An effective way to improve listening comprehension skills for non major sophomores in english at hong bang university

MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ["\ AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION SKILLS FOR NON-MAJOR SOPHOMORES IN ENGLISH AT HONG BANG UNIVERSITY A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR DEGREE OF MASTER OF ARTS (TESOL) Submitted by NGUYEN THANH TUAN Ho Chi Minh City –2006 i CERTIFICATE OF ORIGINALITY I certify my authorship of the thesis submitted today entitled “AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION SKILLS FOR NON - MAJOR SOPHOMORES IN ENGLISH AT HONG BANG UNIVERSITY” in terms of the statement of requirements for theses in Master’s Programs issued by the Higher Degree Committee Ho Chi Minh City, 2006 Signature NGUYỄN THANH TUẤN ii RETENTION AND USE OF THE THESIS I hereby state that I, Nguyen Thanh Tuan, being the candidate for the degree of Master of TESOL, accept the requirements of the university relating to the retention and use of Master’s theses deposited in the library In terms of these conditions, I agree that the original of my thesis deposited in the library should be accessible for purposes of study and research, in accordance with the normal conditions established by the library for the care, loan or reproduction of thesis Ho Chi Minh City, 2006 Signature NGUYỄN THANH TUẤN iii ACKNOWLEDGEMENTS First of all, I would like to express my deepest gratitude to Le Huy Loc, M.A and Cao Thi Quynh Loan, M.A, who read my thesis with great care and gave me precious advice and insightful comments As wholehearted teachers, they helped me think through the problems and complete this thesis I’m very grateful to Dr Nguyen Tien Hung, Chair of the Department of English Linguistics of the Faculty of English Linguistics and Literature, University of Social Sciences and Humanities, who has created favorable conditions for my fulfillment of the thesis My special thanks must go to Dr Pham Van Tho, Dean of the Department of English Linguistics and Literature, and many teachers and students at Hong Bang University, who provided me with useful information for this research At last, I would like to say thanks to my family, friends and colleagues, who were particularly of great assistance in spirit iv LIST OF ABBREVIATIONS CLT : Communicative Language Teaching L1 : The First Language L2 : The Second Language TESOL : Teachers of English to Speakers of Other Languages VSC03 : Vietnamese Studies Class 2003 ASC03 : Australian Studies Class 2003 OUP : Oxford University Press CUP : Cambridge University Press USSH : University of Social Sciences and Humanities v LIST OF TABLES AND CHARTS Pages Table : The attitudes and needs of students -44 Table 2A : Factors involved in listening -46 Table 2B : Cultural factors involved in listening -50 Table 2C : Factors involved in listening -52 Table : The results of solutions 54 Table : The listening activities students are interested in -58 Table : Teaching Aids 60 Table : The results of tests 63 Charts : Test results in comparison between groups 65 vi ABSTRACT Listening is both a general skill in most learning situations and a process in which students need practice and guidance to master So it is essential for a teacher to have an overall understanding of what listening is, why it is difficult for foreign-language learners, and what some solutions may be The vital question is how to reduce distraction in learning listening and bridge the gap between listening comprehension practice in classroom and real-life listening activities To be effective listeners, however, students need a more specific focus than just attending to what is said The supplementary listening activities provided in this thesis offer a wide range of listening practice The activities cover a variety of formal and informal styles of language, from interviews and presentations to conversational dialogues Passages are of various lengths, and for each passage a photocopiable recording script is available The thesis consists of six chapters: Chapter states significance, purpose and limitation of the study, and reasons for the research Chapter provides the theoretical background for the topic of the research Chapter mentions research