Improving listening comprehension of grade 11 students at dong anh high school through reading based listening skill development

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES oo0oo ĐỖ THỊ HỒNG DUNG IMPROVING LISTENING COMPREHENSION OF GRADE 11 STUDENTS AT DONG ANH HIGH SCHOOL THROUGH READING-BASED LISTENING SKILL DEVELOPMENT (Nâng cao khả nghe hiểu học sinh khối 11 trường THPT Đông Anh thông qua việc kết hợp dạy kỹ nghe đọc) M.A Minor Thesis Field: English Teaching Methodology Code: 601410 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES oo0oo ĐỖ THỊ HỒNG DUNG IMPROVING LISTENING COMPREHENSION OF GRADE 11 STUDENTS AT DONG ANH HIGH SCHOOL THROUGH READING-BASED LISTENING SKILL DEVELOPMENT (Nâng cao khả nghe hiểu học sinh khối 11 trường THPT Đông Anh thông qua việc kết hợp dạy kỹ nghe đọc) M.A Minor Thesis Field: English Teaching Methodology Code: 601410 SUPERVISOR: ĐỖ BÁ QUÝ, MEd Hanoi, 2010 TABLE OF CONTENTS Page Declaration iii Acknowledgements .iv Abstract v List of figures vi PART A: INTRODUCTION 1 Rational for the study Objectives and significance of the study Scope of the study .2 Methods of the study Organization of the study PART B: DEVELOPMENT .4 CHAPTER 1: LITERATURE REVIEW 1.1 Definition of listening and listening comprehension 1.1.1 Definition of listening 1.1.2 Definition of listening comprehension 1.2 Significance of listening 1.3 Nature of listening 1.4 Strategies of listening comprehension .7 1.5 Factors affecting listening comprehension 1.6 Approaches to teaching listening comprehension 10 1.7 Stages in teaching listening .11 1.7.1 Pre-listening stage 11 1.7.2 While listening stage 12 1.7.3 Post-listening stage 12 1.8 Relationship between teaching listening comprehension and reading Comprehension 13 CHAPTER 2: METHODOLOGY 15 2.1 Background of the study 15 2.1.1 The syllabus .15 2.1.2 Participants 17 2.1.3 The teaching and learning conditions 17 2.2 Data collecting instruments .18 2.2.1 Pre and post-tests 18 2.2.2 Pre and post-questionnaire 18 2.2.3 Class observation 19 2.2.4 Interviewing 19 2.3 Procedure .20 CHAPTER 3: DATA ANALYSIS AND DICSUSSION .21 3.1 Analysis of the pre, post-test and interview .21 3.2 Analysis of the pre, post-questionnaire and interviews 22 3.3 Analysis of the class observations 33 PART C: CONCLUSION 35 Conclusions .35 Teaching implications 36 2.1 Combining listening with reading and other skills 36 2.2 Providing background knowledge particularly the cultural knowledge in language teaching 36 2.3 Developing students’ micro skills 36 2.4 Textbook-based learning and other listening contexts .37 2.5 Combining “intensive listening" with “extensive listening” 37 Limitations and suggestions for further study 38 3.1 Limitations of the study 38 3.2 Suggestions for further study 38 REFERENCES 40 APPENDICES .I LIST OF FIGURES Figure 1: Comparison of mean scores between the pre and post-test 21 Figure 2: Comparison of results in English before and after the intervention 23 Figure 3: Students’ assessment towards learning the listening skills in compared 24 with other skills before and after the intervention Figure 4: Student’s assessment of the importance of learning the listening 25 comprehension before and after the intervention Figure 5: Students’ evaluation of learning the listening comprehension before 26 and after the intervention Figure 6: Factors affecting students’ listening comprehension 26 Figure 7: Students’ attitudes towards the necessity of using reading-based 27 listening strategies to improve listening comprehension before and after the intervention Figure 8: Students’ understanding in the listening lessons before and after 28 the intervention Figure 9: Students’ feelings in the listening lessons before and after the 29 Intervention Figure 10: Students’ confidence in the listening lessons before and after the 