Designing task based post listening activities for tenth form students at lê viết tạo high school in thanh hóa

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES -*** - TRƯƠNG THỊ DUNG DESIGNING TASK-BASED POST-LISTENING ACTIVITIES FOR TENTH-FORM STUDENTS AT LÊ VIẾT TẠO HIGH SCHOOL IN THANH HÓA (Thiết kế hoạt động sau nghe theo đường hướng giao nhiệm vụ cho học sinh khối 10 trường THPT Lê Viết Tạo, Thanh Hóa) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES -*** - TRƯƠNG THỊ DUNG DESIGNING TASK-BASED POST-LISTENING ACTIVITIES FOR TENTH-FORM STUDENTS AT LÊ VIẾT TẠO HIGH SCHOOL IN THANH HÓA (Thiết kế hoạt động Sau nghe theo đường hướng giao nhiệm vụ cho học sinh khối 10 trường THPT Lê Viết Tạo, Thanh Hóa) M.A MINOR PROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 14 10 Supervisor: Nguyêñ Huy Kỷ, Ph.D Hanoi – 2013 LIST OF ABBREVIATIONS CLT: Communicative Language Teaching EFL: English as a Foreign Language SLA: Second Language Acquisition TBA: Task-Based Approach TBI: Task-Based Instruction TBLL: Task-Based Language Learning TBLT: Task- Based Language Teaching iv LIST OF TABLES AND CHARTS List of tables Table 1: Traditional classroom and TBLT classroom (Nunan, 2005) Table 2: The teachers‟ attitudes towards teaching task-based post-listening activities Table 3: The students‟ attitudes towards learning task-based post-listening activities Table 4: The teachers‟ opinions of the benefits of teaching task-based post-listening activities Table 5: The students‟ opinions of the benefits of learning task-based post-listening activities Table 6: The teachers‟ difficulties perceived in carrying out task-based postlistening activities Table 7: The students‟ difficulties perceived in learning task-based post-listening activities List of charts Chart 1: The teachers‟ methods to carry out post-listening stage Chart 2: Frequency of designing task-based post-listening activities Chart 3: Frequency of students‟ task completion v TABLE OF CONTENTS STATEMENT OF AUTHORSHIP i ACKNOWLEDGEMENTS ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND CHARTS v PART A: INTRODUCTION 1 Rationale Objectives of study Research questions Methods of the study Significance of the study Scope of the study Organization of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of listening 1.2 The roles of listening skill in language teaching and learning 1.3 Procedure of teaching listening in classroom 1.3.1 Pre-listening stage 1.3.2 While- listening stage .7 1.3.3 Post-listening stage 1.4 An in-depth overview of post-listening activities 1.4.1 Purpose of post-listening activities 1.4.2 Some common post-listening activities 1.4.3 Factors affecting the implementation of post-listening activities 10 1.5 Task-based Language Teaching 10 1.5.1 The nature of Task-based Language Teaching 10 1.5.2 Principles of the TBLT approach 12 vi 1.6 Definitions of a task 12 1.7 The TBLT approach in teaching listening at the post-listening stage 13 1.8 Designing of task-based post-listening activities 13 1.8.1 Significance of designing task-based post-listening activities 13 1.8.2 Principles for designing task-based post-listening activities 15 1.9 Summary 15 CHAPTER 2: METHODOLOGY 16 2.1 The context for the research 16 2.1.1 The teachers 16 2.1.2 The students 16 2.1.3 The textbook: Tiếng Anh 10 17 2.2 The participants 17 2.3 Data collection instruments 17 2.3.1 Questionnaires 18 2.3.2 Class observations 18 2.3.3 Interviews 18 2.4 Data collection procedures 19 2.5 Data analysis procedures 20 2.5.1 Analysis of answers to questionnaires 20 2.5.2 Analysis of observation reports 20 2.5.3 Analysis of results from interviews 21 2.6 Summary 21 CHAPTER 3: FINDINGS AND DISCUSSION 22 3.1 The teachers and students‟ attitudes towards teaching and learning task-based post-listening activities 22 3.1.1 The teachers‟ attitudes 22 3.1.2 The students‟ attitudes 23 3.2 Frequency of teaching and learning task-based post-listening activities and typical post-listening activities 24 vii 3.2.1 Frequency of teaching task-based post-listening activities 24 3.2.2 Frequency of learning task-based post-listening activities 26 3.3 The benefits of teaching and learning task-based post-listening activities 27 3.3.1 The teachers‟ opinions 27 3.3.2 The students‟ opinions 28 3.4 The difficulties of teaching and learning task-based post-listening activities28 3.4.1 The teachers‟ opinions 28 3.4.2 The students‟ opinions 29 3.5 Summary 31 CHAPTER 4:DESIGNING TASK-BASED POST-LISTENING ACTIVITIES 32 4.1 Design of task-based post-listening activities 32 4.1.1 Speaking activity 32 4.1.2 Reading activity 33 4.1.3 Writing activity 33 4.1.4 Language focus 34 4.2 Evaluation of effectiveness of task-based post-listening activities 34 4.2.1 Results from class observations 34 4.2.2 Results from interviews 35 4.3 Summary 37 PART C: CONCLUSION 38 Recapitulation of major findings 38 Psychological Implications 38 Limitations of the study 39 Suggestions for further studies 40 REFERENCES 41 APPENDIX 1: QUESTIONNAIRE FOR TEACHERS I APPENDIX 2: QUESTIONNAIRE FOR STUDENTS (Vietnamese version) III APPENDIX 3: QUESTIONNAIRE FOR STUDENTS (English version) V APPENDIX 4:SAMPLES OF