Luận văn thạc sĩ VNU ULIS a study on the problems experienced by grade 10th students at thái nguyên upper secondary school in thái nguyên city in learning english listening skill m a thesis linguistics 60 140 111

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ************** TRẦN VĂN DŨNG A STUDY ON THE PROBLEMS EXPERIENCED BY GRADE 10TH STUDENTS AT THAI NGUYEN UPPER SECONDARY SCHOOL IN THAI NGUYEN CITY IN LEARNING ENGLISH LISTENING SKILL (NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN HỌC SINH LỚP 10 TRƯỜNG THPT THÁI NGUYÊN GẶP PHẢI TRONG KHI HỌC KĨ NĂNG NGHE TIẾNG ANH) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ************** TRẦN VĂN DŨNG A STUDY ON THE PROBLEMS EXPERIENCED BY GRADE 10TH STUDENTS AT THAI NGUYEN UPPER SECONDARY SCHOOL IN THAI NGUYEN CITY IN LEARNING ENGLISH LISTENING SKILL (NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN HỌC SINH LỚP 10 TRƯỜNG THPT THÁI NGUYÊN GẶP PHẢI TRONG KHI HỌC KĨ NĂNG NGHE TIẾNG ANH) M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: HÀ CẨM TÂM, PhD Hanoi, 2014 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com DECLARATION -I, Trần Văn Dũng, hereby certify that this minor thesis entitled A STUDY ON THE PROBLEMS EXPERIENCED BY GRADE 10TH STUDENTS AT THAI NGUYEN UPPER SECONDARY SCHOOL IN THAI NGUYEN CITY IN LEARNING ENGLISH LISTENING SKILL is completely the result of my own word for the Degree of Master at University of Languages and International Studies, Vietnam National University, Hanoi and that this thesis has not been submitted for any degree at any other university or institution i LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ACKNOWLEDGEMENTS I would like to express my deepest thanks to Dr Hà Cẩ m Tâm for her assistance, encouragement as well as her guidance she gave me while I was doing my research I would like to take this opportunity to express my gratitude to all my lecturers at the Department of Post-graduate Studies, College of Foreign Languages, Vietnam National University, Hanoi whose support and considerations have enabled me to pursue the course I would also like to express my thanks to the teachers of English at Thai Nguyen high school who helped me in providing the materials, giving me encouragement and making constructive comments I am also thankful to my grade 10th students at Thai Nguyen high school for their participation in the study Last but not least, I owe my sincere thanks to my parents, my elder sister who have always inspired and encouraged me to complete this study ii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ABSTRACT Listening ability is one of the important skills in foreign language learning In spite of its importance, listening has long been the neglected skill in foreign language acquisition, research, teaching, and assessment The study attempts to uncover the difficulties encountered by grade 10th students at Thai Nguyen high school in learning listening skill 90 students participated in collecting data for the study The data was gathered by means of listening exercises and practice readings The results of the study showed stress, intonation and rhythm were the major listening comprehension problems encountered by grade 10th students at Thai Nguyen high school in learning listening skill Suggestions are made for addressing problems regarding how teachers can help their students overcome listening comprehension problems The results of this study may also be useful for those who are interested in this field ABSTRACT iii LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com LISTS OF TABLES AND FIGURES LISTS OF TABLES Table 1: The result of stress 21 Table 2: The result of sentence stress 23 Table 3: The students‟ results of falling tune after listening 25 Table 4: The students‟ results of rising – falling tune after reading practice 27 Table 5: The sentence rhythm in sentence 29 LISTS OF FIGTURES Figure1: The result of word stress 22 Figure 2: Wrong answer by tunes 25 Figure 3: The students‟ results of falling tune after listening 26 Figure 4: The word rhythm in sentence 29 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com TABLE OF CONTENTS PART A: INTRODUCTION 1 Rationale Objectives of the study Significance of the study Methodology of the study The scope of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 What is the listening skill? 1.2 Nature of listening skill 1.3 Purposes for listening 1.4 The process of listening 1.4.1 Stress in learning listening skill 10 1.4.2 Intonation in learning listening skill 11 1.4.3 Rhythm in learning listening skill 12 1.5 Review of previous thesis 14 CHAPTER 2: THE STUDY 16 2.1 Methodology 16 2.1.1 Research question 16 2.1.2 Research design 16 2.1.2.1 Context of the study 16 2.1.2.2 Participants 17 2.1.2.3 Data collection instruments 18 2.1.3 Data collection procedure 20 2.1.4.1 Stress 21 2.1.4.2 Intonation 24 2.1.4.3 Rhythm 28 PART C: CONCLUSION 31 Conclusions 31 Implications 32 Limitations of the study 32 Suggestions for further research 32 REFERENCES 34 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART A: INTRODUCTION Rationale Language is a mean helping to communicate with each other If there is no language, people can not understand each other properly However, to master a language is not easy at all There are four main skills in teaching at high school – listening, reading, speaking and Writing that learners are