Designing a sample supplementary material to teach listening for the textbook tieng anh 11

TABLE OF CONTENTS Contents Pages SUB COVER PAGE STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES AND CHARTS ABSTRACT I CHAPTER 1- INTRODUCTION 1.1 RATIONALE 1.2 AIMS OF THE STUDY 1.3 RESEARCH QUESTIONS 1.4 SIGNIFICANCE OF THE RESEARCH 1.5 SCOPE OF THE STUDY 1.6 STRUCTURE OF THE RESEARCH II CHAPTER 2- LITERATURE REVIEW 2.1 DEFINITION OF LISTENING 10 2.2 THE IMPORTANCE OF LISTENING SKILLS 10 2.3 NATURE OF LISTENING COMPREHENSION 12 2.4 THE PROCESS OF LISTENING COMPREHENSION 12 2.5 FACTORS AFFECTING LISTENING COMPREHENSION 13 2.5.1 TEACHING MATERIAL 14 2.5.2 LINGUISTIC KNOWLEDGE 16 2.5.3 CULTURAL BACKGROUND KNOWLEDGE AND 18 THINKING 2.5.4 STUDENTS’ PSYCHOLOGICAL OBSTACLES 19 2.6 COMMUNICATIVE APPROACH AND ITS FEATURES 20 2.7 LEARNER-CENTERED APPROACH 24 2.8 PRINCIPLES FOR SUCCESSFUL SUPPLEMENTARY 25 LISTENING ACTIVITIES 27 2.9 CHAPTER SUMMARY III CHAPTER - METHODOLOGY 3.1 MATERIAL USED FOR THE ANALYSIS 28 3.2 SELECTION OF PARTICIPANTS 28 3.3 METHODS OF DATA COLLECTION 3.3.1 QUESTIONNAIRES 29 3.3.2 INTERVIEW 30 3.4 METHODS OF DATA ANALYSIS 31 3.5 THE PROCEDURES OF THE RESEARCH 32 3.6 CHAPTER SUMMARY 33 IV CHAPTER - FINDINGS AND DISCUSSIONS 4.1 PERCEPTIONS OF STUDENTS/ TEACHERS TOWARDS 34 LEARNING LISTENING 4.2 REALITY OF LEARNING AND TEACHING LISTENING 39 WITH “TIENG ANH 11” 4.3 MEASURES SUGGESTED TO DESIGN A SUPPLEMENTARY 45 MATERIAL 4.4 DISCUSSION ABOUT SUPPLEMENTARY MATERIAL 53 DESIGN V CHAPTER - CONCLUSIONS 5.1 SUMMARY OF MAIN FINDINGS 58 5.2 IMPLICATION AND RECOMMENDATIONS 59 5.3 LIMITATIONS OF THE STUDY AND SUGGESTIONS FOR 61 FURTHER RESEARCH REFERENCES 62 APPENDICES LIST OF ABBREVIATIONS - Sts: students - Ts: teachers - EFL: English as a foreign language - CLT: Communicative language teaching LIST OF TABLES AND CHARTS List of figures Page Figure 4.1.1.: Perceptions of students/ teachers towards learning/teaching listening 34 Figure 4.1.2.: Students’ and teachers’ expectation before learning or teaching 36 listening Figure 4.1.3.: Students’/ Teachers’ expectation after learning/teaching listening 37 Figure 4.1.4.: Students’/ Teachers expectation to learn/teach listening 38 Figure 4.2.1.: Students and teachers’ perception toward the necessity of listening 39 parts in widening students’ understanding of the topic Figure 4.2.2.: Students’ and teachers’ evaluation on the attractiveness of listening 40 topics Figure 4.2.3.: Students’ and teachers’ evaluation on the contents of the listening 41 parts Figure 4.2.4.: Students’ and teachers’ evaluation on the vocabulary used in the 42 listening Figure 4.2.5.: Students and teachers’ evaluation on the level of grammar used in 43 the listening Figure 4.2.6.: Students’ and teachers’ evaluation on diversity of listening activities 44 Figure 4.2.7.: Students’ and teachers’ favorite techniques 44 Figure 4.3.1.: Students’/Teachers’ expectation to have the supplementary material 45 designed Figure 4.3.2.: Principles to design the supplementary material 49 Figure 4.3.3.: Supporting aids should be used 51 Figure 4.3.4.: Activities should be designed 52 Figure 4.3.5.: Type of supplementary material should be offered 52 ABSTRACT This study investigated the way to design the supplementary material to teach listening for the textbook “Tieng Anh 11” (Tieng Anh 11 Basic) on the hope of improvement of EFL learners’ listening comprehension of 11- grade students at high schools in Hue city A large number of 297 students and 15 teachers took part in answering the questionnaires and for the interview while there were only 10 students and teachers who answered questions of the interview After the interview and questionnaires, the researcher made an effort to analyze the result Then, attempts are made to design a supplementary material On top of that, feedback from students is invaluable to perfect the final product The pedagogical implications of the study are also discussed CHAPTER 1: INTRODUCTION 1.1 RATIONALE It is evident that languages play an integral part in international communication In order to boost the efficiency of the process of language learning and teaching, there have been a lot of studies in nearly all aspects One of the issues calling for our attention is how to improve the listening competence among students Developing the listening comprehension skill is important for students, especially in a communicative language environment where activities often revolve around interactions between English language learners Its importance can not be neglected As a consequence, there has been a lot of research carried in this burning issue However, they are just theoretically conducted In Viet Nam, Tieng Anh 11 published by Education Publishing House is currently used