30 Intervention Figure 11: Students’ behavior to improve their listening comprehension before 31 and after the intervention Figure 12: Students’ involvement in the listening lessons before and after the intervention 33 PART A: INTRODUCTION This part is comprised of five sections including the rationale for the study, the objectives of the study, the scope of the study, the methods used in the study and the organization of the thesis Rationale for the study It is widely accepted that English has become an international language Until now “it is listed as the official or co-official language of over 45 countries and it is spoken extensively in other countries where it has no official status.” (Krysstal.com) Therefore, mastering English will help people enrich their knowledge about the world For its great importance, English has now a mandatory subject in all schools in Vietnam in general and at High schools in particular In recent years, with the development of the communicative approach, students’ communicative competence has been stressed In other words, English must be taught as a tool for communication In this communicative process, listening comprehension plays an important role Obviously, communication does not take place when listeners not understand what is said Wilt (1950) argues that listening takes up about 45% of time spent in communicating in real life Therefore, it can be said that teaching listening comprehension must be at the core of teaching practice, and it is the area in which teachers need to concentrate their own efforts to improve their teaching Unfortunately, among the four language skills, listening comprehension seems to be the most challenging for many students This is also a big problem that most students in the researcher’s school are encountering As a teacher of English for over five years, the researcher has found out that many students in the researcher’s school suppose the listening skill to be the most difficult one This leads to the fact that listening lessons are often said to be boring and tedious As a matter of fact, there have been many studies on how to teach listening comprehension effectively However, with a glance into the existing literature, it is felt that there is a shortage of studies with respect to integrating reading comprehension into teaching listening comprehension in EFL contexts It seems that the EFL field is in need of further studies investigating the issue of teaching listening comprehension in integration with teaching reading comprehension For all the things mentioned above, the researcher finds it necessary to carry out the study on “Strategies to improve listening comprehension of grade 11 students at Dong Anh high school through reading-based listening skill development.” It is hoped that the results of this study will cast some light on this issue and pave the way for a better teaching of listening Objectives of the study The first and foremost aim of the study is to find out the difficulties facing grade 11 students in Dong Anh High school in leaning listening comprehension The second one is to discover the factors that cause trouble for students in listening comprehension The next purpose is to study the development of the students’ listening skills after the intervention including students’ readiness, interests and confidence in learning listening skill in particular and learning English in general Last but not least important, some effective ways for teaching listening comprehension are recommended with a view to improve students’ listening comprehension The study is done in a hope that it will help better the situation of teaching and learning English listening comprehension at Dong Anh high school Thus, it will help enhance students’ English competence Scope of the study With regard to the scale of this