The effects of the task based language teaching on high shool students’listening performance in kien giang province

Thesis THE EFFECTS OF THE TASK-BASED LANGUAGE TEACHING ON HIGH SHOOL STUDENTS’LISTENING PERFORMANCE IN KIEN GIANG PROVINCE The instructor commented about chapter 1,2 and 3: Nhìn chung proposal ổn Sau phần previous studies, em cần viết riêng phần research gaps viết sâu từ kết nghiên cứu trước Em viết sơ Sài Em cần review thêm số ABSTRACT From the beginning of the 21st century to now, Vietnam has a a huge change in teaching English method Communicative Language Teaching method is gradually replacing the old ones, Grammar Translation or Direct Method The purposes of this study are two-fold Firstly, this study is carried out to discover the effects of task-based language teaching on high school students’ listening performance Secondly, the present study is conducted to examine the effects of task-based listening teaching on students’ listening skill and to identify students’ attitudes towards task-based language teaching The findings of the study included: (1) Task-based learning can be an effective strategy to improve learners' listening skills Thanks to task-based learning, students improve their listening skills even more As demonstrated by the above statistical analysis, the experimental class's post-test scores improved better than the control class's These findings are one of the most convincing pieces of evidence of the effectiveness of task-based learning in improving learners' listening skills; (2) he use of Task-base learning in the listening class has promoted the positive progress of students in their attitudes and perceptions towards this teaching method Students are aware of the benefits to them of improving their listening skills Key words: Task-base learning, listening skill, teaching listening., CHAPTER INTRODUCTION This chapter introduces the rationale for the research regarding the effects of the taskbased language teaching on high shool students’ listening performance in Kien Giang province This chapter also presents research aims, research questions, research hypotheses, the significance of the study and its organization 1.1 BACKGROUND OF THE STUDY Listening is one of four basic skills in language It is also a significant skill in English (Purdy,1997) And according to Renukadevi (2014), when communicating, people use 9% in writing, 16% in reading, 30% in speaking and 45% in listening Rost (1994) cited as in Richards and Renandya (2002) point out listening is very important because of students’ input provided So, listening is considered the key of conversation Listening is different from other skills In addition, It is an active individual involvement A sender, a message, and a receiver are all involved in listening Receiving, attending to, making sense of, and reacting to spoken and/or nonverbal messages are all psychological processes (Tyagi, 2013) It means that with listening, people could move around, hear what local speakers had to say, discuss, and learn how to respond to them so that their dialogues might continue Tyagi (2013) also emphasizes listening is very important in working, the workers that can listen well are more productive because building relationships with coworkers, superiors, and clients will enable them to solve difficulties, even show their support, and uncover hidden meanings in what they say Hamouda (2013) describes listening comprehension as a process that involves listeners in creating meaning Additionally, listening comprehension is the ability to comprehend what has been heard A person will comprehend the text if he learns it through hearing it Additionally, terminology like speech understanding, spoken language knowledge, voice recognition, and speech perception are paired with listening comprehension as a product of instructional approach From the beginning of the 21st century to now, Vietnam has a a huge change in teaching English method Communicative Language Teaching method is gradually replacing the old ones, Grammar Translation or Direct Method Vietnamese Ministry of Education and Training (2018) claims that the English language curriculum for general education must ensure student-centered instruction Active and creative learning exercises help students improve their English communication skills Teachers plan and direct the learning process, motivate students to fully participate in language practice activities, and gradually increase their capacity for self-directed learning It can be said that task-based language teaching (TBLT) has been widely used successfully in teaching and learning to accomplish this purpose TBLT is used to support learning environments that identify appropriate listening skills and incorporate such skills into one activity (Willis, 1996) According to Ruso (2007), TBLT promotes student engagement and results in considerable advances in language proficiency As the result, learning language though TBLT helps students interact and improve their self-confidence to use English It is found out that, using TBLT in teaching may have a favorable impact on students' performance 1.2 STATEMENT OF PROBLEMS Although listening is very essential toward the aspects of a language, Renukadevi (2014) also says that listening skill is considered to be the most difficult skill for learner In addition, high school students not have many opportunities to practice their communication skills, especially their listening skills because they must study all four skills in textbook ( Tran, 2020) Moreover, the official curriculum for