Nhận thức và phản hồi của giáo viên và sinh viên đối với việc thực hiện khung năng lực ngoại ngữ việt nam trình độ 3 6 trường hợp về kỹ năng nghe của sinh viên không

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY OF FOREIGN LANGUAGES LUONG NGUYEN KHANH HOANG TEACHERS’ AND STUDENTS’ PERCEPTIONS AND RESPONSE TO THE IMPLEMENTATION OF VIETNAMESE COMPETENCY FRAMEWORK FOR LANGUAGE – LEVEL 3/6: A CASE OF LISTENING SKILL FOR NON-ENGLISH MAJOR STUDENTS AT HUE UNIVERSITY OF FOREIGN LANGUAGES (HUFL) MA THESIS IN THEORY AND METHODOLOGY OF ENGLISH LANGUAGE TEACHING CODE: 60.14.01.11 SUPERVISOR: TRAN VAN PHUOC, Assoc.Prof.Dr HUE, 2015 i BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ LƯƠNG NGUYỄN KHÁNH HOÀNG NHẬN THỨC VÀ PHẢN HỒI CỦA GIÁO VIÊN VÀ SINH VIÊN ĐỐI VỚI VIỆC THỰC HIỆN KHUNG NĂNG LỰC NGOẠI NGỮ VIỆT NAM - TRÌNH ĐỘ 3/6: TRƯỜNG HỢP VỀ KỸ NĂNG NGHE CỦA SINH VIÊN KHÔNG CHUYÊN TẠI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC BỘ MÔN TIẾNG ANH MÃ SỐ: 60.14.01.11 NGƯỜI HƯỚNG DẪN KHOA HỌC : PGS.TS TRẦN VĂN PHƯỚC HUE, 2015 ii STATEMENT OF ORIGINALITY This work has not previously been submitted for a degree or diploma in any university To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made in the thesis itself Date: 24/ 12/ 2015 Signature Full name Luong Nguyen Khanh Hoang iii ABSTRACT The research paper aimed to find out teachers’ and students’ perceptions and response to the implementation of Vietnamese Competency Framework for Language – Level 3/6: a case of listening skill for non-English major students at Hue University of Foreign Languages (HUFL) It attemped to explore teachers’ and students’ perceptions and response to the implementation of Vietnamese Competency Framework for Language in teaching and learning listening skill – Level 3/6 The data were collected through questionnaires and interviews with nonEnglish major students and language teachers at Hue University of Foreign Languages The data for this research were collected and analyzed based on qualitative and quantitative approaches According to results from analyzed data, most of teachers and students had the positive perception on teaching and learning listening skill – Level 3/6 based on Vietnamese Competency Framework for Language at HUFL The reality of teaching and learning listening skill developed in reference to Vietnamese Competency Framework for Language for students was effective However, this research also explored some possible problems in teaching and learning listening skill for non-English major students Thus, it is very necessary to solve these problems to help students achieve level 3/6 in Vietnamese Competency Framework for Language And the research suggested the useful solutions to improve its quality Based on the findings of the research, the implicaions would help both teachers and students to better the teaching and learning of listening skill iv Acknowledgement Above all, I am deeply indebted to my supervisor, Assoc Prof Dr Tran Van Phuoc for invaluable knowledge and experience, the enthusiastic and helphful guidance, the responsible care as well as the sympathetic encouragements he has given to me at every stage of development of this research paper Sincerely speaking, without him, the research paper cannot be completed I also wish to express my sincere thanks to Hue University of Foreign Languages, for providing me with all the necessary facilities My special thanks go to the EFL and non-English major students at Hue University of Foreign Languages who generously and enthusiastically spent their time on my questionnaire and interviews to be conducted conveniently From the bottom of my heart, I am deeply grateful to my beloved family, and my close friends who provided me with vital love, support and encouragement to help me overcome all the difficulties while I conducted this research I also place on record, my sense of gratitude to one and all who, directly or