Rationale
In recent years, English language teaching has shifted from traditional methods focused on grammar and translation to more communicative approaches This transition emphasizes the importance of learner strategies for achieving success in language acquisition Prominent researchers like Cohen have contributed significantly to this evolving understanding of effective language teaching practices.
Research by O'Malley and Chamot (1990) and Oxford (1990) highlights the significance of learning strategies in the successful acquisition of a second or foreign language Consequently, teachers play a crucial role in guiding students to identify and implement effective learning strategies in their language studies.
Equipping upper-secondary students in Vietnam with effective listening strategies is essential, as evidenced by the challenges they face in mastering this skill Despite the introduction of new English textbooks, listening remains the most difficult skill for students to develop, primarily due to the absence of dedicated resources in older textbooks Many students struggle to understand listening texts, leading to comprehension issues, and they often approach listening activities without the necessary skills for effective engagement This situation is particularly acute at Nguyen Van Cu Upper-secondary School, where many students exhibit weaknesses in vocabulary, grammar, and pronunciation, making listening lessons particularly challenging for them.
Listening skills can be enhanced through various strategies, including memory, cognitive, compensation, metacognitive, affective, and social strategies (Oxford, 1990) Among these, compensation strategies are particularly beneficial for weaker students, as they enable learners to make intelligent guesses based on linguistic and contextual clues, thereby helping them to navigate their listening challenges more effectively.
The facts above explain the reasons why the researcher conducts the study
This study focuses on developing effective compensation strategies for enhancing listening skills among 10th-grade students at Nguyen Van Cu Upper-Secondary School in Gialam, Hanoi The aim is to provide valuable insights and practical support for both teachers and students in improving listening lessons.
Aims of the study
This study investigates how teachers and 10th-grade students at Nguyen Van Cu Upper-secondary School perceive compensation strategies in listening It examines the frequency of these strategies' use among students, as well as the challenges they face and their preferences in applying them Additionally, the author aims to provide pedagogical implications and suggestions for enhancing students' listening compensation strategies.
To achieve these aims, four research questions have been presented as follows:
1 How do teachers and 10 th form students at NVC School perceive compensation strategies in listening and their importance?
2 How often do 10 th form students at NVC School apply compensation strategies in listening? Which specific strategies do they use?
3 What are the difficulties and preferences of 10 th form students at NVC School in applying compensation strategies in listening?
4 What recommendations should be made for teachers to help 10 th form students at NVC School develop compensation strategies in listening?
Scope of the study
This study specifically examines compensation strategies for listening, particularly the use of intelligent guessing, despite the new textbook addressing all four language skills: reading, speaking, listening, and writing Additionally, it highlights the various English language learning strategies that can be utilized.
The study's limited scope focuses exclusively on 10th-grade teachers and students at Nguyen Van Cu Upper-Secondary School, all of whom are utilizing a new type of textbook.
Methods of the study
The author has applied the following methods in this study:
Data collection results from interviews (for teachers), survey questionnaires (for students) and class observations
Data analysis is done through coding, classifying, and reporting the information.
Design of the study
The study is divided into three parts
Part A Introduction shows the research problem and the rationale for the research
Subsequently, it presents the aims, the scope, the methods and the design of the study
Part B Development consists of three chapters
Chapter 1 provides a summary of theoretical background which covers a review in key concepts relating to the research topic as well as the literature in the field
Chapter 2 focuses on the study's setting and the data collection process, including a thorough analysis and interpretation of the results, which leads to the revelation and discussion of the key findings.
Chapter 3 focuses on recommendations for enhancing the compensation strategies of 10th-grade students in listening skills at the target school These suggestions are based on insights from the literature review and the findings presented in Chapter 2.
Part C Conclusion reviews the main findings of the study and provides suggestions for further studies
LITERATURE REVIEW
Listening comprehension
Language serves as a vital communication tool, with listening being the key component that enables understanding Effective listening goes beyond simply hearing words; comprehension is recognized as the primary objective for listeners Over the past few decades, researchers have explored the intricacies of listening comprehension, leading to various proposed definitions that highlight its significance in effective communication.
Underwood (1989) defines listening as the act of paying attention to and deriving meaning from what we hear She highlights the importance of listener awareness through the phrase "paying attention" and emphasizes that effective listening goes beyond individual words to encompass the overall meaning of utterances To listen successfully, it is essential to interpret what speakers intend when they use specific words in particular contexts, rather than merely understanding the words themselves.
According to Rubin (1995), listening is an active process where listeners engage in selecting and interpreting auditory and visual information to understand the speaker's message This perspective highlights the active role of listeners, emphasizing two key components of listening comprehension: selecting, which involves filtering incoming information, and interpreting, which requires integrating new information with existing knowledge.
Richards and Schmidt (2002) define listening comprehension as the ability to understand speech in both first and second languages, emphasizing the importance of linguistic elements like phonemes, words, and grammatical structures Additionally, they highlight the influence of non-linguistic factors, including listeners' expectations, situational context, background knowledge, and the topic at hand This comprehensive definition effectively encompasses all critical aspects of listening comprehension, making it a valuable perspective in the study of second language acquisition.
Besides the controversies over the definition of listening comprehension, there also exist the concerns about the process of listening comprehension
Listening is different from hearing in the aspect of listeners‟ paying attention Paying attention results in the fact that listeners actively process what they hear
According to Underwood (1989: 4) the aural process has three stages Firstly, the
Echoic memory captures sounds for a brief period, organizing them into meaningful units based on the listener's background knowledge This information is then processed by short-term memory, where meaning is derived through word-checking and comparisons with long-term memory Ultimately, the extracted meaning is stored in long-term memory for future use Underwood emphasizes the relationship between auditory processing, time, and memory, highlighting the importance of the listener's background knowledge in the listening process.
Researchers such as Rumelhart (1977), Nunan (2001), and Flowerder and Miller (2005) identify two key modes of information processing: bottom-up and top-down processing Bottom-up processing involves listeners utilizing their linguistic knowledge—such as sounds, words, grammatical structures, and lexical meanings—to construct a final message As noted by Helgesen & Brown (2007), this approach focuses on individual elements like vocabulary and grammar to make sense of what is heard Conversely, top-down processing, as described by Nauman (2002), emphasizes understanding the overall meaning of a passage through the application of schemata, which are mental frameworks shaped by past experiences In this mode, listeners draw on their prior knowledge, including the topic, context, culture, and text type of the listening material, to form hypotheses Recognizing the significance of both processing types is crucial for teachers and students, as they play a vital role in developing effective listening skills.
Both bottom-up and top-down processing have their limitations in understanding text Bottom-up processing overlooks the fact that comprehension involves not just linguistic knowledge but also the interaction between a listener's prior knowledge and the text itself Conversely, top-down processing struggles to activate listeners' schemata when they encounter unfamiliar information Additionally, even if listeners can trigger a schema, it may not align with what the speaker anticipates Consequently, it is essential for listening teachers to assist students in achieving a balance between these two processing approaches.
Comprehension relies on an interactive processing model that combines both bottom-up and top-down approaches (Wu, 2008: 23) In this interactive process, listeners utilize their prior knowledge alongside linguistic knowledge to interpret messages effectively The extent to which they engage with either approach varies based on their language proficiency, familiarity with the subject matter, and the specific purpose of their listening.
Understanding the process of listening comprehension can greatly enhance the effectiveness of both students and teachers in their listening skills Additionally, it is crucial to address the common challenges that students face when learning to listen to English.
1.1.3 Possible problems in listening comprehension
Mastering listening skills can be challenging, both in one's native language and when learning a second language Learners often face various difficulties that hinder their ability to effectively comprehend spoken language.
