the message is as closer as possible to the speaker’ intention Another type is relation listening, which aims either to assist a person or to intensify a relationship The next type is appreciative listening with the purpose of entertainment, for example, listening to music Next, critical listening is to check the authenticity and the validity of what is being said such as listening to advocates and politicians Finally, discriminative listening seems to be the most crucial type since it is the base for all the mentioned types above The listeners must observe the changes Page | 10 Your answer (A, B or C): What will the girl take with her on holiday? Your answer (A, B or C): What time will the train to Manchester leave? Your answer (A, B or C): Part Questions: 6-11 Instructions: Listen to some people talking about the activities they tried What they say about each person? For each person, write the corresponding letter in the answer box People - Jim: - Sam: - Molly: Activities they tried A) Boats B) Sheriff C) Archery Page | 57 D) Pony ride - Rachel: E) Dragon 10 - Dad: F) Shotgun 11 - John: G) Acrobats H) Rodeo Part Questions: 12-17 Instructions: Listen to Anna talking to a veterinarian about her pet Choose the best answer (A, B or C) for each space, write the corresponding letter in the answer box 12 - The speaker's pet which is ill is Your answer: 13 - The animal is Your answer: 14 - The animal felt bad on Your answer: 15 - The animal has been eating Your answer: 16 - The speaker is expecting Your answer: A) his cat B) his parrot C) his dog A) years old B) years old C) years old A) Sunday B) Monday C) Saturday A) biscuits B) chocolate C) tuna A) puppies B) puppy C) puppies 17 - The speaker knows the veterinarian’s A) telephone number Your answer: B) new address C) sister's address Page | 58 Part Questions 18-23 Instructions: You will hear Diana talking about the video she watched Listen and complete the questions given Circle the letter of the correct answer VIDEO 1818 - Actor: B) Smith B) Daniel 1919 – For people A) more than 14 B) more than 16 2020 - Name of film A) BLUE B) PLUG 2121 –Video shop in B) Golden street B) Green street 2222 - Opposite: B) kindergarten B) office 2323 - Price: A) 4.85 B) 485 C) David C) more than 18 C) BLAB C) Gold street C) cinema C) 4085 Page | 59 Appendix 3: Interview questions Do you think using dictogloss in learning listening is useful? After finishing the treatment, your listening skill improve? Do your other skills (reading, writing, and speaking) get improved? What you think could be the biggest advantage of using dictogloss in learning listening? What you think could be the biggest advantage of using dictogloss in learning listening? Could you give some advice to make it better? Would you continue using dictogloss in the next semester? Page | 60 Appendix 4: Detailed lesson plans SAMPLE 1: UNIT 3: MUSIC Further Practice – Listening (Appendix – Text 1) A Objectives: Educational aim: Students listen to a recording about BTS, a famous Korean band Knowledge General knowledge: Students understand more about BTS, a famous Korean band Language: Vocabulary related to music Skills: Listening for specific information B Methods: Dictation C Teacher and Students’ preparations: Teacher’s preparation: recording, transcription, laptop, loudspeakers, document camera Students’ preparation: notebook D Procedure: I Class organization: Divide the class into groups of students II New lesson Activity 1: Preparation 5’ Aim: To help students understand some new concepts mentioned in the recording, and start sharing and collecting information Teacher’s activities Students’ activities Ask students some questions relating - answer the questions to the content of the recording they - add as much information as are going to listen to possible Questions: Do you like K-pop? Why Which K-pop bands are popular these days? Are you fans of BTS? Can you name the members and some successful products? Activity 2: Dictation 10’ Aim: To help students hear and note down the key words and main ideas in the recording Teacher’s activities Students’ activities Page | 61 - Play the recording for the first time and ask students to pay attention to the key words and main ideas - Call on one students to report the key words they can hear or the main ideas they can remember - Call on other students to add more information - Ask students to reconstruct their notes for the first time - Listen and start taking note for the first time, try to get the main content of the recording - share the key words or ideas they can recall after the first time listening - add their friends’ ideas to individual’ note Activity 3: Reconstruction 15’ Aim: To help students used the collected information to build up each single sentence Teacher’s and students’ Contents activities - Play the recording and ask students - Listen and take note individually to take note for the second time - Show one note to the whole - Call on one student to show his/her class note via the document camera - Add information - Call on other students to add the - Reconstruct individual’s note for information until no idea left the second time - Ask students to reconstruct their notes using the information shared by their classmates Activity 4: Analysis and correction 10’ Aim: To help students to keep on adding information until they can reconstruct the whole text Teacher’s and students’ Contents activities - Play the recording and ask students - Listen and take note individually to take note for the third time - Show one note to the whole class - Call on one student to show his/her - Add information note via the document camera - Reconstruct individual’s note for - Call on other students to add the the last time information until no idea left - Ask students to reconstruct their notes using the information shared by their classmates V References Text for dictation shown in the appendix VI Remark Page | 62 SAMPLE 2: UNIT 4: FOR A BETTER COMMUNITY Further Practice – Listening (Appendix – text 2) A Objectives: Educational aim: Students listen to a recording about students worldwide going on strike for having to learn too much Knowledge General knowledge: Students understand about the strikes by students all over the world because they have to learn too much Language: Vocabulary related to students’ strike Skills: Listening for specific information B Methods: Dictation C Teacher and Students’ preparations: Teacher’s preparation: recording, transcription, laptop, loudspeakers, document camera Students’ preparation: notebook D Procedure: I Class organization: Divide the class into groups of students II New lesson Activity 1: Preparation 5’ Aim: To help students understand some new concepts mentioned in the recording, and start sharing and collecting information Teacher’s activities Students’ activities - shows the list of new concepts on the - discuss together and collect screen and ask students to discuss and information to make the lists list out some example for these - share their lists to the whole class concepts - Call on representatives of each group Students’ possible example: to explain and add up their ideas about Social media site: the given concepts sanhac.com, webtretho.com, - Introduce the new lesson tinhte.vn… List of new concepts: Music smart phone apps: Social media site iKara, tiktok… Music smart phone apps Global platform: Facebook, Global platform Skype… Activity 2: Dictation 10’ Aim: To help students hear and note down the key words and main ideas in the recording Teacher’s activities Students’ activities Page | 63 - Play the recording for the first time and ask students to pay attention to the key words and main ideas - Call on one students to report the key words they can hear or the main ideas they can remember - Call on other students to add more information - Ask students to reconstruct their notes for the first time - Listen and start taking note for the first time, try to get the main content of the recording - share the key words or ideas they can recall after the first time listening - add their friends’ ideas to individual’ note Activity 3: Reconstruction 15’ Aim: To help students used the collected information to build up each single sentence Teacher’s and students’ Contents activities - Play the recording and ask students - Listen and take note individually to take note for the second time - Show one note to the whole - Call on one student to show his/her class note via the document camera - Add information - Call on other students to add the - Reconstruct individual’s note for information until no idea left the second time - Ask students to reconstruct their notes using the information shared by their classmates Activity 4: Analysis and correction 10’ Aim: To help students to keep on adding information until they can reconstruct the whole text Teacher’s and students’ activities Contents - Play the recording and ask students - Listen and take note individually to take note for the third time - Show one note to the whole - Call on one student to show his/her class note via the document camera - Add information - Call on other students to add the - Reconstruct individual’s note for information until no idea left the last time - Ask students to reconstruct their notes using the information shared by their classmates V References Text for dictation shown in the appendix VI Remark Page | 64 SAMPLE 3: UNIT 5: INVENTIONS Further Practice – Listening (Appendix – Text 3) A Objectives: Educational aim: Students listen to a recording about a smart phone device to test human’s eyes Knowledge General knowledge: Students understand about a device connected to smart phone which helps people to test their eyes and use the result to order glasses online Language: Vocabulary related to eye testing device Skills: Listening for specific information B Methods: Dictation C Teacher and Students’ preparations: Teacher’s preparation: recording, transcription, laptop, loudspeakers, document camera Students’ preparation: notebook D Procedure: I Class organization: Divide the class into groups of students II New lesson Activity 1: Preparation 5’ Aim: To help students understand some new concepts mentioned in the recording, and start sharing and collecting information Teacher’s activities Students’ activities - shows the list of new concepts on the - discuss together and collect screen and ask students to discuss and information to make the lists list out some example for these - share their lists to the whole class concepts - Call on representatives of each group Students’ possible example: to explain and add up their ideas about Social media site: the given concepts sanhac.com, webtretho.com, - Introduce the new lesson tinhte.vn… List of new concepts: Music smart phone apps: Social media site iKara, tiktok… Music smart phone apps Global platform: Facebook, Global platform Skype… Activity 2: Dictation 10’ Aim: To help students hear and note down the key words and main ideas in the recording Teacher’s activities Students’ activities Page | 65 - Play the recording for the first time and ask students to pay attention to the key words and main ideas - Call on one students to report the key words they can hear or the main ideas they can remember - Call on other students to add more information - Ask students to reconstruct their notes for the first time - Listen and start taking note for the first time, try to get the main content of the recording - share the key words or ideas they can recall after the first time listening - add