indirectly, have lent their helping hand in this venture v TABLE OF CONTENTS Contents Pages SUB COVER PAGE i STATEMENT OF AUTHORSHIP iii ABSTRACT iv ACKNOWLEDGEMENTS v TABLE OF CONTENTS … vi LIST OF ABBREVIATIONS xii LIST OF TABLE AND CHARTS xiii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Research aims and objectives 1.2.1 Research aims .2 1.2.2 Research objectives 1.3 Research questions 1.4 Research scope 1.5 Research significance .3 1.6 Research structure .4 CHAPTER THEORETICAL BACKGROUND AND LITERATURE REVIEW 2.1 Introduction .5 2.2 Theoretical background 2.2.1 Listening skill .5 2.2.1.1 The definition of listening skill 2.2.1.2 Teaching listening skill 2.2.1.2.1 Process of teaching listening skill 2.2.1.2.1.1 Bottom-up process 2.2.1.2.1.2 Top-Down process 2.2.1.2.2 Principles for teaching the English listening skill 2.2.2 Vietnamese Competency Framework for Language – Listening skill – Level 3/6 .10 vi 2.2.2.1 Vietnamese Competency Framework for Language 10 2.2.2.2 The aims of Vietnamese Competency Framework for Language 12 2.2.2.3 Vietnamese Competency Framework for Language – Listening skill 12 2.2.2.4 Vietnamese Competency Framework for Language – Listening skill – Level 3/6 14 2.2.2.5 Using Competency Framework Reference in teaching language skill 15 2.2.2.6 The reality of teaching listening skill for non-English major students at Hue University of Foreign Languages (HUFL) 17 2.3 Literature Review 20 2.4 Chapter summary 28 CHAPTER METHODOLOGY 29 3.1 Introduction .29 3.2 Research design 29 3.3 Research methods 29 3.4 Participants 29 3.5 Data collection instruments 30 3.5.1 Questionnaires 30 3.5.2 Interviews 33 3.6 Data collection methods 33 3.7 Data analysis methods 33 3.8 Chapter summary 34 CHAPTER FINDINGS AND DISCUSSIONS 35 4.1 Introduction .35 4.2 Findings and discussions from the questionnaires and interviews 35 4.2.1 Teachers’ perceptions and response to Vietnamese Competency Framework for Language in teaching listening skill (Section 1) 35 4.2.1.1 The necessity to issue Vietnamese Competency Framework for Language in teaching foreign languages 35 4.2.1.2 The requiremens of Vietnamese Competency Framework for Language – Level 3/6 36 vii 4.2.1.3 The necessity for non-English major students to learn listening skill .38 4.2.1.4 Skills integrated in teaching listening skill 39 4.2.1.5 Time devoted in teaching listening skill in class .41 4.2.1.6 The amount of the time devoted to teaching listening skill .42 4.2.1.7 The topics used in teaching listening skill 43 4.2.1.8 The lexical items used in teaching listening skill 44 4.2.1.9 The grammar points used in teaching listening skill 46 4.2.1.10 Sub-skills used in teaching listening skill 47 4.2.1.11 The forms used in teaching listening skill .48 4.2.1.12 The ways used in teaching listening skill 48 4.2.1.13 The steps used in teaching listening skill .49 4.2.1.14 Techniques used in teaching listening skill .50 4.2.1.15 The supporting tools used in teaching listening skill .52 4.2.1.16 Textbooks used in teaching listening skill .53 4.2.2 Students’ perceptions and response to Vietnamese Competency Framework for Language in learning listening skill 55 4.2.2.1 The necessity to issue Vietnamese Competency Framework for Language in learning foreign languages 55 4.2.2.2 The requiremens of Vietnamese Competency Framework for Language – Level 3/6 56 4.2.2.3 The necessity for non-English major students to learn listening skill .57 4.2.2.4.The skills intergrated in teaching listening skill 58 4.2.2.5 Time devoted in teaching listening skill in class .59 4.2.2.6 The amount of the time devoted to teaching listening skill .60 4.2.2.7 The topics used in teaching listening skill 61 4.2.2.8 The lexical items used in teaching listening skill 61 4.2.2.9 The grammar points used in teaching listening skill 63 4.2.2.10 The sub-skills used in teaching listening skill 64 4.2.2.11 The forms used in teaching listening skill .64 4.2.2.12 The ways used in teaching listening skill 65 viii 4.2.2.13 The steps used in teaching listening skill .66 4.2.2.14 The techniques used in teaching listening skill .66 4.2.2.15 The supporting tools used in teaching listening skill .67 4.2.2.16 The textbooks used in teaching listening skill 68 4.2.3 Teachers’ and students’ suggestions of the improvement on teaching and learning listening skill of Vietnamese Competency Framework for Language – Level 3/6 (Section 2) 69 4.2.3.1 Teachers’ suggestions 69 4.2.3.2 Students’ suggestions 70 4.2.3.3 Suggestions for improving the teaching facilities 71 4.2.3.4 Suggestions for improving the students’ motivation 72 4.3 Chapter summary 73 CHAPTER CONCLUSION, IMPLICATIONS, LIMITATIONS AND FURTHER RESEARCH 74 5.1 Summary of the key findings 74 5.2 Implications 75 5.2.1 For teachers 75 5.2.2 For educational administrators and educators 76 5.2.3 For students 76 5.3 Limitations of the study 77 5.4 Recommendations for further studies .77 REFERENCES 78 APPENDICES 83 APPENDIX 1- QUESTIONNAIRE (English version) (For EFL teacher) .84 APPENDIX – QUESTIONNAIRE (English version) (For non-English major students at HUFL) .90 APPENDIX – QUESTIONNAIRE (Vietnamese version) 95 APPENDIX – INTERVIEW QUESTIONS (English version) (For EFL teachers) 100 APPENDIX – INTERVIEW QUESTIONS (English version) (For non-English major students at HUFL) 101 ix LIST OF ABBREVIATIONS CEF Common European Framework CEFR Common European Framework of Reference EFL English as a Foreign Language ESL English as a Second Language ESOL English for Speakers of Other Languages FCE First Certificate in English HUFL Hue University of Foreign Languaes KET Key English Test L1 First Language L2 Second Language OISE Ontario Institute for Studies in Education PET Preliminary English Test SPSS Statistic Package for Social Sciences Software VNU Vietnam National University VNUHCM Vietnam National University Ho Chi Minh City x Other opinions (please specify) ……………………………………………… 12 How have you taught listening skill in non-English major classes? (You can choose more than one option) □ Independent way □ Intergrated way with other skills □ Instruction in mother tongue □ Instruction in English Other opinions (please specify) ……………………………………………… 13 How many steps have you applied when teaching listening skill? (You can choose more than one option) □ Warm-up □ Pre-Listening □ While-Listening □ Post-Listening Other opinions (please specify) ……………………………………………… 14 What technique(s) have you used to teach listening skill? (You can choose more than one option) □ Listening and drawing □ Note-taking □ Recalling the story □ Guessing □ Grids □ Writing-it-up Other opinions (please specify) ……………………………………………… 15 What supporting tools have you used to teach listening skill? (You can choose more than one option) □ Radios □ Video clips 87 □ TV programs □ Broadcast Other opinions (please specify) ……………………………………………… 16 Which current textbook(s) including listening skill have you used to teach listening skill for non-English major syudents? (You can choose more than one option) □ English Elements □ Solution □ Preliminary English Test (PET for Schools) □ Preliminary English Test Extra □ Insight into PET/Objective PET Other opinions (please specify) ……………………………………………… B Suggestions for teaching listening skill 17 What should you to improve teaching methodology to non-English major students to gain listening skill at Vietnamese Competency Framework for Language-Level 3/6? (You can choose more than one option) □ Using effective technique □ Using materials marked at level 3/6 □ Upgrading materials □ Improving teacher’ methodology Other opinions (please specify) ……………………………………………… 18 What should you to improve teaching facilities? □ Preparing well for the facilities □ Using the multiple sources such as TV channels, audiobooks, websites, poscasts, radios □ Incorporating facilities in lesson preparation □ Updating media materials and broadcast programs Other opinions (please specify) ……………………………………………… 88 19 What should you to improve students’ motivation? □ Guiding students to self-study □ Helping students self-study through given website □ Helping students practice listening skill regularly □ Introducing test format to students in order to familiarize with the test □ Guiding students the method to the test Other opinions (please specify) ……………………………………………… Thank you for your cooperation! 