A study on using english songs in teaching listening skill to improve the efficiency and motivation for first year non english major students at hai duong medical technical university

VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* ĐỖ THỊ PHƢƠNG NGUYÊN A Study on Using English Songs in Teaching Listening Skill to Improve the Efficiency and Motivation for First-Year Non-English Major Students at Hai Duong Medical Technical University Nghiên cứu việc sử dụng hát tiếng Anh việc dạy kỹ nghe để tạo động lực nâng cao hiệu cho sinh viên không chuyên Anh năm thứ Trƣờng Đại học Kỹ Thuật y tế Hải Dƣơng M.A MINOR PROGMAME THESIS Field: English Teaching Methodology Code: 60 14 0111 Hanoi – 2014 VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ******************* ĐỖ THỊ PHƢƠNG NGUYÊN A Study on Using English Songs in Teaching Listening Skill to Improve the Efficiency and Motivation for First-Year Non-English Major Students at Hai Duong Medical Technical University Nghiên cứu việc sử dụng hát tiếng Anh việc dạy kỹ nghe để tạo động lực nâng cao hiệu cho sinh viên không chuyên Anh năm thứ Trƣờng Đại học Kỹ Thuật y tế Hải Dƣơng M.A MINOR PROGMAME THESIS Field: English Teaching Methodology Code: 60 14 0111 Supervisor: Dr Mai Thị Loan Hanoi – 2014 DECLARATION I certify that the thesis titled: ―A study on using English songs in teaching listening skill to improve the efficiency and motivation for first-year non-English major students at Hai Duong Medical Technical University‖ is the result of my own work I have provided fully documented references to the work of others The material in this thesis has not been submitted for assessment in any other formal courses of study Hanoi, August 2014 Mai Thi Loan, Ph.D i ACKNOWLEDGEMENTS The thesis is finished with the support of many individuals, and thus, is collection of numerous intellectual minds, sympathetic hearts, contemplative moments, and prolonged engagement First of all, I deeply appreciate my supervisor, Dr Mai Thi Loan I am able to finish my master thesis due to her thorough reading, critical comments, invaluable suggestions, various sources of references and previous corrections on my writing Additionally, I would like to offer my sincere thanks to all the teachers and students of Hai Duong Medical Technical University for their willingness to help me to complete the collection of necessary data for the study Finally, special gratitude is extended to my family and my close friends who have encouraged and supported me in every stage of this study ii ABSTRACT This study investigates whether the using of English songs in teaching listening skill to non-major students is effective or not and discusses some suggestions of how to use English songs in teaching listening skill in classroom To achieve the aims of the thesis, the author used the following data collection instruments: survey questionnaire for teachers, survey questionnaire for students, and tests for students The results and findings point out the benefits of using English songs in teaching listening, some criteria to choose appropriate songs for teachers when teaching listening And some tasks the teachers should design to teach students with the use of songs In conclusion, songs can be a good material for the use of teaching listening for students iii LIST OF ABBREVIATIONS L1: first language L2: second language Std Deviation: Standard deviation HMTU: Hai Duong Medical Technical University EFL: English as Foreign Language iv LIST OF CHARTS AND TABLES Chart 1: Students‘ attitude towards English songs 20 Chart 2: Students‘ improvement after they had been taught with the use of songs .21 Chart 3: The frequency of using songs to teach listening skill 25 Chart 4: Kind of task(s) the teachers usually designed to teach students with the use of songs 27 Chart 5: Raw marks in listening (pre - test) 31 Chart 6: Raw marks in listening (post - test) 32 Table 1: The benefits of learning listening through the use of English songs 21 Table 2: Students‘ favorite activities while they are listening to English songs 23 Table 3: Reasons that students listen to English songs 24 Table 4: Teachers‘ opinion about some advantages of using songs in class 26 Table 5: Teachers‘ opinion about some disadvantages of using songs in class .26 Table 6: Criteria for selecting songs of the teachers 27 Table 7: The sources for teachers to select songs 28 Table 8: Frequency distribution (pre - test) 30 Table 9: Mean and Std Deviation (pre - test) 31 Table 10: Frequency distribution (post - test) 32 Table 11: Mean and Std deviation (post - test) 33 v TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF CHARTS AND TABLES v TABLE OF CONTENTS vi PART A: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of study 1.6 Methodology 1.7 Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Listening 1.1.1 Definition of listening 1.1.2 Types of listening 1.1.3 The difficulties in learning