Nhận biết phong cách học tập nhằm phát triển kỹ năng nghe của học sinh lớp 11 tại trường thpt quốc học

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGE - NGUYEN THI DIEU HIEN IDENTIFYING ELEVENTH GRADERS’ LEARNING STYLES IN DEVELOPING LISTENING SKILL AT QUOC HOC HIGH SCHOOL MASTER THESIS IN EDUCATION HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY COLLEGE OF FOREIGN LANGUAGE - NGUYEN THI DIEU HIEN IDENTIFYING ELEVENTH GRADERS’ LEARNING STYLES IN DEVELOPING LISTENING SKILL AT QUOC HOC HIGH SCHOOL FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.10 MASTER THESIS IN EDUCATION SUPERVISOR: Assoc Prof Dr PHAN VAN HOA HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ - NGUYỄN THỊ DIỆU HIỀN NHẬN BIẾT PHONG CÁCH HỌC TẬP NHẰM PHÁT TRIỂN KĨ NĂNG NGHE CỦA HỌC SINH LỚP 11 TẠI TRƯỜNG THPT QUỐC HỌC CHUYÊN NGÀNH: LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC MÔN TIẾNG ANH MÃ SỐ: 60.14.10 LUẬN VĂN THẠC SĨ GIÁO DỤC HỌC NGƯỜI HƯỚNG DẪN KHOA HỌC: PGS.TS PHAN VĂN HÒA HUẾ, 2011 STATEMENT OF AUTHORSHIP I hereby acknowledge that this study is mine The data and findings discussed in the thesis are true, used with permission from associates and have not been punished elsewhere Author Nguyen Thi Dieu Hien I would like to express my first debt of deepest gratitude to my supervisor, Phan Van Hoa Assoc PhD for his trusted guidance, generous help and deep encouragement in the fulfillment of this research paper He was always by my side in moments of difficulties or obstacles Whenever I lost my direction or will, he appeared in my mind and gave me energy, motivation and optimism to go on To Dr Le Pham Hoai Huong and Dr Truong Vien, I would like to express my heartfelt gratitude for her enthusiastic encouragement and invaluable advice in the early stage of the development of the study I am severely grateful to my dear friends: Mr Manus and Mr Peter Wanner for their precious constructive criticism and helpful support for the completion of my paper My truthful thanks go to my teachers at the MA in the Theory and Methodology of English Language Teaching course in the academic year 2009-2011 for their devotion in teaching which stimulated all the students in the class to better their teaching profession and to my classmates for being sincere friends with me during our two school years together The data collection for my research paper was supported by the teachers and eleventh graders at Quoc Hoc high school Without their valuable contributions with real and truthful ideas, I could not well with my research paper I also want to thank the teachers and students who were willing to spend their time participating in the interviews Last but not least, there is no word deserved to express the gratitude to my family and my special friends who are always by my side, encouraging me and most importantly, give my more inspirations to finish the project with a sense of satisfaction TABLE CONTENT STATEMENT OF AUTHORSHIP ACKNOWLEDGEMENT TABLE CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES LIST OF FIGURES LIST OF APPENDICES ABSTRACT CHAPTER 1: INTRODUCTION 10 1.1 Background of the research 10 1.2 Rationale for conducting the research 11 1.3 Research questions 13 1.4 Purpose and significance of the study 13 1.5 Scope of the study and thesis outline 14 CHAPTER 2: LITERATURE REVIEW AND THEORETICAL BACKGROUND 16 2.1 Listening skill and its features 16 2.1.1 Definitions of listening 16 2.1.2 The importance of listening skill in communication 18 2.1.3 Sub-skills involved in listening 19 2.1.4 Listening process 20 2.1.4.1 The listening stages 20 2.1.4.1.1 The pre- listening stage 21 2.1.4.1.2 The while- listening stage 22 2.1.4.1.3 The post- listening stage 22 2.1.4.2 Listening is both a top-down and bottom-up process 23 2.1.5 Listening strategies 24 2.1.5.1 The principles for teaching listening 24 2.1.5.2 The top-down and bottom-up strategies 26 2.2 Learning styles 27 2.2.1 Definition of learning styles 27 2.2.2 Background on learning styles 29 2.2.3 Classification of learning styles 30 2.3 Learning styles in developing listening skill 34 2.3.1 Listening strategies and learning styles 34 2.3.2 The benefits of identifying learning styles in developing