Nghiên cứu nâng cao kỹ năng nghe qua hoạt động nghe điền thông tin còn thiếu cho sinh viên năm thứ nhất không chuyên Anh tại trường Đại học Tài nguyên và Môi tr

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Nghiên cứu nâng cao kỹ năng nghe qua hoạt động nghe điền thông tin còn thiếu cho sinh viên năm thứ nhất không chuyên Anh tại trường Đại học Tài nguyên và Môi tr

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - NGÔ THỊ HÀ DEVELOPING LISTENING SKILLS THROUGH GAP-FILL TASKS FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESEARCH PROJECT AT HANOI UNIVERSITY OF NATURAL RESOURCES AND ENVIRONMENT (NGHIÊN CỨU NÂNG CAO KỸ NĂNG NGHE QUA HOẠT ĐỘNG NGHE ĐIỀN THƠNG TIN CỊN THIẾU CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC TÀI NGUYÊN VÀ MÔI TRƯỜNG HÀ NỘI) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 6014.0111 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES - NGÔ THỊ HÀ DEVELOPING LISTENING SKILLS THROUGH GAP-FILL TASKS FOR THE FIRST YEAR NON-ENGLISH MAJOR STUDENTS: AN ACTION RESEARCH PROJECT AT HANOI UNIVERSITY OF NATURAL RESOURCES AND ENVIRONMENT (NGHIÊN CỨU NÂNG CAO KỸ NĂNG NGHE QUA HOẠT ĐỘNG NGHE ĐIỀN THƠNG TIN CỊN THIẾU CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC TÀI NGUYÊN VÀ MÔI TRƯỜNG HÀ NỘI) M.A MINOR THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 6014.0111 SUPERVISOR: Prof Dr HOÀNG VĂN VÂN HANOI - 2013 DECLARATION I hereby declare that this thesis is the result of my own research and that the substance of the thesis has not, wholly or in part, been submitted for a degree to any other university or institution Hanoi, December, 2013 Ngô Thị Hà i ACKNOWLEDGEMENTS This thesis has been accomplished with the help and encouragement of many people I would like to express my deep gratitude to all of them First and for most, I would like to express my sincere gratitude to my supervisor, Prof Dr Hoàng Văn Vân His profound knowledge in both linguistics and language teaching methodology has been of great benefit to me Without his precious guidance, insightful comments and suggestions, and invaluable encouragement, my thesis might not have been finished I would also like to send my deep thanks to the staff of the Faculty of Post-graduate Studies for their help and to all the lecturers for their interesting lectures and supports, which are really useful for this research Besides, my special thanks should also be expressed to my colleagues and students at HUNRE Their cooperation brought great contribution to the success of my study Last but not least, my sincere thanks were sent to my family and my friends for their encouragement and moral supports Without them beside me, I might not have completed the research ii ABSTRACT This research was conducted with the purpose to investigate the effect of using gapfill tasks on developing students‟ listening skills The study was carried out in form of an action research The subjects of the study were 45 first-year non-English major students from class DH2K1 of Hanoi University of Natural Resources and Environment (HUNRE) Data were collected through talks with students and colleagues; document analysis (course books and results of the first semester); teaching and learning diaries, and pre and post tests The research was conducted during nine weeks Initial investigation of the study showed that almost students at HUNRE found listening challenging and many difficulties perceived by students were revealed Among those, the biggest problems were of the unsuitability between the listening tasks and students‟ level To better the situation, an action plan was made with focus on using gap-fill tasks to help students develop their listening skills The intervention was fairly successful in improving students‟ listening skills Their listening ability was upgraded and they also felt more interested in listening lessons Basing on the findings of the research, some conclusions were drawn out Recommendations, limitations and suggestions were also discussed It is hoped that the present study will be helpful for English teachers who share the same wish to help students solve their problems in learning listening skills at HUNRE Ngô Thị Hà iii LIST OF