listening skill 1.2 Motivation 1.2.1 Definition of motivation 1.2.2 Types of motivation 1.2.3 The importance of motivation in listening classes 11 1.3 Songs as a motivator for students to listen 12 1.4 Review of related studies 13 1.5 Summary 14 CHAPTER 2: METHODOLOGY 16 2.1 Setting of the study 16 2.1.1 Teachers‘ background information 16 2.1.2 Students‘ background information 16 2.1.3 Teaching and learning condition at HMTU 16 2.2 Research design 17 2.2.1 Participants 17 2.2.1.1 Students 17 vi 2.2.1.2 Teachers 17 2.2.2 Data collection 18 2.2.2.1 Instruments 18 2.2.2.1.1 Questionnaire for teachers 18 2.2.2.1.2 Questionnaire for students 18 2.2.2.1.3 Test 18 2.2.2.2 Data collection and analysis procedure 19 2.3 Summary 19 CHAPTER 3: DATA ANALYSIS AND FINDINGS 20 3.1 Questionnaire for students 20 3.1.1 Aims 20 3.1.2 Participants 20 3.1.3 Data analysis 20 3.1.3.1 Students‘ attitude towards English songs 20 3.1.3.2 The improvement of students‘ listening after they had been taught with the use of songs 21 3.1.3.3 Students‘ opinion about the benefits of learning listening through the use of English songs 21 3.1.3.4 Students‘ favorite activities while they are listening to English songs .23 3.1.3.5 Reasons that students listen to English songs 24 3.2 Questionnaire for teacher 24 3.2.1 Aims 24 3.2.2 Participants 25 3.2.3 Data analysis 25 3.2.3.1 The frequency of using songs to teach listening skill 25 3.2.3.2 Teachers‘ opinion about advantages of using songs to teach listening skill .26 3.2.3.3 Teachers‘ opinion about disadvantages of using songs to teach listening skill 26 3.2.3.4 Kind of task(s) the teachers usually designed to teach students with the use of songs 27 3.2.3.5 Criteria for selecting songs of the teachers 27 3.2.3.6 The sources for teachers to select songs 28 3.3 Tests 29 3.3.1 Aims 29 3.3.2 Participants 29 3.3.3 Test description 29 3.3.4 Data analysis and findings 30 3.3.4 Pre – test (At the beginning of the term) 30 vii 3.3.4.1.1 Frequency distribution 30 3.3.4.1.2 Correlation 31 3.3.4.2 Post-test (At the end of the term) 31 3.3.4.2.1 Frequency distribution 31 3.3.4.2.2 Correlation 33 3.4 Summary 33 PART C: CONCLUSION 34 Major findings from the research 34 1.1 Research question 1: What are the benefits of using songs to teach listening skill to students? 34 1.2 Research question 2: Which tasks should teacher design to teach listening to students with the use of songs 34 1.3 Research question 3: What are criteria to choose appropriate songs in teaching listening in classroom 35 Limitations of the study 36 Suggestions for further study 36 REFERENCES 38 APPENDICES I APPENDIX 1: SURVEY QUESTIONNAIRE FOR STUDENTS I APPENDIX 2: SURVEY QUESTIONNAIRE FOR TEACHERS V APPENDIX 3: PRE – TEST VII APPENDIX 4: POST - TEST X APPENDIX 5: SAMPLE TASKS XIIIIII viii Which criteria you often use to select songs? (You can choose more than one choices) A The song should contain limited vocabulary B The songs should have positive content C The song should present a restricted musical challenge D The rhythm should be straightforward and repetitive E The songs should have refrain: a repeated stanza, between verses of the song F Topics of the song should be within the experiences of students G Others 6.Which sources you often exploit to choose English songs? A Internet B Radio C Television D CDs, VCDs E Others VI APPENDIX 3: PRE – TEST Part I: Listen to Shona talks about her best friend Then choose the best answer (5 marks) How many good friends does she have? A two or three When did Shona first meet Kirsty? A When they were 12 What is Kirsty like? A She is funny 4.What does Kirsty to Shona‘s problems A She always listens B She gives Shona good advice C A and B are correct 5.Where does Kirsty live now? A She lives in the same town with Shona B She doesn‘t live near Shona C She lives in different town but quite near Shona Part II: Listen to the conversation then choose True or False for the following questions (5 marks) Stt Statements Ben needs someone to help with the cooking The show is going to take place in the park Kathy likes Graham's jokes Somebody from Kathy's family has already v help Ben doesn't think Kathy's card tricks will wo Kathy can't dance very well Kathy can't participate because she is helpin 10 Ben can‘t sing the national anthem quite wel The talent show starts at o‘clock Kathy can sing her song at the beginning of Keys Part I: 1: B, 2: A, 3: C, 4: C, 5: C Part II: 1: F, 2: T , 3: F, 4: T, 5: T, 6: T, 7: F, 8: F, 9: F, 10: F VII Tapescript: Part I: I have three or four good friends, but I think my best friend is Kirsty We first met when we were 12, she started at my school, and the teacher asked me to look after her, we soon became friends, we look quite funny together, she very tall and I am quite small Because we grew up together we know everything about each other So Kirsty knows me better than anyone else She always listens and then give me