listening skill 36 2.3.3 Some difficulties in teaching listening skill in Vietnam 38 CHAPTER 3: METHODOLOGY 40 3.1 Kinds of research and research approaches 40 3.2 Research subjects 41 3.3 Data collection methods 42 3.4 Data analysis methods 44 3.5 Experimental study 44 3.5.1 Students‘ profiles 44 3.5.2 Experimental procedures 45 3.6 Research procedure 46 CHAPTER FINDINGS AND DISCUSSION 48 4.1 Teacher‘s and students‘ responses on the necessity of identifying learning styles in developing listening skill 48 4.1.1 Learning listening skill from students‘ perspective 48 4.1.1.1 Students‘ attitude towards learning listening skill 49 4.1.1.2 Students‘ thinking about learning listening skill 49 4.1.2 Students‘ and teachers‘ responses to identifying learning styles in developing listening skill 50 4.1.2.1 Teachers‘ responses to identifying learning styles in developing listening skill 50 4.1.2.2 Students‘ responses to identifying learning styles in developing listening skill 52 4.2 The influences of learning styles in developing listening skill to eleventh graders at Quoc Hoc high school 53 4.2.1 Working with their teacher and its influences in learning listening skill 53 4.2.1.1 Students‘ thinking about the role of the teacher 53 4.2.1.2 Influences of working with teachers in learning listening skill 55 4.2.2 Working with classmates and its influences in learning listening skill 56 4.2.2.1 Students‘ thinking about the role of the classmates 56 4.2.2.2 Influences of friends in learning listening skill 57 4.2.3 Working individually and its influences in learning listening skill 58 4.2.3.1 Students‘ thinking about working individually 58 4.2.3.2 Influences of working individually in learning listening skill 60 4.2.4 Estimation of students on the level of influences of their typical learning styles 61 4.2.4.1: The level of passivity 61 4.2.4.2: The level of confidence and activeness 62 4.2.4.3: The level of creativity 63 4.3 The benefits that teachers and students will achieve from identifying learning styles in developing listening skill 64 4.3.1 A comparison between students with and without learning style-based practices 64 4.3.2 Benefits that teachers achieve from identifying learning styles in teaching listening skill 66 4.3.3 Benefits that students achieve from identifying learning styles in developing listening skill 68 4.4 The realities of using learning style-based activities in developing listening skill 70 4.4.1 Teachers‘ understandings about learning styles at Quoc Hoc high school 70 4.4.2 The support of teaching aids in listening class 71 4.4.2.1 Students‘ perception for using teachers‘ teaching aids in the teaching listening 71 4.4.2.2 The frequency of using teachers‘ teaching aids in the teaching listening 72 4.4.3 Teachers‘ capabilities of designing and conducting learning style-based activities in developing listening skill 74 4.4.4 The realities of using learning style-based activities 76 4.5 Findings and Discussion of Experimental Study 78 4.5.1 Common learning styles in Eleventh graders‘ listening classrooms 78 4.5.2 Adapting learning styles-based activities to develop listening skill 79 4.5.3 Students‘ responses throughout learning style-based activities in developing listening skill 80 CHAPTER CONCLUSION AND IMPLICATIONS 82 5.1 Conclusion 82 5.2 Implications 85 5.2.1 Students 85 5.2.2 Teachers 86 5.3 Limitations 87 5.4 Suggestion for further researches 88 REFERENCES 89 APPENDICES LIST OF ABBREVIATIONS EFL : English as a foreign language 13 What you think about the role of the teacher in learning listening skill of the students? a Very important b Important c Neutral d Rather important e Not important 14 What activities you often use in teaching listening skill? a Play games b Give some instructions for students to follow c Only ask students to listen from the tapes or CDs in the lecture d Listen different materials besides the lecture e Your ideal: …………………………………….