as the core textbook, in which we have basic skills presented: Reading, Speaking, Listening, and Writing All four skills are treated equally In my experience, students and teachers have the tendency to face certain problems in teaching and learning listening I hope to find out all the problems they may have and suggest solutions by designing a sample material In other cases, what if students as well as teachers of grade 11 need more practice in listening skills or just for a change? Or the teacher just simply needs stuff to test students’ listening skills Should they recycle listening audios in the textbook? Is there anything that the students are really interested in but has been properly exploited? Does teaching listening at school meet the students’ needs or aims? Are there any difficulties in learning and teaching listening at high schools? What need to be done improve the real situation of teaching and learning listening? Those questions and the real situation call for supplementary activities for graders and teachers of 11 And this is affirmed by Gloria, S et al (2010) that more and a variety of supplementary materials can be encouraged in English Speaking and Listening course besides standard syllabus to enhance strategy use and facilitate learning result Indeed, comprehending the spoken form of the target language is one of the most difficult tasks for the language learners yet it is probably the most neglected skill in teaching English as a second or foreign language It is also difficult to find materials for listening which are suitable with the curriculum in the market And it is out of my own ambition to design supplementary materials to teach listening for the textbook Tieng Anh 11 Hopefully, materials designed can partially help teachers as well students in their process of improving English listening skills Above are reasons why I would like to implement a research titled: “Designing a sample supplementary material to teach listening for the textbook “Tieng Anh 11”” 1.2 AIMS OF THE STUDY The study is aimed to: examine the factors responsible for the difficulties students and teachers encounter while teaching and learning listening at grade 11 identify what supplementary materials are required to help solve their problems 1.3 RESEARCH QUESTIONS Below is the research questions that I hope to shed light on through my research: What problems both teachers and students encounter when teaching and studying listening with the textbook “Tieng Anh 11”? What should be included in a sample listening supplementary material to teach listening for the textbook “Tieng Anh 11”? What are teachers and students’ evaluation of the supplementary material which was piloted teaching? SIGNIFICANCE OF THE RESEARCH The significance of the research is to: improve the public understanding of the current difficulties that teachers and students of grade 11 at some high schools in Hue city meet on their way to study and teach listening skill raise educators’ awareness of the need to adopt supplementary activities to teach listening for the textbook “Tieng Anh 11” produce a sample supplementary material The research focus is on the textbook “Tieng Anh 11” and the tasks provided in Listening sections as well as its content are also employed for analysis when and if appropriate The study just makes an initial attempt to conduct a small-scale analysis of the textbook 1.5 SCOPE OF THE RESEARCH This research is focused on having a deep understanding of difficulties that teachers and students encounter while they are studying and teaching the textbook “Tieng Anh 11” so that we can make some improvements by designing the supplementary materials It is targeted at students and teachers of 11 grade at high schools in Hue City 1.6 STRUCTURE OF THE RESEARCH Overview of current research on a number of issues related to foreign language textbooks in terms of their cultural content is provided in Chapter The methodology used in this study is presented in Chapter The attempts to design a supplementary material are found at the end of Chapter The results and discussion of main findings and the conclusions and suggestions for further study are given in Chapter Chapter 1: Introduction: General Introduction/Background, Aims of the study, Significance of the Research, Research Questions, Scope of the Study and Structure of the Research Chapter 2: Literature Review: Summarize what is already known and researched on the topic Chapter 3: Methodology: Instrument/Measures Used, Method of Data Collection, and Data Analysis Chapter 4: Findings and discussion: Present findings Use visuals (tables and figures) and highlight important statistics in the text Chapter 5: Conclusion: Summary of Major Findings, recommendations, future research