Tìm hiểu việc giáo viên sử dụng hoạt động bổ trợ để nâng cao kỹ năng nghe của học viên tại trung tâm tin học ngoại ngữ hueic huế

MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES TRAN THI THUY AN INVESTIGATION INTO HOW TEACHERS USE SUPPLEMENTARY ACTIVITIES TO MOTIVATE STUDENTS IN LEARNING ENGLISH LISTENING AT HUEIC INFORMATICS AND FOREIGN LANGUAGES CENTER IN HUE MA THESIS IN EDUCATION HUE, 2011 MINISTRY OF EDUCATION AND TRAINING HUE UNIVERSITY HUE COLLEGE OF FOREIGN LANGUAGES - TRAN THI THUY AN INVESTIGATION INTO HOW TEACHERS USE SUPPLEMENTARY ACTIVITIES TO MOTIVATE STUDENTS IN LEARNING ENGLISH LISTENING AT HUEIC INFORMATICS AND FOREIGN LANGUAGES CENTER IN HUE FIELD OF STUDY: THEORY AND METHODOLOGY OF ENGLISH TEACHING CODE: 60.14.10 MA THESIS IN EDUCATION SUPERVISOR: NGO DINH PHUONG, ASSOC.PROF.DR HUE, 2011 BỘ GIÁO DỤC VÀ ĐÀO TẠO ĐẠI HỌC HUẾ TRƯỜNG ĐẠI HỌC NGOẠI NGỮ HUẾ o0o TRẦN THỊ THỦY TÌM HIỂU VIỆC GIÁO VIÊN SỬ DỤNG HOẠT ĐỘNG BỔ TRỢ ĐỂ NÂNG CAO KĨ NĂNG NGHE CỦA HỌC VIÊN TẠI TRUNG TÂM TIN HỌC NGOẠI NGỮ HUEIC- HUẾ 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 NGƠ ĐÌNH PHƯƠNG 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 published elsewhere Author Tran Thi Thuy This study could not have been completed without the help of many respected and beloved people I would like to thank them all this time Above all, I would like to express my deepest gratitude to my supervisor, Assoc.Prof.Dr Ngo Dinh Phuong, for the generous encouragement, sympathetic patience and helpful guidance he gave to me throughout the entire development of this research Without his help, this thesis would not be finished I am grateful to my all instructors in MA course, who gave me much knowledge and valuable materials in the lectures during the course Those are the valuable resources of knowledge for me to start my thesis I should like to thank the Administration Board of HUEIC Informatics and Foreign Languages center, who permitted me to carry out my data collection in classes I also should thank the teachers and the students at the center, who carefully completed the questionnaires and sincerely provided me with valuable information for this research in the interviews to help me deal with the procedure of the thesis I also want to show the warm gratitude to the lovely friends, the friendly colleagues at the college that faithfully gave me the valuable comments, the contributive adjustments and the useful suggestions in my thesis The affectionate thanks I give to my family- especially, my beloved parents and my caring sweetheart for their vital love, support and encouragement to help me overcome all difficulties during the time I conducted this study The researcher TABLE OF CONTENTS Table of contents Abbreviations List of tables and figures Abstract CHAPTER 1: INTRODUCTION 1.1 BACKGROUND OF THE STUDY 1.2 SIGNIFICANCE OF THE STUDY 1.3 SCOPE OF THE STUDY 1.4 AIMS OF THE STUDY AND RESEARCH QUESTIONS 1.4.1 Aims of the study 1.4.2 Research questions 1.5 THE STRUCTURE OF THE STUDY 10 CHAPTER 2: LITERATURE REVIEW 11 2.1 PREVIOUS STUDIES RELATED TO THE TOPIC 11 2.2 COMMUNICATIVE LANGUAGE TEACHING AND TEACHING ENGLISH LISTENING SKILL 12 2.2.1 Communicative Language Teaching 12 2.2.1.1 What is Communicative language teaching (CLT)? 12 2.2.1.2 Characteristics of CLT 13 2.2.2 Teaching English Listening and Factors affecting teaching English listening skills 15 2.2.2.1 What is Listening? 15 2.2.2.2 Why teach listening? 17 2.2.2.3 Factors affecting Teaching English Listening Skills 18 2.3 MOTIVATION 24 2.3.1 Definition of motivation 24 2.3.2 Types of motivation 25 2.3.3 Correlation between motivation and learning attitudes 27 2.4 SUPPLEMENTARY ACTIVITIES IN TEACHING ENGLISH LISTENING 28 CHAPTER 3: METHODOLOGY 32 3.1 PARTICIPANTS 32 3.2 INSTRUMENTATION 33 3.2.1 Research approach 33 3.2.2 Data collection 34 3.2.3 Data analysis 37 CHAPTER 4: FINDINGS AND DISCUSSION 39 4.1 FINDINGS 39 4.1.1 The reality of teaching english listening at hue informatics and foreign languages center 39 4.1.1.1 Reasons for learning English 39 4.1.1.2 Learners factors 42 4.1.1.3 Teachers factors 49 4.1.2 Materials