Áp dụng chép chính tả trong kỹ năng nghe hiểu của học sinh lớp 11 trường thpt đồng hỷ

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN HUYEN TRANG APPLYING DICTATION ON GRADE 11 STUDENTS’ LISTENING COMPREHENSION AT DONG HY HIGH SCHOOL, THAI NGUYEN PROVINCE (Áp dụng chép tả kỹ nghe hiểu học sinh lớp 11 trường THPT Đông Hỷ) M.A THESIS Field: English Linguistics Code: 8220201 Tai ngay!!! Ban co the xoa dong chu nay!!! THAI NGUYEN - 2020 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN HUYEN TRANG APPLYING DICTATION ON GRADE 11 STUDENTS’ LISTENING COMPREHENSION AT DONG HY HIGH SCHOOL, THAI NGUYEN PROVINCE (Áp dụng chép tả kỹ nghe hiểu học sinh lớp 11 trường THPT Đông Hỷ) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr Ngo Thi Bich Ngoc THAI NGUYEN - 2020 DECLARATION I hereby declare that the research titled “Applying Dictation on Grade 11 Students’ Listening Comprehension at Dong Hy High School, Thai Nguyen province” is my own unaided work I further certify that it has not been submitted before for any degree or any examination to any other university Any reference to work written by any person and institution obtained from other sources have been cited and referenced Xác nhận cán hướng dẫn Học viên TS Ngơ Thị Bích Ngọc Nguyễn Huyền Trang ACKNOWLEDGEMENTS I would like to express my deepest gratitude to my supervisor, Dr Ngo Thi Bich Ngoc, who gave me a lot of significant suggestions, consideration and encouragements throughout my research I wish to convey my thanks to teachers and all my students at grade 11 at Dong Hy high school, who contributed to the data of my research My sincere thanks go to my all members of my beloved family, who have constantly supported me in my study ABSTRACT Effective listening comprehension has been acknowledged as a key factor to an excellent academic performance among students In fact, it is always a hindrance to students Therefore, many students feel streessed to understand the information For these reasons, the aim of this study is to determine the effectiveness of dictation on the development of grade 11th students’ listening ability at Dong Hy high school The instruments for the collection of the data were pre-test, post-test and questionnaires The participants were 90 grade 11th students at Dong Hy high school and they are divided into two groups, experimental and control group with the same students The data was collected by questionnaire, pre-test and post-test From the calculation of t-test, the result of the data analysis revealed that t-value of 6.648 was higher than critical value of 1.987 at 0.05 level of significance It meant that the students who were taught with dictation performed better than those taught without this technique -1- TABLE OF CONTENTS ABSTRACT - CHAPTER 1: INTRODUCTION - 1.1 Rationale - 1.2 Research questions - 1.3 Scope of the study - 1.4 Method of the study - 1.5 Thesis structure - CHAPTER 2: LITERATURE REVIEW - 10 2.1 General concepts of listening - 11 2.1.1 Definitions of listening - 11 2.1.2 Definition of listening comprehension - 12 2.2 Model and theories of listening comprehension - 12 2.2.1 The intake model - 12 2.2.2 The monitor model - 13 2.2.3 The pragmatics model - 13 2.3 Affective motivation on listening - 13 2.4 Kinds of listening - 14 2.4.1 Initial listening - 14 2.4.2 False listening - 14 2.4.3 Selective listening - 14 2.4.4 Partial listening - 14 2.4.5 Full listening - 14 2.4.6 Deep listening - 15 2.4.7 Discriminative listening - 15 2.4.8 Biased listening - 15 2.4.9 Evaluative listening - 15 2.4.10 Sympathetic listening - 16 2.4.11 Therapeutic listening - 16 - -2- 2.4.12 Appreciated listening - 16 2.5 The process of listening - 16 2.5.1 The process of receiving the information - 16 2.5.2 Attending - 17 2.5.3 Comprehending - 17 2.5.4 Responding - 17 2.5.5 Remembering - 17 2.6 The nature of listening - 18 2.7 The importance of listening - 19 2.8 Stages in listening - 20 2.9 General concepts of dictation - 20 2.9.1 Definitions of dictation - 20 2.9.2 Characteristics of dictation - 23 2.9.3 Kinds of dictation - 23 2.10 Advantages of dictation - 26 2.11 Principles of dictation - 28 2.12 Connection between dictation and listening - 29 2.13 Potential problems while using dictation - 30 CHAPTER 3: RESEARCH METHODOLOGY - 30 3.1 Research Design - 31 3.2 