technique, research subjects, research procedure, and data analysis vii Chapter presents the main findings and gives discussions Chapter shows a conclusion that the various supplement of taskbased listening activities to the listening material used for non-major sophomores in English at Hong Bang University is effective Chapter recommends some solutions for teaching listening and some task-based listening activities which may be applied in the course taught at Hong Bang University viii TABLE OF CONTENTS Pages Certificate of Originality ii Retention and Use of the Thesis -iii Acknowledgements -iv List of Abbreviations -v List of Tables and Charts -vi Abstract vii CHAPTER 1: INTRODUCTION 1 Significance of the study -1 Reasons for the research -2 Purpose of statement -3 Limitation The research questions -4 CHAPTER 2: LITERATURE REVIEW Types of language teaching syllabus Overview of listening comprehension -7 Focus on learners -8 3.1 Styles of learners -8 ix 3.2 Learners’ internal factors involved in listening success 3.2.1 Attitude and interest - 3.2.2 Learners’ need 3.2.3 Background knowledge 3.2.3.1 Language knowledge -10 3.2.3.2 Phonological knowledge 12 3.2.3.3 Sociocultural knowledge -14 3.3 Motivation -15 Listening in another language 16 4.1 The types of listening 16 4.1.1 Real-life listening 16 4.1.2 Focused listening 17 4.2 The nature of listening process -17 4.3 Listening approach -19 4.3.1 Active listening 19 4.3.2 Interactive listening -19 4.4 Listening context -20 Teaching listening comprehension -20 5.1 Communicative approach -21 5.2 The stages of listening 22 5.3 The expectation and purpose of listeners -23 5.4 Learning listening through the strategies -25 5.5 Relaxing situations of listening in class -27 5.5.1 Songs 27 x Manuel: Hi, Albert Hey! How are you doing? Albert: I’m pretty good Manuel: What’s up? Albert: Well, my birthday is Saturday and I’m having a little party with some friends, and I thought maybe you’d like to come Manuel: Saturday? Albert: Yeah Manuel: Oh, you know, listen, I already promised my mother I’d take her to the new dance club downtown She loves to dance, and she’s really looking forward to it Albert: Oh, I didn’t know your mom liked to dance, Manuel Manuel: Oh, yeah, she loves it! And, well, mom… Albert: It’s Ok, Manuel Don’t worry about it Manuel: I’m really sorry Ok, well Albert: See you soon Manuel: Take care, Albert Albert: Ok, bye, Manuel Manuel: Bye (both hang up) Regina Albert: (Dials number) Regina: Hello? Albert: Hello? Regina? This is Albert Regina: Oh, hi, Albert (coughs) Albert: What’s wrong? Regina: I … I’ve got the flu Albert: Oh, I’m sorry to hear that I guess you won’t be coming to my party on Saturday, huh? Regina: No, I guess not I’m feeling pretty run-down Albert: Oh, I’m sorry Well, hey, take care of yourself, Regina I hope to see you next week 170 Regina: Yeah, me, too (coughs) bye (New Interchange, book 2, unit 16, part 7, p 106) 5.3 Post-listening activities 5.3.1 Written work I met my girl friend while I was working as a barman in a disco And there was this really gorgeous girl in the club and I really wanted to talk to her, but I couldn’t because I was working Anyway as luck would have it, I was carrying a bucket of ice and I dropped it, accidentally, of course, just next to where she was sitting And well, I said “Oh, I’m so sorry I’m really, really sorry.” And we started chatting and I found out her name was Karen, and in the end she gave me her phone number We started going out and we’ve been together for two years (New Cutting Edge, intermediate students’ book, unit 2, recording 1, p 160) 5.3.2 Role play Conversation Jake: Hey, Paula, would you like to see a movie on Wednesday? Paula: Maybe What time? Jake: How about o’clock show? I’m not free before then Paula: o’clock? Oh, sorry Jake That’s too late for me I have to get up early on weekdays Conversation Lucy: Chris, there’s a good jazz pianist playing downtown Would you like to go? Christ: A jazz pianist! I’d love to go! When is the show? Lucy: It’s on Thursday at 8:30 Christ: That’s perfect Thanks a lot, Lucy Conversation Rich: Hey, Ed, you want to play baseball on Saturday? Ed: Yeah That would be great, Rich What time on Saturday? Rich: How about two P.M? Ed: Two is fine (New Interchange, book 1, unit 