factors 53 4.2 DISCUSSION 54 4.2.1 Supplementary activities 55 4.2.1.1 Some planned supplementary activities in teaching to motivate students in learning English listening 56 4.2.1.2 The ways of implementing the supplementary activities in teaching English listening 59 4.2.1.3 The results of the using of supplementary activities to motivate students in learning English listening 60 4.2.1.4 Some factors affect the implementing of supplementary activities in teaching English listening 61 4.2.2 Teachers‘ solutions to problems detected 64 4.2.3 Teachers‘ comments on the results of using supplementary activities in teaching English listening 65 4.3 THE RESEARCHER‘ REFLECTION 67 CHAPTER 5: CONCLUSION AND IMPLICATIONS 70 5.1 SUMMARY OF THE FINDINGS 70 5.2 IMPLICATIONS 70 5.2.1 For teachers 70 5.2.2 For textbook designers 72 5.2.3 For educational administrators 72 5.3 LIMITATIONS OF THE STUDY 73 5.4 SUGGESTIONS FOR FURTHER STUDY 74 REFERENCES 75 APPENDICES Questionnaires for teachers i-v Questionnaires for students vi-ix Interview questions for teachers (version1) x Interview questions for teachers (version2) xi ABBREVIATIONS CLT : Communicative Language Teaching EFL : English as Foreign Languages E.g : Exempli gratia ESP : English as Specific (Special) Purposes Etc : Et cetera FL : Foreign language HUEIC : Hue Industrial College L1 : Native language/ Mother tongue L2 : Second language/ Target language LIST OF TABLES AND FIGURES Tables Table 4.1 Reasons for learning English 41 Table 4.2 Some common listening strategies of students 49 Table 4.3 Some supplementary activities in teaching English listening 59 Table 4.4 Difficulties in participating in supplementary activities in learning English listening 63 Table 4.5 The favorite activities that the students commonly attend 67 Figures Figure 2.1 Correlation between motivation and learning attitudes 27 Figure 4.1 The most difficult skills which students find out in learning English 43 Figure 4.2 Rates of students‘ confidence in learning Listening 44 Figure 4.3 Rates of students‘ agreement on the importance of supplementary activities in teaching English listening 45 Figure 4.4 Time of learning English before attending the courses 46 Figure 4.5 Teaching time of teachers at HUEIC Center 51 Figure 4.6 Teachers‘ perception on the importance of supplementary activities in teaching English listening 55 Figure 4.7 Students‘ perception on the importance of supplementary activities in teaching English listening 56 Figure 4.8 Degree of students‘ attitudes in taking part in supplementary activities in learning listening 61 Figure 4.9 Some positive and negative factors affect the results of using supplementary activities in learning English listening 64 Figure 4.10 Degree of effectiveness of using supplementary activities to motivate students in learning English listening 66 22 Kim, D (2000) A qualitative approach to the authenticity in the foreign language classroom: a study of university students learning English in Korea Texas Papers in Foreign Language Education, (1), 189-205 23 Jian, Z (2005) Teaching listening in a communicative classroom Sino-US English Teaching, ISSN 1539-8072, USA, vol.2,12,28-31 24 Le Van Canh (1999) Language and Vietnamese Pedagogical Contexts Englishes and Literatures -in-English in a Globalise World: Proceedings of the Fourth International Corference on language and development (20), 246-259 25 Littlewood, W (1981) Communiative language teaching Cambridge: Cambridge University Press 26 Littlewood, W (1984) Foreign and second language learning Cambridge University Press 27 Martinez, A (2002) Authentic materials: An overview Karen's Linguistic Issues Retrieved October 25, 2006 from http://www3.telus.net/linguisticsissues/authenticmaterials.html 28 McNeill, A (1994) What Makes Authentic Materials Different? The Case of English Language Materials for Educational Television Papers presented at the Annual International Language in Education Conference, Hong Kong 29 Miller, L (2003) Developing listening skill with authentic materials Issue March/ April – ESL Magazine 30 Miller, M (2005) Improving aural