good advice! I hope I the same for her We are both married now and - er we live quite near each other, but in different towns We talk on the phone all the time, especially now, because we are both having a baby this summer! Part II: Ben: Kathy, we need some help for the charity show on Saturday Do you think you can help? Kathy: Sure, what you want me to do? I can some of the cooking if you need Ben: No, the cooking is taken care of Kathy: OK, what about the clearing up? I can pick up the litter off the floor There's going to be a lot of people around and the park will get pretty messy I think Ben: John and Lindsay have volunteered to all of that Kathy: So what you want my help for? Ben: The talent contest? Kathy: I'm sorry? Ben: Yeah, you know The talent contest we are doing The problem is - we don't think many people will volunteer to take part unless there are some people already signed up, so I want you to put your name down now to something Kathy: But I can't anything! Ben: Sure you can! Kathy: No, seriously Ben I am the last person you want for a talent show I don't have any Ben: You don't have any what? Kathy: Talent!! Ben: Look, I asked Graham and he said he would tell a few jokes to begin the show Kathy: Have you heard any of Graham's jokes? He can't tell jokes Ben! Who else you have? Ben: Your mother agreed to play a piece of music on the clarinet Something from a film Kathy: Oh, that will be nice She can play well Ben: Alright! So now we need you to something What can you really well? Kathy: I can cook! Ben: I don't think people are going to want to watch you cook, Kathy! Kathy: I can some card tricks That could be a nice idea Ben: Do they always work? Kathy: I can practice! They usually work! Ben: Hmm! Is there anything else you can do? Kathy: Well, I can't dance and I can't juggle VIII Ben: What about singing? Can you sing? Kathy: My voice isn't too terrible! I can sing the national anthem quite well Ben: Hey that's great It will only take a couple of minutes and with three volunteers already, I think other people will be less shy to sign up Kathy: What time does the talent show start? Ben: Around in the afternoon Kathy: Oh no! I'm on Susan's cookery stall until 4! Ben: Can you escape for just minutes? Kathy: Not really but if you want, I can sing my song at the end of the show instead of the beginning Ben: Yeah, that sounds perfect We will finish up at about 5pm Kathy: OK, agreed Put me down as the last act in the talent show Ben: Thanks a lot Kathy, I really appreciate it Kathy: Sure, no problem IX APPENDIX 4: POST - TEST Part I Listen to the conversation and then choose the best answer (5 marks) How did Diana and the tourists travel to the canyon? A by bus B by train C by car Why did some of the tourists stay at the hotel today? A They were ill B They were tired C They went to a different place 3.Who is Mark? A A hotel manager B Diana's colleague C A worker at the canyon 4.What did Diana for lunch? A She didn't have time for lunch B She ate something with the tourists C She had lunch in the canyon café 5.What does Diana think about her job? A The wages are good, but she hates the work B They pay her poorly but at least she likes the job C The wages are good and she likes the job too Part II: Listen to the conversation then choose True or False for the following questions (5 marks) Stt Statements Richard spent about two months in Thailand This photo was taken near the beginning of h Thailand Richard was hiding because he doesn't like h taken Richard is still in touch with the girl from M Carlos is Peruvian Melanie's birthday is July 5th Stephanie‘s memory is very good Stephanie never knew Richard had been to T Carlos is sitting next to Sara Jackie‘s shoes are gorgeous 10 Keys: Part I: 1: A, 2: B, 3: B, 4: A, 5: C Part II: 1: T, 2: F , 3: F, 4: T, 5: F, 6: F, 7: F, 8: T, 9: F, 10: T X Tapescripts: Part I: Alan: Hey Diana, how is your new job going? Diana: Great I love driving those tourists around It's one of the best jobs I've ever had Alan: Where did you take them today? Were you on the bus again? Diana: Yeah, we had them on bus and we took them to the canyon Alan: Wow, that must have been great Did you have many people with you today? Diana: There were a few empty spaces, so the bus wasn't full Alan: Why was that? Diana: I think a few people didn't feel too great today and decided to stay at the hotel We did too many things yesterday and a lot of people were feeling tired in the morning when we picked them up from the hotel Alan: Were you the only guide with the tourist group today? Diana: No Mark was there and he helped me a lot When he's not there, I have too much to so I really appreciate it when I'm not alone Alan: Did you have time for lunch? Diana: We didn't have any time for lunch at all The tourists had something to eat in the cafe near the canyon entrance but we had to organize the rest of the day with the staff at the park We