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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES VÕ THỊ NGỌC HÂN AN INVESTIGATION INTO LISTENING STRATEGY INSTRUCTIONS AND APPLICATIONS IN A PRIVATE EFL SCHOOL IN VIETNAM NGHIÊN CỨU VỀ VIỆC HƯỚNG DẪN VÀ ÁP DỤNG CHIẾN LƯỢC NGHE TẠI MỘT TRUNG TÂM ANH NGỮ Ở VIỆT NAM M.A. MINOR THESIS Field: English Teaching Methodology Code: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES VÕ THỊ NGỌC HÂN AN INVESTIGATION INTO LISTENING STRATEGY INSTRUCTIONS AND APPLICATIONS IN A PRIVATE EFL SCHOOL IN VIETNAM NGHIÊN CỨU VỀ VIỆC HƯỚNG DẪN VÀ ÁP DỤNG CHIẾN LƯỢC NGHE TẠI MỘT TRUNG TÂM ANH NGỮ Ở VIỆT NAM M.A. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr. Nguyễn Trường Sa Hanoi, 2014 i SUPERVISOR’S REMARKS ii JUDGEMENT OF THE EVALUATION BOARD iii ACKNOWLEDMENTS First of all, I would like to send my gratefulness to the board of University of Languages and International Studies - Vietnam National University, Hanoi for their allowance for me to carry out the research. The thesis is especially dedicated to Mr. Nguyen Truong Sa; my experienced instructor, whose passionate enthusiasm and precise guidance have come along my journey to fulfill this assignment on schedule. It will be indispensable for me to take into account the contribution I have received from Europe-Vietnam Language School. All of the school‟s staff has provided me with the best assistance in terms of comprehensive knowledge and relevant materials. Finally, I send my best to the six teachers and twelve learners who help me to justify the data. Without their contribution, my thesis would not be completed. iv DECLARATION OF AUTHORITY I, Vo Thi Ngoc Han, declare that this graduation thesis is original and has not been submitted for assessment elsewhere. I declare that this thesis is my own work and does not involve plagiarism or collusion. I give my consent to electric version to be examined by relevant plagiarism software programs. I have made a copy or electronic copy of my assignment, which I can produce if the original is lost for any reason. Date:……/……/…… Vo Thi Ngoc Han v ABSTRACT Derived from the nature of listening strategies, unconscious activities of learners but conscious of teachers, in combination with the researcher‟s challenges in teaching listening, the research is implemented to investigate listening strategy instructions and applications. Research question that decides content of the research is how listening strategies are instructed and applied in EFL class. It was carried out in Europe-Vietnam Language School where learners are motivated by their apparent learning purposes. Six participants contain three EFL teachers and three EFL students from the teachers‟ classes. Two instruments used were observation and stimulated recall. As a result, despite teachers‟ different preferences of using strategies, learners only get familiar with cognitive and social-affective strategies. Their weaknesses found were their inability in controlling listening processes, problems in pronunciation, and difficulties in building up learning spirit due to their passive learning style. With the investigation into the reality of using listening strategies, the research is in the hope to help teachers and learners remedy their current strategy use with the help of their private school. vi TABLE OF CONTENTS SUPERVISOR‟S TRUNG TÂM NGOẠI NGỮ DUOLINGO VIỆT NAM Courses A1 English lecture Pronouns The teacher: Eward Harry Daring Teacher translated: Dang Tieu Mai English language centers abroad duolingo Vietnam Pronouns are used to indicate and represent or substitute for a I Concept Pronouns are used to indicate and represent or substitute for a noun to refer to people and things when we not want to mention direct or unnecessary repetition of nouns that Every noun to refer to people and things when we not want to language in the world contain personal pronouns Pronouns in mention direct or unnecessary repetition of nouns that several languages usually divided by the throne and under singular or plural II Location stand in clause Personal pronouns in English are often ranked in the subject or Personal pronouns in English are often ranked in the subject verb behind, behind the comparative adverbs such as coal, as, that III The types of personal pronouns