ABBREVIATIONS HUNRE: Hanoi University of Natural Resources and Environment L2: second language TESOL: Teachers of English to Speakers of Other Languages GE: General English ESP: English for Specific Purpose NCE: New Cutting Edge MA: Master PhD: Doctor of Philosophy iv LIST OF CHARTS AND TABLE CHARTS Chart 1: Students‟ results of the first semester Chart 2: Results of the pre-test Chart 3: Results of the three meetings Chart 4: Students‟ comments about vocabulary of the recordings Chart 5: Students‟ comments about the grammar‟s difficulty of the recordings Chart 6: Students‟ comments about the length of the recordings Chart 7: Students‟ comments about the speed of the recordings Chart 8: Students‟ comments about the level of tasks‟ difficulty Chart 9: Students‟ comments about their accomplishment of the tasks Chart 10: Results of the post test Chart 11: Students‟ improvement through tests TABLES Table 1: List of topics conveyed in each module of the course books Table 2: List of listening tasks in each module of the course books v TABLE OF CONTENT Page Declaration i Acknowledgements .ii Abstract iii List of abbreviations iv List of Charts and Tables v Table of Content vi PART I: INTRODUCTION 1.Rationale of the study 2.Aims of the study 3.Research questions 4.Scope of the study 5.Methodology 6.Design of the study PART II: DEVELOPMENT CHAPTER I: LITERARUTE REVIEW 1.1 Listening skills 1.1.1 Definitions of listening and listening comprehension 1.1.1.1 Listening 1.1.1.2 Listening comprehension 1.1.2 Listening skills in learning a foreign language 1.1.3 Difficulties in learning listening skills 1.1.4 Listening material 1.1.5 Listening tasks 11 1.1.5.1 Definition of task 11 1.1.5.2 Types of listening tasks 11 1.2 Gap-fill tasks 13 vi 1.2.1 Gap-fills tasks in learning listening skills 13 1.2.2 Types of gap-fill exercises or tests 14 1.3 Previous studies 17 CHAPTER II: THE METHODOLOGY 18 2.1 Context of the study 18 2.1.1 An overview of teaching and learning English at HUNRE 18 2.1.2 Facilities and learning condition 19 2.2 Course books analysis 20 2.3 The Participants 20 2.4 Data collecting instruments 21 2.4.1 Talks with colleagues and students 21 2.4.2 Pre-test 21 2.4.3 Learning diaries 21 2.4.4 Teaching diaries 22 2.4.5 Post-Test 22 2.5 The research procedure 22 2.5.1 Phase 1: Diagnosing 22 2.5.2 Phase 2: Action Planning 23 2.5.3 Phase 3: Taking Action 24 2.5.4 Phase 4: Evaluating 24 2.5.5 Phase 5: Specifying Learning 25 2.6 Summary 25 CHAPTER III: DATA ANALYSIS AND FINDINGS 26 3.1 Diagnosing data 26 3.1.1 Analysis of the text book 26 3.1.2 Analysis of talks with colleagues 28 3.1.3 Analysis of talks with students 29 3.1.4 Analysis of the students‟ results of the first semester 30 3.1.5 Analysis of the pre-test 30 vii 3.1.6 Concluding remarks 31 3.2 Action planning 31 3.2.1 Meeting 32 3.2.2 Meeting 33 3.2.3 Meeting 33 3.3 Taking action phase 34 3.3.1 Results of the exercises in four meetings 34 3.3.2 Results of learning diaries 35 3.3.3 Results of teaching diaries 39 3.3.4 Results of post-test 40 3.4 Action research evaluation 40 3.4.1 Students‟ improvement through tests 40 3.4.2 Students‟ involvement in listening tasks 41 3.5 Major findings and discussions 41 3.5.1 Effect of gap-fill tasks on developing students‟ listening skills from perspective of the students 42 3.5.2 Effect of gap-fill tasks on developing students‟ listening skills from the perspective of the teacher 42 PART III: CONCLUSION 43 3.1 Recapitulation 43 3.2 Conclusion 44 3.3 Recommendations 44 3.4 Limitation of the study 45 3.5 Suggestions for further study 46 REFERENCES 47 APPENDICES I viii ... AND ENVIRONMENT (NGHIÊN CỨU NÂNG CAO KỸ NĂNG NGHE QUA HOẠT ĐỘNG NGHE ĐIỀN THƠNG TIN CỊN THIẾU CHO SINH VIÊN NĂM THỨ NHẤT KHÔNG CHUYÊN ANH TẠI TR? ?ỜNG ĐẠI HỌC TÀI NGUYÊN VÀ MÔI TR? ?ỜNG HÀ NỘI) M.A... says (receptive orientation); constructing and representing meaning (constructive orientation); and creating meaning through involvement, imagination and empathy (transformative orientation) It... 31 3.2.1 Meeting 32 3.2.2 Meeting 33 3.2.3 Meeting 33 3.3 Taking action phase 34 3.3.1 Results of the exercises in four meetings 34

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