Nghiên cứu về chiến lược nghe cho học sinh lớp 10 tại trường THPT bình liêu

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES BUI THI THANH VIEN AN INVESTIGATION OF LISTENING STRATEGIES FOR THE 10TH GRADE STUDENTS AT BINH LIEU HIGH SCHOOL (Nghiên cứu chiến lược nghe cho học sinh lớp 10 trường THPT Bình Liêu ) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Cao Duy Trinh (PhD) THAI NGUYEN – 2019 DECLARATION I certify my authorship of the study report entitled “An investigation of listening strategies for the 10th grade students at Binh Lieu high school” The topic is a product that I have tried to study in the process of studying at Thai Nguyen University as well as teaching at Binh Lieu high school During the writing process, there are references to some clearly-derived documents, under the guidance of Cao Duy Trinh (PhD) I assure you if there is any problem, please accept my responsibility Quang Ninh, September 20th 2019 Trainee Bui Thi Thanh Vien This study was approved by: Cao Duy Trinh (PhD) i ACKNOWLEDGEMENTS I am deeply indebted to a number of people for helping me to make this M.A thesis possible First and foremost, my deepest gratitude goes to Cao Duy Trinh (PhD), my supervisor, who supported and encouraged me generously throughout this study Without his excellent academic guidance and support, my thesis would not have been completed I would like to sincerely thank the anonymous participants who contributed data to this study Without their outstanding cooperation, this thesis would have never been done I would like to thank my family, especially my parents and my husband for their constant source of love, support and encouragement in times of difficulty and frustration Finally, I would like to thank my readers for their interests and comments on this thesis While I am deeply indebted to all these people for their help to the completion of this thesis, I myself remain responsible for any inadequacies that are found in this work Bui Thi Thanh Vien ii ABSTRACT This paper studies an investigation of listening strategies for the 10th grade students at Binh Lieu high school The study has the population of total 69 students of the 10th grade of Binh Lieu high school at Quang Ninh province These 69 students come from three classes of the 10th grade Sampling of a study is defined by qualitative research and quantitative research Through this research, many aspects of listening have been clarified, such as definition, types of listening, difficulties, importance of listening, how to improve listening skill, listening strategies, and role of teachers in teaching listening skill The application of listening strategies in learning listening skill is very important Indirect listening strategy is considered as an effective strategy in improving efficiency of listening compared to direct listening strategy Its efficiency and effectivenes is shown in the result of survey of 10th grade students at Binh Lieu high school In the survey to give solution for improving listening skill, a larger number of students also give answers of listening learning skills related to indirect strategies: learning listening in group, controling emotions, feelings and attitudes, and plan to learn listening strategically iii TABLE OF CONTENTS Chapter 1: Introduction 1.1 Rationale .1 1.2 Aims of the study 1.3 Research questions ……………………………………………………………1 1.4 Scope of the study 1.5 Significance of the research…………………………………………………….2 1.6 Structure of the research……………………………………………………… Chapter 2: Literature review 2.1 Listening definition 2.2 Type of listening 2.3 The difference between hearing and listening……………………………… 10 2.4 Listening skill…………………………………………………………………13 2.5 The importance of listening skill in daily life, work environment and language learning……………………………………………………………………………….14 2.6 Barriers and difficulties in listening and learning listening………………… 17 2.7 The improvement of listening skill………………………………………… 24 2.8 The role of teacher in teaching listening skill……………………………… 27 2.9 Type of listening strategies ……………………………………………………30 2.9.1 Direct listening strategies………………………………………………31 2.9.1.1.Cognitive strategies 31 2.9.1.2 Memory strategies .32 2.9.1.3 Compensation strategies .33 2.9.2 Indirect listening strategies…………………………………………… 33 2.9.2.1 Metacognitive strategies .33 2.9.2.2 Affective strategies .34 2.9.2.3 Social Strategies 34 2.10 The reality of learning English at high schools in Vietnam today………… 35 2.11 Previous Studies .36 Chapter 3: Research methodology iv 3.1 Introduction Error! Bookmark not defined.8 3.2 Research design .Error! Bookmark not defined.8 3.3 Research site ………………………………………………………………….39 3.4 Sample and sampling procedures .39 3.5 Data collection instrument……………………………………………………40 3.6 Data collection procedures ……………………………………………………41 3.7 Data analytical method……………………………………………………….41 3.8 Reliability and validily ………………………………………………………42 Chapter 4: Findings and Discussion 4.1.Introduction ………………………………………………………………………43 4.2.Result and discussion …………………………………………………………….43 Chapter 5: Conclusions and recommendations……………………………………52 References …………………………………………………………………………54 Appendix A…………………………………………………………………………… Appendix B…………………………………………………………………………… v CHAPTER 1: INTRODUCTION 1.1 Rationale Listening is a process that allows the listeners to understand a message, help them engage in dialogue and succeed in communication Without listening skills, people engaged in communication activities will not receive the message, and therefore, they cannot respond quickly and efficiently (Mberia, 2011) Many researchers agree that in language