had a few minutes just to grab a sandwich later on Alan: That doesn't seem very fair You guys work too hard Diana: They pay us well and the job's enjoyable so we can't complain Alan: What time did you get back to the hotel? You look exhausted! Diana: We got back at five and then we had a little time with the leader of the tourist group discussing tomorrow's itinerary Alan: Where are you going tomorrow? Diana: Oh, it's a much easier day tomorrow We are taking them to the city museum in the morning and then to the aquarium after lunch I don't think there will be too many problems Alan: I didn't even know there was an aquarium in the city! Diana: Maybe you should join us tomorrow! Alan: Well, have a nice day and say "hi" to all the fish for me Part II: Richard: Oh wow! Stephanie: What's that you're looking at, Richard? Richard: Look at this photo my friend sent me by e-mail, Stephanie It was taken at a garden party we had in the summer when I was in Thailand teaching English a few years ago Stephanie: I never knew you had been to Thailand How long were you there for? Richard: Oh not long, about weeks, but we all had a great time Enjoyable AND educational This was the evening before we came back home, oh what great memories Here, have a look Stephanie: Where are you? I can't see you Richard: I know, what a shame That's me in the back, almost hidden Can you see me? I'm sitting next to Carlos wearing the pink shirt I'm wearing a white shirt Stephanie: That could be anyone! XI Richard: I didn't know they were taking the photo That was a wonderful group of people I'm listening to Sara tell a joke She was from Manchester in England Stephanie: The blonde girl? Richard: Yes, I still hear from her sometimes She sent me an e-mail only last week Now she's working in advertising in London Stephanie: The guy sitting next to you is Carlos, you said? Richard: Yes, a very shy person but really friendly once you get to know him a bit He was from Bogotá Where's that, Peru? Stephanie: Hmm, Colombia, I think Richard: And he was one of the best teachers there He gave me so much help Stephanie: What about the girl sitting in front of you drinking a Coke? Richard: Oh what was her name? Melissa, I think She was from San Francisco and our birthday was the same day Stephanie: Erm, July the 5th Richard: The eighth! Your memory is awful Melanie, she's called, not Melissa She just wanted to sunbathe every day, I remember Stephanie: What about the girl in the flowery top who's laughing She looks like a really friendly person Those white shoes of hers are gorgeous Richard: She was also English Jackie, her name was She was sort of the team leader She had been teaching there for about two years so knew what she was doing Well, better than me anyway! Stephanie: Did you like teaching English? Were you teaching kids or adults? Richard: It was fun and we were teaching the kids out there, but I only wanted to it for a few months Stephanie: Who's that good looking guy on the right wearing the sandals? Richard: I have no idea He was only there for the last couple of days He was a new arrival so he was going to teach the following few months I think he was Irish but I don't know what his name was My best friend there was Rob He's sitting next to me wearing that gray shirt I saw him in LA only a few weeks ago He asked me to go and teach with him in China! Haha, no chance! Stephanie: That girl he's with looks very friendly with him! Was that his girlfriend? Richard: No, his wife! They've been married since they were both 17 or something Rita, no, Maria Rita is her name She's Spanish They met when Rob was teaching in Barcelona Stephanie: You forgot one, the guy on the right at the back with the striped shirt Richard: He was on the hotel staff I think he was just trying to chat to Sara XII APPENDIX 5: SAMPLE TASKS Task 1: Listen to the song and fill in the blanks with one word Say You Will Say you will, say you will be (1) ………… I just keep missing you (2)…………… I feel so(3) …………., I feel so alone I just don't dare to open my(4) …………… Into deep, going in too deep I can't get(5) …………… out of my mind Baby no (6)…………… just how hard I try I don't(7) ……………to be alone tonight Won't you be my guiding (8)……………… Lead the way to be by your (9)………………… Won't you be my star tonight I need more than a (10)…………… light Say you will… Key: Tapescript Say you will, say you will be mine mine I just keep missing you tonight tonight I feel so unsure, I feel so alone unsure I just don't dare to open my eyes eyes Into deep, going in too deep you I can't get you out of my mind matter Baby no matter just how hard I try want I don't want to be alone tonight light Won't you be my guiding light side Lead the way to be by your side 10 neon Won't you be my star tonight I need more than a neon light Say you will… XIII Task 2: Listen carefully to the song, find out five mistakes from ten underlined words and correct them Yesterday