undertaking, this study only focuses on the mater within the group of grade 11 students at Dong Anh High school Furthermore, for the purpose of going deeply into the subjects’ matter, the researcher only concentrates on teaching English listening comprehension Methods of the study To realize the objectives of the study, both qualitative and quantitative methods were used The data for the study were obtained through the following instruments:  Pre and post-tests were designed by the researcher to find out the students’ ability in listening comprehension  A pre and post-questionnaire was designed by the researcher to find out the students’ readiness, interests, confidence and behavior in learning listening comprehension and learning English in general  Classroom observation was conducted four times to investigate students’ readiness, interests and confidence in learning listening comprehension and learning English in general  Informal interviews were carried out to discover students’ attitudes towards learning listening comprehension Organization of the study The thesis consists of three main parts:  Part A is the introduction, which gives the rationale, the objectives of the study, methods used in this study and the organization of the thesis  Part B is the development, which includes three chapters as follows:  Chapter is the Literature review This chapter presents all the related theoretical background that precedes and necessitates the information of the research  Chapter presents the methods of the study  Chapter is the data analysis and discussion In this chapter, the data collected are analyzed both qualitatively and quantitatively Afterwards, some teaching implications are drawn to improve the situation of teaching and learning listening comprehension at the researcher’s school  Part C is the conclusion which presents the study conclusions and teaching implications Besides, it also offers the limitations and suggestions for further study 10 PART B: DEVELOPMENT CHAPTER LITERATURE REVIEW In this chapter, all the related theoretical background that precedes and necessitates the information of the research is presented They are: definition of listening and listening comprehension, significance of teaching listening, nature of listening, listening strategies factors affecting listening comprehension, approaches to teaching listening comprehension, stages in teaching listening and relationship between teaching listening comprehension and teaching reading comprehension 1.1 Definition of listening and listening comprehension Since the early 70's, listening has been paid attention as a tool for understanding and as a key factor in facilitating language learning Thus, listening has emerged as an important component in the process of second language acquisition 1.1.1 Definition of listening There have been various ways to define listening In Field’s viewpoints, “listening is an invisible mental process, making it difficult to describe Listeners must discriminate between sounds, understand vocabulary and grammar structures, interpret stress and intention, retain and interpret this within the immediate as well as the large socio-cultural context of the utterance (Field, 1989:38) Rost had another way to define listening by emphasizing the vital role of listening in second language learning In his opinion, “listening is vital in the classroom because it provides the input for students Without understanding the input at the right level, any learning simply can’t begin.” (Rost, 1991:141) 1.1.2 Definition of listening comprehension Researchers have different views on the definition of listening comprehension: “Listening comprehension is defined as the process of understanding speech in a second or foreign language When comprehending something, we can understand what is 11 said It is