their friends’ ideas to individual’ note Activity 3: Reconstruction 15’ Aim: To help students used the collected information to build up each single sentence Teacher’s and students’ Contents activities - Play the recording and ask students - Listen and take note individually to take note for the second time - Show one note to the whole - Call on one student to show his/her class note via the document camera - Add information - Call on other students to add the - Reconstruct individual’s note for information until no idea left the second time - Ask students to reconstruct their notes using the information shared by their classmates Activity 4: Analysis and correction 10’ Aim: To help students to keep on adding information until they can reconstruct the whole text Teacher’s and students’ activities Contents - Play the recording and ask students - Listen and take note individually to take note for the third time - Show one note to the whole - Call on one student to show his/her class note via the document camera - Add information - Call on other students to add the - Reconstruct individual’s note for information until no idea left the last time - Ask students to reconstruct their notes using the information shared by their classmates V References Text for dictation shown in the appendix VI Remark Page | 66 Text for dictogloss task (1) Topic: Music A Korean band got to number one in the U.S album charts for the first time The band BTS debuted at No with their new album They released it on May 18 It sold 135,000 copies in a week It is the second top-10 hit for K-pop The first was also by BTS The group thanked fans by tweeting: "We will keep doing our best." BTS started in 2013 They became a big success in Korea, Japan and the USA They won many new artist awards They have many followers on social media They broke the record for the most re-tweeted artist and the world's most tweeted about celebrities BTS' new album is in Korean, but they sold out tours in the USA Page | 67 Retrieved from: https://breakingnewsenglish.com/1805/180530k-pop-bts-a.html Text for dictogloss task (2) Topic: For A Better Community Children worldwide are going on strike They are unhappy Their countries are not fighting climate change Students are not going to class They are protesting in the streets and outside governments The strikes began in August 2018 A Swedish student protested and photos of her went viral on social media Students are now copying her In 2019, there have been strikes in Europe, America and Australia Students held banners reading, "Why learn without a future?" There is a worldwide strike on March 15 Not everyone supports the students Australia's leader called for "more learning in schools and less activism" A journalist told students to strike at the weekend Retrieved from: https://breakingnewsenglish.com/1902/190226school-strike-for-climate-a.html Text for dictogloss task (3) Topic: Inventions A device for smartphones can test our eyes It can tell us how bad our eyes are, and then order glasses online It is from a company called EyeQue The company says the eye test is as good as the test from an optician It already tested the eyes of 50,000 people The device costs $30 EyeQue said the device was helpful It said the optician can be in a hurry and will only one test EyeQue takes many tests and averages them This gives a better result The device will not replace the optician An optician checks for eye problems The device cannot this Retrieved from: https://breakingnewsenglish.com/1901/190109eye-test-a.html Page | 68 Appendix 5: Teachers’ notes Teachers’ notes Topic 1: Music Page | 69 Students’ performance Content Function words/phra words/phras ses es Content words/phrases the teacher expected students to hear Korean band, number one, U.S album charts, band BTS debuted, No 1, new album, released, May 18, 135,000 copies, week, second top-10 hit, K-pop, group, thanked, fans, tweeting, keep, best, started, 2013, became, big success, Korea, Japan, USA, won, artist awards, followers, social media, broke, record, re-tweeted artist, world's most tweeted, celebrities, Korean, sold out, tours The first time listenin g The second time listenin g The third time listenin g 21% of the students can hear 16% of the students can hear 37% of the students can hear 25% of the students can hear 58% of the students can hear 33% of the students can hear Topic 2: For a better community Students’ performance Content words/phrases Content Function the teacher expected words/phra words/phras students to hear ses es The first 26% of the 19% of the Children, worldwide, strike, time students can students can unhappy, countries, fighting, listenin hear hear climate change, Students, g going, class, protesting, The streets, governments, August second 46% of the 25% of the 2018, Swedish student, time students can students can photos, viral, social media listenin hear hear Copying, 2019, Europe, g America, Australia, banners The reading, learn, future, March third 62% of the 36% of the 15, supports, Australia's time students can students can leader, schools, activism, listenin hear hear journalist, weekend g Topic 3: Inventions Students’ performance Content words/phrases Content Function the teacher expected words/phra words/phras students to hear ses es Device, smartphones, test, The first 36% of the 19% of the Page | 70 eyes, tell, bad our eyes, glasses online, company, EyeQue, optician, 50,000 people, costs, $30, helpful, hurry, takes, averages, better result, replace the optician, checks, eye problems time listenin g The second time listenin g The third time listenin g students can students hear hear can 57% of the 28% of students can students hear hear the can 77% of the 41% of students can students hear hear the can Page | 71