4, p.101) 171 UNIT 6: SMALL TALK 6.2 While-listening activities 6.2.1 Multiple choice So, it’s important to know about the differences in culture between your country and the country you’re visiting or working in if you don’t know the social customs, you may make mistakes and offend people… Handshaking is one example In this country they shake hands much more than we in the UK – every day, in fact, so you mustn’t forget to that Another difference is that at work they use first names much less than we in Britain, so call people by their family names Food and wine are very important in this country, and at a business lunch you shouldn’t start discussing business immediately That might seem like bad manners If you receive an invitation to a person’s home, take good chocolates, flowers, or a good bottle of cognac You shouldn’t take wine because they drink that every day – it’s too ordinary…… (International Express, pre-intermediate book, unit 11, recording 11.1, Extract 1, p 128) 6.2.2 Complete an outline Host: I’m happy to have as my guest today, Steve Lewis, who’s known as “Mr Car.” Good morning, Steve Steve: Good morning Good to be here Host: Now, Steve, why would anyone want to buy a used car? Steve: Well, buying a used car can be risky, but if you’re careful, you can save a lot of money That’s the main reason A used car is simply cheaper to buy and cheaper to insure than a new one Host: Good point Well, where we start? Steve: First, before looking for a used car, you should decide on the kind, size, and age of the car you want Small cars with small engines will save you hundreds of dollars a year on gas Specialty cars, like sports cars or convertibles, will cost more to buy and repair 172 Host: Yeah, like my sister’s Porsch Now, where’s the best place to find a used car? Steve: Well, one place to start is a car dealer Both new car dealers and used car dealers sell used cars You might pay a little more at a new car dealer, but the quality of the cars is usually higher And a dealer usually gives some kind of warranty Host: That’s true Of course you might also buy a used car even cheaper from a private owner Private owners usually advertise their cars in a local newspaper Steve: That’s right Host: But there are some risks, aren’t there? Steve: Sure remember, a private owner is not going to give you a warranty or guarantee to repair or replace the car So it’s important to find out about any possible problems before you buy the car And you’ll probably have to pay for the car in cash Host: So, what kind of questions should we ask a private seller, Steve? Steve: Well, first, is the car registered? Second, has the car ever been in an accident? That’s very important And third, why is he or she selling the car? Host: Right Now, how we know that the seller is honest? I mean, how can we avoid making the mistake of buying a car with serious problems? Steve: Well, you can never be 100% sure But before you decide to buy, test-drive the car Then show the car to a reliable mechanic Have the mechanic check the engine, the brakes, and other important parts Host: Great advice, Steve Thanks so much, “Mr Car,” for coming on the show Steve: My pleasure (Interactions 1, chapter 12, part 2, p.266-267) 6.2.3 Complete a box Conversation 1: Man: So how long have you lived here? Woman: I’ve lived here all my life I really love it here 173 Man: I’ve been so busy with my new job and moving into my new apartment that I haven’t done any sightseeing yet Are you free on Saturday afternoon? Maybe you could show me around a little Question 1: which of these sentences is true? Woman: Sure Tell me, how long have you been in town? Man: Only about three weeks Conversation 2: Woman: So, are you glad you left? Man: Very glad My salary wasn’t great, as you know, and the office manager was a pain in the neck Woman: He still is Every day I hate going to work But I don’t know if I could find a better job Man: Why don’t you start looking around? You might get lucky like me Question 2: Which of these sentences is true? Man: I really enjoyed working with you, of course I just hated the boss Conversation 3: Man: I’ve really enjoyed talking with you Would you like to have lunch together sometime? Woman: Well, uh, it’s difficult for me to get away from work I’m very busy Man: Well, how about dinner? Woman: I’m usually too tired to go out after work Man: Can I call you over the weekend? Woman: Well, this weekend my friend is coming from Miami, and I’ll probably be out most of the time Question 3: Which of these sentences is true? Woman: To tell you the truth, he’s my boy friend, so I really can’t go out with you Conversation 4: Woman: Where’s Tony? Man: I saw him at the bar a few minutes ago Woman: Again? That’s his fourth beer tonight, isn’t it? Man: I don’t know Why? What’s the problem? 