assumed that speaking and writing are the process of encoding messages while listening and reading decode them Listening comprehension, therefore, is a perceptive skill involving identifying and retaining information orally perceived.” (Boyle, 1981:13) For Buck, “ Listening comprehension is an active process of constructing meaning and this is done by applying knowledge to the incoming sound “in which” number of different types of knowledge are involved; both linguistic knowledge and nonlinguistic knowledge.” (Buck, 1984:31) Anderson and Lynch also share the shame ideas with Buck They believe that listening comprehension requires not only the linguistic knowledge but also the nonlinguistic knowledge in order to reach the final message of the speaker in communication “Listening comprehension means to understand what a speaker says: the listener has a crucial part to play in the process by activating various types of knowledge, by applying what he knows to what he hears and trying to understand what the speaker means” (Anderson & Lynch, 1988:21) Listening is an invisible mental process, making it difficult to describe However, it is recognized by Wipf (1984) that listeners must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, understand intention and retain and interpret this within the immediate as well as the larger socio-cultural context of the utterance Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speaker actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation); and creating meaning through involvement, imagination and empathy (transformative orientation) In short, listening comprehension involves multiple skills It is a complex and active process of interpretation in which listeners match what they hear with what they already know 1.2 Significance of listening Language learning depends on listening since it provides the aural input that serves as the basis for language acquisition and enables learners to interact in spoken communication Listening provides the foundation for all aspects of language and cognitive development, and it plays a life-long role in the process of communication A 73 The crew of Apollo 11 returned to Earth on July 24, 1969 They successfully completed their historic mission It is regarded as one of the greatest human efforts in the history of mankind Reading assignment (used before unit 15) Read the following passage then choose the best given answer to fill in the gap Footprints on the moon Long ago a lot of people thought the moon was a god Other people thought it was just a light in the (1) And others thought it was a big ball of cheese! Then telescope was made A men saw (2) the moon was really (3) _ world They wondered what it was like They dreamt of going there On 20 th July, 1969, that (4) came true Two American men landed on the moon Their names were Neil Armstrong and Edwin Aldrin The first thing the man found was that the moon is covered with dust The dust is (5) thick that the men left footprints (6) _ they walked Those was the first marks a living thing that had ever made on the (7) _ And they could stay there for years and years There is no wind or rain to wipe them off The two men walked on the moon for hours They picked up rocks to (8) _ back to earth for study They dug up dirt to bring back They set up machines to find out things people wanted to know Then they climbed back into their moon landing craft Next day, the landing craft roared as the two men took (9) _ from the moon They join Michael Collins in the spaceship (10) _ waited for them above the moon Then they were off on their long trip back to earth Behind them, they left the plants and tall mountains of the moon They lefts the machines they had set up A spaceship B earth C sky D orbit A that B which C what D where A new B another C strange D wonderful A