VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE STUDIES HOÀNG THỊ NGÁT AN INITIAL EVALUATION OF THE ACTIVITIES TEACHERS USE FOR TEACHING LISTENING SKILL FOR 10TH TEN FORM STUDENTS AT TRAN HUNG DAO HIGH SCHOOL Đánh giá bước đầu hoạt động giáo viên sử dụng dạy kĩ nghe hiểu cho học sinh lớp 10 trường THPT Trần Hưng Đạo MA MINOR THESIS FIELD: ENGLISH METHODOLOGY CODE: 60.14.10 HANOI - 2012 z VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES DEPARTMENT OF POST GRADUATE STUDIES HOÀNG THỊ NGÁT AN INITIAL EVALUATION OF THE ACTIVITIES TEACHERS USE FOR TEACHING LISTENING SKILL FOR 10TH TEN FORM STUDENTS AT TRAN HUNG DAO HIGH SCHOOL Đánh giá bước đầu hoạt động giáo viên sử dụng dạy kĩ nghe hiểu cho học sinh lớp 10 trường THPT Trần Hưng Đạo MA MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60.14.10 SUPERVISOR: Vò mai trang, M.A HANOI – 2012 z TABLE OF CONTENT TABLE OF CONTENT iv LIST OF TABLES AND FIGURES vii ABBREVIATIONS viii PART A: INTRODUCTION 1 Rationale Aim of the study Research questions Scope of the study Methods of the study Design of the study PART B: DEVELOPMENT Chapter 1: LITERATURE REVIEW 1.1 Theory on listening comprehension 1.1.1 Definition of listening 1.1.2 Classification of listening 1.1.2.1 Real – life listening 1.1.2.2 Classroom listening 1.2 Listening teaching skills 1.2.1 Grammar – translation method 1.2.2 Grammar method 1.2.3 Audio – lingual method 1.2.4 Task – based method 1.3 Stages of a listening lesson 1.3.1 Pre - listening 1.3.2 While - listening 10 1.3.3 Post - listening 11 1.4 Theory on activities 11 1.4.1 Definition of activities 11 z i 1.4.2 Classification of activities 12 1.4.3 Criteria for Activities Evaluation 13 1.5 Adapting material 14 Chapter 2: METHODOLOGY 15 2.1 Situation analysis 15 2.1.1 The setting of the study 15 2.1.2 Subjects 15 2.2 Instrument for collecting data 17 2.3 Description of procedure for collecting data 18 2.3.1 Survey questionnaires 18 2.3.2 Interview 19 2.3.3 Class observation 20 2.4 Procedures 20 Chapter 3: DATA ANALYSIS AND DISCUSSION 21 3.1 Data analysis of teachers‟ survey questionnaire and interview 21 3.2 Data analysis of students‟ survey questionnaire and interview 23 3.3 Data analysis of class observation 31 Chapter 4: FINDINGS AND SUGGESTIONS 35 4.1 Major findings 35 4.1.1 The current situation of teaching and learning listening skill 35 4.1.2 The current situation of listening activities used by teachers at Tran Hung Dao high school 35 4.1.3 The students‟ evaluation of the activities available in the text book and their suggestions 36 4.1.4 Evaluation of the listening activities used by teachers at THD high school 36 4.1.5 The students‟ preference for class listening activities and their perception on authentic listening 37 4.2 Suggestions 38 z ii 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 4.2.1 Improving the listening activities available in the text book 38 4.2.2 Improving the ways that the teachers use listening activities 39 4.2.3 Using authentic materials and situations 39 4.2.4 Useful activities for three stages of a listening lesson 40 PART C: CONCLUSION 41 Recapitulation 41 Limitations and suggestions for further study 42 REFERENCES 43 APPENDIXES I LIST OF TABLES AND charts Tables: 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z iii 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Table 1: The current situation of using listening activities Table 2: The ways teachers use listening activities Table 3: Students‟ attitude towards listening Table 4: Students‟ evaluation of the activities used by the teacher Table 5: Students‟ evaluation of the activities available in the textbook Table 6: Students’ perception on the authentic listening Charts: Chart 1: Pre-listening activities used by teachers and students‟ preference Chart 2: While-listening activities used by teacher and students‟ preference Chart 3: Post-listening activities used by teacher and students‟ preference ABBREVIATION THD Tran Hung Dao 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z iv 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 CLT Communicative Language Teaching 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z v 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 PART A: INTRODUCTION Rationale It can be denied that nowadays English is one of the most popular languages in all over the world In the era of globalization and international exchange, English has become the main means of communication in many fields of our life such as medicine, science, technology, sports, education, etc Therefore, teaching and learning English have been paid much attention in every country