English language learning and teaching in Vietnam has focused on exam-driven instruction, students are prepared for examinations on grammar, reading, and vocabulary rather than communicative competence (Bui & Duong, 2018; Denham, 1992; Duong, 2014 as cited in Tran, 2020) And Communictive Language Teaching (CLT) is the main method which the teachers use to teach language in classroom (MOET, 2018) but as Willis (1996) cited in Dowling (2017, p.139), “a problem with PPP in that students can sometimes complete the production phase by not using the targeted structure.” As the result, Tran (2020) says that Vietnamese high school students may struggle to hold successful English conversations It means that students cannot listen to English language well They not understand what others say When studying listening skill, students feel bored when listening to the recording because they only listen and exercise Students not have right level of input, they not start simple learning Teachers did not have enough time for students to practice their skills and have some extra activities (Nguyen, 2013) Therefore, they not keep pace with the content of the text Outside the class, students not have chance to practice and they not know where they can practice listening effectively (Le & Pham, 2013) Therefore, it can be seen that students should be familiar with practicing listening more at class Underwood (1989) finds out some problems of students’ listening, students’ lack of vocabulary, difficulty concerntrating and not having good habits of learning Hassan (2000) mentions about the problems of listening in classroom, such as poorly organized classrooms, a lack of visual aids, unfamiliar vocabulary, poor pronunciation, a fast speech rate, and lengthy texts on uninteresting subjects To help students overcome these problems, improve their listening skills and have more oppornutity to communicate each other, the teachers need to use an alternative method instead of present approach, CLT In another word, the researcher conducted a research on “the effects of the task-based language teaching on high shool students’listening performance in kien giang province” to enhance the English teaching and learning process and improve English learners' listening skills 1.3 RESEARCH AIM The purposes of this study are two-fold Firstly, this study is carried out to discover the effects of task-based language teaching on high school students’ listening performance Secondly, the present study is conducted to examine the effects of taskbased listening teaching on students’ listening skill and to identify students’ attitudes towards task-based language teaching 1.4 RESEARCH QUESTIONS Based on the research aims mentioned above, the study seeks the answers to two research questions: What are the effects of task-based language teaching on students’ listening skill? What are students’ attitudes towards task-based language teaching? 1.5 RESEARCH HYPOTHESES It is hypothesized that students' listening performance would be improved after learning by task-based teaching method It is hypothesized that students would have positive attitudes towards the effects of task-based language teaching on listening skill 1.6 SYGNIFICANCE OF THE STUDY The present research is expected to benefit teachers, EFL learners and researchers Firstly, for teachers, they are given opportunities to learn more about good method which can be applied into teaching practice Moreover, they may gain more understanding about task-based teaching method and instructional activities which are combined in teaching listening skill Secondly, in terms of learners, they are supposed to have experience in task-based activities while learning English listening Furthermore, this study is believed to gain some notice from educators to improve teaching activities in order to fit the current situations For other researchers, due to the scope of this study, it hopefully will urge some further ideas for other studies related to the same topic 1.7 ORGANIZATION OF THE THESIS This study explores the effects of using TBLT to help students’ listening performance It consists of five chapters: Introduction, Literature Review, Research Methodology, Findings, Discussion and Conclusions Chapter One presents the background to the study, statements of the problems, aims of the study, research questions, hypotheses, significance and the thesis organizations Chapter Two reviews relevant literature of the present study It includes definitions of Listening comprehension, Task, TBLT It also mentions the related studies of the effects of TBLT on teaching Listening comprehension Chapter Three describes the methodology to employ in this research, including seven parts namely Research site, Research design, Participants, Procedure, Instruments, Chapter Four reports the findings from data collection through pretest, posttest and questionnaire to answer the research questions Chapter Five discusses the summary of the main results of the study, implications, limitations, as well as the recommendations for the future research CHAPTER 2: LITERATURE REVIEW This section first presents theoretical and research literature related to listening skills and TBLT, like definitions of listening coprehension, task and taskbased language teaching and some listening tasks And then, it reviews some previous researches related to the focus of the current study to know how other scholars and researchers used TBLT teach English listening skill 2.1 DEFINITION OF LISTENING COMPREHENSION Listening skill is one of the most important skills