dreamt B dreaming C dream D to dream A such B so C too D enough A what B which C where D when A earth B space C sky D moon A take B bring C get D return 74 A with B to C up D off 10 A that B what C who D x Key: C A B C B C D B D 10 A CLASS OBSERVATION PROTOCOL CLASS: 11A6 PERIOD: 99 UNIT 16: THE WONDERS OF THE WORLD C LISTENING I Aims: By the end of the lesson, students will be able to: - Listen to a listening text about The Great Wall - Listen for specific information - Listen for general ideas II Teaching aids: handouts, colored chalk, pictures III Anticipated problem: Students may be in short of some vocabulary related to the topic of listening and background knowledge of the Great Wall IV Procedure: Teacher’s activities Students’ activities Warm-up (5’) Quiz - Divide the class into two groups - Work in groups with excitement to - Tell them that there is a word in the T's mind T will find out the word give them pieces of information about the word, one by one, and members of each group can raise their hands at any time to guess what the word is Each 75 groups has only two chances to make a guess This word is a noun and it is about one of the most well- known wonders in the world You can see this from the moon It is the symbol of China Key: The great Wall T declares the winner Lead- in Have you ever seen the Great Wall on TV? (yes) How old you think it is? (Ss make a guess) Answer teacher’s Would you like to visit it some day? (Yes) enthusiastically question pre-listening (7’) Now, you are going to listen to a passage about it - Can give the meaning of the new First, I am going to help you with some new words words quite well because they have learnt them in the listening task Pre-teach vocabulary - Write down the new words in their ancient ( ad) ~ very, very old book then read aloud after the 2.dynasty (n) ( translation) triều đại teacher significance (n) = importance (n) Beijing( proper noun ) : the capital of China man-made (a)= artificial (a): nhân tạo stone (n): đá Checking - Ask Ss to complete the following sentences with the - Work in pairs to complete the words just learnt and give them good marks if they can given sentences perform well (T can call Ss by their names.) - Many students volunteer and give a Was this wonder built during Ming ? the correct answers b Hoi An is an interesting town in Viet Nam c I went to China last moth and I stayed in for a week d He has realized the of learning computer science 76 Suggested answers a Dynasty b ancient c Beijing d significance While - listening (20’) Task 1: Instructions “Now you are going listen about The Great Wall, one - Listen to the teacher’ instruction of the wonders of the world Listen and work in pairs attentively to fill in the missing information Remember that the tape will be played twice” - Give handouts of gap- fill test - Play the tape twice - Listen to the tape attentively - Call on some Ss to give the answers - Raise hand to express their - Go over the answers with the class answers Suggested answers (1) the moon (2) 1987 (3) the Ming Dynasty (4) 200 (5) 200 BC (6) 6000 km (7) 11 m (8) stone Task 2: Gap - fill - Give Ss handouts of activity Instructions: “Now listen to the listening text again and - Work in pair and help each other answer the questions in the handout You will listen to in understanding the questions and the tape twice” guess the answer - Give Ss minute to read the questions - After listening, Ss exchange the - Play the tape twice answer They are quite cooperative - Call on some students to give the answers - Volunteer to write the answer on - Go over answers with the class the board Suggested answers In 1368 Five provinces Thanks to its magnificence and significance 77 The part in the northwest of Beijing is the best choice for visit because it is still in its original state