supposed to acquire, listening is thought to be the most challenging because of the complex and subtle nature of listening comprehension in second language or foreign language It takes much time and effort to make progress in this skill Today, a lot of students encounter listening problems in foreign language learning, especially for students in mountainous areas, listening skill is much more difficult due to objective and subjective reasons That is why I chose this thesis “A study on the problems experienced by grade 10th students at Thai Nguyen Upper Secondary School in Thai Nguyen city in learning English listening skills” I hope that this thesis will help both teachers and students to realize the factors abstracting the students in learning the English listening skill, they can find out solutions to these problems Objectives of the study The main purpose of the study is to find out the difficulties encountered by grade 10th students at Thai Nguyen Upper Secondary School in Thai Nguyen city in learning English listening skills Within this purpose, the objective is to uncover the difficulties encountered by grade 10th students at Thai Nguyen high school in learning listening skill Research questions th What difficulties the grade 10 students at Thai Nguyen high school face when learning listening skill? Significance of the study This study can provide insights into the process of learning the listening skill for the students It can help students understand why they have difficulties in the listening skill It also gives some suggestions to help students overcome the difficulties It may play a crucial role in enhancing the listening skill to the students Methodology of the study To find out the answers to the research question, experimental method is used LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Firstly, for the theoretical basics, reference materials on listening skill have been collected, analyzed and synthesized carefully with the due consideration for the students‟ learning situations Secondly, the researcher asked students to listening exercises This part is conducted to answers the research question Thirdly, an observation has been conducted with the students to collect the data It has been carried out with students to gather the most reliable data for analysis to find the answers to the research questions mentioned above Scope of the study This thesis is conducted at grade 10th students at Thai Nguyen high school so as to perceive difficulties in learning the listening skill Because the students‟ level is low, the study only focuses on the approach of bottom-up with problems that students often face when learning English listening comprehension They are problems caused by the stress, problems caused by intonation and problems caused by the rhythm Organization of the research The study is divided into parts: PART A: Introduction This part presents the rationale; purposes of the study; significance of the study; methodology of the study; the scope of the study; organization of the study PART B: DEVELOPMENT This part includes chapters: Chapter I: Literature review This chapter presents the definitions, the importance and purposes of the listening skill in the language learning process, Nature of listening skill, the process of listening skill, and problems in learning to the English listening skill Chapter II: The study This part presents the methodology used in the study including research questions and research design with context of the study, participants, and data collection instruments This part also presents data collection and some major findings in learning listening skill PART C: CONCLUSION It is comprised of conclusion, which revisits the main points discussed in the study, some limitations of the study and recommendations for further researchers will be presented LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com CHAPTER 1: LITERATURE REVIEW This chapter discusses a variety of issues in the theories of listening skill The following main points will be presented: definitions, the importance and purposes of the listening skill, the nature, the process of listening, and phases in teaching the listening skill and potential problems in teaching listening skill 1.1 What is the listening skill? Listening is considered as one of the most important skills in acquiring both a native language and a second or foreign language It is being paid more and more attention to So far, there have been a number of definitions of listening by different linguistics such as Howatt and Dakin (1974); Wolvin and Coakley (1982); Pearson (1983); Hirsch (1986); Feyten (1991); Scarcella and Oxford (1992); Bentley & Bacon (1996) Howatt and Dakin (1974) defined listening as the ability to identify and understand what others saying This involves understanding a speaker‟s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning Wolvin and Coakley (1982) regarded listening “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 perception of sound, although perception is the foundation, It also requires comprehension of meaning This view of listening is in accordance with second language theory which considers listening to spoken language as an active and complex process in which listeners focus on selected aspects of aural input, construct meaning, and relate what they hear to existing knowledge (O‟Malley & Chamot, 