Participants - 31 3.3 Data collection instruments - 31 3.3.1 Questionnaire - 31 3.3.2 Tests - 32 3.4 Research procedure - 32 3.5 Data analysis - 32 CHAPTER 4: FINDINGS AND DISCUSSIONS - 33 4.1 Result of questionnaire - 33 4.1.1 The students’ background information - 33 4.1.2 Evaluation about listening skills in the process of studying English - 35 - -3- 4.1.3 Types of exercises usually used in listening English lessons - 35 4.1.4 The students’ listening level - 36 4.1.5 The students’ attitude about listening skills - 36 4.2 Result of tests - 38 4.2.1 Distribution of pretest scores of the two groups - 38 4.2.2 Distribution of post-test scores of the two groups - 40 4.2.3 Level of effectiveness of dictation technique - 41 4.2.4 Level of the students’ listening comprehension reflected by pretest - 43 4.2.5 Significant difference between the listening comprehension of students taught with dictation and group without this technique - 43 4.3 Discussion - 44 CHAPTER 5: CONCLUSION AND RECOMMENDATIONS - 47 5.1 Findings - 47 5.2 Conclusion - 47 5.3 Recommendations - 48 5.4 Limitation of the study - 50 REFERENCES - 51 APPENDICES - 54 - -4- LIST OF TABLES Table 1: Students’ personal information…………………………………… …….34 Table 2: Evaluation of listening skill………………………………… ………… 35 Table 3: Types of lessons used in the process of learning listening skills…………………………………………………………………………….….35 Table 4: Dificulties students have to face in listening……………….…………….37 Table 5: Students’ assesment of dictation…………………… .38 Table 6: The number of correct answers in the pretest of control group and experimental group…………………………………………………………… ….39 Table 7: The number of correct answers in the posttest of control group and experimental group…………………………………………………………….… 40 Table 8: Mean gain score of the two groups………………………………….… 42 Table 9: Test of difference in the mean pretest correct answers between group using dictation technique and group without dictation………………………………………………………………….…………43 Table 10: Test of difference in the mean posttest scores between experimental class and control class in terms of listening comprehension…………………………………………… ………….………… 44 -5- REFERENCES Alkire, S (2002) Dictation as a Language Learning Device (TESL/TEFL) The Internet TESL Journal Anderson, A & Lynch, T (1988) Listening Oxford: Oxford University Press Anderson, A & Lynch, T (2000) Listening Oxford: Oxford University Press Brown, D (2000) Teching Listening Cambridge: Cambridge University Press Brown, S (2006) Teaching Listening Cambridge: Cambridge University Press Buck, G (2001) Assessing listening Cambridge: Cambridge University Press Cohen, A D (1990) Language Learning: Insights for learners, teachers, and researchers New York: Newbury House/ Harper & Row Davis, Paul & Rinvolucri, Mario (1993) Dictation: New Method New Possibilities New York: Cambridge University Press Ezenwosu, N (2011) Dictation as a Veritable Tool for Language Proficiency on Project Educational Reform in Nigeria Field ,J (1989) Skill and Strategies: Towards a New Methodology for Listening Oxford: Oxford University Press Flowerdew, J & Miller , L (2005) Second Language Listening: Theory and Practice New York: Cambridge University Press Flowerdew, J (1994) Academic Listening: Research Perspectives Cambridge: Cambridge University Press Furman, A (1968) Dictation The English Journal Vol 57 (8) Gibbons, P (2002) Scaffolding Language, Scaffolding Learning: Portsmouth NH: Heinemann Gibert, J B (1996) Clear Speech Cambridge: Cambridge University Press Harmer, J (2001) The Practice of English Language Teaching England: Longman Group UK Hasan, A (2000) Listening Comprehension Problems London: Longman Hook, A (1950) Learner's Perceptions of Listening Comprehension Problems Cambridge: Cambridge University Press - 51 - Hornby, A (1995) Oxford Advanced Learner's Dictionary New York: Oxford University Press Hoven, D (1999) A model for listening and viewing comprehension in multimedia environments Cambridge: Cambridge University Press Kline, J (1997) Listening Effectively Alabama: Air University Press Leong (2003) Task-based Language Learning and Teaching Oxford: Oxford University Press Mally & Chamot (1990) Evaluating lecturer comprehension at school Cambridge: Cambridge University Press Montalvan, R (2006) Dictation Updated: Guidelines for