In Viet Nam in recent years the number of people who want to know English has become increasing and teaching and learning English have paid much more attention In most schools, through out the country, English has become a compulsory subject However, how to teach and learn English effectively is not simple Compared to other language skills, listening is considered as one of the most difficult one for both teachers and students Many studies have been done to seek the ways to make listening lessons less difficult, to give students more confidence, and also some practical strategies to help them study listening skill better Like many teachers at other high schools, the teachers of English at THD high school also wish and always try their best to make listening lessons more interesting and attractive to their students Despite their great effort, the teachers still fail to get students involve in their lessons and a lot of the students fail to take the listening input so they can hardly understand the spoken messages That is the reason why many of them get bored or become stressful and ignorant when listening classes start even though all of them agree listening skill a very important language skill Facing to this situation, as one of the English teachers at this school, I would like to something to improve our teaching and learning English in general and listening skill in particular It is obvious that the activities teachers choose and the ways they organize the activities play an important role in the success of a listening lesson as suitable and attractive activities can make the listening lesson more interesting and arouse 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 the students‟ interest in listening Needless to say, it is necessary for the teachers to know what listening activities their students would like to take part in and what activities are really effective to them For those reasons, the researcher would like to conduct a study on “An initial evaluation of activities teachers use for teaching listening comprehension skill for 10th form students at Tran Hung Dao high school” with the hope of helping the teachers of English at THD high school to apply the suitable and effective listening activities to teach listening skill more efficiently Aims of the study The study aims at: Investigating the current English listening teaching and learning situations at THD high school Identifying the activities teachers at THD high school often use for teaching English listening comprehension and giving an initial evaluation of these activities Giving some suggestions to the teachers at THD high school in applying suitable listening activities to make their listening lessons more effective thereby enhancing students‟ interest in listening lessons Research questions To achieve the above aims, the study focuses on finding out the answers of the following questions: What kinds of activities and the ways teachers at THD high school use to teach listening comprehension? What are teachers‟ and students‟ attitude towards these activities in term of authenticity, suitability and integration? What activities can teachers use in order to teach listening skill more effectively? 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Scope of the study Though the study focuses on evaluation of activities teachers use for teaching English listening comprehension skill, due to the limitation of time and page numbers of the minor thesis, the researcher can only conduct a survey on the students of 10th form and ten teachers of English at THD high school to identify some activities to help them better in teaching and learning listening skill their evaluation of the listening activities used by teachers, after that suggest Methods of the study To achieve the aims mentioned above, the study was carried out with data collected from different sources: two questionnaires were designed for collecting data for analysis from students and teachers at THD high school The researcher also interviewed some teachers and students to double-check the information obtained from the survey questionnaires Beside survey questionnaires and interview, the researcher also makes some class observations to collect information needed for the study Design of the study The study is divided into three parts: - Part A: presents an overview of the study in which the rationale for the research, the aims, the research questions, the scope of the study, the research method, as well as the design of the study were briefly presented - Part B: includes chapters as follow Chapter presents the concepts relevant to