According to Ur (1996), listening comprehension faces six key challenges: difficulties in perceiving sounds, following natural speech speed and native accents, managing information overload, the pressure to understand every word, the need for repetition, and the necessity for breaks Among these, sound perception is the most significant issue, as many students struggle to recognize the sounds of a foreign language A prevalent misconception is that successful listening requires understanding every single word, a belief often unintentionally reinforced by educators and materials This focus on total comprehension can lead to ineffective listening, as well as feelings of fatigue and frustration Additionally, the rapid pace of native speakers further complicates comprehension, making it hard for learners to catch sounds clearly.
Underwood (1989) identifies key challenges in listening comprehension, highlighting seven main issues: the speed of speech, inability to request repetitions, limited vocabulary, failure to recognize signals, interpretative difficulties, lack of concentration, and ingrained learning habits A significant barrier is vocabulary limitations, as listeners may hear words clearly but struggle to understand unfamiliar terms This lack of understanding can disrupt their focus, creating a barrier that prevents them from fully grasping the subsequent parts of the conversation.
"Established learning habits" refer to the traditional method where students learn English by attentively listening to teachers who articulate slowly and clearly Consequently, this approach can lead to anxiety and discouragement among students if they struggle to comprehend every word during lessons.
According to Yagang (1993), listening difficulties arise from four key sources: the message, the speaker, the listener, and the physical setting The message encompasses both its content—such as the topic and organization—and its linguistic features, including liaisons and elision The speaker's characteristics, including redundancy, voice, accent, and speech style, also play a significant role Additionally, the listener's factors, which include linguistic and background knowledge, exposure to various listening materials, and psychological and physical conditions, are crucial Lastly, the physical setting, influenced by background noise and environmental cues, can further complicate the listening process.
Students often face numerous challenges in listening comprehension, which can hinder their language learning process To address these difficulties and enhance their listening skills, it's essential to implement effective solutions Utilizing language learning strategies (LLS) can serve as valuable tools in overcoming these obstacles and improving overall listening competence.
Language learning strategies
1.2.1 Definitions of language learning strategies
Since the 1970s, research on Language Learning Strategies (LLS) has expanded significantly, marking a shift in focus from teachers and teaching to learners and learning Various researchers have offered diverse definitions of this concept, highlighting its evolving nature in the field of education.
Learning strategies in the view of O‟Malley and Chamot are “the special thoughts or behaviors that individuals use to help them comprehend, learn or retain new information.”
(O‟Malley and Chamot, 1990: 1) LLS in this definition are emphasised as cognitive skills, which relate to being in a state of conscious intellectual activity
Cohen defines Language Learning Strategies (LLS) as consciously chosen processes by learners aimed at improving the learning or usage of a second or foreign language These strategies involve the storage, retention, recall, and application of language-related information While Cohen highlights the conscious selection of these processes, he also acknowledges that students may employ strategies unconsciously.
According to Oxford, Language Learning Strategies (LLS) are intentional actions and techniques employed by students to enhance their second language (L2) skills, facilitating the internalization, storage, retrieval, and use of the new language These strategies, which can be both visible (such as behaviors and techniques) and unseen (like mental processes), are essential tools for self-directed learning and developing communicative competence Oxford's comprehensive definition, recognized in LLS research, will guide the classification of LLS in this study.
1.2.2 Classification of language learning strategies
According to Oxford (1990), second language learning strategies (LLS) are categorized into two main types: Direct Strategies, which directly engage with the subject matter, and Indirect Strategies, which support language learning without directly involving the content Direct Strategies encompass memory, cognitive, and compensation strategies, while Indirect Strategies consist of metacognitive, affective, and social strategies.
4 Creating structures for input and output V Affective Strategies
2 Overcoming limitations in speaking and writing VI Social Strategies
Table 1: Classification of language learning strategies (adapted from Oxford, 1990)
Memory strategies assist learners in connecting second language items or concepts, although they may not promote deep understanding These strategies include various techniques for organizing and recalling information, such as acronyms and rhyming Additionally, methods like creating mental images, utilizing the keyword method, engaging in total physical response, using flashcards, and associating information with specific locations enhance learning and retrieval processes.
Cognitive strategies empower learners to effectively engage with language material by utilizing techniques such as reasoning, analysis, note-taking, summarizing, synthesizing, and outlining These methods help in reorganizing information to create stronger knowledge structures Additionally, learners benefit from practicing in naturalistic settings and formally practicing language structures and sounds.
Compensation strategies, such as inferring meaning from context in listening and reading, utilizing synonyms and paraphrasing to support speaking and writing, and incorporating gestures or filler words specifically in speaking, enable learners to effectively compensate for gaps in their knowledge.
Metacognitive strategies are essential for effectively managing the learning process, as they involve recognizing individual learning style preferences and needs, planning for language tasks, organizing materials, and setting up a conducive study environment Additionally, these strategies include monitoring errors, assessing task success, and evaluating the effectiveness of various learning techniques.
Affective strategies, including recognizing personal moods and anxiety levels, discussing emotions, rewarding oneself for achievements, and practicing deep breathing, are significantly linked to proficiency in a second language.
Social strategies, such as seeking clarification on confusing points, asking questions for verification, requesting assistance with language tasks, engaging in conversations with native speakers, and exploring cultural and social norms, enhance learners' ability to collaborate with others while deepening their understanding of both the target language and its associated culture.
Oxford's classification effectively encompasses all aspects of language learning strategies (LLS), integrating both direct and indirect approaches This system synthesizes the strategy classifications of notable experts like Rubin (1987) and Chamot and O'Malley (1990), making it more comprehensive and user-friendly due to its hierarchical organization However, it is important to note that some sub-strategies within Oxford's classification may overlap.
1.2.3 The importance of language learning strategies for students
Learning strategies (LLS) empower students to become independent, autonomous, and lifelong learners, allowing them the freedom to make their own decisions and engage in continuous learning (Allwright, 1990; Little, 1991 as cited in Oxford, 2003) Furthermore, research by O'Malley and Chamot (1990) indicates that successful second language learners are not only aware of the learning strategies they employ but also understand the reasons behind their choices.
Learning strategies enhance the educational experience by making it easier, faster, more enjoyable, self-directed, effective, and adaptable to new situations (Oxford, 1990) According to Oxford (1990), these strategies are crucial as they serve as tools for active, self-directed learning, empowering individuals to take control of their educational journey.
– directed involvement, which is essential for developing communicative competence”
Secondly, learners who have developed appropriate learning strategies have greater self – confidence and learn more effectively According to Oxford (1990: 9), LLS:
- contribute to the main goal, communicative competence
- allow learners to become more self – directed
- expand the role of teachers
- support learning both directly and indirectly
However, the effectiveness of LLS “may depend largely on the characteristics of the given learner, the given language structure(s), the given context, or the interaction of these”
(Cohen, 1998:12) For beginning and intermediate language learners, compensation strategies may be among the most important ones (Oxford, 1990: 90).
Compensation strategies in listening
For purposes of this study and for ease of discussion, the term “compensation strategies”, one type of LLS, as Oxford (1990) proposes, will be used in this paper
Compensation strategies, classified as direct strategies in Oxford's framework, are essential for learners to enhance their comprehension of a target language when they lack sufficient knowledge These strategies help bridge gaps in language understanding, allowing learners to guess meanings when encountering unfamiliar words and expressions By leveraging their personal life experiences, learners interpret information through educated guesses, facilitating their language acquisition process.