CHAPTER 2: LITERATURE REVIEW Beginning in the early 70's, attention has been brought to the role of listening as a tool for understanding and emphasized as a key factor in facilitating language learning Indeed, the issues of listening have been researched for a long time starting with famous works by Asher, Postovsky, Winitz…and so on Thus, listening has emerged as an important component in the process of second language acquisition 2.1 DEFINITION OF LISTENING Listening is the capability to identify and understand what others are saying This involves understanding a speaker's accent or pronunciation, grammar and vocabulary, and comprehension of meaning An able listener is able to these four things simultaneously It was defined that "active listening" goes beyond comprehending as understanding the message content to comprehension as an act of empathetic understanding of the speaker Furthermore, it is argued that empathy is essential to listening and that it is more than a polite attempt to identify a speaker's perspectives Rather more importantly, empathetic understanding expands to "egocentric prosocial behavior" Thus, the listener acknowledges concern for the speaker's situations Especially, listening was also defined as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that both writing and reading demand 2.2 THE IMPORTANCE OF LISTENING SKILLS Developing the listening comprehension skill is important for students, especially in a communicative language environment where activities often revolve around interactions between English language learners According to Brown, H D (2001), students with well-developed listening comprehension skills are able to participate more effectively in class For this reason, listening comprehension practice positively influences second language learning Listening skills play an 10 There is a difference in students and teachers’ choice of whether we should maintain the theme but more topics relating to the theme should be added Perhaps, as we are aware, it is mentioned in the teachers’ book that the course book are theme-based All parts of the units focus on one theme Interview question What are criteria to design the supplementary material? The supplementary material should follow what criteria? Here are some excerpts from students’ and teachers’ interview Some students claim: “Teachers teach listening in a monotonous way They just ask us to look at the textbook, listen to the tape and the listening exercises individually This happens when it comes listening periods We find no stimulus to studying listening actively They may not know that we need to breathe something new for a change Working with my partner(s) is, for example, for small but helpful change” Another student adds: “Usually, warm-up and post-listening parts are deleted We just listen and listen Who knows? A small game may arouse our spirits” Or “it seems that PowerPoint is a luxurious thing in listening periods We spent more than 12 listening periods but never have we seen a slide in our listening ones Listening periods not entail only listening to the content in the book; we are dying for songs, films…” And “Indeed, the teacher seems to get tired from their grammatical lessons but they not pay any attention to listening Maybe I am myself ambitious but I would love to listen to something new interesting related to the units in the book” Some teachers said: “I think we should help students to get away from the reference book or at least less rely on it So activities in the textbook should be redesigned” Another expressed his deep insights: “I can realize the students’ boredom in listening periods I have tried several ways to cope with this such as: add more visual aids or Sts to bring their favorite song each week This really helps However I not have much time “As you know, according to the Ministry of Education and Training, the books follow a set theme And I think we should base on it It is acceptable that we can add, and supplement a topic but skip or delete, change the theme should not be done” The teachers think that in particular the 50 students’ listening skills and their competence in general are still low And “teachers should provide students with new words and new grammar” Question 15: What supporting aids should the teacher use? 100 90 80 Percentage 70 a b c d 60 50 films songs visual aids posters 40 30 20 10 Figure 4.3.3.: Supporting aids should be used Answering question numbered 13, 228 students think that the teachers should use visual aids to make the lessons more attractive And 176 students choose songs to ingrate into the lesson 96 students agree that films should be used while teaching listening A minority of students would love to watch films while listening Visual aids are also the most preferred option As we can see from the figure 4.14, there are some similarities between students’ and teachers’ choice when visual aids are the most favorable option Less favorable choices are songs and films respectively “Posters” is the least chosen 51 Question 16: Which activities should be designed? 