comprehension skills in EFL, using authentic materials: an experiment with university students in Nigata, Japan Unpublished master‘s thesis, University of Surrey, Australia 31 Morley, J (in press) Perspectives on English for academic purposes In J.E.Alastic (Ed), Georgetown University Round Table on languages and Linguistics (1991) Washington, DC: Georgetown University Press 32 Nauman, G (2002) Teaching students to listen effectively Teachers‘ edition, 10, 24-32 77 33 Ngee, L.C (1985) Improving listening skills: Some strategies and materials Guidelines, vol.7,2,58-71 34 Nguyen Thi Thanh Thanh (2001) Listening skill and some common problems facing the learners of English language at Hue College of Science MA thesis at Hue College of Foreign Languages 35 Nguyen Van Dinh (2009) Designing and using supplementary reading activities for English classes at Kon Tum gifted schools MA thesis at Hue College of Foreign Languages 36 Nicolas, R., & Arthur, L (1988) Large classes Macmillan Publishers, Ltd 37 Nunan (1991) Language teaching methodology Prentice Hall International, Ltd 38 Otte, J (2006) Real language to real people: a descriptive and exploratory case study of the outcomes of aural authentic texts on the listening comprehension of adult ESL students enrolled in an advanced ESL listening course Dissertation Abstracts International, 218B (UMI No 3212979) 39 Pham Thanh Vinh (2002) A study on some difficulties in learning listening of first year students of English at Da Nang College of Education MA thesis at Hue College of Foreign Languages 40 Resources for English Academic Literacies Listening strategies Goldsmiths University of London Last updated December 2003 41 Richard (2007) Learner difficulties with listening Teaching and learning in Korea – online 42 Richards, J.C, & Rogers, T.S (1994) Approaches and methods in language teaching Cambridge University Press 43 Rogerson, P , & Gilbert, J (1990) Speaking clearly Cambridge University Press 44 Schmidt, T (1994) Authenticity in ESL: a study of requests Unpublished master‘s thesis, Southern Illinois University, Carbondale 78 45 Spolsky, B (1989) Conditions for Second Language Learners Oxford: Oxford University Press 46 Susan Harter (1981) A New Self-report Scale of Intrinsic Versus Extrinsic Orientation in the Classroom: Motivational and Informational Components, Development Psychology,17, pp.300-312 47 Thanajaro, M (2000) Using authentic materials to develop listening comprehension in the English as a foreign language classroom Unpublished doctorial dissertation, Virginia Polytechnic Institute and State University, Blacksburg, VirginiaGardner, R C (1985) Social psychology and second language learning: The role of attitudes and motivation London: Edward Arnold 48 Underwood, M (1989) Teaching listening London & NY: Longman 79 APPENDIX 80 QUESTIONNAIRE (For students) This questionnaires aim to gather students’ ideas about the teachers’ implementing of supplementary activities to motivate students in learning English listening at HueIC Informatics and Foreign languages center in Hue Thank you for the enthusiastic cooperation A Please provide your personal information below Gender: Nữ Nam Occupation:…… ……….…………………… Age: ………………………………………………………………………………… Please read the questions below and circle appropriate answers What you attend to the English course at HueIC center for? A Improve the English knowledge B Have an opportunity to apply for a good job C Requirements of the institution D Others ……………………………………………………………………………………… How long have you learnt English before attending to the course at HueIC center? A 1-3 year(s) B 4-6 years C more than years D Not yet Among four skills: Listening, Speaking, Reading and Writing, in which one you are not confident at? A Listening i B Speaking C Reading D Writing To what extent are you confident in listening in English? A Totally confident B Confident C Unconfident D Totally unconfident In your opinion, the supplementary activities in teaching and learning English in general, also in listening are: A Totally necessary B Necessary C Not necessary D Totally not necessary Concerning to the