of English language, so there are many definitions from the famous language experts And now, I will mention some of them Howatt and Dakin (1974) listening is defined as the ability to recognize and comprehend what others are saying Moreover, Underwood (1989, p.1) defines that “listening is the activity of paying attention to and trying to get meaning from something we hear” O’ Malley, Chamot and Kupper (1989) also claim that listening comprehension is an active and conscious process in which the listener constructs meaning from contextual information and prior knowledge, using on a variety of strategy resources to complete the task In short, listening comprehension is the act of receiving information, interpreting it, and responding to the speakers Underwood (1989) describe listening is always an active process, in contrast to hearing, which can be conceived of as a passive condition According to Purdy (1997, p.8), “listening is the active and dynamic process of attending, perceiving, interpreting, remembering and responding to the expressed (verbal and nonverbal), needs, concerns and information offered by other human beings” Tyagi (2013) also say listening relates to an active individual involvement To sum up, truth be told, listening is a fairly active process since listeners must exert effort to understand what they are hearing It can be seen that in order to develop a certain skill well, a person must learn and practice a lot, as well as for listening skills The teachers should create more opportunities and spend time for students listening a lot in class In addition, teachers must provide lessons and activities in class that are suitable for real-life situations 2.2 PROCESS OF LISTENING Brownell (2015) listening is a dynamic, challenging process that will cause you frustration and difficulty for the rest of your life He says there are six components of listening process, called HURIER listening model, such as hearing, understanding, remembering, interpreting, evaluating, and responding Hearing: This element involves a person choosing what to pay attention to in the face of multiple stimulus possibilities in their environment It is affected by the person's cultural orientation, past experiences, interests, attitudes, and beliefs, as well as a variety of other personal factors and filters that take into account individual and cultural differences Remembering: Even though memory is a distinct mental activity, it is essential to listening-centered communication since the value of information depends on the communicator's capacity to act on it either right away or at a later time Understanding: Understanding comes after paying attention to and "receiving" the specific stimuli in the listening process The literal meaning of the words or signals that were received is addressed during this information processing stage, which is related to reading comprehension Interpreting: It is necessary to take into account both verbal and nonverbal clues while understanding information Due of the more complex context, factors like voice inflection, posture, facial expressions, and contextual awareness can alter literal interpretations Evaluating: The evaluation process is what a person uses to determine whether the information they have received is accurate and reliable Effective communicators evaluate what they have heard at this point by assessing the available data and logic, spotting emotional cues, and coming to other conclusions that will influence their listening reaction moving forward Responding: An suitable reaction will emerge from effective listening The communicator continues to process new information while they speak since listening is constant, and this reaction is influenced by everything that has come before it But according to Tyagi (2013) and Bennetch et al (2021), there are five stages of the listening process, including receiving, understanding, remembering, evaluating and responding Only receiving stage is different from HURIER model since it is the stage which combining hearing and interpreting 2.2 COMMUNICATIVE LANGUAGE TEACHING (CLT) Richards (2005) defines “Communicative language teaching (CLT) is a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom.” It is more meaningful to the learner and offers a better opportunity for learning than a grammar-based approach It has some principles, such as: (1) Making learning a language centered on actual conversation; (2) Giving students the chance to experiment with and put their knowledge to use; (3) Being understanding of students' mistakes because they show that they are improving their communicative competence; (4) Providing learners chances to improve their accuracy and fluency; (5) Connecting the various skills (speaking, reading and listening) together in the real world; (6) Allowing the learners to infer or discover grammar rules CLT is the teaching method with three approach Presentation, Practice and Production According to Bui and Newton (2021) the presentation-practice-production (PPP) approach is a popular teaching method that Vietnamese teachers use in schools This method helps students improve their communicative ability based on three stages: explicit teaching of target structures in a sequential order (Presentation), practice under supervision (Practice) and use in communication (Production) Yusnida and his colleagues (2017, p.442) “Listening in CLT has a A Study of Teaching Listening communicative purpose in that students are expected to use the information they hear, just as we when we listen outside the classroom.” And as