Compensation strategies in language learning are categorized into two sub-groups: Guessing Intelligently and Overcoming Limitations To help remember these strategies, Oxford suggests the acronym GO, indicating that "language learners can GO far with compensation strategies" (Oxford, 1990: 90) Each sub-group encompasses specific strategies that enhance language acquisition.
1 Guessing intelligently a Using linguistic clues Listening, Reading b Using other clues Listening, Reading
2 Overcoming limitations in speaking and writing c Using mother tongue for an expression without translating it
Speaking d Getting help Speaking e Using mime or gestures Speaking f Avoiding communication Speaking, Writing g Selecting the topic Speaking, Writing h Adjusting/ Approximating the message
Speaking, Writing i Coining words Speaking, Writing j Using a circumlocution or synonym Speaking, Writing
Table 2: Classification of compensation strategies (adapted from Oxford, 1990)
As can be seen from Table 2, compensation strategies in listening are accompanied with guessing intelligently:
Listeners can enhance their understanding of unfamiliar language items by utilizing linguistic clues such as prefixes, suffixes, word order, stress, and intonation To effectively decode these clues, it is essential for them to possess a solid foundation in the target language.
- Using other clues: Listeners can rely on clues from other sources such as visual clues, situational context, background knowledge, text structure, etc to make guesses about what is heard
Compensation strategies in listening involve integrating both bottom-up and top-down processing, as listeners utilize linguistic knowledge and background information to fully comprehend messages.
1.3.2 The importance of compensation strategies in listening
Willing (1989) emphasizes the significance of effective guessing in language learning, particularly for beginning and intermediate students Compensation strategies in listening enable learners to comprehend new languages despite knowledge gaps, as all effective listening requires some level of guesswork Even native speakers occasionally miss words, highlighting the necessity of constructing meaning rather than succumbing to frustration By employing compensation strategies, listeners can make informed guesses based on contextual clues rather than guessing blindly When applied effectively, these strategies empower students to navigate their limitations and enhance their understanding of spoken language.
Compensation strategies are frequently utilized listening comprehension techniques, as evidenced by various studies Teng (1998) found that Taiwanese students predominantly employed compensation strategies among six categories of listening strategies Similarly, Vu (2004) concluded that students at a university in Vietnam also favored these strategies Additionally, research by Leavell & Hong-nam (2007) indicated that monolingual Korean students primarily relied on compensation strategies in their listening practices.
Compensation strategies, along with various listening techniques, are essential tools that enhance listening comprehension According to Nunan (as cited in Helgesen & Brown, 2007), learners who understand and apply a diverse range of strategies tailored to their listening objectives become more proficient listeners and learners Therefore, it is crucial to teach students how to listen effectively and critically.
1.3.3 Guidelines on applying compensation strategies in listening
These guidelines are based on insights from Oxford's Strategy Inventory for Language Learning (1990), along with contributions from other researchers, language educators, and my personal experience They were also utilized in my survey to examine how students currently employ compensation strategies in listening.
- Using grammatical clues (part of speech, prefixes, suffixes …) to guess the unfamiliar language items in the listening passage
- Using background knowledge to guess the meaning of the listening
- Using the words and phrases surrounding the unknown word to make quick guesses about its general meaning
- Using the titles, subtitles, pictures, diagrams accompanying the listening task to understand the topic/ content of the listening
- Using phonological clues (intonation, stress …) to guess the meaning of the listening
- Using clues from discourse markers (markers of addition/ cause and effect/ sequences/
…) to guess the meaning of the listening
- Using clues from body language of speakers to guess the meaning of the listening
- Using clues from background noises to guess the meaning of the listening
- Writing down the transcript for the word that listeners do not remember the spelling in doing gap-filling exercises
This chapter outlines essential definitions, including listening comprehension, language learning strategies (LLS), and compensation strategies It examines the listening comprehension process and categorizes various LLS, emphasizing their significance in enhancing listening skills Additionally, the chapter offers practical guidelines for effectively implementing compensation strategies to improve listening comprehension.
Numerous studies have explored compensation strategies in listening, but they often devote limited attention to this specific area, focusing instead on a broader range of listening strategies Additionally, there is a lack of resources aimed at helping students cultivate these compensation strategies This thesis seeks to address this gap by leveraging insights from Oxford and other researchers, aiming to contribute valuable evidence to the expanding body of research on compensation strategies in listening.
DATA COLLECTION, FINDINGS AND DISCUSSIONS
Data collection
Nguyen Van Cu Upper-Secondary School (NVC School) is located in Gia Lam district, the suburb of Hanoi It has had a history of 33-year development since its foundation in 1977
During the 2009-2010 school year, NVC School accommodated 32 classes with over 1,500 students, averaging about 47 students per class It is important to note that many students enter NVC School with a low proficiency in English, primarily due to their backgrounds in rural areas where English education is often neglected Additionally, the school shares typical characteristics found in classrooms across Vietnam, including large class sizes, students arranged in rows of four, and fixed furniture.
English is a compulsory subject in upper-secondary schools, with students attending three 45-minute periods each week The new English textbooks for grades 10, 11, and 12 are designed to enhance students' communication skills in the target language through four key language skills Each textbook consists of 16 units, each divided into five sections: Reading, Speaking, Listening, Writing, and Language Focus.
This study focuses on 10th form teachers and students at NVC School for two key reasons Firstly, these students are adapting to new upper-secondary school textbooks that emphasize listening skills alongside reading, writing, and speaking Secondly, as pre-intermediate learners, they can greatly benefit from compensation strategies, which assist them in overcoming their knowledge limitations.
This study involves five out of eight English teachers at NVC School, comprising one male and four females aged between 26 and 33, all with a minimum of four years of English teaching experience Notably, one participant has completed a Master's degree at Vietnam National University, Hanoi These teachers were selected because they are responsible for teaching 10th-grade classes at NVC School.
The samples of students here are restricted to four 10 th form classes (among eleven 10 th form classes at NVC School) These four classes, which were chosen randomly, account for
A group of 180 students, aged 15 to 16, has undergone at least four years of English education in lower-secondary schools However, their speaking competencies vary significantly; while some students demonstrate strong engagement and proficiency, many others appear passive and lack motivation in their English learning journey.
The process of collecting data was carried out in the following steps:
Firstly, semi-structured interviews were conducted with five teachers to obtain their attitudes towards compensation strategies in listening
Secondly, the author observed two classes of listening to get some more detailed information
Thirdly, the questionnaires were distributed to 180 students to investigate their attitudes towards compensation strategies in listening, the frequency of use of these strategies and their difficulties and preferences
This study utilizes interviews to explore teachers' perceptions and evaluations of compensation strategies in listening Additionally, it seeks to gather insights on various aspects related to enhancing students' compensation strategies in listening skills.
Each interview is divided into two sections: the first focuses on personal information, while the second addresses content-related inquiries A total of eight questions are prepared for the content section The interviews are semi-structured, allowing for a prompt that seeks specific information without dictating the exact format of the responses.
(Cohen, 1989: 28) In the interviews, the author can sometimes add some explanation as well as ask for some more detailed information
One-on-one interviews were conducted informally in Vietnamese, allowing teachers to freely express their ideas All participating teachers showed great enthusiasm, and information was recorded through note-taking The interviews were subsequently translated into English for analysis.
The method of class observation focuses on how teachers assist students in developing compensation strategies for listening, rather than examining the mentalistic guessing skills employed by students.
During the observations of Unit 15 - Listening and Unit 16 - Listening in English 10, the researcher acted solely as an observer, refraining from participating in classroom activities The focus of the observations was on the techniques employed by teachers to assist students in developing effective compensation strategies for listening.