Post- listening (10’) - Ask Ss to work in groups of four and tell the partners - Work in groups enthusiastically, why the Great Wall is considered one of the greatest exchange ideas wonders in the world and how it was built (base on the suggested words for sentences building) - Call some Ss to speak before the class and give marks - Volunteer to speak (many students for the ones who can speak well volunteer and speak quite well) Sentence building Build these sentences The Great Wall/ said / visible / the moon it/ believe/ The great Wall/ built /defense purpose The Greta Wall/ symbol / the Chinese nation/ history A visit/ The Great wall/ bring tourists great excitement / each step / the wall Suggested answers The Great Wall is said to be visible from the moon It is believed that The great Wall was built for defense purpose The Great Wall is a symbol of the Chinese nation throughout history A visit to The great wall will bring tourists great excitement in each step of the wall Homework - Ask ss to write a short paragraph about this topic and Do the task at home prepare for the next lesson Tapescript for Unit 16 The Great Wall of China, which is said to be visible from the moon , winds up and down across deserts, grasslands and mountains of provinces It is considered one of the 78 greatest man-made wonders in the world thanks to its magnificence and significance In 1987, the Great Wall was enlisted the World Heritage by UNESCO The Great Wall we see today was mostly built during the Ming Dynasty for defense purposes It started in 1368 and took 200 years to complete Some parts of the wall are much older and go back around 200 B.C It stretches for about 6,000 km from east to west The wall is about 11 meters high and a stone roadway runs along the top of it The Great Wall is a symbol of the Chinese nation throughout history If you prefer to see the wall in a relatively natural state, you’d better go to the northwest of Beijing This part of the wall is best choice for it is still in its original state A visit to the Great Wall will certainly bring tourists great excitement in each step of the wall Reading assignment: (used before unit 16) The Great Pyramid of Giza, a monument of wisdom and prophecy was built as a tomb for Pharaoh Cheops in 2720 B.C It is one of the truly great man-made wonders of the world The Pyramids are made of stones Four sides of the pyramids are aligned and almost exactly on true north, south, east and west-an incredible engineering feat The ancient Egyptians were sun worshipers and great astronomers, so computations for the great pyramid were based on astronomical observations Explorations and detailed examination of the base of the structure reveal many interesting lines Further scientific study indicates that these represent a type of time line of events-past, present, and future Many of the events have been interpreted and found to coincide with known facts of the past Others have prophesied for future generations and are presently under investigation Approximately, how long ago was the Great Pyramid constructed? A 665 years B 2,720 years C 4,025 years D 4,730 years What does the words “man-made” in line refers to? A natural B artificial What are the pyramids made of? A wood B steels C stones D mud On what did the ancient Egyptians base their computations? A observation of bodies B advanced tool of measurement 79 C advanced technology D knowledge of the earth surface Why was the Great pyramid constructed? A as a solar observatory B as a religious temple C as a tomb for the pharaoh D as an engineering feat Key: D B C D C APPENDIX DETAILED SCORES OF THE PRE, POST TESTS & DETAILED GRADES OF THE 1ST SEMESTER AND THE 2ND SEMESTER 80 Order Names of students Class Scores of Pre-test Scores of Post-test Scores of the 1st semester Scores of the 2nd semester Nguyễn Đức