……………… 15 What activities you often organize for students in teaching listening skill? a Discuss in pair-work or group work b Discuss in class c Work individually d Your ideas: ………………………… ………………………………… 16 What activities you often organize in the pre-listening stage? Listening activities Always Often Sometimes Guess the topic Teach the vocabulary 3.Discuss Use visual aids Give eliciting questions Games 17 What ways of learning you often apply in a listening class? a Concentrate on listening to your teacher b Take notes what you listen Never c Discuss or share what you listen with your friends d Work in pairs or group e Listen to CDs f Write down what the teacher said about the tape or CD 18 How does your teacher use the listening equipments? Listening equipments Always Often Sometimes Never Blackboard and chalk Textbook Newspapers and magazines Pictures Real objects Real people Cassettes Videos Posters 19 What activities does your teacher often organize in your listening class? Activities Telling story Drawing Singing Role – plays Working in group Helping your classmates Quizzes Listening and summarizing the story 10 Discussing in class 11 Games 12 Listen and write song lyrics Always Often Sometimes Never APPENDIX INTERVIEW Do you think all your students learn listening English in the same way? Please give your reasons Have you ever explored your students‘ learning styles before teaching listening English? If ―Yes‖, how often you it? In what way(s)? Do you think that your teaching method is good enough to help student develop listening skills? What benefits can you achieve from identifying your students‘ learning styles in teaching listening? Why? How often you use visual aids in your EFL classrooms? What kinds of visual aids you often use to teach listening skills? What materials you often use in your listening lesson? Do you think that a student‘s test scores can tell you everything about his/her listening abilities? Please give the reason What kind of classroom activities you often use in listening teaching? What is the average percentage of the students‘ participation or involvement in your listening class? 10 If you teach your students in the direction diversifying classroom activities in a listening classroom, what activities you probably use in each listening stage? APPENDIX 5A LESSON PLAN Class: 11 Physics Supervisor: Ms Hoang thi Le, Quoc Hoc Upper Secondary School Student: Nguyen Thi Dieu Hien Date: May 16th, 2011 Unit 6: Competitions Lesson: Listening Time allotted: 45 minutes Aims: By the end of the lesson, students will be able to - Listen for specific information - Take notes while listening Teaching method: communicative approach Teaching aids: Textbook, pictures, handouts and posters, chalk, cassette player, tape PROCEDURE T’s Activities Timing & Aims Stages Kinds of Learning styles Warm-up ( mins) -Motivate Kinesthetic - Divide the class into groups most of the Style - Ask one student from each group to stand in students front of the class to act out the words or before phrases given by teacher listening - Two groups will guess those words or - Look at Visual phrases the action Style Game: Miming - Suggested words or phrases: + Running + Jogging + Singing + Swimming + Playing chess + Skiing and guess words - The group with more correct answers will be the winner - Declare the winner - T uses the picture in the textbook to -Look at the Visual and listening introduce the topic pictures Auditory ( 10 mins) What can you see in the picture? - Ask Ss to Styles What event is it? think about What is marathon? a Where you think the Boston Marathon competition Pre- might take place? What is the Boston Marathon? Who you think can take part in the Boston race? Answers: - Answer We can see two athletes the Boston Marathon questions It‟s a long distance running race of 26 miles or about 42 km In the USA + It is held in the USA + It began at the end of the 19th century + The Boston race is about 42 km + Runners have to go through 13 towns during the race Athletes - Learning Listen and repeat words with Visual - Race (n) : đua -Marathon race pictures style (picture) -Let Ss Kinesthetic - Clock (v): đạt được, ghi (elicit) know new style - Association(n) : Tổ chức , hiệp hội (elicit) words to Auditory - Athletic (a): thuộc điền kinh (picture) understand Style  athletics (n) : , môn điền kinh the listening content While- Task listening Instruction: You are going to listen about the - listen and  Auditory ( 14 