Điều tra về cách giáo viên tiếng anh thực hiện các hoạt động nghe trong sách giáo khoa tiếng anh 12 để phát triển kỹ năng nghe cho học sinh ở các trường thpt tại huyện hương trà tỉnh thừa thiên huế

TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF ABBREVIATION .5 LIST OF TABLES LIST OF FIGURES LIST OF APPENDICE .8 ABSTRACT CHAPTER 1: INTRODUCTION 10 1.1 Background of the research 10 1.2 Purposes of the research .11 1.3 Research questions 12 1.4 Significance of the study 12 1.5 Scope of the study .13 1.6 The organization of the thesis .13 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 14 2.1 Prior studies related to the research 14 2.2 Theoretical Background 16 2.2.1 Listening skill and its features .16 2.2.1.1 Definition of listening 16 2.2.1.2 The roles of listening in foreign/ second language acquisition .18 2.2.1.3 Sub-skills involved in listening .19 2.2.1.4 The listening stages 20 2.2.1.4.1 The pre-listening stage 20 2.2.1.4.2 The while-listening stage 21 2.2.1.4.3 The post-listening stage .22 2.2.1.5 Listening strategies 22 2.2.1.5.1 The principles for teaching listening 22 2.2.1.5.2 The top-down and bottom-up strategies 24 2.2.1.6 Factors affecting EFL learners‟ listening skill 25 2.2.1.6.1 The Message 25 2.2.1.6.2 The Speaker 26 2.2.1.6.3 The Listener 27 2.2.1.6.4 Physical Setting 27 2.2.2 Textbooks and the role of textbooks in a language program .28 2.2.2.1 What is a textbook? .28 2.2.2.2 The role of textbook in a language program 28 2.2.3 Textbook Adaptation 29 2.2.3.1 What is textbook adaptation? 29 2.2.3.2 Why adapt a textbook? 30 2.2.3.3 Techniques of adaptation 31 CHAPTER 3: RESEARCH METHODOLOGY 34 3.1 Kinds of research and research approaches 34 3.2 Participants 35 3.3 Data collection methods .37 3.3.1 Questionnaires .37 3.3.2 Interviews .38 3.3.3 Class observation 38 3.4 Procedures of collecting data 39 3.5 Data analysis methods 40 CHAPTER 4: FINDINGS AND DISCUSSION 41 4.1 Teachers‟ and students‟ responses on the difficulties in teaching and learning listening skill 41 4.1.1 Teachers‟ and students‟ responses on the importance of listening skill in comparison with other skills 41 4.1.1.1 Learning listening skill from teachers‟ perspective 42 4.1.1.1.1 Teachers‟ thinking about learning listening skill 42 4.1.1.1.2 Teachers‟ attitude towards learning listening skill 43 4.1.1.2 Learning listening skill from students‟ perspective 44 4.1.1.2.1 Students‟ thinking about learning listening skill 44 4.1.1.2.2 Students‟ attitude towards learning listening skill 45 4.1.1.3 Teachers‟ perspective on factors influencing students‟ motivation and interests in listening lessons 46 4.1.2 Difficulties in teaching listening skill from teachers‟ perspective 48 4.1.3 Difficulties in learning listening skill from teachers‟ and students‟ perspective 49 4.1.3.1 Difficulties in learning listening skill from teachers‟ perspectives 49 4.1.3.2 Difficulties in learning listening skill from students‟ perspectives 51 4.2 Teachers‟ and students‟ evaluation on the listening parts designed in the textbook Tieng Anh 12 .52 4.2.1 Teachers‟ evaluation on the listening parts designed in the textbook Tieng Anh 12 52 4.2.2 Students‟ evaluation on the listening parts designed in the textbook Tieng Anh 12 53 4.3 The realities of implementing listening activities in the textbook Tieng Anh 12 at high schools in Huong Tra district 54 4.3.1 The support of teaching aids in listening classes 54 4.3.1.1 Students‟ perception for using teachers‟ teaching aids in teaching listening 55 4.3.1.2 The frequency of using teachers‟ teaching aids in teaching listening 56 4.3.2 Teachers‟ implementation of listening activities in the textbook Tieng Anh 12 57 4.3.3 Activities carried out in listening periods 59 4.3.3.1 Activities in the pre-listening stage .59 4.3.3.2 Activities in the while-listening stage 60 4.3.3.3 Activities in the post-listening stage .62 4.3.4 Adaptation that teachers make to motivate students in learning listening skill 63 4.3.4.1 Adaptation that teachers make to motivate students in learning listening skill 63 4.3.4.2 Adaptation that the students want to have in listening classes 65 CHAPTER 5: CONCLUSION AND IMLICATIONS 67 5.1 Conclusion 67 5.2 Implications 70 5.2.1 Students 70 5.2.2 Teachers .70 5.2.3 For the Educational Authorities 72 5.3 Limitations 73 5.4 Suggestions for further research 73 REFERENCES 74 APPENDICE LIST OF ABBREVIATION EFL: English as a foreign language LIST OF TABLES Table 3.1: Students‟ Background Information Table 3.2: Teachers‟ Background Information Table 4.1: Teacher‟s attitude towards learning listening skill Table 4.2: Students‟ attitude towards learning listening skill Table 4.3: Difficulties in teaching listening skill Table 4.4: Difficulties in learning listening skill from teacher‟s perspectives Table 4.5: Difficulties in learning listening skill from students‟ perspectives Table 4.6: The support of teaching aids in the listening classes LIST OF FIGURES Figure 4.1: Teachers‟ thinking about learning listening skill Figure 4.2: Students‟ thinking about learning listening skill Figure 4.3: Factors influencing students‟ motivation and interests in listening lessons Figure 4.4: Teachers‟ evaluation on the listening parts designed in the textbook Tieng Anh 12 Figure 4.5: Students‟ evaluation on the listening parts designed in the textbook Tieng Anh 12 Figure 4.6: The frequency of using teachers‟ teaching aids in teaching listening Figure 4.7: Teachers‟ implementation of listening activities in the textbook Tieng Anh 12 Figure 4.8: Activities in the pre-listening stage Figure 4.9: Activities in the while-listening stage Figure 4.10: Activities in the post-listening stage Figure 4.11: Adaptation made to motivate students in learning listening skill Figure 4.12: Adaptation that the students want to have in listening classes LIST OF APPENDICE Appendix 1A: Research questionnaire (for students) Appendix 1B: Bảng câu hỏi điều tra (Dành cho học sinh) Appendix 2: Research questionnaire (For teachers) Appendix 3A: Interview (For students) Appendix 3B: Câu hỏi vấn (Dành cho học sinh) Appendix 4: Interview (For teachers) Appendix 5: Observation sheet ABSTRACT The project “An investigation into how English teachers implement listening activities in the textbook Tieng Anh 12 to develop students‟ listening skill at high schools in Huong Tra district, Thua Thien Hue province” has been carried out with a view to providing the effectiveness of teaching and learning listening skill for twelfth graders It aims at finding out (a) difficulties that teachers and students meet in teaching and learning listening skill with the textbook Tieng Anh 12, (b) the evaluation of teachers and students on listening parts and activities designed in the textbook Tieng Anh 12, (c) the teachers‟ implementation of listening activities in the textbook Tieng Anh 12 to improve listening skill for their students and (d) possible solutions as well as suggestions to overcome the difficulties and improve the results of listening teaching Qualitative and quantitative methods were used to collect and analyze the data of the questionnaires, interviews and class observation from 200 twelfth graders and teachers at four high schools in Huong Tra district The findings contain: (1) the biggest difficulty that both teachers and students meet in learning listening is due to students‟ lack of the background knowledge and ability of English; (2) most of listening parts designed in the textbook Tieng Anh 12 were evaluated acceptable except for the content and topic of listening texts; (3) the implementation of listening activities are different in listening classes; (4) some adaptation of listening activities has been made to make them suitable to the students‟ levels Based on the findings, some suggestions are drawn out not only for students and teachers to have better results in listening learning and teaching but also for educational authorities for more appropriate consideration into listening issue Much effort is put forth by the research with the hope of contributing to the improvement of the process of learning and teaching listening skill at high schools CHAPTER 1: INTRODUCTION This chapter provides an overview of the thesis including the background of the research, the purpose and significance of the study In addition, the research questions and the overall organization of the thesis are also stated in this chapter 1.1 Background of the research The society is more and more developing and the international communication becomes more and more necessary Therefore, the need of the second language acquisition is put to learners Together with many great developments that are visible in almost every aspect of today‟s increasingly changing world, so far there have also been a lot of innovative approaches to language learning and teaching in general and second language acquisition in particular Indeed, there goes the time when the proficiency level of second language learners was mainly measured by their grammatical competence Nowadays, it has become widely accepted that communicative competence should be the goal of language education, central to good classroom practice Thus, in their research on factors that contribute to success in English teaching, Davies and Pearse (2000) stated, “The main test for real success in teaching and learning should be whether or not the learners can communicate at all in English” To achieve a second language completely, learners have to master all four skills, including: listening, speaking, reading and writing As a result of the change in attitude and mindset, in comparison with the other language skills, the skill of listening has growingly been considered an especially important aspect of English communication However, to