The primary method of data collection for this study involves student questionnaires, which consist of two parts: Part A gathers personal information, while Part B focuses on content-related inquiries Part B is further divided into three sections: B1 contains five yes/no questions aimed at assessing students' perceptions and evaluations of compensation strategies in listening; B2 features eight questions designed to explore the frequency with which students utilize specific compensation strategies, adapted from Oxford's Strategy Inventory for Language Learning (1990); and B3 includes two multiple-choice questions that address students' difficulties and preferences in applying these strategies, allowing them to select multiple options Each item in B2 is rated on a 5-point Likert scale, ranging from 1 (Never) to 5 (Always).
The questionnaire was thoughtfully crafted and translated into Vietnamese to ensure clarity for students Prior to distribution, it was piloted with three students to refine its effectiveness Specific strategies were illustrated with examples to enhance comprehension and improve response accuracy Students were encouraged to share their genuine thoughts and actions, rather than what they felt they should do Additionally, the questionnaires were collected anonymously, allowing students to express their ideas freely.
Findings and discussions
The data collected from questionnaires were entered into a computer and analyzed using Excel, employing descriptive statistics such as frequencies, means, standard deviations, and percentages to explore language learning strategies Additionally, insights gained from interviews and classroom observations were synthesized and interpreted to enrich the findings.
2.2.1 Teachers’ perception and evaluation of compensation strategies in listening
In general, three out of five teachers in the interviews were aware of the concept
Listening strategies, as defined by Oxford's framework for language learning, refer to specific behaviors or thought processes that enhance students' listening comprehension These strategies encompass techniques and activities that facilitate the understanding and retention of auditory information For instance, one teacher emphasized that listening strategies involve the skills listeners employ to improve their effectiveness However, some educators expressed a more ambiguous understanding of these strategies, interpreting them simply as listening for general or specific information.
In a recent study on "compensation strategies in listening," four out of five teachers were unfamiliar with the term, but when it was rephrased as "guessing intelligently in listening," all expressed recognition of the concept Teacher 1 highlighted that "guessing skill in listening helps students get the answers and comprehend the listening although they do not catch all the words." Despite their familiarity with the idea, the interviews revealed that the teachers had a limited understanding of the strategy, primarily associating it with guessing answers based on topics and keywords For instance, Teacher 2 noted that "students can base on instructions and key words of tasks in listening to guess the meaning." Only Teacher 5 mentioned the importance of background knowledge as a guessing clue Overall, the findings indicate that the teachers lacked a comprehensive grasp of the specific techniques involved in guessing intelligently in listening, as outlined in the literature review.
Class observations have confirmed that in Unit 15 and Unit 16 Listening classes, teachers frequently engaged students by asking relevant questions about the listening topics They also assisted students in identifying key words in the questions and statements prior to the listening activities.
All five teachers highlighted the critical role of compensation strategies in enhancing students' listening comprehension Teacher 2 specifically noted that "intelligent guessing" is vital for improving students' ability to understand spoken language.
Effective listening can account for up to 50 percent of success in communication According to Teacher 4, the skill of guessing aids students in navigating and understanding listening information more effectively Teacher 5 highlighted that utilizing guessing skills can prevent lessons from becoming overwhelming for students.
All five interviewed teachers emphasized the importance of compensation strategies in listening instruction They typically assist students in developing these strategies by introducing relevant topics and necessary vocabulary (Teacher 1), encouraging them to scan tasks and identify key words (Teacher 2), and prompting them to predict answers before listening.
Teachers emphasize the importance of predicting listening content and guiding students to discern differences in answer options Observations reveal their commitment to fostering intelligent guessing skills among students However, these methods alone fall short of establishing a comprehensive set of compensation strategies for listening, as they primarily focus on limited cues like topics and keywords.
In summary, the five teachers at NVC School demonstrated a basic understanding of compensation strategies in listening, but lacked comprehensive knowledge of specific techniques This gap in understanding is attributed to the insufficient investigation and introduction of these strategies to both English teachers and learners Nonetheless, all five educators recognized the significance of teaching compensation strategies in listening, highlighting the need for more effective techniques to assist students in developing their guessing strategies.
2.2.2 Students’ perception and evaluation of compensation strategies in listening
A significant 84% of surveyed students reported being unfamiliar with the term "listening strategies," indicating that this concept is relatively new to them Even among teachers, awareness of listening strategies is limited, with some educators teaching these techniques without explicitly naming them Notably, students can utilize listening strategies both consciously and unconsciously, allowing them to apply these techniques regardless of their awareness.
The concept of "compensation strategies in listening" is effectively illustrated through the idea of "guessing intelligently in listening," which aids students in understanding and gathering reliable data A significant 56% of students indicated familiarity with this guessing technique, suggesting that while guessing is a natural skill, especially in one's native language, mastering intelligent guessing requires substantial practice Despite their awareness of guessing strategies, students still need considerable training to enhance their guessing abilities, as observed in two listening classes where correct guesses comprised only about 50% of their attempts.
A significant majority of students, 88%, recognize the importance of compensation strategies in enhancing their listening comprehension, aligning with Oxford's findings that these strategies are crucial for beginning and intermediate learners Consequently, 85% of students advocate for the inclusion of compensation strategy instruction in listening classes This need can be effectively addressed, as research supports the notion that learning strategies can be taught through targeted strategy training.
The data indicates that while students acknowledge the significance of compensation strategies in listening, only 42% report having received formal instruction on them This finding contrasts with teachers' assertions that they regularly incorporate these strategies into their lessons The discrepancy may stem from the fact that teachers often teach these strategies implicitly, leaving students unaware of their instruction.
Students in the 10th grade at NVC School demonstrated a foundational understanding of compensation strategies in listening They emphasized the significance of these strategies and the need to incorporate their teaching into listening lessons This positive attitude from the students could serve as a valuable motivation for teachers at NVC School.
2.2.3 The current situation of applying compensation strategies in listening
Only 5% of the samples demonstrated good listening competence, while 28% were classified as fair listeners and a concerning 67% as poor listeners This aligns with teachers' observations expressing dissatisfaction with their students' listening abilities, highlighting that listening skills are perceived as the most challenging for learners Furthermore, this issue is connected to the current application of specific strategies for improving listening comprehension.
RECOMMENDATIONS FOR DEVELOPING COMPENSATION
Raising awareness of compensation strategy training
Awareness training is a program designed to help participants understand language learning strategies and how these strategies can aid in completing various language tasks (Oxford, 1990) By demonstrating the benefits of effective strategies, teachers can enhance student interest and engagement in strategy training.
In a study by Chen (2005), it was found that many EFL learners prioritize vocabulary and grammar development over listening strategies, viewing the latter as less important for improving listening comprehension This misconception prevents students from recognizing the benefits that listening strategies can offer, ultimately hindering their ability to compensate for their limited language proficiency Consequently, the lack of awareness regarding effective listening strategies serves as a significant barrier to their development and overall language acquisition.
The study conducted at NVC School revealed that both teachers and students lacked sufficient knowledge about listening strategies, particularly compensation strategies To address this gap, it is essential to emphasize the significance of compensation strategies to both teachers and students Teachers must enhance their understanding of these strategies and subsequently educate students about the importance of guessing strategies in listening This can be effectively introduced at the start of lessons for 10th-grade students, such as in Unit 1 – A Day in the Life of , where teachers can demonstrate guessing strategies using background knowledge about a cyclo driver's daily life and visual aids from the textbook By confirming the effectiveness of these strategies, teachers can facilitate improved listening comprehension among students.