English language centers abroad duolingo Vietnam Pronouns Person / number / variety Taegukgi English Standard I First-person singular Tôi, tao, ta, tớ, We First-person plural Chúng tôi, chúng ta, chúng tớ, chúng tao, You The second person singular and plural Bạn, bạn, đằng ấy, mày, bọn mày, tên kia, lũ, đám He Third person singular, male only Anh ấy, cậu ấy, ông ấy, gã ấy, y, hắn, thằng She Third person singular, just like the Cô ấy, chị ấy, bà ấy, ả, thị, Cổ It Third person singular, regardless of breed Nó They Third person plural, regardless of breed Chúng nó, Họ English language centers abroad duolingo Vietnam Pronouns are used to indicate and represent or substitute for a I Concept Pronouns are used to indicate and represent or substitute for a noun to refer to people and things when we not want to mention direct or unnecessary repetition of nouns that Every noun to refer to people and things when we not want to language in the world contain personal pronouns Pronouns in mention direct or unnecessary repetition of nouns that several languages usually divided by the throne and under singular or plural II Location stand in clause Personal pronouns in English are often ranked in the subject or Personal pronouns in English are often ranked in the subject verb behind, behind the comparative adverbs such as coal, as, that III The types of personal pronouns English language centers abroad duolingo Vietnam Exercise Select the word means “cô gái" You are incorrect You are correct You are incorrect Water gril bread English language centers abroad duolingo Vietnam Exercise Select the word means “đàn ông" You are incorrect You are incorrect You are correct Gril bread man English language centers abroad duolingo Vietnam Exercise Select the word means “cậu bé" You are incorrect You are incorrect bread gril English language centers abroad duolingo Vietnam You are correct boy Exercise Translate this content A gril Co be • cô bé • Một cô gái English language centers abroad duolingo Vietnam Exercise Translate this content người phụ nữ A Woman English language centers abroad duolingo Vietnam Exercise Translate this content Tôi cậu bé I am a boy English language centers abroad duolingo Vietnam 10 Exercise Translate this content Cậu bé A boy English language centers abroad duolingo Vietnam 11 Exercise Translate this content A man Đàn ông English language centers abroad duolingo Vietnam 12 Exercise Translate this content Tôi người đàn ông English language centers abroad duolingo Vietnam I am a man 13 Exercise Translate this content Tôi người phụ nữ English language centers abroad duolingo Vietnam I am a woman 14 English language centers abroad duolingo Vietnam 15 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI, 2016 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Nguyễn Xuân Thơm HANOI, 2016 DECLARATION I declare that this thesis submitted for the Master of Art degree at the University of Languages and International Studies is a presentation of my own research and has not been previously submitted at any other universities for any degrees Wherever contributions of other researchers are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement o collaborative research and discussion The work was done under the guidance of Associated Professor Nguyen Xuan Thom, at the University of Languages and International Studies Hanoi, 2016 Vũ Thị Thu Trang ACKNOWLEDGEMENT At the completion of this thesis, I would like to express my sincere thanks to my lecturer and my supervisor, Mr Nguyen Xuan Thom for his valuable support and instructions without which it would have been really difficult for me to handle the task I would like to acknowledge my debt to my colleagues in May School English Center for their effective cooperation in collecting data for completing this study Their enthusiastic participation was indispensable to my research Finally, I would like to express my gratitude to my family for all the support I received to finish this thesis ABSTRACT The use of the mother tongue has been argued for ages in English language teaching and the argument over whether students’ native language should be included or excluded in English language classrooms has been a controversial issue Conducted in the context of Vietnam, the study is an attempt to address the use of