100 90 80 Percentage 70 60 a b c d 50 40 Individual Pair work Group work Collaborative teams 30 20 10 Figure 4.3.4.: Activities should be designed As the activities should be varied, teachers should implement group work into teaching A little more than half of the students think that a supplementary listening material should corporate more pair work activities, just a small number of students choose “individual and collaborative teams” For teachers, students’ working in groups and pairs is among two tops of four options Question 17: What type of supplementary material should be offered to students? 100 90 80 a Book b Additional handouts attached to the textbook c Tapes Percentage 70 60 50 40 30 20 10 Figure 4.3.5.: Type of supplementary material should be offered 52 As we can see from the figure below, majority of students come up to an agreement to attach additional handouts attached to the textbook rather than make it into a book, or record the tape 4.4 DISCUSSION ABOUT SUPPLEMENTARY MATERIAL DESIGN In an aim to design the supplementary materials based on students’ needs, the researcher has carried out a large-scale survey on ESL students and teachers who are learning and teaching English at some several high schools in Hue city This survey has gained meaningful outputs to discuss It must be emphasized that there is a lack of teachers’ investment of diligence, and consideration in listening skills If fact, in consideration with other skills, listening is less paid attention to It can be said from the survey that in listening periods, students not feel motivated because teachers deliver the lecture in a monotonous way As discussed above, students complain that there is no change in those periods Students not see any visual aids, let alone Power Point slides Furthermore, in contrast to my own belief and hypothesis, topics are not ALL boring Indeed, most students think that some topics are interesting Just some of them are boring Once again, the main problem is that there is a lack of investment in listening skills The survey reveals that most teachers in their daily teaching concentrate too much on other skills and neglect listening skills Therefore, the supplementary material should be designed focusing on making listening more attractive to meet the students’ needs That is to say, some principles provided in the questionnaires will be adopted I would like to list them as follows: a we should maintain the theme but more topics relating to the theme should be added b its vocabulary should be in connection with that in the textbook c the grammar should be simple d more tasks and activities ought to be added e slides, videos and visual aids should be made use of 53 To make it clear, I will explain basic principles more in detail with specific examples given For boring topics such as Unit The post office, we can replace it with a new one of the same topic or of the different topic but of a main theme It is best that the replaced one should be in connection with other parts of the units It should be about the Post Office Ideally, it is better that it relates to other units in the textbook For example, a phone call to the Post Office from a customer to ask about the services provided by the Post or to talk about a recent subscription to a newspaper The survey indicates that most students believe that the difficulty of listening in the textbook “Tieng Anh 11” lies on the vocabulary So if replaced, the new listening must have the vocabulary in connection with other parts of the units Not so many new words are added Another obstacle that needs removing is that the grammar is complex The replaced one ought to contain structures that students have already learnt before For units, there is no need in replacing them but supplement However, like replaced ones, those units call for visual aids, videos and slides use Furthermore, more tasks and techniques should be varied up to students’ expectation This requires much time from the teachers Hence, the well-prepared supplementary material is very useful Here is the sample of the material which is supplementary to Unit 16 The wonders of the world As mentioned in the interview, the students all love this unit thanks to the interesting topic And they would like to see a change in activities More techniques will be added No longer will they be all alone through activities Pair work, and group work will be made use of Prelistening esp warm-up and post-listening