89 APPENDIX – QUESTIONNAIRE (English version) (For non-English major students at HUFL) This questionnaire aims to be used for the research of Teachers’ and students’ perceptions and response to the implementation of Vietnamese Competency Framework for Language: A case of listening skill for non-English major students at Hue University of Foreign Languages (HUFL) Please put () into the box next to your answers Your additional ideas are appreciated since they contribute qualitatively to our study A Students’ perceptions and response to Vietnamese Competency Framework for Language in teaching listening skill Is it necessary to issue Vietnamese Competency Framework for Language for teaching foreign languages? □ Necessary □ Very necessary □ Not necessary Other opinions (please specify) ……………………………………………… What are requirements of Vietnamese Competency Framework for Language in listening skill – Level 3/6? (You can choose more than one option) □ Can understand the main points of clear standard speech on familiar matters regularly encountered in work, school, leisure etc., including short narratives □ Can generally follow the main points of extended discussion around him/her, provided speech is clearly articulated in standard dialect □ Can follow a lecture or talk within his/her own field, provided the subject matter is familiar and the presentation straightforward and clearly structured □ Can understand the information content of the majority of recorded or broadcast audio material on topics of personal interest delivered in clear standard speech 90 Other opinions (please specify) ……………………………………………… Is the listening skill necessary for non-English major students to learn English? □ Necessary □ Very necessary □ Unnecessary Other opinions (please specify) ……………………………………………… To apply Vietnamese Competency Framework for Language on teaching English listening skill effectively, what other language skills should be intergrated? (You can choose more than one option) □ Speaking □ Reading □ Writing Other opinions (please specify) ……………………………………………… How much time has been devoted to learn listening skill in class? □ 10 minutes □ 15 minutes Other opinions (please specify) ……………………………………………… Is the amount of the time sufficient to be devoted to learn listening skill? □ Sufficient □ Very sufficient □ Insufficient Other opinions (please specify) ……………………………………………… When learning listening skill, what topic(s) has your teacher taught? (You can choose more than one option) □ Daily life □ Personal interest such as hobbies, travel, leisure, etc □ Profession interest such as work, school, etc 91 Other opinions (please specify) ……………………………………………… When learning listening skill, what lexical items have you been taught? (You can choose more than one option) □ Sufficient vocabulary used for daily life topics such as family, jobs, hobbies, interest, work, travel and current events □ A limited number of idioms □ Verbs and expressions about personal interest, professional interest Other opinions (please specify) ……………………………………………… When learning listening skill, what grammar points has your teacher taught? (You can choose more than one option) □ Simple tenses □ Simple clauses coordinated with some discourse connectors □ A variety of simple structures □ Quite complex structures Other opinions (please specify) ……………………………………………… 10 What sub-skills has your teacher taught in listening skill? (You can choose more than one