1989; Byrnes, 1984; Richards, 1985; Howard, 1983) Pearson (1983) stated “Listening involves the simultaneous organization and combination of skills in Phonology, Syntax, Semantics, and knowledge of the text structure, all of which seem to be controlled by the cognitive process Thus, it can be said that though not fully realized, the listening skill is essential in acquiring language proficiency” Hirsch (1986) gave another definition “Listening as an aspect of skills: involves neurological response and interpretations of sounds to understand and to give meaning by reacting, selecting meaning, remembering, attending, analyzing and including previous experiences” LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com of sentence, but student didn‟t pay attention to it When speakers reads it loud, quickly with stress so learners would have difficulty in process of listening Moreover; “officially” bring in the second syllable “[ə'fi∫li]” and the ending “ly” was read in elision This make Sts think that official is correct answer In sentence “there are about 2,000 species of flora and 450 species of fauna”, in tem (6) with “2000 species of flora” is also the stress of this sentence In this blank, only 20 students (22%) completed this phrase with good answer 78% could not finish the correct phrase And the number of students had wrong answer is the highest In the missing words in item (4) and (5), the number of students had wrong words is 55% and 51% “The 200 square kilometer park attracts tourists and scientists” Two these words are the stress and the main information of the sentence But many students could not listen to words exactly or the sentence word is not full Some considers “tourists” as “tourist” or “tourism” Students had these mistakes because their pronunciation is weak This prevents them from realize the words From the table and result of analysis, we could determine that word stress and sentence stress play an important role in listening comprehension of English They bring the main information of each sentence during doing the tasks of students From the result of students showed that word and sentence stress is preventing them from getting the key words of the tape Practice of word and sentence stress can be achieved by cueing the learners with questions while requiring them to use the whole sentence in reply The second time this is done, the learners can discard the parts of the sentence which not contain the important element of the answer in order to form a more natural response The teacher could provide students with rules of words stress and help students to know the main element of each sentence After that, the teacher asks students to practicing many times to remember 2.1.4.2 Intonation In This part, the researcher concentrates on analyzing intonation including falling tune and rising tune and rising -falling tune The results of them were different and the common feature was low 24 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 55% 65% Falling tune Rising tune Rising-falling tune 57% Figure 2: Wrong answers by tunes From the chart, we can see that the number of student did have good answer in falling tune is the lowest (55%) 57% of students could finish listening exercise with correct answer and in rising-falling tunes, 65% student could not complete well Firstly, the researcher would like to mention the falling tune from the conversation In the conversation, the speakers used many words and phrases with the falling tune Falling tune is used in statement and the words stand at the end of the sentence is often read slightly so although the words or phrases are easy and familiar, it is not easy for grade 10th students to listen to them Table 3: The students’ results of falling tune after listening Item Correct 35 Per % 38.9% Wrong 55 Per % 61.1% 67 74.4% 23 25.6% 30 33.3% 54 60% 42 46.7% 48 53.3% 35 38.9% 55 61.1% 34 37.8% 56 62.2% 34 37.8% 51 56.7% No Per % 6.7 5.5 From the table, we can see that the number of the student had the correct answer in the blank is the highest and in other banks are quite equal In sentence “Sure recently, there have been quite a few good musicians (1)” “It‟s hard and solemn (5)” had the same result These words are very single and stand at the end 25 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com of the statement and are read slightly and quickly by speaker so it is difficult for them to listen to a full word So in the items (1) and (5), 35 students (38.9%) had good answer and 52 students (61.1%) could not have the answer exactly Some students filled the blank with “music” and most of the answers are “musician” They had the answer without “s” This is important because it affects the meaning of sentence Look at the table; we can see that the results of (6) and (7) are quite same The item (6) is an easy word “rousing” but when it is read in falling tune, it prevented Sts from listening 34 students (37.8%) filled in the blank with correct word and 56 students (62.2) finished the blank with wrong answer Some had another answers such as “rounding” not “rousing” In the item (7), numbers of students had wrong answer is 56.7 % and it is not interesting that students (5.5%) dig not have any answers here are claims that this segmentation, defined by prosodic elements in the sound signal (Gerken, 1996; Morgan, Meier & Newport, 1987), occurs in English at the