mins) Boston Marathon Listen and answer T/F the task style - Before listening, asks Ss to read through the -Read  Read/ statements to understand them and underline through the write Style keys words statements questions Put a tick in the appropriate box - Play the tape once for Ss to listen and the to task understand - Check the answer with the whole class them and - If many Ss cannot answer the questions, T underline plays the tape one or two more times and keys words pauses at the answer for them to catch Answers: T T F (2 hours 50 minutes and 10 seconds) F (1967) T F (pass through 13 towns and ends in centre of Boston) Task -Read Auditory - Ask Ss to read through the questions in task through the Style questions in Kinesthetic - Play the tape again for Ss to answer the task style questions - Get Ss to check their answer with a partner -Discuss Then T checks with whole class T should with friends play the tape again and pause at difficult and give the points if many Ss cannot complete the task answer Answers 1.He came from New York She became the first official female champion in 1972 (women started and finished the race in 1972.) 6164 (runners joined the Boston Marathon in 1984) DISCUSSION: - Discuss in  Visual listening - Stick a poster on the board ( groups Styles ( 12 mins) - Ask Ss to talk about a famous Vietnamese -Listen your  Auditory runner or sport man/sport woman that they partners like - Take notes  Read/ - Put Ss in small groups of or - Give your - Ask each group will prepare a short own ideas Post- biography of a famous Vietnamese runner (or sport man) Style Write style - After finishing, T calls on the representative of each group to talk about their favorite sport man/woman - Listens and takes notes of Ss‘ errors - Give feedback Homework -Learn by heart new words and make ( mins) sentences - Prepare for WRITING Write a Read/ paragraph Write Learning Style Supervisor’s comments Student’s signature APPENDIX 5B UNIT COMPETITIONS Tape script Trang: What are you reading, Paul? Paul: The history of Boston Marathon Trang: It sounds interesting! How often is it held? Paul: Every year, in the USA Trang: When did it begin? Paul: In 1987 And the same year, John McDermott won the first Boston Athletic Association Marathon Trang: Who was John McDermott? Where did he come from? Paul: He was the first man who won the first Boston Marathon in the USA He came from New York Trang: how long did it take him to reach the finish? Paul: He clocked hours 50 minutes and 10 seconds Trang: Did women have right to participate in long distance running? Paul: Yes…But not until 1967, women were formally accepted to take part in the Boston races…A few year later, Kuscsik became the first official female champion Trang: When did she win the race? Paul: In 1972 There are women starting the race and all finished Trang: Is the race held for only American people? Paul: No, each year, more runners from every part of the world join it In 1984, 6164 runners from 34 countries ran in the marathon Trang: What are the rulrd of the Boston Marathon? Paul: The Boston race is about 42 km Runners have to go through 13 towns during the race It ends in the centre of Boston Trang: Oh, that‟s great Thanks a lot, Paul APPENDIX 6A LESSON PLAN Class: 11 Physics Supervisor: Ms Hoang thi Le, Quoc Hoc Upper Secondary School Student: Nguyen Thi Dieu Hien Date: May 25th, 2011 Unit 10: Nature in danger Lesson: Listening Time allotted: 45 minutes Aims: By the end of the lesson, students will be able to - Listen for specific information - Take notes while listening Teaching method: communicative approach Teaching aids: Textbook, pictures, handouts and posters, chalk, cassette player, tape PROCEDURE T’s Activities Timing & Aims Stages Kinds of Learning styles Warm-up ( mins) Questions: -Motivate Visual - Stick posters about National Parks in most of the style Vietnam and in the world students -Tactile - Asks Ss some questions: before style Why have many National Parks in the world listening -Discuss have been founded? Can you tell me some danger these National and give Ss‘ idea Parks can face with? -Kinesthetic Styles - Auditory style - Asks some Ss to present their ideas - Write down the topic of the unit on the board Unit 10: National Parks- Listening - T uses the picture in the textbook to -Ask Ss to -Visual and listening introduce the topic think about Auditory ( 10 mins) - Asks: ―Which national park is in Lam Dong some Style province?