many second language learners, listening has also been a difficult and boring subject It takes much time and energy to make progress in this skill According to language teachers, the reasons for this consist of both extrinsic factors (such as teachers‟ instruction before listening, tape quality or noise, etc…) and intrinsic ones (for example, lack of motivation or background knowledge of the target language, and so on) For listening teachers, it is a real challenge to get students involved in their listening lessons Is listening skill a difficult one to master? Do we have any 10 100% 90% 80% 70% 60% 50% 40% 30% Never 20% Rarely 10% Sometimes Often Always Pl a y Lis te nin gf or fun (so ngs ing , fi gam lm es s, n Or r e ew der late s… ing d to ) the l i ste pi c n ing tur Ge es/ t tin e v g th en t Tru s em e / ain F al Tra ide se nsc a st a rib tem i ng No ent t in wo s gd rd ow b y Do nm wo i ng rd iss ext ing rawo li st rds eni ng tas ks 0% Figure 4.11: Adaptation made to motivate students in learning listening skill The data analysis indicated that the majority of the teachers had an awareness of motivating the students in teaching listening skill and applied some kinds of activities that motivated the students However, they did not use them frequently 50% of the teachers (4 teachers) sometimes get the students to listen for fun (songs, films, news…) They knew that songs were able to motivate the students to learn listening; however, they did not have much time for the tasks in the textbook Therefore, they could not have the students listen for fun so often teachers out of (accounting for 37.5%) agreed that they sometimes asked the students to play games related to listening From the interview, this can be explained that: “Games will make the students excited but it is rather difficult to choose a game suitable to the listening content.” With “ordering the pictures or events” activities, only teachers out of (25%) sometimes use since it is not easy to find out pictures appropriately Meanwhile, 50% of the teachers (4 64 teachers never use “getting the main idea” activity They also added that the students were weak at listening, the students often encountered obstacles in listening for general ideas; therefore, the teachers often got the students to listen to specific information On the other hand, with “True/ False statements” activity, 12.5% of the teachers responded “always”, 37.5% said “often”, 50% said “sometimes” The reason for this is that it was easy to design True/ False statements and the students got used to this kind of exercise It is surprising that no teacher asks the students to listen and transcribe word by word With “noting down missing words” activity, 62.5% of the teachers sometimes apply in the listening classes This kind of activities was said to be suitable to the students‟ levels Only 25% of the teachers sometimes give extra-listening tasks 4.3.4.2 Adaptation that the students want to have in listening classes Activities that the students feel motivated in the listening lessons will be discussed in this section The opinions to the questions: “What kinds of activities in listening periods you find interesting” was collected and demonstrated in the figure 4.11 Listening for fun (songs, films, news…) 100 Playing games related to listening 90 80 Ordering the pictures/ events 70 Getting the main idea 60 50 True/ False statements 40 30 Transcribing word by word 20 Noting down missing words 10 Doing extra-listening tasks Figure 4.12: Adaptation that the students want to have in listening classes 65 As for the students, the results of data analysis in the above figure, the percentage of the students who are interested in listening for fun (songs, films, news…) accounts for 78% They expressed that when they were listening to songs, they had no pressure, so they were comfortable in listening and the learning seemed to be more effective In addition, up to 184 students out of 200 (accounting for 92%) admitted that they liked playing games related to listening They explained that games made them relaxed and excited before listening to the text and doing tasks Nearly half of the students like “ordering the pictures or events” (69%), “getting the main idea” (51%) and “True/ False statements” (64%) They added that those kinds of the activities appeared to be familiar with them and they knew how to them On the other hand, a few students (9%) felt like listening and transcribing word by word They said that this activity was difficult and they could not follow the speed of the listening text With “Noting down missing words”, 66 students out of 200 (33%) loved doing and only 12 students (6%) were fond of doing extra-listening tasks In summary, this chapter showed the findings and discussion of the research “An investigation into how English teachers implement listening activities in the textbook