Integrating strategy training into the lessons
The recent restructuring of upper-secondary school textbooks limits the time available for separate instruction on listening strategies However, compensation strategies can be effectively integrated into all listening lessons of the English 10 textbook Therefore, educators are encouraged to incorporate strategy training within their lessons, allowing for a simultaneous teaching approach that enhances both listening skills and compensation strategies.
Strategy training involves four key steps: strategic awareness, modeling, practicing, and evaluating strategy use Initially, strategic awareness and modeling are introduced by teachers during the pre-listening stage, where they demonstrate the strategies Practicing these strategies occurs both before and during the listening process Finally, the evaluation of the effectiveness of these strategies typically takes place in the post-listening stage.
A suggested lesson of integrating strategy training: Unit 7 – The Mass Media is provided at the Appendixes.
Teaching basic grammatical rules and phonological rules
Understanding grammatical and phonological rules is crucial for students to make accurate predictions while listening The study revealed that the target students rarely utilized these grammatical and phonological clues, indicating a strong desire for instruction on fundamental grammatical principles and phonological cues.
Understanding grammatical signals, including parts of speech like nouns, verbs, adjectives, and adverbs, is crucial for students to predict and choose the correct words they encounter Elements such as plural forms (e.g., "books," "churches") and possessive forms (e.g., "man's," "men's"), along with prefixes (e.g., "un," "dis," "re," "im") and suffixes (e.g., "ful," "less," "er"), serve as valuable clues for deciphering meaning in spoken language Teachers should strategically select relevant linguistic knowledge for each lesson, guiding students through gap-filling exercises that emphasize identifying parts of speech and the forms of missing words For instance, in a lesson on technology, educators can instruct students to apply grammatical rules to deduce the missing words, such as recognizing past tense verbs or identifying singular nouns.
He was very helpful in guiding me to sit in front of the computer screen, but when I asked about its name, he referred to it as a VDU, leaving me confused since I didn’t know what that meant My memory struggled to retain information because I felt lost and shy about asking further questions After a few lessons, I started to feel fatigued and pretended to have a headache, suggesting we postpone the lesson Since that day, I haven’t mentioned anything about the computer to my son or my secretary.
Understanding phonological rules, including stress, rhythm, and intonation, is crucial for students to overcome listening barriers in phonetics The ability to identify intonational features such as rising and falling intonation, stressed versus unstressed words, and the length of pauses enables students to infer the intended meaning of spoken language For instance, recognizing word stress in a sentence directs attention to key words, aiding in comprehension Additionally, intonation serves as an important indicator of meaning and helps students anticipate what they will hear As noted by Ur (1984), stress on a specific word in the first part of an utterance is often clarified by subsequent comments, highlighting the interconnectedness of speech elements.
“She wore a RED dress …” (“she didn‟t wear a blue one”)
“I didn‟t see HARRY …” (“I saw Tom”)
In Unit 13 – Films and Cinema, students are encouraged to note Huong's and Lan's plans for the upcoming week, focusing on stressed words to infer key information.
Lan: Hi, Huong Titanic is on at Thang Tam Cinema next week Can you go with me on Wednesday?
Huong: Wednesday? Sorry Lan I have lots of work to do during the day and I’m going to the singing club at night Can we go on Thursday, instead?
Lan: I don’t think so I’m going to visit my grandparents on Thursday
Huong: Well, what about Monday? I suppose you are free on Monday
Lan: No, sorry I’m going to see a play with Tuyet on Monday What about Friday?
Huong: Sorry Lan Friday is not a good time for me I’m taking Chinese classes on Fridays How does your weekend look like, Lan?
Lan: Um , I’m busy on Saturday But I’m free the whole day Sunday
Huong: I’m going on a picnic to Hoa Lu with some of my friends on Sunday I’ll be back late at night
Lan: Well I guess that we just leave Uh, wait a second, what day are we both free, Huong?
Teaching discourse marker clues
At NVC School, 10th-grade students reported minimal use of discourse markers, despite their significant role in aiding comprehension during listening activities Effective listeners enhance their understanding by identifying key signal expressions, which facilitate the interpretation of spoken discourse.
►Example words: for example, for instance, thus, in other words, as an illustration
Usually found in: generalization plus example (but may be found in enumeration and argumentation)
In writing, time words such as "first," "second," and "third" are essential for establishing a clear chronological order, especially in narratives and directions Meanwhile, terms like "next," "finally," and "at last" help guide readers through a sequence of events or examples Incorporating these time indicators effectively enhances the coherence of the text, making it easier for readers to follow the progression of ideas Today and tomorrow can also be used to situate events in the present or future, ensuring that the content remains relevant and engaging.
► Addition words: in addition, also, furthermore, moreover, another example
Usually found in: Enumeration, description, and sometimes-in generalization plus example
►Result words: as a result, so, accordingly, therefore, thus
Usually found in: Cause and effect
► Contrast words: however, but, in contrast, on the other hand, nevertheless
Usually found in: comparison and contrast (and whenever speaker makes a comparison or contrast in another pattern) (Devine, 1982:24)
Teachers should carefully choose suitable discourse markers for each lesson to enhance student understanding For instance, in Unit 9 – Undersea World, effective discourse markers like "for example," "due to," and "however" can be introduced to facilitate clearer communication and comprehension.
Whales, the largest mammals on Earth, can reach lengths of up to 30 meters and weigh over 200 tons, making the blue whale the biggest animal to have ever lived These intelligent creatures thrive in cold ocean waters rich in krill, particularly in the North and South Atlantic and Pacific Oceans, where they often feed While some whale species migrate to warmer waters to give birth, their populations are rapidly declining due to intense hunting Conservation groups are urging the International Whaling Commission to halt most whaling activities, although Native American hunters, including Eskimos, are permitted to hunt a limited number of whales for subsistence Without effective protection measures, these magnificent animals face the risk of extinction.
Exploiting background knowledge
A survey revealed that while students utilized background knowledge clues at a medium level, 49% expressed a desire to leverage this knowledge before listening activities Interviews with teachers indicated that students often lack sufficient background knowledge to make informed guesses, a finding that was further supported by class observations.
As a result, students need to be activated their prior knowledge to guess the answers effectively This belongs to top-down processing strategies
Before listening, it's essential for students to activate their prior knowledge about the upcoming topic Engaging in discussion and making predictions helps set their expectations for the listening passage Teachers should encourage students to answer questions related to the topic or participate in discussions beforehand, fostering collaboration among peers to bridge gaps in background knowledge For instance, in Unit 10 – Conservation, where the listening text focuses on "a forest fire," the teacher might prompt students to discuss relevant questions to enhance their understanding.
What may cause a forest fire?
In which season do forest fires usually happen?
How does a forest fire spread?
What can we do to put out a forest fire?
Students can leverage their background knowledge to anticipate key words in listening texts, which helps focus their listening expectations For instance, in Unit 7 – The Mass Media, when tasked with listening to a radio news segment about "heavy rain," the teacher can encourage students to identify potential key words This approach enables students to easily pinpoint relevant terms like "flood," "cloudy," "rise," and "bad weather."
To enhance students' background knowledge before listening lessons, teachers can assign preparatory tasks for students to complete at home For instance, prior to Unit 14 on The World Cup, students could be encouraged to research information about the renowned football player Pele, who will be the focus of the listening activity.
Recalling key words and structures
A recent survey indicated that 92% of students favored the recall of key words and structures, highlighting the necessity of effective methods to utilize these essential elements in learning.
The listening lessons in the English 10 textbook introduce essential vocabulary and key structures that enhance students' comprehension Teachers can adapt these words to match their students' proficiency levels by modifying the content as needed By focusing on these key elements rather than merely explaining their meanings, educators can effectively utilize this resource to improve listening skills and aid in predicting meanings within the text.