TASK-BASED POST-LISTENING ACTIVITIES VII viii APPENDIX 5: CLASS OBSERVATION SHEET APPENDIX 6: CLASS OBSERVATION SHEET APPENDIX 7: CLASS OBSERVATION SHEET APPENDIX 8: CLASS OBSERVATION SHEET APPENDIX 9: CLASS OBSERVATION SHEET APPENDIX 10: CLASS OBSERVATION SHEET APPENDIX 11: QUESTIONS FOR INTERVIEWS APPENDIX 12: INTERVIEW TRANSCRIPT ix PART A: INTRODUCTION Rationale English as a foreign language has become one of the integral and compulsory subjects of our secondary school‟s curriculum so far The ultimate goal of teaching and learning English is learners‟ ability to use English for communicative purposes In an attempt to attain this aim, the implementation of the new textbook among high schools had made a remarkable change in English teaching and learning method Besides learning basic English grammar and pronunciation, students have to master the four English macroskills: listening, speaking, reading and writing Among these skills, listening is considered as the most difficult one but makes a significant contribution to the process of language acquisition In the new textbook 10, the listening lesson parallels three parts: Before you listen, While you listen and After you listen corresponding with three stages of listening section: pre-, while- and post-listening Each stage covers one different aim and activities The fact indicates that not all the teachers can cover the three stages of a listening class, most notably post-listening stage They often spend most time on while-listening in order to make students to listen to the text to complete the tasks given in text book However, post-listening activities are important because they extend students‟ listening skill Well-planned post-listening activities offer students opportunities to connect what they have heard to their own ideas and experiences, and encourage interpretive and critical listening and reflective thinking As well, post-listening activities provide opportunities for teachers to assess and check students‟ comprehension, and clarify their understandings; to extend comprehension beyond the literal level to the interpretive and critical levels Besides the textbook Tiếng Anh 10 uses curriculum and syllabus with many designed-tasks so Task-based language teaching is appropriate to the extent that tasks serves as the means for implementing a methodological procedure It is more student-centered, allows for more meaningful communication and often provides for practical extra-linguistic skill building The above-mentioned facts honestly generate strong motivation in the researcher to conduct a study titled “Designing task-based post-listening activities for tenth-form students at Lê Viết Tạo high school in Thanh Hóa” She desires to take a closer look into current situation of teaching and learning task-based postlistening stage, and then suggests some task-based post-listening activities with the hope of promoting the effectiveness of teaching and learning at this stage Objectives of study This study sets out to achieve the following objectives:  To investigate the teachers and students‟ attitudes towards teaching and learning task-based post-listening activities  To find out benefits and difficulties teachers and students encounter in teaching and learning these activities  To propose task-based post-listening activities to help enhance students‟ learning as well as better teaching at this stage Evaluation of effectiveness of these activities was given Research questions In order to achieve the above mentioned objectives, the following research questions are raised:  What are the teachers and students‟ attitudes towards teaching and learning task-based post-listening activities?  What are benefits and difficulties teachers and students encounter in teaching and learning task-based post-listening activities?  Which task-based post-listening activities would be designed and how effective were these activities to teaching and learning at the post-listening stage? Methods of the study To achieve the objectives stated, apart from descriptive, analysis, synthesis method, both qualitative and quantitative methods were mainly used The interviews, questionnaires and class observations will be used to collect data for the analysis of the research APPENDIX 5: CLASS OBSERVATION SHEET Date of observation: Class: Lesson: Text book: Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation School: Effectiveness XII APPENDIX 6: CLASS OBSERVATION SHEET Date: February 18th , 2013 Class: 10I School: Lê Viết Tạo High School Lesson: Unit 10 – Conservation: Listening Text book: Tiếng Anh 10 Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation 47 Effectiveness XIII APPEND Date: Class: March 1st , 10H Lesson: Unit 11– Na Text book: Tiếng Anh 10 Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation Effectiveness XIV APPENDIX Date: Class: March 12th, 201 10H Lesson: Unit 12– Music Text book: Tiếng Anh 10 Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation Effectiveness XV APPEN Date: Class: April 5th, 10I Lesson: Unit 14 – T Text book: Tiếng Anh 10 Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation Effectiveness XVI APPEN Date: Class: April 15th, 10H Lesson: Unit 16– H Text book: Tiếng Anh 10 Number of students: Post-listening stage Type of activity Ways of carrying out activity Teacher‟s role Students‟ participation Effectiveness XVII APPENDIX 11: QUESTIONS FOR INTERVIEWS A Questions for students * English version Do you like learning task-based post- listening activities that your teacher has designed? What you think about these activities? Are they effective? What activity you like learning best? Why? Do you think the task-based post-listening activities can help you learn the post- stage better? In comparison with the post-listening activities given in the text book, are the task-based post-listening activities, which your teacher has designed, more interesting and suitable with your ability? * Vietnamese version Em có thích học hoạt động sau nghe mà giáo viên thiết kế không? Cảm nhận em hoạt động này? Hiệu hay khơng? Hoạt động mà em thích học nhất? Vì sao? Theo em, hoat động sau nghe giáo viên thiết kế yêu cầu em thực có giúp em học tốt khơng? So với hoạt động sau nghe có sách giáo khoa hoạt động giáo viên thiết kế yêu cầu em thực khoảng thời gian định có hay phù hợp với khả em không? B Questions for teachers How you evaluate task-based post-listening activities which have been designed? Do you think whether these activities are suitable with students‟ proficiency of Are task-based post-listening activities which have been designed more interesting than those given in the textbook? XVIII APPENDIX 12: INTERVIEW TRANSCRIPT A Results from interviews with students Em có thích học hoạt động sau nghe mà giáo viên thiết kế khơng? S1: Em thích số hoạt động sau nghe mà giáo đưa đóng vai nhân vật, hay thảo luận nhóm Thơng qua hoạt động em thấy tự tin chút trình bày ý kiến trước lớp S2: Em thấy hào hứng thoải mái sử dụng tiếng Anh để thảo luận hồn thành nhiệm vụ mà khơng sợ sai hay xấu hổ Cảm nhận em hoạt động này? Hiệu hay không? S1: Đối với em, hoạt động hiệu Khơng q khó em hồn thành hoạt động sau nghe mà cô giáo giao S2: Các hoạt động giúp em cải thiện kĩ nói Đây kĩ mà em học chưa tốt Tuy nhiên, với riêng em, em thấy hoạt động cô giáo thiết kế hiệu học, hoạt động đóng vai thảo luận nhóm Hoạt động mà em thích học nhất? Vì sao? S1: Em thích kĩ viết nên em thích hoạt động viết có gợi ý giáo S2: Hoạt động đóng vai nhân vật - làm hướng dẫn viên du lịch unit 16- làm em thích thú Em có hội để thực hành kĩ nói, làm hướng dẫn viên thật Đôi em chưa kịp nắm bắt hết thông tin nghe, em xem lại nội dung task phần While you listen để làm phần After you listen Theo em, việc học hoat động sau nghe giáo viên thiết kế yêu cầu em thực có giúp em học tốt khơng? S1: Có Em thấy hứng thú tăng thêm động lực để học cá hoạt động sau nghe Do em thấy có nhiều tiến S2: Em thấy kỹ nói em tiến lên nhiều, ngày trước em ý ghi tìm cách trốn tránh để giáo khơng gọi trả lời Nhưng em thấy tự tin đưa ý kiến trình bày trước lớp XIX So với hoạt động sau nghe có sách giáo khoa hoạt động giáo viên thiết kế yêu cầu em thực khoảng thời gian định có hay phù hợp với khả em không? S1: Hoạt động cô giáo thiết kế đa dạng, sinh động kích thích chúng em tham gia thực nhiều Em hoàn thành hết hoạt động mà cô giáo giao khoảng thời gian qui định S2: Một số hoạt động sau nghe mà giáo thiết kế khơng có sách giáo khoa Ví dụ: hoạt động đóng vai, hoạt động đọc khố có chủ đề liên quan với chủ đề nghe hiểu, ôn tập ngữ pháp phát âm Tuy nhiên, hoạt động khác kể lại ý nghe, đưa ý kiến cá nhân em chưa thực làm tốt B Results from interviews with teacher How you evaluate task-based post-listening activities which have been designed? T1: In general, the task-based post-listening activities, which have been designed, are various, effective and they enhance many students to participate in The atmosphere in classes is warmed-up T2: The post-listening activities are well-prepared Do you think whethere these activities are suitable with students’ proficiency of English or not? T1: These activities are suitable with many students‟ level of English They are not too difficult, and it took them enough time to complete the tasks T2: Several students in the last rows of desks seem not to pay attention to the lesson That means these activities not motivate them Are task-based post-listening activities which have been designed more interesting than those given in the textbook? T1: Yes Some of these activities such as role-play, group discussion, reading a text are more interesting T2: Some post-listening activities designed are not included in the textbook Students will feel more eager to carry out XX ... activities for tenth form students at Lê Viết Tạo High School Chapter deals with designing some task-based post-listening activities for tenth form students at Lê Viết Tạo High School and explore... honestly generate strong motivation in the researcher to conduct a study titled ? ?Designing task-based post-listening activities for tenth-form students at Lê Viết Tạo high school in Thanh Hóa? ?? She... teaching approach Therefore, the study mainly focuses on task-based listening activities designed for the post-listening stage for the tenth form students at Lê Viết Tạo High School in Thanh Hóa