Anh 11A2 5.5 6.5 5.8 6.9 Nguyễn Tuấn Anh 11A2 4.7 5.7 Trần Kim Chi 11A2 8.5 6.9 Nguyễn Hữu Chinh 11A2 4.6 5.5 Dương Tiến Dũng 11A2 5 5.3 5.5 Trần Tuấn Dũng 11A2 3.4 3.6 Lê Tiến Đạt 11A2 4 4.5 Nguyễn Huy Đăng 11A2 6.2 6.7 Vương Xuân Đỉnh 11A2 6.5 4.9 5.7 10 Nguyễn Ngọc Đức 11A2 4.5 6.9 11 Nguyễn Văn Giang 11A2 4.5 4.9 6.5 12 Cao Thị Hà 11A2 5.5 5.7 6.2 13 Lê Thị Hà 11A2 5.6 6.8 14 Đào Văn Hải 11A2 6.5 5.3 6.8 15 Ngơ Trí Hào 11A2 4.2 5.4 16 Nguyễn Thế Hoàng 11A2 3.5 4.5 3.5 4.8 17 Trần Thị Hải Hồng 11A2 4.5 3.9 4.9 18 Nguyễn Thị Huệ 11A2 6.5 5.2 6.8 19 Nguyễn Thị Huyền 11A2 7.5 6.7 7.7 20 Nguyễn Thị Hương 11A2 6.6 6.7 21 Nguyễn Phúc Khánh 11A2 6 6.2 22 Ngô Thị Lan 11A2 6.4 6.9 23 Hoàng Lâm 11A2 6.5 7.5 7.5 24 Nguyễn Văn Lệ 11A2 6.5 7.3 7.9 25 Hữu Thị Mỹ Linh 11A2 8.3 8.6 26 Nguyễn Thi Mỹ Linh 11A2 9.5 9.2 9.6 27 Hoàng Thị Thuỳ Linh 11A2 6 5.9 5.9 81 28 Nguyễn Tiến Linh 11A2 6.5 7.5 6.7 7.6 29 Nguyễn Duy Luân 11A2 6.5 6.3 6.8 30 Lê Thành Luân 11A2 7.4 7.9 31 Cao Thị Khánh Ly 11A2 6.5 7.5 6.9 7.8 32 Lữ Hoàng Nam 11A2 7.2 33 Phạm Hoàng Nam 11A2 4.5 5.5 5.8 34 Nguyễn Thị Ngân 11A2 5.5 5.6 6.1 35 Nguyễn Thế Ngọc 11A2 8.3 8.9 36 Bùi Thị Hồng Nhung 11A2 4.1 4.7 37 11A2 3.5 4.1 38 Nguyễn Thị Xuân Phương Dương Văn Quý 11A2 6.5 6.9 7.5 39 Ngô Thị Sơn 11A2 5 4.6 40 NGuyễn Thị Thanh 11A2 7 6.9 6.9 41 Phan Công Thành 11A2 9.5 9.2 9.7 42 Hồ Thu Thuỷ 11A2 5.6 43 Nguyễn Thanh Thuỷ 11A2 8.5 7.8 8.3 44 Phạm Thu Thuỷ 11A2 4.5 5.5 5.9 5.2 45 Lê Đức Trung 11A2 4.5 4.7 4.9 46 Nguyễn Xuân Trường 11A2 5.5 5.7 47 Tô Minh Tuấn 11A2 6.5 7.5 6.4 7.4 48 Bùi Văn Tùng 11A2 4.5 5.4 49 Nguyễn Bá Vinh 11A2 5.3 6.3 50 Lê Thị Vui 11A2 6.5 6.3 51 Nguyễn Thị Phương Anh 11A5 9.5 8.8 9.3 52 Lê Thị Quỳnh Anh 11A5 3.5 3.2 4.5 53 Nguyễn Thị Thuỳ Chiên 11A5 6.1 6.7 54 Nguyễn Thị Chinh 11A5 4.9 4.3 55 Nguyễn Thị Dịu 11A5 3.7 56 Nguyễn Thị Thanh Dung 11A5 4.5 3.4 4.7 57 Lê Thị Hạnh 11A5 3.5 4.8 5.6 58 Nguyễn Thanh Hằng 11A5 5.8 6.9 82 59 Đinh Thị Hoa 11A5 4.5 5.5 4.7 5.5 60 Nguyễn Anh Hoàng 11A5 6.4 61 Trần Thị Huế 11A5 7.5 6.1 7.4 62 Lê Văn Huy 11A5 5.5 6.7 63 Nguyễn Thị Huyền 11A5 4 4.7 4.2 64 Nguyễn Thị Hương 11A5 5.5 5.4 5.9 65 Trần Thị Hương 11A5 7.5 66 Đỗ Thị Bích Hường 11A5 5.7 6.4 67 Nguyễn Thị Hường 11A5 5.4 6.5 68 Giang Thị Mỹ Linh 11A5 5.5 7.5 6.4 7.8 69 Nguyễn Thị Ly 11A5 4.2 4.7 70 Lê Minh Lý 11A5 4.5 5.4 71 Bùi Thị Tuyết Mai 11A5 7.8 7.9 72 Hoàng Thị Mận 11A5 5 4.8 4.1 73 Nguyễn Thị Minh 11A5 6.8 7.4 74 Nguyễn Thị Nga 11A5 4.5 4.5 75 Nguyễn Thị Ngân 11A5 4 3.8 4.2 76 Lê Thị Ngoan 11A5 5.5 6.5 5.8 6.5 77 Phạm Minh Nguyệt 11A5 5.3 6.8 78 Nguyễn Thị Hồng Nhung 11A5 4 4.1 79 Nguyễn Thị Quý 11A5 5.1 5.9 80 Bà Kim Quyết 11A5 6.8 81 Nguyễn Thế Sơn 11A5 4.5 4.5 6.5 82 Đỗ Thị Thanh 11A5 7.5 83 Trần Thị Thu Thảo 11A5 4.5 4.4 5.2 84 Lê Thị Thơm 11A5 5.5 6 85 Nguyễn Thị Thuý 11A5 4.5 5.7 86 Phạm Thị Thuỷ 11A5 5.1 5.9 87 Phạm Thu Thuỳ 11A5 6.7 7.9 88 Nguyễn Hồng Thương 11A5 6.5 5.4 6.4 89 Dương Kim Tiến 11A5 4.5 3.9 4.3 83 90 Lại Linh Trang 11A5 5.6 6.5 91 Nguyễn Thị Thu Trang 11A5 4.9 5.3 92 Trần Thị Thu Trang 11A5 6.5 6.5 6.7 6.8 93 Trần Thu Trang 11A5 5.5 5.6 5.2 94 Lê Anh Tuấn 11A5 3.9 4.8 95 Ngô Cẩm Vân 11A5 4.5 5.5 4.7 5.6 96 Trần Thị Cẩm Vân 11A5 5 5 97 Lê Quang Vinh 11A5 6.6 7.5 98 Lê Thị Xuân 11A5 5.2 6.9 99 Đỗ Thị Hải Yến 11A5 4.5 5.5 5.4 100 Nguyến Thị Hải Yến 11A5 8.5 8.6 8.9 101 Nguyễn Thị Ngọc Anh 11A6 5 4.3 102 Lê Thị Hồng Ánh 11A6 5.4 6.7 103 Lê Thị Mỹ Bình 11A6 5.5 7.5 5.6 7.6 104 Nguyễn Thị Chiên 11A6 5.4 5.5 105 Đoàn Thị Cúc 11A6 6.5 6.3 106 Lê Thị Diễm 11A6 4.5 4.6 5.2 107 Nguyễn Thị Hồng Dung 11A6 4 4.2 108 Nguyễn Thị Định 11A6 8.7 8.9 109 Nguyễn Thị Giang 11A6 5.5 6.1 6.5 110 Trần Thị Giang 11A6 3.5 11 Hoàng Thị Hải Hà 11A6 4.7 112 Nguyễn Thị Thu Hà 11A6 4.5 3.6 5.1 113 Lê Thanh Hằng 11A6 4.8 5.5 114 Nguyễn Thị Thanh Hiền 11A6 4.5 5.2 5.8 115 Nguyễn Thu Hiền 11A6 6.8 7.8 116 Công Thị Hoa 11A6 