For example, in Unit 6 – An Excursion, students are provided with some words such as
“glorious, delicious, guitar, left-overs, Botanical Garden” After introducing these words, the teacher can ask students some questions:
Where did they go for the picnic?
What was the weather like?
Students can easily answer these questions from the key words provided Then they will build a schema in their mind and it will facilitate the listening process.
Making full use of visual aids
In this study, target students frequently utilized visual clues; however, their effectiveness in using these aids was limited Therefore, it is essential for teachers to assist students in maximizing the benefits of visual aids found in textbooks and those created by educators.
Teachers can implement various activities to enhance students' listening skills and guessing strategies These activities include describing images, ordering pictures, extracting key words from visual aids, matching images with relevant information, and identifying differences between two pictures.
Providing pairwork and groupwork
Many students prefer collaborative learning methods, such as working in pairs or groups, when developing compensation strategies for listening According to Nauman (2002), students are more inclined to make guesses if they can do so without the pressure of sharing their ideas with the entire class Encouraging students to verbalize their thoughts with a partner fosters idea exchange and broader thinking They can collaborate to make guesses before listening or verify their guesses afterward Djiwandono (2006) suggests that students share the strategies they used to interpret spoken messages, allowing less confident learners to benefit from the insights of their peers This cooperative listening approach not only enhances strategic guessing skills but also provides teachers with valuable insights into the students' guessing strategies, enabling them to confirm and improve their effectiveness.
Giving encouragement
Chen's study (2005) highlights that negative emotions like anxiety and frustration can hinder learners from effectively acquiring target strategies, with 51% of students citing lack of interest and confidence as barriers to mastering compensation strategies in listening Therefore, maintaining a positive psychological state is crucial for students during listening tasks, along with an awareness of the challenges they face It is essential for students to cultivate perseverance and confidence to tackle these difficulties without fear Teachers play a vital role by fostering a supportive environment that encourages students to make educated guesses and view feedback as a means of understanding their progress rather than a judgment of their abilities Listening lessons should focus on enhancing listening skills rather than merely assessing students' listening proficiency.
Providing a variety of listening tasks
Incorporating diverse listening tasks can significantly enhance student motivation and facilitate the development of various guessing strategies Educators have the flexibility to utilize existing textbook tasks, modify them, or replace them with additional activities to better meet their students' needs.
In listening lessons, essential tasks from the textbook include marking true or false statements, filling in gaps, answering questions, and taking notes To enhance comprehension, teachers should encourage students to predict answers prior to listening and train them to utilize effective guessing strategies.
Teachers can enhance students' guessing abilities through short, targeted activities that align with primary listening tasks One effective approach involves playing brief conversations or passages, pausing them mid-way, and prompting students to infer details such as the speakers' identities, the conversation's setting, topics discussed, and the speakers' attitudes This method can be utilized in Unit 2 – School Talks, which features four short conversations Additionally, Ji (2003) suggests an activity where students listen to a topic sentence, pause the audio, and then predict the next sentence For instance, in Unit 14 – The World Cup, students might hear, “Pele is considered one of the greatest football players of all time,” leading them to anticipate discussions about Pele’s life, including his birth date and career highlights Alternatively, teachers can provide the first part of a sentence for students to complete based on grammatical cues or prior knowledge, such as in Unit 9 – Undersea World, where students might predict the continuation of “If no effective measures were taken to protect whales …” with responses like “they would disappear” or “they would become extinct.”
This chapter presents recommendations for developing effective compensation strategies for 10th form students at NVC School Key suggestions include increasing awareness of compensation strategy training, incorporating strategy training into lessons, and teaching essential grammatical and phonological rules Additionally, it emphasizes the importance of discourse markers, leveraging background knowledge, recalling key vocabulary, utilizing visual aids, and encouraging collaborative learning through pairwork and groupwork The chapter also highlights the need for motivation and diverse listening tasks The final chapter will summarize the study's main findings, discuss its limitations, and propose directions for future research.
Conclusion
This minor thesis, titled "Developing Compensation Strategies in Listening for 10th Form Students at Nguyen Van Cu Upper-Secondary School, Gialam, Hanoi," addresses the significant challenges faced by EFL learners in listening lessons It emphasizes the importance of language learning strategies, which have been shown to greatly assist students in overcoming these difficulties.
This study explores essential concepts related to listening comprehension, including its processes, common challenges, and the significance of language learning strategies (LLS) It specifically incorporates Oxford's (1990) taxonomy of LLS and emphasizes the role of compensation strategies in enhancing listening skills Additionally, the study outlines the definition and importance of these strategies, along with practical guidelines for their effective application in listening comprehension.
This study aimed to explore the perceptions and evaluations of compensation strategies in listening among both teachers and students, as well as to assess students' application of these strategies, including their challenges and preferences Data was gathered through interviews, classroom observations, and questionnaires The key findings are summarized below.
First of all, the target teachers and students all realized the importance of compensation strategies in listening but their understanding of the issue was deficient
At NVC School, 10th-grade students predominantly utilized compensation strategies in listening, particularly at medium and low frequency levels The most frequently employed sub-strategies included leveraging titles and visual cues, along with drawing on background knowledge Conversely, the use of phonological clues and discourse marker clues was less common among the students.
Students faced significant challenges in grasping phonological and grammatical rules Furthermore, most preferred collaborative learning in pairs or groups, as well as emphasizing the recall of key vocabulary and structures.
Based on the data analysis and literature review, this study recommends several strategies for enhancing compensation techniques in listening skills for 10th-grade students at NVC School Key implications include increasing awareness of compensation strategy training, incorporating strategy training into lesson plans, teaching fundamental linguistic and phonological rules, emphasizing the recall of essential vocabulary and structures, and facilitating pair and group work activities.
Limitations and suggestions for further research
This study acknowledges limitations related to time, scope, and knowledge, as it surveyed only 180 tenth-grade students from four out of eleven classes at NVC School While this sample size is sufficient for data validity, a larger participant pool could yield a more comprehensive understanding of the issues Additionally, the recommendations offered may be subjective and incomplete, as other educators might have alternative strategies to assist students in developing compensation techniques for listening.
Lastly, if time had allowed, some recommendations should have been in practice, so the teachers can evaluate their effectiveness
Further research is needed on listening strategies, particularly compensation strategies, to enhance understanding of their application in educational settings Conducting similar studies across various schools could provide valuable insights into the use of compensation strategies in listening Additionally, researchers should explore other listening strategies, including memory, cognitive, metacognitive, affective, and social strategies Lastly, it is essential to investigate the implementation of compensation strategies in reading, writing, and speaking skills to gain a comprehensive view of their effectiveness.
Chen, Y (2005) Barriers to acquiring listening strategies for EFL learners and their pedagogical implications Retrieved November 24 th 2009, from http://www- writing.berkeley.edu/TESl-EJ/ej32/a2.html
Cohen, A.D (1998) Strategies in learning and using a second language Essex, U.K.: Longman
Devine, T G (1982) Listening skills schoolwide: Activities and programs Urbana, IL:
National Council of Teachers of English
Djiwandono, P I (2006) Cooperative Listening as a Means to Promote Strategic Listening Comprehension English Teaching Forum 44(3)
Helgesen, M and Brown, S (2007) Practical English language teaching: Listening
Hoang, V.V, Hoang, X.H, Do, T.M, Nguyen, T.P, Nguyen, Q.T (2006) English 10 Hanoi:
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Retrieved November 8 th 2009, from http://iteslj.org/Articles/Lessard-Clouston-Strategy.html McDonough, S.H (1995) Strategy and skill in learning a foreign language London
Nauman, G (2002) Teaching students to listen effectively Teacher‟s Edition (10): 24-30
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November 8 th 2009, from http://web/ntpu.edu.tw/~language/workshop/read2.pdf
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Underwood, M (1989) Teaching listening New York: Longman
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Vu, T.K (2004) Developing listening strategies for the learners of English at the Militiary Technical Academy An unpublished MA thesis Hanoi: Hanoi National University
Willing, K (1989) Teaching how to learn – Learning strategies in ESL Sidney: Macquarie
Yagang, F (1993) Listening: problems and solutions English Teaching Forum Volume 31
1 What do you think about your students‟ listening competence?
2 Are you familiar with listening strategies? What are they?
3 What do you know about compensation strategies in listening (guessing intelligently)? Which clues can students use to guess the meaning of the listening?