discourse level through patterns of intonation and stress (Cutler, 1984; Pennington, 1996; Wennerstrom, 1998) It is this thing that affects results in listening lessons of students In this listening exercise, the number of students had good answer in item (2) is the highest – 67 students (74.4%) Only 23 students completed with wrong answers In fact, this word is very simple and easy but when it is read with falling tune by speaker, it is not simple and easy From the table, the rate of students in item (3) had correct answer is the fewest because this a phrase with many different words and it stand in the end of the sentence with falling tune This makes students felt difficult in process of getting the information from speakers For the rising tune, the researcher asked students listened the sentences with rising tune and brought the following result: 22% Read correctly 42.60% Read incorrectly Read in equal intonation 35.40% Figure 3: The students‟ results of falling tune after listening 26 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com The chart shows us the rate of pronunciation of rising tune after listening the sentences 42.60% of the students underlined the words or phrases of rising tone 35.40% students underlined incorrectly and 22% students underlined the sentence neither rising tune nor falling tune They underlined the words and phrases randomly This is the reason leads them to difficulties in learning listing comprehension The rising-falling tone is a part of intonation They often use the rising-falling tune in questions without question words It means that we have to answer “Yes” or “No” in the answers The first words are often read with higher tune and the second words are underlined with falling tune But in fact, to get information from the questions speaker using this intonation is not easy After listening 10 sentences of rising - falling tune The researchers collected the following data: Table 4: The students’ results of rising – falling tune after listening Firs words Sentence Rising tune percent falling tune second words percent Falling tune percent rising tune percent 13 43.3% 17 56.7% 15 50% 15 50% 22 73.3% 26.7% 20% 24 80% 14 46.7% 16 53.3% 10 33% 20 67% 12 36% 18 64% 16 53.3% 14 46.7% 13.3% 26 86.7% 24 86.7% 10 33.3% 20 66.7% 14 46.7% 16 53.3% 20 66.7% 10 33.3% 11 36.7% 19 63.3% 8 26.7% 22 73.3% 14 46.7% 16 53.3% 13 43.3% 17 56.7% 26.7% 22 73.3% 10 27 90% 10% 16 53.3% 14 46.7% Average 63% 37% 13.3% 34% 66% In this exercise, each sentence had two words of intonation The first words are rising tunes and last words are falling tune While listening, students have to combine two intonational types in a sentence 27 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com From the table, 63% students considered that the first words rising tune This seems to be quite high but in fact, the rate of correct pronunciation for each sentence is different As can be seen Only sentences “2”, “7”, “10” rate of students listened with rising tone is bigger 50%, namely, in sentence “2” with 73.3%), sentence with 66.7% and most of other students listened the first words with falling tune, even some sentences are very small For example, in sentence “5” had only students “13.3%” listened this word correctly and 26 students (86.7%) listened this one with falling tune The second words in each sentence required students to listen with falling tune And the results were illustrated as table above From the table, we can see that the number of the students underlined this word with falling tune is very small, average of correct pronunciation of ten sentences is small 34% Only 53.3 % students listened correctly with falling tune in sentence “10” and the number of the students underlined the second word in each sentence from sentence “1” to “9” was very small As table above, 66% of the students underlined the second words incorrectly They did not pay attention to the main words or contents of each sentence The sentences were underlined randomly by the students In some sentences, a number of the students underlined the second words incorrectly were quite high For example, 80% in sentence “2”; 86.7% in sentence “5”; in sentence “7” is 63.3% and 73.3 % in sentence “9” From the above results, the researcher should give students some knowledge and rules about intonations, namely the rule on falling tune, rising tune and rising-falling tune Then teacher can give some more exercises so that students can practise them at once During lesson, teacher can ask students to practise more listening exercises with correct intonation If students not listen correctly, the teacher should help them to be better 2.1.4.3 Rhythm In this part, the researcher asked students the listening exercise and collected the different data of rhythm Specially, for sentence (5) has a word “mantelpiece” with syllables After listening, students had many different results about this word; therefore, the rhythm of this word in the sentences is also different 28 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 22% 36.66% The first stress The second stress The third stress Equal stress 26.67% 16.70% Figure 4: The word rhythm in sentence From the chart, can be seen that the word “mantelpiece” was listened with different rhythms Only 22% students listened this word in the second stress and 78% of them listened this word improperly It means that the rhythm