the research topic such as theory on listening comprehension including definition, classification of listening as well as some ways of teaching listening skill and stages of listening lesson In this chapter the researcher also mentioned theory related to activities as definition, classification as well as criteria to evaluate activities and some ways adapting material 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Câu hỏi khảo sát cho GI¸O VI£N Bảng câu hỏi nhằm phục vụ ti nghiờn cu Đánh giá bước đầu hoạt động giáo viên sử dụng cho việc dạy kĩ nghe cho học sinh lớp 10 trừơng THPT Trần Hưng Đạo Cỏc thy (cụ) vui lũng tr li cỏc cõu hi di õy bng cỏch khoanh tròn câu trả lời phù hợp viết câu trả lời vào chỗ cần thiết Cỏc cõu tr li m cỏc thầy (cơ) cung cấp kh«ng chØ quan trọng đề tài nghiờn cu ny, mà góp phần nâng cao chất l-ợng dạy học kĩ nghe hiểu tr-ờng Cảm ơn hợp tác c¸c thầy (cơ)! Thầy (cơ) thường sử dụng loại hoạt động việc giảng dạy kỹ nghe hiểu? A Nhiệm vụ B Các tập C Giữa nhiệm vụ tập D Tất loại hoạt động Thầy (cơ) nghĩ hoạt động nghe thầy (cô) sử dụng để dạy nghe hiểu? A Rất hiệu B Không hiệu C Hiệu D Không hiệu E Ý kiến khác, xin vui lòng ghi rõ : Thầy (cơ) có thường xun thay đổi hoạt động nghe thiết kế sẵn sách giáo khoa"Tiếng Anh 10" khơng? A Có B Khơng 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z I 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 (Nếu câu trả lờicủa "Có", tiếp tục trả lời câu hỏi số Nếu câu trả lời "Không", bỏ qua câu hỏi4 , trả lời câu hỏi số 6) Thầy (cô) thường thay đổi hoạt động nghe thiết kế sẵn sách giáo khoa"Tiếng Anh 10" nào? A Xóa bỏ B Sắp xếp lại C Đơn giản hóa D Thay E Thêm F Sửa đổi G Ý kiến khác, xin vui lòng ghi rõ Thầy (cơ) nghĩ giảng thầy (cô) sau thay đổi hoạt động nghe có sẵn sách giáo khoa? A Rất hiệu B Không hiệu C Hiệu D Không hiệu E Ý kiến khác, xin vui lòng ghi rõ: Thầy (cơ) thường gặp khó khăn thiết kế hoạt động nghe? A Rất khó để thiết kế chúng B Thiết kế chúng thời gian C Xử lý chúng đơi ngồi tầm kiểm sốt D Đơi hoạt động sử dụng khơng phù hợp với sở thích học sinh E Ý kiến khác, xin vui lòng ghi rõ 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z II 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Phỏng vấn giáo viên Chào thầy (cô), Hoàng Thị Ngát - Giáo viên Tiếng Anh tr-ờng THPT Trần H-ng Đạo Tôi thực vấn víi mơc ®Ých thu thËp sè liƯu cho ®Ị t¯i Đánh giá b-ớc đầu hoạt động giáo viên sử dụng dạy kĩ nghe hiểu cho học sinh lớp 10 tr-ờng THPT Trần H-ng Đạo Sự tham gia thầy (cô) vấn đựơc đánh giá cao đ-ợc sử dụng hữu ích cho nghiên cứu Tôi xin đảm bảo thông tin thầy (cô) cung cấp dùng cho mục đích đề tài để góp phần nâng cao chất l-ợng việc dạy kĩ nghe tr-ờng mục đích khác Xin cảm ơn tham gia thầy (cô) Thầy/ cô th-ờng sử dụng loại hoạt động day kĩ nghe hiểu (tasks, exercises, between task and exercise)? Tại thầy/ cô lại sử dụng hoạt động đó? Thầy/ cô đánh giá nh- tính hiệu hoạt động mà thầy (cô) sử dụng dạy kĩ nghe? Thầy/ cô có hay thay đổi hoạt đông nghe đ-ợc thiết kế sẵn sách giáo khoa Tiếng Anh lớp 10 không? Tại có? Tại không? 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z III 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Câu hỏi khảo sát cho häc sinh Bảng câu hỏi nhằm phục v ti nghiờn cu Đánh giá bước đầu hoạt động giáo viên sử dụng cho việc dạy kĩ nghe cho học sinh lớp 10 trừơng THPT Trần Hưng Đạo Cỏc em vui lũng tr li cỏc cõu hi di õy bng cỏch khoanh tròn câu trả lời phù hợp viết câu trả lời vào chỗ cần thiết Cỏc cõu tr li m cỏc em cung cp không quan trng i vi đề tài nghiờn cu ny, mà góp phần nâng cao chất l-ợng dạy học kĩ nghe hiểu tr-ờng Cảm ơn hợp tác em! Em nghĩ nh- kĩ nghe? A quan trọng B quan trọng C quan trng nh nhng kĩ khác D khụng quan trng chút Theo em kĩ nghe A kỹ khó khăn B khó kỹ khác C dễ hơn kỹ khác D kỹ dễ Em c¶m thÊy nh- thÕ nµo hoạt động nghe mµ giáo viên em sử dụng? 3.1 A1 RÊt thÝch B1 Không thích C1 Thích D1 Khụng thớch E1 ý kiÕn khác, xin vui lòng ghi rõ: 3.2 A2 Phù hợp với trình độ tiếng Anh học sinh 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z IV 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 B2 Không phù hợp với trình độ tiếng Anh học sinh C2 Kết hợp đ-ợc kĩ nghe với kĩ khác D2 Không kết hợp đ-ợc kĩ nghe với kĩ khác E2 ý kiến khỏc, xin vui lòng ghi rõ: Em nghĩ hoạt động nghe đ-ợc thiết kế sẵn sách giáo khoa Tiéng Anh 10? A Quá khó B Hơi khó C Dễ D Thú vị E Nhàm chán F Phù hợp với trình độ, sở thích nhu cầu học sinh G Không phù hợp với trình độ, sở thích nhu cầu häc sinh H ý kiÕn khác, xin vui lòng ghi rõ: Giáo viên em có khai thác nguồn tài liệu nghe khác(ví dụ nh- tài liệu mạng, ti vi hay đài) sách giáo khoa không? A Cã