option) □ Listening for specific information □ Listening for gist □ Listening for note-taking Other opinions (please specify) ……………………………………………… 11 What forms of listening skill has your teacher taught? (You can choose more than one option) □ Lectures □ The news □ Announcements □ Instructions □ Discussions 92 Other opinions (please specify) ……………………………………………… 12 How has your teacher taught listening skill in non-English major classes? (You can choose more than one option) □ Independent way □ Intergrated way with other skills □ Instruction in mother tongue □ Instruction in English Other opinions (please specify) ……………………………………………… 13 How many steps has your teacher applied when teaching listening skill? (You can choose more than one option) □ Warm-up □ Pre-Listening □ While-Listening □ Post-Listening Other opinions (please specify) ……………………………………………… 14 What technique(s) has your teacher used to teach listening skill? (You can choose more than one option) □ Listening and drawing □ Note-taking □ Recalling the story □ Guessing □ Grids □ Writing-it-up Other opinions (please specify) ……………………………………………… 15 What supporting tools has your teacher used to teach listening skill? (You can choose more than one option) □ Radios □ Video clips 93 □ TV programs □ Broadcast Other opinions (please specify) ……………………………………………… 16 Which current textbook(s) including listening skill has your teacher used to teach listening skill for non-English major students? (You can choose more than one option) □ English Elements □ Solution □ Preliminary English Test (PET for Schools) □ Preliminary English Test Extra □ Insight into PET/Objective PET Other opinions (please specify) ……………………………………………… C Suggestions for learning listening skill 17 What should you to gain listening skill at Vietnamese Competency Framework for Language – Level 3/6? (You can choose more than one option) □ Familiarizing with the test □ Having an efficient learning strategy □ Choosing a suitable learning method □ Practicing listening regularly Other opinions (please specify) ……………………………………………… Thank you for your cooperation! 94 APPENDIX – QUESTIONNAIRE (Vietnamese version) CÂU HỎI ĐIỀU TRA (Dành cho sinh viên không chuyên tiếng Anh) Bảng câu hỏi nhằm mục đích để sử dụng cho nghiên cứu “Nhận thức phản hồi giáo viên học sinh việc thực Khung lực Ngoại Ngữ Việt Nam - Trình độ 3/6: Một trường hợp kỹ nghe sinh viên không chuyên trường Đại học Ngoại ngữ Huế” Xin vui lòng đánh dấu () vào hộp cạnh bên câu trả lời bạn Những ý kiến thêm vào đánh gía cao chúng tăng phần chất lượng cho nghiên cứu A Nhận thức phẩn hồi sinh viên Khung lực Ngoại Ngữ Việt Nam việc dạy kỹ nghe Có cần thiết phải ban hành khung lực Ngoại Ngữ Việt Nam cho việc giảng dạy ngoại ngữ? □ Cần thiết □ Rất cần thiết □ Không cần thiết Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Những yêu cầu Khung lực Ngoại Ngữ Việt Nam - Trình độ 3/6 gì? ( Bạn chọn nhiều lựa chọn) □ Có thể hiểu điểm phát biểu chuẩn rõ ràng vấn đề quen thuộc thường xuyên gặp phải cơng việc, trường học, giải trí v.v, bao gồm câu chuyện ngắn □ Nói chung làm theo điểm thảo luận kéo dài xung quanh anh / ấy, lời nói cung cấp xác định rõ ràng phương ngữ tiêu chuẩn □ Có thể làm theo giảng hay nói chuyện phạm vi / lĩnh vực riêng mình, cung cấp chủ đề quen thuộc trình bày đơn giản cấu trúc rõ ràng 95 □ Có thể hiểu nội dung thơng tin đại đa số tài liệu ghi lại âm thanh, phát sóng vào chủ đề cá nhân quan tâm cung cấp phát biểu tiêu chuẩn rõ ràng Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Kỹ nghe có cần thiết cho sinh viên khơng chun để học tiếng Anh không? □ Cần thiết □ Rất cần thiết □ khơng cần thiết Ý kiến khác (Vui lịng ghi rõ) ……………………………………………… Để áp dụng Khung lực Ngoại Ngữ Việt Nam vào việc học kỹ nghe tiếng Anh cách hiệu quả, theo bạn, kỹ ngôn ngữ cần kết hợp? ( Bạn chọn nhiều lựa chọn) □ Nói □ Đọc □ Viết Ý kiến khác (Vui lịng ghi rõ) ……………………………………………… Bao nhiêu thời gian dành cho việc học