4 What do you think about the importance of compensation strategies in facilitating your students‟ listening comprehension?
6 Have you ever taught listening compensation strategies to your students? If yes, how often do you teach them and how do you teach?
7 What are the difficulties teachers may encounter in teaching listening compensation strategies to the students?
8 What do you think teachers can do to overcome the difficulties?
CÂU HỎI PHỎNG VẤN DÀNH CHO GIÁO VIÊN
Thời gian giảng dạy Tiếng Anh:
1 Thầy/ Cô đánh giá như thế nào về kỹ năng nghe của học sinh?
2 Thầy/ cô có thấy quen thuộc với khái niêm các chiến lược nghe không? Các chiến lược nghe là gì?
3 Thầy/ cô hiểu biết thế nào chiến lược bù trong kỹ năng nghe (kỹ năng đoán thông minh)? Học sinh có thể dựa vào những dấu hiêu nào để đoán nghĩa bài nghe?
4 Thầy/ cô nghĩ thế nào về tầm quan trọng của của kỹ năng đoán thông minh đối với việc giúp học sinh nghe hiểu dễ dàng hơn?
6 Đã bao giờ thầy/ cô dạy kỹ năng đoán thông minh khi nghe cho học sinh chưa? Nếu có, cô thường dạy với tần xuất như thế nào và cách dạy của thầy/cô ra sao?
7 Theo thầy/ cô, giáo viên thường gặp những khó khăn gì khi dạy học sinh kỹ năng đoán thông minh khi nghe?
8 Thầy/ cô nghĩ giáo viên có thể làm gì để vượt qua những khó khăn này?
APPENDIX 2 SURVEY QUESTIONNAIRES FOR STUDENTS
This questionnaire aims to support the research project titled "Developing Compensation Strategies in Listening for 10th Form Students at Nguyen Van Cu Upper-Secondary School, Gialam, Hanoi." Your cooperation in completing the following items is greatly valued Please note that all information provided will be used solely for research purposes, so we encourage you to answer each question or statement as thoroughly, honestly, and accurately as possible.
Please put a tick in the or write the answers briefly for the following information
Your English listening competence (according to your assessment)
B1 Please put a tick in the for the following questions:
1 Have you ever heard of the term “listening strategy”?
2 Are you familiar with the listening compensation strategies (guessing intelligently)?
3 Do you think the listening compensation strategies are important in facilitating your listening comprehension?
4 Have you ever been taught the listening compensation strategies?
5 Do you think it is necessary to teach the listening compensation strategies?
B2 Please put a tick in the to describe the degree you use the following listening strategies
1 I use grammatical clues (part of speech, prefix, suffix, word order …) to guess unfamiliar language items in the listening passage
2 I use my background knowledge to guess the meaning of the listening
3 I use the words and phrases surrounding the unknown word to make quick guesses about its general meaning
4 I use the titles, subtitles, pictures, diagrams accompanying the listening task to understand the topic/ content of the listening
5 I use phonological clues (intonation, stress …) to guess the meaning of the listening
6 I use clues from discourse markers (markers of addition/
LIII cause and effect/ sequences/ …) to guess the meaning of the listening
7 I use background noises to guess the meaning of the listening
8 I write down words according to the transcript for the word that I do not remember the spelling in doing gap- filling exercises
B3 Please circle the letters a, b, c to describe your difficulties and preferences in applying listening compensation strategies (You can have more than one answer)
1 What are your difficulties and problems in guessing the answers in listening? a I lack background knowledge about the topic of the listening b I have difficulty understanding and using grammatical rules (part of speech, prefix, suffix, word order …) c I have difficulty understanding and using phonological rules (stress, intonation, … ) d The listening text does not provide many visual and contextual clues e The teacher does not teach me how to guess the answers f I am not used to guessing skill g I lack confidence and interest
2 What do you like to be able to guess the answers in listening? a The teacher teaches us some basic grammatical rules (part of speech, prefix, suffix, word order …) b The teacher teaches us some basic phonological rules (stress, intonation, … ) c The teacher exploits the background knowledge of the students about the topic of the listening
The teacher enhances our listening skills by recalling key vocabulary and concepts, offering visual aids, and presenting a diverse range of listening tasks Additionally, they encourage us to freely guess answers and promote collaborative discussions in pairs or groups to explore our ideas.
Thank you for your cooperation!
CÂU HỎI KHẢO SÁT DÀNH CHO HỌC SINH
Bản khảo sát này nhằm phục vụ nghiên cứu "Phát triển chiến lược bù trong kỹ năng nghe cho học sinh lớp 10 trường THPT Nguyễn Văn Cừ, Gia Lâm, Hà Nội" Tác giả xin chân thành cảm ơn các em đã dành thời gian trả lời các câu hỏi Tất cả thông tin cung cấp sẽ chỉ được sử dụng cho mục đích nghiên cứu, vì vậy mong các em trả lời một cách chính xác và trung thực.
Hãy đánh dấu vào ô hoặc trả lời ngắn gọn những thông tin sau
Thời gian học tiếng Anh: …… năm
Khả năng nghe tiếng Anh của em (tự đánh giá)
Xuất sắc Tốt Trung bình Kém
B1 Hãy đánh dấu vào ô để trả lời những câu hỏi sau:
1 Em đã bao giờ nghe đến khái niệm “listening strategy” (chiến lược nghe) chưa? Đã từng Chưa bao giờ
2 Em có thấy quen thuộc với chiến lược bù trong kỹ năng nghe (đoán thông minh khi nghe)?
3 Em có nghĩ là kỹ năng đoán thông minh có vai trò quan trọng trong việc làm cho em nghe hiểu dễ dàng hơn ?
4 Em đã bao giờ được dạy kỹ năng đoán thông minh khi nghe chưa? Đã từng Chưa bao giờ
5 Em có nghĩ là việc dạy kỹ năng đoán thông minh khi nghe là cần thiết không?
B2 Hãy đánh dấu vào ô để miêu tả mức độ em sử dụng các chiến lược nghe sau
Các chiến lược nghe Luôn luôn sử dụng
Không bao giờ sử dụng
1 Em sử dụng các dấu hiệu ngữ pháp (loại từ, tiền tố, hậu tố, …) để đoán những từ/ cụm từ mới trong bài nghe
2 Em sử dụng các kiến thức hiểu biết sẵn có của bản thân để đoán nghĩa bài nghe
3 Em sử dụng các từ/ cụm từ xung quanh để đoán nghĩa từ mới
4 Em sử dụng các tiêu đề chính, tiêu đề phụ, tranh ảnh, biểu đồ kèm theo bài nghe để đoán chủ đề/ nội dung của bài nghe
5 Em sử dụng các dấu hiệu về ngữ âm (ngữ điệu, trọng âm
…) để đoán nghĩa bài nghe
6 Em sử dụng các dấu hiệu diễn ngôn (dấu hiệu chỉ sự bổ sung thông tin, chỉ nguyên nhân và kết quả, chỉ sự tiếp nối
…) để đoán nghĩa bài nghe
7 Em sử dụng các dấu hiệu từ âm thanh nền trong bài nghe để đoán nghĩa
8 Em viết theo cách đọc từ em không nhớ chính tả khi em làm bài điền từ
Khi áp dụng kỹ năng đoán thông minh khi nghe, em gặp phải nhiều khó khăn và có những mong muốn cụ thể Em cảm thấy cần cải thiện khả năng hiểu ngữ cảnh và từ vựng để dễ dàng nắm bắt thông tin Ngoài ra, em mong muốn có thêm thời gian để luyện tập và nâng cao kỹ năng nghe, cũng như tìm kiếm các tài liệu hỗ trợ phù hợp để phát triển khả năng này.