Tieng Anh 12 to develop students’ listening skill at high schools in Huong Tra district, Thua Thien Hue province” and gave significant results that benefit for teaching and learning listening skill basing on the textbook Tieng Anh 12 at four high schools in Huong Tra district Finding out the difficulties in teaching and learning listening skill for the twelfth graders and the realities of implementing listening activities in the textbook Tieng Anh 12 help the teachers realize which factors preventing the students from learning listening skill and minimize the obstacles and design teaching lesson plans appropriately and improve their teaching methods effectively and successfully Based on the findings, the next chapter reveals some recommendations to students, teachers and educational authorities 66 CHAPTER 5: CONCLUSION AND IMLICATIONS This chapter starts with a summary of the findings and their implications for the improvements of teachers‟ and students‟ implementation of the listening activities designed in the textbook Tieng Anh 12 at high schools in Huong Tra district, Thua Thien Hue province The contribution and limitation of the study are discussed accordingly The chapter ends with the suggestions for further studies 5.1 Conclusion Teaching and learning listening skill are really challenging to both teachers and students Listening skill is believed to be one of the most difficult skills to master Moreover, listening sometimes does not receive the appropriate attention of the teachers and students; therefore, teaching and learning listening skill has become more and more difficult Both teachers and students have faced up with multiple obstacles such as students‟ mixed abilities, the large classes, poor and inconvenient equipments, unsuitable methods, etc… Therefore, the teachers have to find out suitable methods to teach listening skill effectively The investigation into how the English teachers implement listening activities in the textbook Tieng Anh 12 will help them have a better insight whether their current teaching methods are suitable or not and what adaptation should be made to improve their twelfth graders‟ listening skill This research paper ends with some suggested adaptations to motivate twelfth graders in learning listening skill Luckily, the investigating process received so much support of the teachers and the twelfth graders at four high schools in Huong Tra district, Thua Thien Hue province Thanks to the precious evaluation collected from the interviews, questionnaires and observation sheets were adjusted so as to overcome the shortcomings in the investigating process Regarding to the research question 1, the study shows that the students meet a lot of difficulties in learning listening skill In the first part, the paper confirms that both teachers and students admit the importance of listening skill in comparison with other skills The high percentage indicated that they had a positive view of learning 67 listening skill Although a number of the students not feel motivated in learning listening skill and doing the tasks in the textbook, they like listening to songs, playing games or doing free activities without doing tasks Almost all the students (88.5%) hate listening because it is too difficult, which makes them less motivated in learning listening skill Also, with reference to difficulties in learning listening skill, all of the teachers accepted that their students were not familiar with the native speaker‟s voice Moreover, up to 75% of the teachers said that the difficulties that their students encountered in listening were due to the lack of the background knowledge and ability of English However, there are a minority of the teachers who thought the students did not know how to listen to the tasks effectively and because of the tape quality as well as the noise outside classroom Furthermore, a significant number of the students agreed that they were not familiar with the native speaker‟s voice, so they could not realize what the speakers were saying In addition, many students admitted that they did not know how to listen to tasks effectively, and claimed that their teachers did not give them clear instructions One more obstacle that the students meet in learning listening is being lack of background knowledge and limited English proficiency Nearly half of the students believed that the noise outside classroom prevented them from listening effectively Only a minority of the students thought that the tape quality created difficulties in their listening learning Regarding the research question 2, the research has found relatively similar evaluation from the teachers and students The majority of the respondents thought that pictures, illustrations, tasks, tape quality, voices and length of listening texts were rather good or average However, nearly half of the teachers and the students