B Kh«ng C ý kiÕn khác, xin vui lịng ghi rõ: Em có nghĩ nghe ghi âm khó khăn nhiều so với nghe đích thực? A Có B Khơng biết C Khơng Nếu "Có", vì: A Em khơng thể nhìn thấy khn mặt vµ chun ®éng mơi người nói B Em khơng thể u cầu người nói lặp lại em muốn nghe C Em khơng thể tập trung vào bµi nghe qóa ba phút D Em cố gắng dịch chữ sang tiếng Việt E ý kiÕn khác, xin vui lòng ghi rõ: 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z V 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Tr-ớc nghe bng ghi õm, giáo viên em th-ờng sử dụng hoạt động hoạt động sau đây? (Em chọn h¬n mét lùa chän) A Nghe phát âm ý nghĩa từ B Thảo luận chủ đề nghe theo cặp nhóm C Trả lời câu hỏi có liên quan D Dự đốn dựa hình ảnh E Đọc qua câu hỏi F Làm danh sách khả / ý tưởng / góp ý G ý kiÕn khác, xin vui lịng ghi rõ: Những hoạt động hữu ích víi em trước nghe băng ghi õm? (Em chọn một lùa chän) A Nghe phát âm ý nghĩa từ B Thảo luận chủ đề nghe theo cặp nhóm C Trả lời câu hỏi có liên quan D Dự đốn dựa hình ảnh E Đọc qua câu hỏi F Làm danh sách khả / ý tưởng / góp ý G ý kiÕn khác, xin vui lòng ghi rõ: Trong nghe băng ghi õm, giáo viên em th-ờng sử dụng hoạt đông hoạt động sau đây? (Em chọn một lựa chọn) A D oỏn xảy B Ghi l¹i tất thứ bạn nghe C Thu thập thông tin quan trng D Nắm bắt đ-ợc nhiệm vụ bµi nghe E Nghe cho từ khóa F ý kiÕn khác, xin vui lòng ghi rõ: 10 Những hoạt động hữu ích víi em nghe băng ghi âm?(Em cã thÓ chän một lựa chọn) 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z VI 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 A Dự đốn xảy B Ghi l¹i tất thứ bạn nghe C Thu thp thụng tin quan trng D Nắm bắt đ-ợc nhiƯm vơ cđa bµi nghe E Nghe cho từ khóa F ý kiÕn khác, xin vui lòng ghi rõ: 11 Sau nghe băng ghi âm, giáo viên em th-ờng sử dụng hoạt đông hoạt động sau đây? (Em chọn một lựa chọn) A K li ý B Thảo luận nhóm câu trả lời C Chơi trị ph©n vai dựa nội dung nghe D Mở rộng ghi vào câu trả lời thµnh văn E ý kiÕn khác, xin vui lòng ghi rõ: 12 Hoạt ng hu ớch v hiu qu nht em sau nghe băng ghi âm? (Em chọn một lựa chọn) A K li ý B Thảo luận nhóm câu trả lời C Chơi trị ph©n vai dựa nội dung nghe D Mở rộng ghi vào câu trả lời thµnh văn E ý kiÕn khác, xin vui lòng ghi rõ: 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z VII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Phỏng vấn học sinh Chào em, cô Hoàng Thị Ngát- Giáo viên Tiếng Anh tr-ờng THPT Trần H-ng Đạo Cô thực vấn với mục đích thu thập số liệu cho đề ti Đánh giá b-ớc đầu hoạt động giáo biên sử dụng dạy kĩ nghe hiểu cho học sinh khối 10 tr-ờng THPT Trần H-ng Đạo Sự tham gia em vấn đựơc đánh giá cao Cỏc câu trả lời mà em cung cấp kh«ng chØ quan trng i vi đề tài nghiờn cu ny, mà góp phần nâng cao chất l-ợng dạy học kĩ nghe hiểu tr-ờng Xin cảm ¬n sù tham gia cđa c¸c em! Em h·y cho cô biết đánh giá em hoạt động mà giáo viên dạy Tiếng Anh lớp em đà sử dụng dạy kĩ nghe hiểu Em nghÜ thÕ nµo cách thức mà giáo viên em tổ chức hoạt động nghe lp hc? Theo em hoạt động nghe mà giáo viên em đà sử dụng có phù hợp có kết hợp đựợc kĩ nghe kĩ khác nh- đọc ,nói, viết không? Theo ý kiến em, nên thực để cải thiện hoạt động nghe có sẵn sách gi¸o khoa TiÕng Anh 10? Theo em hoạt động nghe có hiệu hữu Ých víi em phÇn tr-íc nghe, nghe sau nghe? Tại sao? 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z VIII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Observation sheet Observer: ………………………… Date: …………………… Teacher: ………………………………… Class: …………………… Period: …………………… Instruction: This sheet is for observing the activities teachers use for teaching listening skill and students’ attitude towards these activities Start the observation when students begin the lesson Observe students and teacher and then put a tick in the appropriate column Stop the observation when the lesson finishes Teachers’ activities Period pre-listening while-listening post-listening 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z IX Notes 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Students’ attitude towards the teachers’ activities Period like very like but not much much like not like Pre-listening While listening Post- listening Pre-listening While listening Post- listening Pre-listening While listening Post- listening The ways that the teachers organized listening activities Period boring inflexible tense demotivating motivating interesting vivid Pre-listening While listening Post- listening Pre-listening While listening Post- listening Pre-listening While listening Post- listening 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z X 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Students’ involvement in the activities Period