teachers‘ supplementary activities in teaching listening, which ones you like? (You may choose more than two options) A True/ False statements B Discuss for or against (debate) C Completion (songs/ news/ conversations) D Write short answers to questions E Take notes (not just copying) F Multiple choice (select a, b, or c) G Put events in chronological order H Follow directions (with a map) I discriminate between two things (is it A or B?) K Others (Specify your ideas) ……………………………………………………………………………………… Which supplementary activities below does your teacher prefer adopting in teaching English listening? (You may choose more than two options) A True/ False statements ii B discuss for or against (debate) C Completion (songs/ news/ conversations) D write short answers to questions E take notes (not just copying) F multiple choice (select a, b, or c) G put events in chronological order H follow directions (with a map) I discriminate between two things (is it A or B?) K Others (Specify your ideas) ……………………………………………………………………………………… How these supplementary activities in learning have good effects on your English listening? A Very effective B Effective C Not effective D Not effective at all What is your common listening way? A Listen in many times until finishing the exercises B Listen to the key words to master the information C Read the instructions, and take notes in listening time D No specific strategy E Others (Specify your ideas) ……………………………………………………………………………………… 10 During the teachers implemented the supplementary activities in listening lessons, are the instructions clear and easy to understand? A Very good B Good C Bad iii D Very bad 11 In the supplementary activities of listening lessons, are the vocabularies, the grammar structures or the grammar points in the teachers‘ materials suitable to your ability? A Very suitable B Suitable C Not suitable D Not suitable at all 12 When participating in these supplementary activities, you think that they are useful for the lessons at that time? A Very useful B Useful C Not useful D Not useful at all 13 How is the classroom atmospheres during the teachers carry out the supplementary activities in teaching listening? A Very enthusiastic B Enthusiastic C Not enthusiastic D Not enthusiastic at all 14 What are the shortcomings in the implementation of listening supplementary activities you recommend? A Too many students in classroom B Too few students in the classroom C Low voice of the teachers D Not flexible and attractive activities yet E Not clear instructions of the listening materials F Not useful listening materials for the lessons G The outside noises H Others (Specify your ideas) iv ……………………………………………………………………………………… 15 Give some more comments and suggestions for the teachers in carrying out the supplementary activities to motivate students in learning English listening (class arrangement, class involvement, activities procedures…) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… v QUESTIONNAIRE (For teachers) This questionnaires aim to gather teachers’ ideas about the teachers’ implementing of supplementary activities to motivate students in learning English listening at HueIC Informatics and Foreign languages center in Hue Thank you for the enthusiastic cooperation A Please provide your personal information below Gender: Nữ Nam Current teaching chool:…… …………… Age: ………………………………………………………………………………… Please read the questions below and circle appropriate answers How long have you taught at HueIC Informatics and Foreign languages? A Less than year B 1-2 years C 3-4 years D More than years As for you, which skill is the supplementary skill for Listening skill? A Speaking B Reading C Writing D Others (Specify your ideas) ……………………………………………………………………………………… How the supplementary activities in teaching and learning English have the results in general, or in listening in particular? A Very necessary B Necessary C Not necessary D Not necessary at all vi Which supplementary activities you often favor using in teaching English listening? (You may choose more than two options) A True/ False statements B Discuss for or against (debate) C Completion (songs/ news/ conversations) D Write short answers to questions E Take notes (not just copying) F Multiple choice (select a, b, or c) G Put events in chronological order H Follow directions (with a map) I Discriminate between two things (is it A or B?) K Others (Specify your ideas) ……………………………………………………………………………………… In your observation, are the supplementary activities effective for students in learning English listening? A Very effective B Effective C Ineffective D Almost ineffective During carrying out the supplementary activities in teaching English listening, Which activities you find the students enjoy? (You may choose more than two options) A True/ False statements B Discuss for or against (debate) C Completion (songs/ news/ conversations) D Write short answers to questions E Take notes (not just copying) F Multiple choice (select a, b, or c) G Put events in chronological order vii H Follow directions (with a map) I Discriminate between two things (is it A or B?) K Others (Specify your ideas) ……………………………………………………………………………………… What is the students‘ common listening strategy? A Listen in many times until finishing the exercises B Listen to the key words to master the information C Read the instructions, and take notes in listening time D No specific strategy E Others (Specify your ideas) ……………………………………………………………………………………… In the process of using supplementary activities, what not you feel pleased? A Too many students in classroom B Too little students in the classroom C Some problems of tape recorders D Not flexible and attractive activities yet E Lack of quantity of listening materials F The outside noises G Others (Specify your ideas) ……………………………………………………………………………………… During implementing the supplementary activities, what you think about the factors that make effective contribution to teach English listening at the center? A Teachers‘ instructions B Listening materials related to the content of lessons C Classroom‘s atmosphere D Number of the students E Others (Specify your ideas) ……………………………………………………………………………………… viii 10 Give some more comments and suggestions for the teachers, and also your own in carrying out the supplementary activities to motivate students in learning English listening (class arrangement, class involvement, activities procedures…) ……………………………………………………………………………………… ……………………………………………………………………………………… ……………………………………………………………………………………… ix BẢNG CÂU HỎI PHỎNG VẤN (1) (Dành cho giáo viên ) Bảng câu hỏi nhằm thu thập ý kiến giáo viên vấn đề giáo viên tổ chức hoạt động bổ trợ (supplementary activities) để thúc đẩy việc học kĩ nghe tiếng Anh Trung tâm tin học ngoại ngữ HUEIC Bảng câu hỏi thực trước khóa học Xin chân thành cảm ơn hợp tác quý thầy (cô) Quý thầy (cô) cho biết mức độ quan trọng việc dạy kĩ Nghe hoạt động giảng dạy mình? Theo q thầy (cơ), với thời gian học tiếng Anh trước tham gia khóa học trung tâm, khả nghe học viên có phù hợp với kết đào tạo khơng? Theo q thầy (cô), việc sử dụng hoạt động bổ trợ q trình dạy kĩ nghe khóa học có tác động tích cực tới thái độ học học viên khơng, hoạt động có góp phần giải bất cập giáo trình giảng dạy không? Tại sao? Những hoạt động bổ trợ kĩ Nghe mà quý thầy (cô) lựa chọn để sử dụng trình giảng dạy tới? Những lưu ý quý thầy (cô) dự kiến thực hoạt động này? x BẢNG CÂU HỎI PHỎNG VẤN (2) (Dành cho giáo viên ) Bảng câu hỏi nhằm thu thập ý kiến giáo viên vấn đề giáo viên tổ chức hoạt động bổ trợ (supplementary activities) để thúc đẩy việc học kĩ nghe tiếng Anh Trung tâm tin học ngoại ngữ HUEIC Bảng câu hỏi thực sau kết thúc khóa học Xin chân thành cảm ơn hợp tác q thầy (cơ) Sau hồn thành giảng dạy khóa học, q thầy (cơ) nhận thấy học viên có cách thức học nghe phổ biến? Sau áp dụng hoạt động bổ trợ giảng dạy kĩ nghe dự kiến từ đầu khóa học, với quan sát thái độ học tập học viên, q thầy (cơ) nhận thấy có kết tích cực nào? Và hạn chế, hay phát sinh cần lưu ý chỉnh sửa? Những đề xuất, gợi ý hay học quý thầy (cô) muôn chia sẻ với đồng nghiệp bạn bè nhằm xây dựng số kinh nghiệm quý báu việc áp dụng hoạt động bổ trợ trình giảng dạy kĩ Nghe tiếng Anh khóa học Trung tâm tin học ngoại ngữ HUEIC? xi