assessed the content and topics bad Only a few students (26%) believed the length of the listening texts was bad It could be concluded that most of listening parts designed in the textbook Tieng Anh 12 were acceptable but the content and topic of listening texts should be changed 68 Concerning the research question 3, the research indicated that most of the teachers investigated used activities designed in the textbook Tieng Anh 12 A large number of the teachers have used teaching aids in their listening classes but occasionally traditional ones such as board, chalk, textbook, picture With hi-tech teaching aids such as computers, projectors, there is a limitation in using to support in listening lessons Moreover, half of the teachers sometimes use only the textbook and its procedure without creating or designing other listening activities Other teachers take advantage of the procedure in the textbook and sometimes add more activities Several teachers replace some inappropriate parts with other activities to make them suitable to the students‟ abilities Meanwhile, many teachers omit difficult tasks or use other materials to arouse the students‟ interest To listening stages, most of the teachers carried out two first stages rather well and methodically The pre-listening stage is with pre-teaching vocabulary, True/ False prediction, open prediction, brainstorming In the while-listening stage, the teachers often play tapes and let the students listen and the tasks in the textbook However, the post-listening stage receives very little attention of the teachers Most listening lessons end at while-listening stage when tasks are completed In relation to the research question 4, most of the teachers agreed that the students were interested in listening to songs, playing games, doing free activities without doing tasks The activities that they are familiar are True/ False statements, ordering pictures and gap-filling However, the minority of the students want to extralistening tasks and listen to transcribe word by word To use the textbook Tieng Anh 12 effectively, there needs a lot of efforts from the teachers in adapting some tasks or using other materials to replace some inappropriate parts so that the students can improve their listening skill In brief, this research paper brings to the forefront an overall picture of implementing listening activities in the textbook Tieng Anh 12 at high schools in Huong Tra district, Thua Thien Hue province It emphasizes that lack of background knowledge and ability of English is the biggest obstacle in learning listening skill; therefore, the implementation of listening activities in listening 69 classes appropriately has to be taken into consideration with great efforts from the teachers and the positive cooperation from the students As shown in the findings, most of the teachers had an awareness of teaching listening skill effectively and potentials were proved positively However, adaptation of listening activities to make them suitable to the students‟ levels has not been carried out regularly and properly; therefore, much effort and enthusiasm will be needed to gain this goal 5.2 Implications As mentioned above, using listening activities designed in the textbook Tieng Anh 12 has been implemented to improve the students‟ listening skill at four high schools in Huong Tra district However, there still exist some avoidable limitations From the findings and discussion, the research presents a number of issues and suggestions with the hope to contribute the promotion of students‟ listening learning results 5.2.1 Students From the research, many suggestions were drawn out for students in order to be successful language learners Firstly, the students need to be aware of the importance of listening skill in comparison with others From that, they pay more attention to practicing listening skill at school and at home They should be taught to be responsible for their own learning Next, students should know how to kinds of tasks such as True/ False statements, gap-filling, comprehension questions, etc Besides, they should spend more time practicing listening skill at home with high frequency by listening to international news, foreign films, etc…to get familiar with the native speaker‟s voice 5.2.2 Teachers The effectiveness of teaching and learning listening skill requires not only the effort from students, the main subjects of the learning process, but also the efforts from teachers who take the role of the instructors as well as the facilitators in students‟ 70 listening learning process The teachers help students orient the learning goals and instruct them how to learn listening skill effectively Teachers should have an awareness of the importance of listening skill in comparison with other skills in EFL learning and daily communication It is the awareness that makes them pay more