Teacher Training Workshop Morris, S (1983) Dictation - a technique ELT Journal, 126 Nation, I & Newton, J (2009) Teaching ESL/EFL Listening and Speaking New York: Routledge Nunan, D (1991) Language Teaching Methodology London: Prentice Hall Nunan, D (1992) Research methods in language learning Cambridge: Cambridge University Press Nunan, D (2002) Listening in Language Learning In Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Press Oller , J W (1979) Language Test at School London: Longman Group Limited Oller, J & Streiff, V (1975) Dictation: A Test of Grammar Based Expectancies ELT Journal Pappas, G.S (1977) You mean you still give dictations? Language Arts, (54), 936939 Printer, A (2006) Teaching Young Language Learner Oxford: Oxford University Press Quin, J (2008) The effect of processing instruction and dictogloss tasks on acquisition of the English passive voice Language Teaching Research - 52 - Ramelan (1993) Introduction to Linguistic Analysis Semarang: IKIP Semarang Press Richard, J C & Schmidt, R (2002) Longman Dictionary of Language Teaching and Applied Linguistics London: Pearson Education Richard, J C (2008) Teaching Listening and Speaking: From Theory to Practice Cambridge: Cambridge University Press Richards (1986) Academic listening: Research perspectives Cambridge: Cambridge University Press Rost, M (1994) Introducing Listening London: Longman Rost, M (2002) Teaching and Researching Listening London: Longman Group Ltd Rubin, J (1994) A review of second language listening comprehension research The model language journal Rubin, J (1994) A review of second language listening comprehension research The Modern Language Journal Sawyer, J & Silver, S (1972) Dictation in Language Learning Language Learning Schilling, D (2012) Steps to Effective Listening! Women's Media Retrieved from Forbes: http://www.forbes.com/sites/women media Selasa (2010) The Language Teaching Lovers: Enjoy your teaching with dictation Retrieved from October 9, 2018 Steven, B (2006) Teaching Learning Strategies London: Longman Tyagi, B (2003) Listening: An important Skill and Its Various Aspects An International Journal in English Valette, R (1964) The Use of the Dictation in Language Classroom The Modern Language Journal Van Dijk & Kintsch (1983) The comprehension strategies of listeners: A discriptive study Foreign Language Annals Vandergrift, L (1999) Facilitating Second Language Listening Comprehension: Acquiring Successful Strategies ELT Journal Vandergrift, L (2005) The comprehension strategies of second language listeners: A discriptive study Foreign Language Annuals - 53 - White, G (1998) Listening Oxford University Press Wilson & Sperber (1986) Language Teaching Games and Contest Oxford: Oxford University Press APPENDICES APPENDIX 1: QUESTIONNAIRE FOR STUDENTS - 54 - (English version) I Personal information Name: Gender:  Male  Female How long have you been studying English? a more than years b 4-7 years c less than years Is English important in your life now? Yes No What is your main purpose when studying English? ( You can choose more than one) a To communicate with people b To go abroad c To have high score d To have a good job in the future e Other answer II Evaluation of listening Is listening skill important in the process of learning English? Yes No Do you like learning listening skill when studying English Yes No Do you usually practice listening exercises in the classroom? Yes No What types of lessons does your teacher usually give you in listening lesson? a True/False - 55 - b Dictation c Multiple choice questions d Answer the questions e Other kinds 10 What is your level of listening? a Excellent b Good c Normal d Weak 11 What you think about listening skill? a Very easy b Easy c Normal d Difficult e Very difficult 12 Which difficulties you have to face in listening? (You can choose more than one) a Grammar b Vocabulary c Pronunciation d Boring e Other: …………………………………………………………………… III Evaluation of dictation 13 Is your listening ability improved after using dictation in studying? Yes No 14 Do you think that using dictation will motivate you in listening? Yes - 56 - No 15 Do you feel difficult when using dictation in listening? Yes No 16 Will you apply dictation to practice listening in the future? Yes No Thank you for your cooperation! - 57 - APPENDIX 1: QUESTIONNAIRE FOR STUDENTS (Vietnamese version) I Thông tin cá nhân Tên: Giới tính:  Nam  Nữ Em học Tiếng Anh rồi? a năm b 4-7 năm c năm Em có thấy Tiếng Anh quan trọng sống khơng? Có Khơng Mục đích học Tiếng Anh em gì? ( Có thể chọn một) a Giao tiếp b Đi nước c Điểm số cao d Có cơng việc tốt tương lai e Khác II Đánh giá kĩ nghe Nghe có phải kĩ quan trọng q trình học tiếng Anh? Có Khơng Em có thích học nghe học Tiếng Anh khơng? Có Khơng Em có thường luyện nghe Tiếng Anh khơng? Có Khơng Những dạng tập nghe em thường học? a Đúng/Sai - 58 - f Chép tả g Chọn đáp án h Trả lời câu hỏi i Khác 10 Khả nghe em nào? a Rất tốt b Tốt c Bình thường d Yếu 11 Em cảm thấy kĩ nghe nào? a Rất dễ b Dễ c Bình thường d Khó e Rất khó 12 Khó khăn em thường gặp phải nghe gì? (Có thể chọn một) a Ngữ pháp b Từ vựng c Phát âm d Nhàm chán e Khác: …………………………………………………………………… III Đánh giá chép tả 13 Khả nghe em có cải thiện sau áp dụng chép tả? Có Khơng 14 Em có nghĩ nghe chép tả cải thiện khả nghe mình? Có Khơng - 59 - 15 Em có gặp khó khăn áp dụng kĩ nghe chép tả? Có Khơng 16 Em có nghĩ áp dụng việc nghe chép tả sau khơng? Có Khơng Cảm ơn em! - 60 - APPENDIX 2: LISTENING TEST (From English 11 book) Exercise 1: Listen and choose the best answer A, B, C or D for the following statements and questions According to the passage, Vietnam ranks .for growth in the number of telephone subscribers A 6th B 2nd C 30th D 8th Vietnam is among the countries in the world that have more than two million telephones A B 140 C 13 D 30 In 1996, Vietnam began upgrading its .networks A mobile phone C fixed telephone B subscriber D post office According to the passage, at present, .percent of communes across Vietnam have telephone services A 90 B 80 C 14 D.93 Exercise 2: You will hear a students talk about his hobby Listen to his talk and decide whether the statements are True (T) or False (F) T The writer started his hobby when he was young His parents were interested in reading fairy tales and other stories to him The writer didn’t start with ABC books Now he reads all the books available Reading helps the writer to know many things 10 According to the writer, by reading he does not have to study hard 11 The writer is able to know about a tiger through reading - 61 - F 12 Books might help him in his daily life Exercise 3: Listen and fill in the missing information 13 Spring School is an school in Ho Chi Minh City 14 Around live and study at the school 15 About from District regularly attend classes 16 Organisation for Educational Development co-operated with Spring School to set up English classes in 17 The school requires to help organise their fund-raising dinner held actually in Exercise 4: Listen and fill in the gaps The (18) thing about reading is that I not have to learn things the very hard way For example, I not have to catch a (19) to know that it can kill me I know the danger so I can avoid it Also I not have to go deep into the (20) to find out the tigers I can read all about it in a book - 62 - LESSON PLAN Period Topic Test 2,3 4,5 Ability -Take notes in order to answer multiple choice questions - Distinguish true or false statements - Gap – filling Friendship - Distinguish true or false statements - Take notes about given questions in order to answer Personal experiences - Deciding on True or False statements - Gap – filling A party - Distinguish true or false statements - Gap - filling - Take notes about given questions in order to answer volunteer work - Take notes in order to answer multiple choice questions - Distinguish true or false statements Illiteracy - Take notes about given questions in order to answer - summarize the main ideas 12,13 competitions - Distinguish true or false statements - Gap - filling - Take notes in order to answer multiple choice questions 14,15 World population - Take notes about given questions in order to answer - summarize the main ideas 6,7 8,9 10,11 16,17 Celebrations 18 Test - Distinguish true or false statements - Gap - filling - Take notes in order to answer multiple choice questions -Take notes in order to answer multiple choice questions - Distinguish true or false statements - Gap – filling - 63 - Teaching aids Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Work book, Handouts, Cassette Handouts, Cassette - 64 - - 65 -