Yesterday, all my (1) love seemed so far away, Now it looks as though they're here to (2) say, Oh, I believe in yesterday Suddenly, I'm not (3) help the man I used to be, There's a (4) shadow hanging over me, Oh, yesterday came (5) suddenly Why she had to go I don't know she wouldn't (6) stay I said something (7) strong, now I long for yesterday Yesterday love was such an (8) easy game to (9) play, Now I need a (10) house to hide away, Oh, I believe in yesterday Key: Tapescript: love say   trouble stay  Yesterday, all my troubles seemed so far away, Now it looks as though they're here to stay, help half shadow Oh, I believe in yesterday Suddenly, I'm not half the man I used to be, suddenly There's a shadow hanging over me,  stay say strong Oh, yesterday came suddenly Why she had to go I don't know, she wouldn't say easy I said, something wrong, now I long for yesterday play Yesterday, Love was such an easy game to play, 10 house  place Now I need a place to hide away, Oh, I believe in yesterday XIV Task 3: Listen to the song and circle the best answer for these following questions What did the girl when she was young? A Listened to music B Listened to radio C Listened to classical music D Watched television Did she love the songs? A Yes, she did B No, she didn‘t When she sang along with the song, It made her………… A smile B cry C laugh D sad What kind of song would she sing to them? A song of friendship B song of love C song of mother D song of father All her best memories come back clearly to her, it can make her A happy B sad C cry D die XV Key: B A A B C But they're back again Just like a long lost friend all the songs I love so well Ev'ry sha-la-la-la, ev'ry wo-o-wo-o still shines Ev'ry shing-a-ling-a-ling That they're starting' to sing so fine When they get to the part where he's breaking her heart It can really make me cry just like before It's yesterday once more Lookin' back on how it was in years gone by And the good times that I had makes today seem rather sad So much has changed It was songs of love that I would sing to them And I'd memorize each word Those old melodies still sound so good to me As they melt the years away All my best memories come back clearly to me Some can even make me cry Just like before it's yesterday once more XVI Task 4: Listen carefully to the song and rearrange the jumbled lines in the correct order Last Christmas 1.This year, to save me from tears 2.Last Christmas, I gave you my heart 3.I‘ll give it to someone special 4.I know you‘d fool me again 5.Tell me baby, you recognize me? 6.Once bitten and twice shy 7.I meant it, now I know what a fool I‘ve been 8.I keep my distance, but you still catch my eye 9.With a note saying ‗I love you‘ 10 Well, it‘s been a year It doesn‘t surprise me 11 But if you kissed me now 12 Merry Christmas, I wrapped it up and sent it 13 But the very next day, you gave it away The order of lines number: …………………………………………………………… Key T 13 3 10 12 9 11 XVII Task 5: Listen carefully to the song, find out the mistakes words and correct them Goodbye - Air Supply I can see the pain living in your hair And I know how hard you You deserve to have so much more I can feel your love and I sympathize 5.And I'll never criticize All you've ever meant to my life I don't want to let you go I don't want to lead you on I don't want to hold you back 10 From where you might belong You would never ask him why My heart is so disguised I just can't live alone anymore I would rather hold myself 15 Than to ever make you cry There's nothing left to say but goodbye You deserve the chance at the kind of love I'm not sure I'm worthy of Losing you is painful to me XVIII Key: Tapescripts Hair  eyes I can see the pain living in your eyes Do  try And I know how hard you try Love  heart You deserve to have so much more I can feel your heart and I simpathize And I'll never criticize All you've ever meant to my life Go  down I don't want to let you down I don't want to lead you on i don't want to hold you back From where you might belong You would never ask me why Alone  a lie My heart is so disguised Hold  hurt I just can't live a lie anymore I would rather hurt myself Than to ever make you cry There's nothing left to say but goodbye You deserve the chance at the kind of love I'm not sure I'm worthy of Losing you is painful to me XIX ... is an important factor that contributes to the success in teaching and learning foreign languages in general and in teaching and learning listening skills in particular 1.3 Songs as a motivator... means to a research to improve the efficiency and motivation for first- year non -English major students at Hai Duong Medical Technical University 1.2 Aims and objectives of the study The study aims... Loan Hanoi – 2014 DECLARATION I certify that the thesis titled: ? ?A study on using English songs in teaching listening skill to improve the efficiency and motivation for first- year non -English major