attention to improving students‟ listening skill In addition, the teachers have to develop more global perceptions on the importance of listening skill for themselves, for all of their students as well as for students‟ parents At the beginning of the school year, the teachers should have seminars with colleagues to discuss what should be taught and what should be adapted in listening lessons This will create the consistency in the process of teaching listening at high schools Moreover, the teachers had better share experiences in methods of teaching listening and textbook adaptation so that they can achieve the best result in teaching Besides, the teachers should focus on motivating students in learning listening The teachers should adapt some difficult tasks in the textbook in an easier way so that they are more suitable to their students‟ levels Moreover, teachers can carry out interesting activities in pre-listening stage such as predicting what they are going to listen to or playing a game related to the topic of the listening text This will make the class atmosphere more exciting and prepare for students to listen to the listening text Teachers should regulate the teaching time properly All the three teaching stages in listening lessons are really important; therefore, teachers should pay more attention to all of them If they have a good time management, they will have enough time to carry out the post-stage This can avoid leaving activities in post-listening stage for students to at home Also, the teachers should replace some difficult and strange contents of the listening texts The objectives of teaching listening skill are helping students know how to listen and practicing students‟ listening skill, not asking them to know and learn by 71 heart the contents of the listening texts Therefore, there is a suggestion that the teachers should use some interesting listening texts from supplementary materials to replace difficult ones in the textbook in order to motivate students Teachers may take measures to encourage weak students by designing tasks or exercises from easy to difficult level in order that all the students can fulfill Furthermore, teachers should apply more proper techniques to make classroom management really effective If teachers can ensure that they not leave weak students behind and make advanced students bored with easy tasks, they can overcome the difficulties in teaching listening skill Last but not least, teaching aids are really useful in teaching listening skill and motivating students‟ interest Teachers should properly make use of both traditional and hi-tech teaching aids in listening lessons to appeal to students towards the lessons 5.2.3 For the Educational Authorities School administrators have to equip adequate teaching aids for teaching listening such as computers, projectors, cassette players, CDs, tapes, etc…so that teachers can easily use them in listening lessons Moreover, schools should also be provided supplementary materials for listening lessons beside the textbook This will make it easier for teachers to use alternative listening texts and adapt difficult tasks in the textbook in order to make it suitable to students‟ levels Also, the large classes are not suitable to learning foreign languages School administrators should reduce the class size into about 25 students instead of 45 or 50 like the current situation so as to get the better results in teaching listening Besides, adapting textbook should be considered as the innovative teaching experience Appropriate adapting ought to be encouraged and appreciated in listening teaching process The final result is assessed through students‟ skills achieved 72 5.3 Limitations The limitation of this study may emerge from the fact that the study has been carried out in a small scope of teachers and 200 twelfth graders at four high schools in Huong Tra district, Thus Thien Hue province within a limited time frame of implementation This may influence the reliability of the results found and discussed in the research If only some adapted listening lesson plans had been designed and taught in some classes, the research could have gathered some more valid and persuasive evidence on implementing listening activities effectively Also, the results of the research may be more convincing if some video films are made to illustrate how teachers carried out a listening periods and how students participated in 5.4 Suggestions for further research The most serious limitation of this research is that it has been conducted on a small scale and within a limited time of implementation Therefore, similar research on a large scale with larger number of the teachers and students should be made to achieve more convincing conclusion The research which focuses on adapting some inappropriate parts in 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