is not correct When students learn to speak English sentences, in particular longer sentences, they immediately face another problem besides the problems with word rhythm To have good sentence rhythm, they not only need to make a clear difference between stressed and unstressed syllables, but should also know how to group syllables together into larger units (Dauer.1993.p.95) In above sentences, each has content words and they are main information for each sentence In other way, these content words make rhythm for each sentence In sentence (2) “Show me the way” and sentence (4) “Come for a swim”, sentence rhythm of two these sentences were listened quite clearly 62% students listened with correct rhythm However, 38% listened two these sentences with equal words without content words or rhythm For sentence (5), (6), (7), each sentence has informative words the result was recorded as the following table Table 5: The sentence rhythm in sentence Sentence words percent words percent word percent (5) 10 33.33% 14 44.67% 20% (6) 23.33% 15 50% 23.33% (7) 14 46.67% 12 40% 13.33% 29 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com From the table, we can see that rate of the students listened content words in sentence “I think he wants to go tomorrow” is highest (46.67%) and sentence (5) “Look at the clock on the mantelpiece” is the smallest (23.33%) The number of students listened words in sentence rhythm is quite In sentence (6) has 50% Sts, 44,67% in (5) and 40% in(7) Look at the table, the number of students listened one content word correctly was small 23% in sentence (6), 20% in (5) and 13.3% in (7) “It's not the one I want” Vietnamese and English have different sound systems, which inevitably result in negative transfer for students who impose their native sounds on English Basic knowledge of English phonetics and phonology is a must for every EFL students if they hope to be a competent listener Since most students base their pronunciation of English words on phonetic symbols, their pronunciation is usually the one in the stressed and isolated position and may not be very helpful in identifying and interpreting sounds in rapid flow of speech Under mutual influences, phonological changes occur within or between words These changes are not random but regular and systematic In addition to standard word pronunciation, The teacher should help the students the basic rules about such phonological phenomena as assimilation, liaison, weak forms and elision Nowadays more English textbooks supply teaching materials about these prevalent sound variations For instance, in the Listening and Speaking course book of the newly edited College English, practice exercises as well as theoretical knowledge are provided for students to better master these rules Only when supplemented with these rules, can the students‟ knowledge of English be m ore practical and flexible Besides poems, melodies are innately rhythmical Practicing singing English songs can help students acquire a stress - rhythmic way of speaking English in an enjoyable way Teachers can select melodies with strong beats and lead students to imitate them as accurately as possible While the pronunciation of new words in the lyrics will be materials teachers can select some typical examples of sound changes for detailed analysis Teachers can also introduce to students some ready - made materials, such as parts of live recordings of films or interviews provided in every issue of Crazy English Consistent exposure to authentic English speech is needed to turn students‟ theoretical phonological knowledge into practical skill 30 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com PART C: CONCLUSION In this part, there are sections The first section mentions about conclusions The second section is implication The third section states some limitations of the study The forth section offers some suggestions for further researcher in the field of teaching and learning listening skill Reference is the following part for this study and appendices, which include all documents relating to the study Conclusions Being one of the teachers of English at Thai Nguyen high school, the researcher can see clearly that the listening comprehension is the most difficult among four skills Therefore, the researcher has conducted this research with a view to finding out the difficulties encountered by grade10th students I have reviewed relevant literature on listening to again the theoretical background for the study The study was conducted with the analysis of data collected from listening exercises and observation The researcher came to the following conclusion: The study confirmed that the target students encountered listening difficulties while they are engaged in learning English listening skill The first problem in learning listening comprehension was mentioned in the thesis is stress The research concentrated on words stress and sentence stress From the data collected the listening exercises, students are having difficulties in learning this skill due to stress and they need the help to improve this skill better The study reveals that learner‟s listening difficulties emerged from intonation It is important in listening and learners need a systematic framework and direct instruction on how to cope with the stream of speech in order to make it more comprehensible and thus promote