Vietnamese as mother tongue in English language classrooms in a prestigious English center for young learners in Hanoi (May School) It focuses on the viewpoints of Vietnamese teachers in May School on their use of Vietnamese as mother tongue in their English language classrooms as well as the amount and situations in which it is employed The findings and discussion are based on the analysis of the data collected from group interview of five female teachers and ten one-hour classroom observations The current study supports the judicious use of Vietnamese in some situations such as giving instructions, responding to students’ Vietnamese The results also highlight that the use of Vietnamese is significantly different in classrooms in May School but the average amount of its use is quite limited LIST OF ABRREVIATIONS ALM: Audio-Lingual Method CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English Language Teaching FL: Foreign language GMT: Grammar Translation Method L1: First Language L2: Second Language TL: Target Language LIST OF CHARTS AND TABLES Chart 1: The amount of Vietnamese used in observed classes Table 1: Participating teachers’ profile Table 2: Information of observed classes Table 3: The occasions of teachers’ use of Vietnamese in Starters classes Table 4: The occasions of teachers’ use of Vietnamese in Movers classes Table 5: The occasions of teachers’ use of Vietnamese in Flyers classes REFERENCES VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI, 2016 VIETNAM NATIONAL UNIVERSITY UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES VŨ THỊ THU TRANG VIETNAMESE TEACHERS’ VIEWPOINTS ON THEIR USE OF VIETNAMESE IN ENGLISH LANGUAGE CLASSROOMS FOR YOUNG LEARNERS IN MAY SCHOOL ENGLISH CENTER Quan điểm giáo viên Việt Nam việc sử dụng tiếng Việt họ lớp học Tiếng Anh cho trẻ em Trung Tâm Ngoại Ngữ Tháng Năm M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Nguyễn Xuân Thơm HANOI, 2016 DECLARATION I declare that this thesis submitted for the Master of Art degree at the University of Languages and International Studies is a presentation of my own research and has not been previously submitted at any other universities for any degrees Wherever contributions of other researchers are involved, every effort is made to indicate this clearly, with due reference to the literature, and acknowledgement o collaborative research and discussion The work was done under the guidance of Associated Professor Nguyen Xuan Thom, at the University of Languages and International Studies Hanoi, 2016 Vũ Thị Thu Trang ACKNOWLEDGEMENT At the completion of this thesis, I would like to express my sincere thanks to my lecturer and my supervisor, Mr Nguyen Xuan Thom for his valuable support and instructions without which it would have been really difficult for me to handle the task I would like to acknowledge my debt to my colleagues in May School English Center for their effective cooperation in collecting data for completing this study Their enthusiastic participation was indispensable to my research Finally, I would like to express my gratitude to my family for all the support I received to finish this thesis ABSTRACT The use of the mother tongue has been argued for ages in English language teaching and the argument over whether students’ native language should be included or excluded in English language classrooms has been a controversial issue Conducted in the context of Vietnam, the study is an attempt to address the use of Vietnamese as mother tongue in English language classrooms in a prestigious English center for young learners in Hanoi (May School) It focuses on the viewpoints of Vietnamese teachers in May School on their use of Vietnamese as mother tongue in their English language classrooms as well as the amount and situations in which it is employed The findings and discussion are based on the analysis of the data collected from group interview of five female teachers and ten one-hour classroom observations The current study supports the judicious use of Vietnamese in some situations such as giving instructions, responding to students’ Vietnamese The results also highlight that the use of Vietnamese is significantly different in classrooms in May School but the average amount of its use is quite limited LIST OF ABRREVIATIONS ALM: Audio-Lingual Method