174 Woman: Last weekend we were at a party together, and his brother and I had to carry him home Question 4: Which of these sentences is true? Woman: Tony drinks too much I’m worried about him Conversation 5: Woman: Where were you? I waited forty-five minutes before I left for the party Man: I thought you were going to pick me up I had to take a taxi Woman: Wait a minute You said you wanted to leave your car at my house Man: I didn’t say that I said wanted to leave my car at home Question 5: Which of these sentences is true? Woman: Listen, I’m sorry Let’s not fight over this misunderstanding, ok? (Interactions 1, chapter 9, part 3, p.255-256) 6.2.4 Comprehension questions Amy: It’s your birthday next Saturday, isn’t it? Lisa: Yeah, but I don’t really know what I want to Maybe I’ll stay at home and have a quiet night in Amy: Don’t be silly, you can’t that! I know, why don’t we all go out for a meal somewhere – you, me, Martin, Ben and some of the others maybe? Lisa: Yeah, Ok – that sounds more fun! Amy: Where shall we go? Lisa: There’s Bagatti’s but we always go there How about that new French restaurant? I can’t remember its name… Amy: The French table? Lisa: Let’s go there I’d really like to try it Amy: Yeah, it sounds good I’ll speak to Martin and the others and check that they can come Then Shall I phone the restaurant and book a table? Lisa: Yes, please, if that’s Ok Amy: What time? Eight, half eight ? Lisa: Let’s book it for eight, and then we can go somewhere else later 175 Amy: Yes, good idea! (New Cutting Edge, elementary students’ book, unit 12, recording 5, p 173) 6.2.5 Take notes Katie: Phillip, can I introduce to Petra, a friend of mine from Prague? Phillip: Hi, Petra nice to meet you Petra: Nice to meet you, too Katie: You were in Prague last year, weren’t you, Phillip? Phillip: The year before last, yeah It’s an absolutely beautiful city The architecture is amazing! I loved it Petra: Oh, yes I do, too Were you there for a holiday? Phillip: yes and no I actually went over to watch Scotland play football I’m a big football fan Petra: So am I! I was at that match too with my brother and father They’re crazy about football It was a good game; a shame there were no goals Phillip: Yeah, there are never any goals when I go to matches! Anyway, what are you doing here in Edinburgh? Petra: I’m working as an au pair with a Scottish family for a few months to improve my English Phillip: So you look after the children and the housework? Petra: Well, really I just look after the children I’m terrible at housework; I don’t like it all! Phillip: Oh, it’s the same with me I hate it, I’m terrible Petra: Yeah, they’ve got four children, so I’m pretty busy! Phillip: Gosh! I can’t think of anything worse than spending my day with four children! Petra: Oh, don’t you like children? I really enjoy it; they’re lovely children Phillip: Oh, not for me, thank you! Anyway, so,…erm… which part of Edinburgh are you staying? Petra: I’m near the University; Dalkeith Road Do you know it? 176 Phillip: Yes, as a matter of fact! I live very near there too, Clerk Street It’s very nearby Petra: No, I don’t know it Phillip: Well, perhaps I could come round and see you some time, and we could go and watch some football together? Petra: Yeah, that would be great I really want to go and watch… (New Cutting Edge, intermediate students’ book, unit 1, recording 7, conversation 1, p 159) 6.3 Post-listening activities 6.3.1 Recognize relationship Conversation A: (newspaper unfolding) Oh! Here’s an article about my favorite movie star, Warren Beatty Say, you know who his sister is? It’s Shirley MacLain! B: I don’t think I know her A: Sure you do! She’s a movie star, too B: Well, you know who Warren Beatty’s wife is? A: Yes It says right here – Annette Bening B: Yeah, that’s right Conversation A: I’m reading a really interesting book about Charlie Sheen B: Oh, I love his movies A: Yeah, me, too They’re usually very funny His farther is Martin Sheen, you know B: Oh, sure They’re in that movie together What’s it called? A: Do you mean Wall Street? B: Yeah, that’s the one A: Well, I really prefer his comedies – like Men at work! B: Uh-huh Charlie Sheen’s brother is in that movie What’s his name again? A: Uh, Emilio Estevez (New Interchange, book 1, unit 5, p.101) 177 6.3.2 Problem and solution Host: Good morning You are listening to “the problem Panel” We invite you to call us with your problem I’m your host, Martin White Our two experts this morning are Dr Joseph Fields, a psychologist, and Dr Joan Burk, a social worker We have our first caller on the line Go ahead, please Gloria: Hi My name’s Gloria, and I have a problem with my mother–in-law She came to live with us three months ago I love her, but it’s very difficult She’s always criticizing me She doesn’t like my cooking, or the way I take care of the children Host: Ok Dr Fields, what advice you have for Gloria? Dr.Fields: Well, it’s a big change for everyone Have you talked to your husband about this? Gloria: Oh, yes Many times It’s very difficult for him Dr.Fields: I think you and your husband should go to see a family counselor It will be easier for you and your husband to talk about this problem with another person It can help you understand feelings each other And your mother-in-law’s Gloria: Thank you Host: Now let’s hear from Dr Burke Dr Burke: Gloria, I have a couple of ideas, but first, how big is your house? Gloria: We’re lucky It’s quite big Dr Burke: Well then, here’s a suggestion You could put in a little apartment for your mother-in-law You just need a small kitchen, bathroom, and a bedroom, with a small apartment in your house, she can feel independent, but she won’t be alone or lonely Remember, it’s a big change for her, too She needs to have something to Gloria: Hmm We could, but it’ll be expensive I don’t know… Host: I’m sorry, we have a lot of callers waiting Gloria, you’ve received some good advice from our experts I hope one of their suggestions works Gloria: Yes, thank you I’ll talk to my husband as soon as he gets home tonight (New Person to Person, book 2, unit 4, p 31-32) 178 REFERENCES Anderson, A.(1988) Listening Oxford: OUP Byrne, D.(1976) Teaching Oral English England: Longman Byrne, D.(1988) Focus on the Classroom Oxford: Modern English Publications Brown, G.(1977) Listening to spoken English NewYork: Longman Brown, H D.(2000) Principles of Language Learning and Teaching New York: Longman Buck, G.(2001) Assessing Listening Cambridge: CUP Blackwell, A and Naber, T.(2003) Know How: Book1 New York: OUP Celce-Murcia, M and Olshtain, E.(2000) Discourse and Context in Language Teaching: A Guide for Language Teachers NewYork: CUP Council of Europe Conseil de L’Europe (2001) Common European Framework of Reference for Languages Cambridge: CUP Collie, J and Slater, S.(1995) Listening New York: CUP Cunningham, S and Moor, P.(2001) New Cutting Edge: Elementary Students’ Book England: Longman Cunningham, S and Moor, P.(2001) New Cutting Edge: Intermediate Students’ Book England: Longman Doff, A.(1988) Teach English: A Training Course for Teachers CUP 179 Dinh Truong Sinh (2005) A Critical Look at the Teaching of Listening Comprehension at DIBA, HUFLIT Master Thesis – USSH-HCM City Gilbert, J B.(1984) Clear Speech: Pronunciation and Listening Comprehension in North American English: NewYork: CUP Harmer, J.(1991) The Practice of English Language Teaching New York: Longman Hutchinson, T.(1999) Life lines: Elementary Student’s Book New York: OUP Hartley, B and Viney, P.(1993) Streamline English: Connection: Students Book and Workbook New York: OUP Hartley, B and Viney, P.(1979) Streamline English: Connections NewYork: OUP Hartley, B and Viney, P.(1993) Streamline English: Destination New York: OUP Kasper, F L.(1994) “Using songs to Introduce Poetry to ESL Students” The Journal of the Imagination in Language Learning and Teaching 2: 1-2 Krahnke, K (1994) Teaching English As a Foreign/second Language Units 6-9; 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