3.5 3.5 3.7 117 Dương Văn Hợp 11A6 4.5 5 6.1 118 Trần Thị Kim Huệ 11A6 5.5 5.2 6.4 119 Hoàng Thị Hương 11A6 4.5 4.2 5.6 120 Nguyễn Thị Hường 11A6 5.5 4.9 5.7 84 121 Ngô Thị Thanh Lam 11A6 5.9 122 Đăng Thị Lệ 11A6 4.5 5.5 5.5 123 Hoàng Thị Liên 11A6 4.5 5.5 5.6 124 Đinh Thị Hồng Liên 11A6 5.6 5.6 125 Nguyễn Thị Hồng lĨnh 11A6 6.8 7.9 126 Trần Văn Luân 11A6 5.5 6.8 127 Nguyễn Thị Mến 11A6 6.5 6.6 7.4 128 Hoàng Văn Minh 11A6 7.7 8.5 129 Nguyễn Kiều Ngân 11A6 5.5 5.8 6.7 130 Nguyễn Thị Hồng Nhung 11A6 3.5 4.5 3.7 4.5 131 Nguyễn Thị Kim Nhung 11A6 6.5 4.8 132 Dương Thị Hồng Oanh 11A6 5.5 5.8 6.3 133 Nguyễn Thị Phong 11A6 5.5 4.2 134 Trần Thu Phương 11A6 9.5 8.9 9.4 135 Đỗ Thuý Phượng 11A6 4.5 4.7 5.1 136 Nguyễn Thị Thanh 11A6 4.5 4.9 4.8 137 Nghiêm Xuân Thích 11A6 5.4 5.8 138 Nguyễn Hữu Thiện 11A6 6.1 6.7 139 Nguyễn Thị Thu 11A6 3.8 4.7 140 Bùi Thị Thuỷ 11A6 8.5 8.9 141 Trần Huyền Trang 11A6 4.5 4.9 5.7 142 Đỗ Thị Hà Trang 11A6 5.5 5.1 6.1 143 Lê Thị Trang 11A6 6.5 6.3 144 Nghiêm Thị Trang 11A6 4.5 4.6 5.6 145 Trần Anh Tuấn 11A6 6.5 7.5 6.9 6.9 146 Đinh Võ Thanh Tùng 11A6 5.1 5.6 147 Lê Thị Uyên 11A6 5.5 5.9 6.7 148 Bùi Thanh Xuân 11A6 6.5 6.5 7.4 149 Nguyễn Thị Hải Yến 11A6 8.5 7.8 150 Trần Thị Yến 11A6 6.5 6.1 6.7 151 Hoàng Thị Hải Anh 11A9 5 5.2 85 152 Lê Hồng Anh 11A9 4.4 4.7 153 Trần Ngọc Anh 11A9 3.5 4.8 5.5 154 Nguyễn Thị Bính 11A9 6.5 7.8 6.7 155 Phạm Thị Bích 11A9 5.4 6.5 156 Lê Văn Cao 11A9 8.5 7.5 157 Trần Thị Châm 11A9 3.5 4.1 5.1 158 Ngơ Thị Bích Đào 11A9 5.6 5.9 159 Trần Diên Đức 11A9 4.5 5.1 5.4 160 Ngô Đăng Giáp 11A9 4.5 5.5 4.7 5.3 161 Đinh Hồng Hải 11A9 2.5 3.2 3.7 162 Đoàn Thị Hằng 11A9 4.7 5.8 163 Nguyễn Thị Hằng 11A9 8.5 8.7 164 Dương Thi Thu Hiền 11A9 4.5 4.4 4.9 165 Nguyễn Văn Hoà 11A9 4.5 4.5 166 Lê Thị Xuân Hồng 11A9 5.4 5.8 167 Nguyễn Mạnh Hùng 11A9 2.5 3.4 168 Trần Thị Thu Huyền 11A9 8.5 8.6 169 Bùi Thi Thu Hương 11A9 5.5 4.5 5.5 170 Nguyễn Thị Hường 11A9 4.8 5.9 171 Trần Thị Hường 11A9 4.7 5.6 172 Nguyễn Công Hưởng 11A9 3.7 5.5 173 Nguyễn Cao Thị Khánh 11A9 5.6 6.7 174 Ngô Thị Lan 11A9 6.5 6.7 175 Nguyễn Thị Lâm 11A9 4.8 5.9 176 Nguyến Thị Mai 11A9 5.3 6.7 177 Đỗ Thu Mai 11A9 5.6 178 Trần Thị Mến 11A9 4.2 4.9 179 Nguyễn Hồng Nga 11A9 4.5 4.5 4.6 5.9 180 Hoàng Thị Ngân 11A9 5.3 181 Nguyễn Thị Hồng Nhung 11A9 3.8 4.9 182 Ngô Thị Phương 11A9 5.5 6.4 7.4 86 183 Phạm Thị Quỳnh 11A9 4.5 3.4 4.5 184 Nguyễn Công Thị Thanh 11A9 3.8 4.7 185 Nguyễn Thị Thanh 11A9 4.4 5.4 186 Ngô Thị Thịnh 11A9 7.5 6.4 7.3 187 Phạm Thị Thơ 11A9 4.5 5.5 4.9 4.9 188 Tô Thị Thuý 11A9 5.5 5.1 5.8 189 Nguyễn Thị Minh Trang 11A9 5.5 4.8 190 Phạm Thị Thu Trang 11A9 6.5 5.7 6.5 191 Đào Thu Trang 11A9 6.5 6.5 6.9 192 Nguyễn Thị Ngọc Trâm 11A9 6.5 7.5 6.9 6.9 193 Trần Văn Tuân 11A9 8.5 8.9 194 Đặng Hải Vân 11A9 5.7 5.9 195 Ngô Thị Hồng Vân 11A9 5.9 6.7 196 Lê Thị Xoa 11A9 6 6.7 197 Hoàng thị Xuân 11A9 4.8 5.5 198 Nguyễn Lệ Xuân 11A9 7.5 5.7 5.7 199 Đỗ Thị Hải Yến 11A9 5.4 200 Nguyễn Thị Yến 11A9 6.5 5.3 5.9 Thank you for evaluating AnyBizSoft PDF Merger! To remove this page, please register your program! Go to Purchase Now>> AnyBizSoft PDF Merger  Merge multiple PDF files into one  Select page range of PDF to merge  Select specific page(s) to merge  Extract page(s) from different PDF files and merge into one ... Definition of listening and listening comprehension 1.1.1 Definition of listening 1.1.2 Definition of listening comprehension 1.2 Significance of listening 1.3 Nature of listening. .. The subjects of the study are two hundred grade 11 students at Dong Anh High school They come from class 11A2, 11A5, 11A6 and 11A9 Their pre-supposed level in English is pre-intermediate; however,... enhance students? ?? English competence Scope of the study With regard to the scale of this undertaking, this study only focuses on the mater within the group of grade 11 students at Dong Anh High school