1 Em gặp những khó khăn và những vấn đề gì khi đoán câu trả lời trong kỹ năng nghe? a Em thiếu những hiểu biết sẵn có của bản thân về chủ đề của bài nghe b Em găp khó khăn trong việc hiểu và sử dụng các quy tắc ngữ pháp(loại từ, tiền tố, hậu tố, trật tự từ ….) c Em gặp khó khăn trong việc và sử dụng các quy tắc ngữ âm (trọng âm, ngữ điệu …) d Bài nghe không cung cấp nhiều các dấu hiệu về hình ảnh và ngữ cảnh e Thầy/ cô giáo không dạy em cách đoán câu trả lời f Em không quen với kỹ năng đoán g Em thấy thiếu tự tin và không hào hứng
2 Em mong muốn điều gì để có thể đoán được câu trả lời khi nghe? a Thầy/ cô giáo dạy em các quy tắc ngữ pháp cơ bản ( cách xác định loại từ, tiền tố, hậu tố, trật tự từ … ) b Thầy/ cô giáo dạy em các quy tắc ngữ âm cơ bản (trọng âm, ngữ điệu …) c Thầy/ cô giáo khơi gợi những hiểu biết sẵn có của học sinh về chủ đề bài nghe d Thầy/ cô giáo gợi mở cho học sinh những từ, những ý tưởng quan trọng liên quan đến bài nghe e Thầy/ cô giáo cung cấp cho học sinh các dấu hiệu gợi mở bằng hình ảnh
Giáo viên cung cấp cho học sinh nhiều loại bài tập nghe đa dạng, khuyến khích các em tự do đoán câu trả lời Học sinh được làm việc theo cặp hoặc nhóm để thảo luận về những dự đoán của mình.
Cảm ơn sự hợp tác của các em!
A SAMPLE OF AN INTERVIEW TRANSCRIPT (Teacher 1)
Date conducted: April 4 th , 2010 (Translation into English)
H: the initial letter for Hanh, the interviewer
T1: the initial letter for teacher 1, the interviewee
Years of teaching English: 6 years
H: What do you think about your students’ listening competence?
T1: My students‟ listening competence is quite poor, they hardly complete the tasks in the textbook and I have to help them much
H: Are you familiar with listening strategies? What are they?
T1: I think that listening strategies are familiar with English learners In my opinion, the main listening strategy is listening comprehension for general ideas or specific ideas
H: What do you know about compensation strategies in listening?
T1: I haven‟t heard of this term What is this?
H: Compensation strategies in listening are the strategies of guessing intelligently in listening What do you know about these strategies?
T1: Ah, guessing strategies are important in listening Guessing skill in listening helps students get the answers and comprehend the listening although they do not catch all the words
H: Which clues can students use to guess the meaning of the listening?
T1: Students can use some clues such as the topic of the listening, or the key words
H: What do you think about the importance of compensation strategies in facilitating your students’ listening comprehension?
T1: They are very important They make the listening process easier
H: Have you ever taught listening compensation strategies to your students?
T1: Yes, I have taught the guessing strategies to my students
H: How often do you teach them and how do you teach?
T1: I often teach them by introducing the topic and providing necessary vocabulary
H: What are the difficulties you encounter in teaching listening compensation strategies to the students?
T1: I think the main difficulties are students‟ lack of background knowledge and their limited vocabulary
H: What do you think teachers can do to overcome the difficulties?
T1: I think the teacher can ask students to prepare the lesson at home such as vocabulary and information related to the topic
A SAMPLE OF A CLASS OBSERVATION (English 10 - Unit 15: Cities – Listening) Date conducted: April 21 st , 2010
- Ask ss what they know about the Statue of Liberty
- Introduce some new words using the picture
- Lead to the listening passage
II Before you listen (10 minutes)
- Ask ss to work in pairs to look at the picture and answer the questions
- Call some ss for the answers
1 It is The Statue of Liberty
2 It is beautiful, it looks like a woman
3 It has got a crown on its head
4 It has got a tablet in its left hand
5 It is holding a burning touch in its right hand
- Have ss repeat some words
III While you listen (20 minutes)
- Introduce the listening lesson then ask ss to listen to do the tasks
- Give instruction: Listen to the passage and choose the correct answers
- Ask ss to read the questions and answers and give new words if they get
- Remind ss that they can listen twice then give the correct answers
- Ask ss if they have any answer
- Let ss work in pairs to compare their answers while call 1 or 2 ss to the board
- Have ss listen again, pause where necessary so that ss can check their answers
- Ask ss to remember what they have learnt from task 1
- Give instruction Listen again, and fill in the missing information in the table
- Require ss to read the items in the table and guess the missing information
+ material: stone, concrete, copper, iron …
+ the base: concrete, stone, iron …
- Tell ss that they can listen twice more to give the information
- Ask if ss have any answers
- Let ss work in pairs to compare their answers
- Call some ss to give the answers
- Have ss listen again to check Pause where necessary
Formal name Liberty Enlightening the World
Material copper (outside) and iron (frame)
The base stone and concrete
Opening time 9:30a.m – 5:00p.m daily except Christmas Day
IV After you listen (8 minutes)
- Ask ss to work in groups of 4 to tell what they have learnt about the Statue of Liberty from the listening passage using the information in task 1 and 2
- Go around to listen and correct
- Give ss homework and guide them to do homework
+ Write what you learnt about the Statue of Liberty
+ Prepare for the writing lesson
A SUGGESTED LESSON PLAN OF INTEGRATING STRATEGY INSTRUCTION
(English 10 - Unit 7: The Mass Media – Listening)
The time is 7 o‟clock and here is the news summary
Severe overnight rainfall has led to widespread flooding across the country, forcing many residents to evacuate their homes as river levels rise In the north-west, some roads are submerged under two meters of water Although the rain has ceased for now, overcast skies and strong winds persist As a result of the adverse weather conditions, individuals are unable to commute to work.
A ninety-year-old woman has successfully climbed Mount Whitney, California's highest peak at 4,418 meters, for the twenty-third time She finds the breathtaking views from the summit inspiring, motivating her to make the climb frequently The woman attributes her youthful spirit and good health to her regular hikes, demonstrating that age is no barrier to adventure and fitness.
Tasks: (modified by the teacher)
Task 1: Listen to the two radio news stories and tick the words you hear in the right column under News story 1 and News story 2
News story 1 News story 2 healthy strong young cloudy highest wonderful
Task 2a: Listen to news story 1 and decide whether the statements are true (T) or false (F)
1 Heavy rain during the day has caused floods all over the country today
3 The level of water on some roads in the north-west is three metres
4 It‟s still cloudy and there‟s a strong wind but the rain has stopped
5 Everyone goes to work as usual
Task 2b: Listen to news story 2 and fill in the missing words