very excited not very excited excited Pre-listening While listening Post- listening Pre-listening While listening Post- listening Pre-listening While listening Post- listening 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z XI not excited 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 Appendix Chapter 1- Literature review 1.5 Materials adaptation Adding: the materials are supplemented simply by putting more into them In the quantitative way, we can add the technique of extending but the model remains unchanged The qualitative way, which can be termed as expanding refers to the development of the methodology in new directions by putting in different language skills or a new component This can be thought of as “a change in the overall systems.” (McDonough and Shaw, 1993: 90) Therefore, addition can be made before, during or after the intended area Deleting or omitting: deletion means cutting one or more stages within an activity or omitting a whole activity or even a whole lesson Therefore, addition and deletion often work together The tasks in the material may be deleted and compensated by a more suitable one to meet the objectives of the whole unit However, when the techniques for adaptation are applied, it is necessary to take into account the balance of the lesson as well as the time allocation Modifying: Modification can be divided into two specific ways: re-writing and re-structuring Re-writing refers to the modification of the linguistic contents whereas the re-structuring applies to the classroom management, especially the structuring of the class In short, teachers may occasionally decide to rewrite material, especially exercise material, to make it more appropriate, more „communicative‟, more demanding and more motivating to their students Simplifying: simplification is a type of modification namely re-writing activity Many elements of the material can be simplified such as the instructions, explanations or even the visual layout of materials but the texts or most often reading passages are applied to this technique Teachers can 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z XII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 simplify the texts with sentence structures, the grammar structures, and the lexical content Re-ordering: teachers may decide that the order in which the material is presented is not suitable for their students They can use the technique of reordering to put parts of a course book in a different order, adjusting the sequence of presentation within a unit, or to arrange of different units in a course book Re-placing: after being evaluated, text or exercise material which is considered ineffective or inappropriate for whatever reasons may be replaced by a more suitable one Chapter 3: DATA ANALYSIS AND DISCUSSION 3.1.2 The ways that teachers at THD high school use the listening activities Question Option Do you often change listening activities available in the text book? How you change them? What you think of your lesson after changing listening activities available in the text book? A 60 A Yes B No B C Result (%) D E F G 40 A Deleting B Re-ordering C Adding D Simplifying E Modifying F Replacing G Others… A Very effective B Not very effective C Effective D Not effective at all E Others,… 33 16.7 50 83.3 16.7 66.7 16.7 33.3 66.7 0 Table 2: The ways teachers use listening and their effectiveness 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z XIII 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 3.2.1 Students’ attitude towards listening skill Question Result (%) Option What you A Very important think of listening B Important skill? C As important as others A B C D 61.4 25.7 12.9 D Not important at all According to you A the most difficult skill listening skill B as difficult as other skill is…… C easier than other skill 73 22 D very easy Table 3: Students’ attitude towards listening 3.2.2 Students’ evaluation of the listening activities used by their teacher Question Option What you think of the listening activities your teacher often uses? A 3.1 Result (%) B C D E 9.3 A Like very much B Like but not much C Like D Not like E Other ideas 20 25 13.6 32.1 3.2 66.4 A Suitable B Not suitable C Integrate with other language skills 26.4 70 D Not integrate with other language skills E Other ideas, Table 4: Students’ evaluation of the activities used by teachers 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99 z XIV 17.9 48.6 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.2237.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.66 37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.99