acquisition They need to be shown how spoken English differs from the written form, how it too is systematic but in a way that is different from the written form and some may even need to be convinced that English as it appears in the spoken form is not somehow corrupt or incorrect A focus on listening using the discourse intonation approach may assist learners This study has argued for the inclusion of intonational features of English in the syllabuses designed for the teaching of English as a second/foreign language, and provided a practical framework of English intonation, which is based on the present author's experiences Intonation, the non-grammatical, non-lexical component of communication, is an inseparable component of utterances Speech without intonational features is no more than a machine output Intonation is a paralinguistic device in vocal communication It 31 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com reveals many facets of the communication process taking into consideration all factors present in the discourse context Therefore, it is an indispensable part of speech Tones are important discourse strategies to communicate effectively; simply, it is not what you say, it is how you say it Therefore, a proficiency in intonation is a requirement for non-native learners of English for a better communicative discourse with native or non-native speakers of English The thesis has discussed the English rhythm – one of problems students face in listening comprehension From the analysis revealed that the rhythm made students have difficulties in learning listening comprehension due to the rhythm Implications From the result of the study, we can see that stress, intonation and rhythm are problems that students have when learning listening comprehension To improve listening skill, students have to pay more attention to stress of word and sentences They should know about the rules of stress and intonation Student should understand about the rhythm because it can help them have main information when learning skill To help students overcome problems in listening skill, the teacher should provide them with beneficial rules about both stress and intonation The teacher can design exercises about stress, intonation, rhythm to help students practice and when practicing, the teacher should focus on stress, intonation, rhythm more Limitations of the study The researcher has tried best to offer some objective findings through the research In most research projects, limitation is unavoidable The study has presented in this thesis is of no exception Regarding the method, the research conducted observation by students But the number of the students participating in observation is not big This can affect the results of result of the study because the more students participated in observation, the more exact the data of the research was Suggestions for further research On the basis of the finding and the limitation of the study, some suggestions for further are made 32 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com From the results of research, the students have faced a number of difficulties in learning listening comprehension Therefore; more studies on techniques to improve listening skill and the effectiveness of listening lessons should be carried out In addition, an analysis on students‟ motivation and need should be carried out to get deeper insights into this issue Besides, the researcher should be conducted by more listening exercises and observation with many students to get more insight and exact findings The researches on how to adapt listening activities in “Tieng Anh 10” textbook should be carried out so that listening comprehension would be effective and students would be interested in listening skill Lastly, It is also necessary to study more about teaching strategies needed to teach English effectively for particular ethnic minority to help student in these areas to have condition in learning listening skill 33 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com REFERENCES Adler, R., Rosenfeld, L and Proctor R (2011) Interplay: the process of interpersonal communicating Ford Worth, TX: Harcourt Anderson, A & Lynch, T (1988) Listening Oxford University Press 1991 Anderson, Ann, Lynch Listening Oxford: Oxford University Press, 1991 Bentley, S., & Bacon, S.E (1996) The all new, state – of – the – art ILA definition of listening: Now that we have it, what we with it? Listening Post Brazil, D., M Coulthard and C Johns 1995 Discourse Intonation and Language Teaching Longman: London Carrel, P.L., Brecht, J.C (1983) Schema theory and ESL reading TESOL Quarterly 17, 218 – 232 Cauldwell, R 1993 Evaluating Descriptions of Intonation: A Comparison of Discourse Intonation and Crystal‟s Description University of Birmingham: Birmingham Chaudron, C % Richart, J.C (1986) The effect of discourse markers on the comprehension of lecturers Applied linguistics, 7, 113-127 Crystal, D, 1969 Prosodic Systems and Intonation in English Cambridge: Cambridge University Press 10 Dickerson, W B 1989 Stress in the Speech Stream: The Rhythm of Spoken English Urbana: University of Illinois Press 11 Do Thi Thu Thuy (2005) Difficulties in acquiring listening skill of first-year English majors in foreign language department, Hai Phong university 12 Do Van Hoa (20120) Improving listening skill for third-year students at