activities will be added And there is some changes to the tasks in the textbook A list of vocabulary is included in the supplementary material Here is the supplementary material in hope that you will understand the change 54 SAMPLE SUPPLEMENTARY MATERIAL TIENG ANH 11 UNIT 16 THE WONDERS OF THE WORLD C- LISTENING (Designed by Pham Thi Quynh Tram) I Pre-listening Warm-up: Find the keyword (Groupwork) W H C H I N A O N D E R W O R L D G I Z A E R I T A S G E Key word: W A A L G E L T  GREAT WALL Lead-in: Vocabulary: • Man-made = artificial (adj): nhân tạo • Magnificent[mæg'nifisnt] (adj) lộng lẫy, tráng lệ Magnificence (n) • significant[sig'nifikənt] (adj) quan trọng Significance (n) tầm quan trọng • Dynasty (n) ['dinəsti] triều đại • Ancient['ein∫ənt](a) cổ đại>< new • Stone roadway[stoun 'roudwei] (n) lòng đường đá 55 R Checking vocabulary: Rub out and remember II While-listening: Task 1: Listen and decide whether the following statement is T/F: (Individually) We can not see the Great Wall of China from the moon It was mostly built during the Ming Dynasty Its construction started in the 13th century It stretches for about 6.000 km A visit to the Great Wall bring tourists great shock Task Game: Lucky number- Listen again and choose the correct answers (Group work) How many provinces does the wall cover? A C.6 B.5 D.7 Why is it considered one of the greatest man –made wonders in the world?  Because of its……………………………………………………………… A Height and old age C Heritage and culture B Shortage and significance D Magnificence and significance When did the ancient Chinese finish building the Great Wall? A 1438 C 1688 B 1568 D 1778 Which part of the wall is the best choice for visit?  The part of the ………….of Beijing of the wall is the best choice for visit because it is still in its original state A Southeast B Northeast C Northwest 56 D Southwest III Post-listening: Asking and answering about THE GREAT WALL OF CHINA (Pair work) THE GREAT WALL OF CHINA THE GREAT WALL OF CHINA Year of recognition as the World Heritage: 1987 Year of recognition as the World Heritage:…… Dynasty: ……… Year of construction: 1368 Duration of construction ……… years Height: 11m Length: ………km A Dynasty: Ming Year of construction: ……… Duration of construction in 200 years Height: ………m Length: 6.000 km B 57 CHAPTER V: CONCLUSION There is a famous saying which goes: “We were given two ears but only one mouth because listening is twice as hard as talking” Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effective listeners In the communicative approach to language teaching, this means modeling listening strategies and providing listening practice in authentic situations: those that learners are likely to encounter when they use the language outside the classroom Overall, when designing lessons and teaching materials to further develop listening comprehension skills, students need to be motivated and stay motivated This is best accomplished by determining the suitability of the listening materials, the techniques used in classroom teaching, and the use of authentic materials 5.1 SUMMARY OF MAIN FINDINGS This study is by no means a thorough and detailed piece of research on designing the sample supplementary material to teach listening for the textbook “Tieng Anh 11” It is just aimed at fully understanding the perceptions of learning/teaching listening of teachers and students and reality of teaching and learning listening at high schools as well as the needs and principle to design the supplementary material to teach listening for the textbook “Tieng Anh 11” Thanks to the research instruments of questionnaires and interviews, the researcher can collect valuable information In terms of perceptions of students and teachers towards learning and teaching English listening skill, it is obvious that the students and teachers believe teaching and learning English listening skills is important And clearly, students and teachers lay much emphasis on explaining vocabulary before listening so that new words not cause any difficulty in understanding the script In contrast, there is a sharp difference between teachers and students’ thoughts of providing some knowledge on the topic beforehand Surprisingly, both teachers and students not expect the understanding of the whole unit through listening as in some units the 58 listening not go along well with the other parts of the unit The best source to learn/study English listening is a combination of the supplementary material and the textbook Regarding reality of learning and teaching listening with “Tieng Anh 11”, it is found out that a large number of students and teachers not think that listening topics are unattractive And the contents of listening parts are not too hard to be understood But the vocabulary