CLT: Communicative Language Teaching EFL: English as a Foreign Language ELT: English Language Teaching FL: Foreign language GMT: Grammar Translation Method L1: First Language L2: Second Language TL: Target Language LIST OF CHARTS AND TABLES Chart 1: The amount of Vietnamese used in observed classes Table 1: Participating teachers’ profile Table 2: Information of observed classes Table 3: The occasions of teachers’ use of Vietnamese in Starters classes Table 4: The occasions of teachers’ use of Vietnamese in Movers classes Table 5: The occasions of teachers’ use of Vietnamese in Flyers classes REFERENCES Đồ án tốt nghiệp đại học Lời cảm ơn LỜI CẢM ƠN Sau bốn năm học tập rèn luyện trường, Đồ án tốt nghiệp Đại học tập cuối em trước hoàn thành chương trình học tập Đồ án phần thể kiến thức em học tập, đúc kết suốt bốn năm rèn luyện giảng đường Đại học Chính vậy, em cố gắng hoàn thiện đồ án cách tốt Để hoàn thiện đồ án này, em nhận giúp đỡ tận tình, tạo điều kiện thầy cô giáo Học viện Công nghệ Bưu Viễn thông, đặc biệt TS Ao Thu Hoài người trực tiếp hướng dẫn em thực khóa luận Em xin gửi lời cảm ơn tới quý Thầy, Cô khoa Công nghệ đa phương tiện, Học viện Công nghệ Bưu Viễn thông tận tình truyền đạt kiến thức suốt bốn năm học qua, trang bị cho em kiến thức học tập, sống làm hành trang vững tương lai Em xin tỏ lòng kính trọng biết ơn sâu sắc đến TS.Ao Thu Hoài người trực tiếp hướng dẫn thực tập hướng dẫn em thực đồ án này, tận tình hướng dẫn, giúp đỡ, tạo điều kiện động viên em nhiều suốt thời gian thực làm đồ án tốt nghiệp Em xin chân thành cảm ơn anh, chị Trung Tâm Đào Tạo Ngoại Ngữ 24h tạo điều kiện giúp đỡ em hoàn thiện đồ án Em xin gửi lời cảm ơn chân thành đến gia đình, bạn bè bên cạnh, khích lệ, động viên em suốt thời gian qua để hoàn thành đồ án nghiệp cách tốt Cuối em xin kính chúc quý Thầy, Cô dồi sức khỏe thành công nghiệp giảng dạy Đồng kính chúc anh, chị Trung Tâm Đào Tạo Ngoại Ngữ 24h dồi sức khỏe đạt nhiều thành công sống Em xin chân thành cảm ơn! Sinh viên Vũ Ngọc Hà SVTH: Vũ Ngọc Hà-D12TTDPT Đồ án tốt nghiệp đại học Mục lục MỤC LỤC SVTH: Vũ Ngọc Hà-D12TTDPT Đồ án tốt nghiệp đại học Danh mục chữ viết tắt DANH MỤC CHỮ VIẾT TẮT B2 : Business to Business B2C : Business to Customer CC : Công chúng CP TM&TT : Cổ phần Thương mại Truyền thông CTR : Số lượt click chuột lượt xem DMA : Hiệp hội marketing trực tiếp DS-KHHGĐ : Dân số - Kế hoạch hóa gia đình IMC : Truyền thông marketing hợp PR SVTH: Vũ Ngọc Hà-D12TTDPT : Public Relation Đồ án tốt nghiệp đại học Danh mục hình vẽ DANH MỤC HÌNH VẼ SVTH: Vũ Ngọc Hà-D12TTDPT Đồ án tốt nghiệp đại học Danh mục bảng biểu DANH MỤC BẢNG BIỂU SVTH: Vũ Ngọc Hà-D12TTDPT Đồ án tốt nghiệp đại học Phần mở đầu Chương PHẦN MỞ ĐẦU Tính cấp thiết đề tài Kinh tế ngày phát triển đặc biệt giai đoạn thời kì hội nhập mà Ngoại Ngữ vấn đề ưu tiên hàng đầu, đặc biệt tiếng anh Theo thống kê, doanh nghiệp nước đầu tư vào Việt Nam ngày nhiều mở thị trường việc làm hấp dẫn nhân lực Việt Nam Bên cạnh yêu cầu chuyên môn doanh nghiệp có yêu cầu Ngoại Ngữ Sự tác động dẫn đến việc tiếng anh ngày có vai trò quan trọng Đối với hầu hết trường cao đẳng, đại học, tiếng anh trở thành môn học bắt buộc điều kiện tiên việc xét tốt nghiệp cho sinh viên Đối với người làm, tiếng anh điều kiện cần để đảm nhận vị trí công việc Nhận thức vấn đề mà trung tâm đào tạo tiếng anh mở ngày nhiều cho nhiều sản phẩm khóa học phù hợp với đối tượng người Việt Nam Sự phát triển kinh tế, xã hội ngày cao hết xuất ngày nhiều đối thủ cạnh tranh đặt cho Trung tâm đào tạo Ngoại Ngữ 24h toán việc phải thay đổi để đưa sản phẩm khóa học đến gần với khách hàng hơn, tăng khả cạnh tranh thị trường để giữ vững vị thị trường mở rộng quy mô đem lại hiệu cao Chính lý đề tài “Hoàn thiện hoạt ... centers abroad duolingo Vietnam Exercise Select the word means “cô gái" You are incorrect You are correct You are incorrect Water gril bread English language centers abroad duolingo Vietnam Exercise... language centers abroad duolingo Vietnam Exercise Select the word means “cậu bé" You are incorrect You are incorrect bread gril English language centers abroad duolingo Vietnam You are correct boy... cô gái English language centers abroad duolingo Vietnam Exercise Translate this content người phụ nữ A Woman English language centers abroad duolingo Vietnam Exercise Translate this content Tôi