kỹ nghe lớp học? □ 10 phút □ 15 phút Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Số lượng thời gian dành cho việc học kỹ nghe lớp có đủ hay khơng? □ Đủ □ Rất đủ □ Khơng đủ Ý kiến khác (Vui lịng ghi rõ) ……………………………………………… 96 Khi học kỹ nghe, chủ đề giáo viên bạn dạy? ( Bạn chọn nhiều lựa chọn) □ Cuộc sống hàng ngày □ Sở thích cá nhân sở thích, du lịch, giải trí, v.v □ Nghề nghiệp cơng việc, trường học, v.v Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Khi học kỹ nghe, lĩnh vực từ vựng giáo viên bạn dạy? ( Bạn chọn nhiều lựa chọn) □ Từ vựng đủ để sử dụng chủ đề liên quan đến sống hàng ngày gia đình, nghề nghiệp, sở thích, quan tâm, công việc, du lịch kiện □ Một số lượng hạn chế thành ngữ □ Những động từ cách biểu đạt sở thích cá nhân, nghề nghiệp Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Khi học kỹ nghe, điểm ngữ pháp giáo viên dạy bạn? (Bạn chọn nhiều lựa chọn) □ Những đơn giản □ Những mệnh đề đơn giản kết hợp với từ dùng để liên kết □ Những cấu trúc đơn giản □ Những cấu trúc phức tạp Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… 10 Những kỹ nhỏ giáo viên bạn trọng dạy nghe? ( Bạn chọn nhiều lựa chọn) □ Nghe để lấy thông tin cụ thể □ Nghe để lấy thông tin □ Nghe để ghi chép Ý kiến khác (Vui lịng ghi rõ) ……………………………………………… 97 11 Những hình thức nghe mà giáo viên dạy bạn? (Bạn chọn nhiều lựa chọn) □ Bài thuyết trình □ Tin tức □ Thơng cáo □ Lời hướng dẫn □ Cuộc thảo luận Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… 12 Giáo viên bạn dạy kỹ nghe nào? (Bạn chọn nhiều lựa chọn) □ Trong tiết nghe riêng biệt □ Trong tiết với kỹ khác □ Hướng dẫn tiếng mẹ đẻ □ Hướng dẫn tiếng Anh Ý kiến khác (Vui lịng ghi rõ) ……………………………………………… 13 Có bước mà giáo viên bạn áp dụng giảng dạy kỹ nghe? (Bạn chọn nhiều lựa chọn) □ Khởi động □ Giai đoạn trước nghe □ Giai đoạn nghe □ Giai đoạn sau nghe Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… 14 Những kỹ thuật giáo viên bạn sử dụng để dạy kỹ nghe? (Bạn chọn nhiều lựa chọn) □ Nghe vẽ □ Ghi □ Kể lại câu chuyện □ Dự đốn 98 □ Nghe điền thơng tin cần thiết vào bảng □ Viết lại thông tin nghe Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… 15 Những công cụ hỗ trợ giáo viên bạn sử dụng để dạy kỹ nghe? (Bạn chọn nhiều lựa chọn) □ Rađiơ □ Các video □ Các chương trình truyền hình □ Tin tức phát Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… 16 Những tài liệu hành bao gồm kỹ nghe mà giáo viên bạn sử dụng để dạy kỹ nghe? (Bạn chọn nhiều lựa chọn) □ English Elements □ Solution □ Preliminary English Test (PET for Schools) □ Preliminary English Test Extra □ Insight into PET/Objective PET Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… B Đề xuất việc học kỹ nghe 17 Bạn nên làm để đạt kĩ nghe trình độ 3/6 theo Khung lực Ngoại Ngữ Việt Nam? ( Bạn chọn nhiều lựa chọn) □ Tìm hiểu để làm quen với kiểm tra □ Có chiến lược học tập hiệu □ Chọn phương pháp học tập phù hợp □ Thực hành nghe thường xuyên Ý kiến khác (Vui lòng ghi rõ) ……………………………………………… Chân thành cảm ơn giúp đỡ bạn! 99 APPENDIX – INTERVIEW QUESTIONS (English version) (For EFL teachers) What lexical items have you used to teach listening skill? What grammar points have you used to teach listening skill? What listening sub-skills have you taught? What techniques have you used to teach listening skill? What you suggest to gain level 3/6 of listening skill for non-English major students according to Vietnamese Competency Framework for Language? Thank you for your cooperation! 100 APPENDIX – INTERVIEW QUESTIONS (English version) (For non-English major students at HUFL) What lexical items has your teacher taught? What grammar points has your teacher taught? What listening sub-skills has your teacher taught? What techniques has your teacher used to teach listening skill? What you suggest to gain level 3/6 of listening skill for non-English major students according to Vietnamese Competency Framework for Language? Thank you for your cooperation! 101