which is not recycled in other parts of the textbook causes difficulties And grammar is difficult as some structures are not so popular Another disadvantage that needs overcoming is that techniques are not diverse enough Another important part of the study is suggestion of measures to design a supplementary material Briefly, the suggestion is based on the core principles: The theme set out in the textbook must be remained no matter what, but topics relating to the theme can be added Visual aids, films and songs should be exploited to make the lesson more interesting Pair work activities should be paid careful attention as most students would like to work in pairs rather than individually When redesigning activities, students would prefer the handouts rather than a complied book 5.2 IMPLICATIONS AND RECOMMENDATIONS Given the importance of listening in language learning and teaching, it is essential for language teachers to help their students become effective listeners The following are helpful implications: By activating a context, we can make the listening relevant to real or we can use more authentic material, highlighting conversational features In fact, the material should be similar to their real life Before the selection of suitable supplementary materials, teachers should have a clear conception of students’ learning background, interests and competency of the language so that the teachers can know the best way to deliver proper teaching ways to their students 59 Listening comprehension is a complex activity involving a large number of different skills and activities None of monotonous kinds of exercises can possibly satisfy the needs of most students So, English teachers should have a large variety of different exercises designed to give practice Moreover, listening should be taught with motivation, interest and variation so teachers can keep their students’ interest in it Good listening lessons are not the listening task itself with related activities before and after the listening They should follow the model structure below: Before Listening: Prepare your learners by introducing the topic and finding out what they already know about it A good way to this is to have a brainstorming session and some discussion questions related to the topic Then provide any necessary background information and new vocabulary they will need for the listening activity - During Listening: Be specific about what students need to listen for: selective details or general content, or for an emotional tone such as happy, surprised, or angry - After Listening: Design an activity to extend the topic and help students remember new vocabulary This may be in forms of a discussion group, craft project, writing task, game, etc The Ps- Presentation, Practice and Production should be fully applied The teachers should employ visual aids, songs, videos and so on More tasks should be added or adapted in groupings of pair work or group work We should actively teach micro-skills or sub-skills and strategies containing features of connected speech such as weak forms, contractions, elision, and assimilation to practice identifying words in continuous speech or words in stressed or unstressed positions Similarly, we should actively encourage learners to adopt successful strategies, ways of coping when they don't understand something 60 5.3 LIMITATIONS OF THE STUDY AND SUGGESTIONS FOR FURTHER RESEARCH 5.3.1 LIMITATIONS OF THE STUDY Although this research was carefully prepared, I am still aware of its limitations and shortcomings - The researcher cannot cover all the schools in Hue city The research will therefore be restricted to schools only - Second, the population of the teachers is small There is only 15 teachers attending the research This is considered to be quite low in comparison with number of students and might not represent the majority of the teachers 5.3.2 SUGGESTIONS FOR FURTHER RESEARCH Simply because of time constraints, I was unable to explore all the issues that have come up in this study However, if I had more time, I would explore the following things: a The design of the supplementary material to all listening parts in the textbook “Tieng Anh 11” b The design of the supplementary material to all listening parts in the textbooks “Tieng Anh 10” and “Tieng Anh 12” c The design of other supplementary material to other skills of the series of textbooks 61 REFERENCES Blumberg, P (2004) Beginning journey toward a culture of learning centered teaching Journal of Student Centered Learning, 2(1), 68-80 Brown, H D (2001) Teaching by principle– an interactive approach to language pedagogy Addison Wesley Longman: New York Gilmore, A (2007) Authentic materials and 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