Hong Duc University through portfolio Unpublished MA Thesis, Hanoi National University, Vietnam 13 Halle, Morris (1973) Stress rules in English: A new version Linguistic Inquiry pp 451–464 14 Halliday, M A K 1967 Intonation and Grammar in British English The Hague: Mouton 15 Hedge, Tricia Teaching and Learning in the Language Classroom Oxford: Oxford University Press, 2000 16 Hirsch, R (1991).defining listening: Synthesis and discussion Paper presented at the 7th annual meeting of the international listening association USA 34 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 17 Howatt A & Dakin J (1974) Language laboratory materials Techniques in Applied Linguistics Edinburgh Course in Applied Linguistics Vol 3.London Oxford University Press 18 http://usefulenglish.ru/phonetics/rising-intonation 19 Kingston, J and Diehl, R.L (1994) Phonetic knowledge Language, 70, 419-454 20 Ladefoged, P.1982 (1975) A Course in Phonetics New York: Harcourt Jovanovich 21 Levis, M K 1999 Intonation in Theory and Practice, Revisited TESOL Quarterly, 3: 37-63 22 Lundsteen, Sara W (1979) Listening – Its impact on reading and the other Language Arts National Council of Teachers of English Urbana Illinois 23 Mc Donough (1999) Race – based or Conflict – based College Admission? Paper presented at the annual meeting of the America Educational Research Association, Montreal 24 Pearson, P.D (1983).Instructional Implications of listening comprehension research Center for the study of reading Urbana Illinois 25 Phung Thi Thu Hoai.(2008) Listening difficulties perceived by teachers and students in using the new English textbook for grade 10 at Que Vo II uppersecondary school in Bac Ninh, Unpublished MA.Thesis, Hanoi National University, Vietnam 26 River and Temperly (1978) A practical guide to the teaching of English as a second or foreign (language Oxford University Press 27 Rixon, Shelagh Developing Listening Skills London: Macmillan, 1986 28 Rost, Micahel Listening in Language Learning New York: Longman, 1994 29 Scarcella, R C., & Oxford, R.L (1992) The tapestry of language learning: the individual in the communicative classroom Boston, MA: Heinle & Heinle publisher 30 Thompson, I., &Rubin, (1996) Can strategy instruction improve listening comprehension? Foreign language Annals, 29, 331-342 31 Underwood, Mary Teaching Listening New York: Longman, 1989 32 Ur, Penny A Course in Language Teaching: Practice and Theory 33 Vandergrift, L (1998) Successful and unsuccessful listener in French; what are the strategy differences? The French review, 71/3, 370-394 35 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 34 Wing, B.H (ED) (1986) Listening, reading, writing: Analysis and application Middlebury, VT: Northeast conference on the teaching of foreign language 35 Wolvin and Coakley (1988) Interpersonal Communication through the life Span Wm C Brown publisher 36 Yagang in Pospieszy‟nska, Magdalena Listening in FL Classrooms- Few Recipes 2001 17 November 2008 36 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Appendix TAPESCRIPT OF LISTENING Cuc Phuong, the first national park in Vietnam, was officially opened in 1960 it is located 160 km south west of Hanoi spanning Ninh Binh, Hoa Binh and Thanh Hoa provinces The 200 square kilometers park attracts tourists and scientists alike In 2002, nearly 100,000 visitors made their way to Cuc Phuong Many come to see the work being done to protect endangered species According to scientists, there are about 2,000 different species of flora and 450 species of fauna Cuc Phuong National Park has many caves Quen Voi, also part of the park, is where Nguyen Hue‟s army was stationed before it made its surprise attack on Thang Long and defeated the Quing invaders in the spring of 1789 Cuc Phuong is also home to the Muong ethnic minority, who live mainly on bee keeping and farming I LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com Appendix Listening to the following sentences and mark the intonation for each sentence Do you live in a HOUSE or in a FLAT” Is Jane a TEACHER or a STUDENTS? Would you like some TEA or COFFEE? Is the baby a BOY or a GIRL? Shall we go by BUS or by TRAIN? In today TUESDAY or WEDNESDAY? Are you COMING or NOT? Is your sister OLDER or YONGER than you? DO you want to have lunch NOW or wait until LATER? 10 Did ITALY or BRAZIL win the World Cup? Appendix Listen to the following sentences and underline the rhythm for each sentence Tell me the time Show me the way He bought some carrots and cabbages Come for a swim Look at the clock on the mantelpiece I think he wants to go tomorrow It's not the one I want Most of them have arrived on the bus Walk down the path to the end of the canal 10 I'm going home today for Christmas II LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com ... discussion Paper presented at the 7th annual meeting of the international listening association USA 34 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.com 17 Howatt A & Dakin J (1974) Language... situation of teaching and learning listening skill, the students? ?? background, their English and the materials that are being used at school The second part is the presentation of data collection,... indicate that the speaker is expecting the reply to contain new information Referring tones indicate that no new information is being exchanged The use of a referring tone may also indicate that the