‖ national - Tactile parks style -Introduce - Pre-  Cat Tien National Park - Teach vocabulary Scenic features (n): đặc trưng thiên nhiên new words by eliciting xinh đẹp Devastating (adj): tàn phá Approximately (adv) = about (adv): xấp xỉ Kinesthetic style and -Auditory translation Style to Vehicles (n): xe cộ maintenance (n): trì understand the listening content TASK 1: Listen to the passage and decide if -read  Read/ listening the following statements are True or False through the Write style ( 14 mins) - Have Ss read all the sentences carefully statements - Have Ss listen to the tape twice and asks While- them to choose (T) or (F) for the statements to understand them and provided underline - Check - Have Ss listen again and corrects keys words - listen and Key 1.T  Auditory Style the task 2.T parks……) 3.F (Many national - Tactile Style T T TASK -Read Read/ Write - Have Ss read all the questions carefully through the style - Have Ss listen to the tape again and asks questions in task them to answer the questions in pairs - Walk around and helps Ss if necessary - Ask some pairs to present their answers - Have Ss listen once again and corrects Key: -Discuss -Auditory There are 52 national parks in the US with friends Style and give the - answer Kinesthetic Millions of people visit national parks every year style Rare animals are killed or hunted for fur, skin or other parts Trees are cut down for wood Rare animals and trees should be protected, fires caused by careless people should be limited, pollution from their visitors‘ vehicles should be decreased and money should be raised for the parks‘ staff and maintenance of their resources Post- -Visual Task 3: Styles listening State the negative impacts caused by people ( 12 mins) on the environment and suggest measuring to groups - Auditory protect it -Listen your Style 1People are keeping animals as pets partners - Tactile 2- People are hunting or capturing animals for - Take notes style recreation or entertainment - Give your -Kinesthetic -Discuss in 3- People are bunting forests, or cutting down own ideas style Make a Auditory trees for wood 4- People are using fertilizers and pesticides for cultivation 5- People are discharging chemical pollutants into the environment - Listens and takes notes of Ss‘ errors - Give feedback Homework -Learn by heart new words and make ( mins) sentences - Prepare for Speaking Supervisor’s comments conversation and Tactile Style Student’s signature APPENDIX 6B UNIT 10 NATURE IN DANGER Tape script In many parts of the United States, larger areas of land have been made into contain a variety of scenic features, such as mountains, caves, lakes, rare animals and plants Today, there are 52 national parks in the United States, covering approximately per cent of the total land area of the country National parks are all open to the public and have millions of visitors each year Many national parks, however, are in danger of being destroyed Rare animals in national parks are killed or hunted for fur, skin, or other parts Trees are cut down for wood Large areas of national parks also experience devastating fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their vehicles If these problems are not solved immediately, and if there is not enough money for the parks‟ staff and maintenance of their resources, many national parks will be completely destroyed APPENDIX COMMENT FORM Your name: (optional)……………… You are: Male/ female Your class: …………………………… Do you like the lesson today? a Yes b No c No idea Which activity from the lesson caters for your learning styles most? …………………………………………………………………… Write down two things you like most in the listening lesson and …………………………………………………………………… what benefits can you achieve from these things …………………………………………………………………… Write down two things you not like most in the listening lesson …………………………………………………………………… Your suggestion(s) to make the lesson better next time ……………………………………………………………………