learning, listening plays an important role in the reception of a language Recently, listening skill has been gaining much attention among researchers in teaching and learning foreign languages in general and learning English as a Foreign Language (EFL) in particular Many scholars believe that the most important step to start learning English is to try to hear the language In addition, listening skill brings the students the opportunity to feel the language and improve the overall ability to use English (Yıldırım and Yıldırım, 2016) Rost (1994) also emphasized that listening could be seen as a necessary skill in the process of training a foreign language learner and even could be considered as a tool to predict the success of English learners As such, listening skill plays an important role in learning English Therefore, the topic “An investigation of listening strategies for the 10th grade students at Binh Lieu high school in Quang Ninh province” is chosen for research 1.2 Aims of the study The study aims mainly to explore listening strategies which the 10th grade students at Binh Lieu high school in their English learning process, particularly: - To explore the direct listening and indirect listening strategies of the 10th grade students at Binh Lieu high school - To explore their effect differences between using direct listening strategy and indirect listening strategy in learning English - To provide solutions for improvement of the students‟ listening skill 1.3 Research questions What listening strategies the 10th grade students at Binh Lieu high school use? Are there any differences of tests‟ results between direct listening strategy and indirect listening strategy used by the 10th grade students of Binh Lieu high school? What are solutions for the improvements of the students‟ listening skill? 1.4 Scope of the study *Geographic location The research is going to be conducted in Binh Lieu high school in Quang Ninh province This is done to obtain an objective result for the applied research *Demographic objects The 10th grade student at Binh Lieu high school is included in demographic profile 100 students of the 10th grade of Binh Lieu high school take part in the survey In a wide range of respondents, there are some mistakes that can surely happen when doing survey with the type of error such as the respondents not focusing on the questions Thus, they may decide the answers by chance without thinking and share their true idea, for instance their answers are just all “agree” or “disagree” In addition, the respondents had no time to answer the questionnaire, and then they may give incorrect answers *Temporal aims The time frame for conducting this research and examining the results is estimated to be a half of year or longer depending on whether there is a constraint of funds and manpower The research is written in 2018 1.5 Significance of the research In the aspect of the scope of the research, it is important in finding out listening strategies And these strategies are understood through the application of investigation of the 10th grade student at Binh Lieu high school From that, it is useful to find out the best listening in learning English 1.6 Structure of the research In chapter 1, it is introduction The study presents general parts including background to the study; problem statement; review of related literatures; purposes of the study; research question; scope of the study; methods; significance and structure of the study In chapter 2, the study presents literature review including concepts and previous studies relating to this topic In chapter 3, it is research methodology The study presents research questions, research participants, research procedures, data collection instruments and data collection and analysis process In chapter 4, the study shows findings and discussion after analyzing data In chapter 5, the study presents conclusions and recommendations There are three parts in conclusions consisting of conclusion of the thesis, limitation of the thesis and suggestions for further researches CHAPTER 2: LITERATURE REVIEW Learning English is a long time process requiring perseverance and patience The listening subject is one of four difficult skills for learners In order to have a good listening, listener has a must of a wake head During listening process, unrelated things need to be removed from the brain In fact, many students have to face with English listening as well as other foreign languages The literature review of this research is going to state some things about listening skill, factors that affecting listening and kinds of listening strategies Some previous studies are also described in this literature so that we can see previous researchers‟ views on listening 2.1 Listening definition The word “listening” has been defined by many authors all over the world Babita (2013) gave a definition of listening as a language modality It is one of four language skills including listening, speaking, reading and writing Listening must need to have an active involvement of a person In listening, there is the relationship of sender, receiver and message Listening is a psychological process of receiving, attending to constructing meaning from and responding to spoken and non-verbal messages In a similar aspect, Barker (1971) presented listening was the selective process of attending to, hearing, understanding and remembering aural symbols So, listening is quite complicated and requires high concentration If not, key words or key messages will be lost The role of listening is promoted so much Having a deep view of listening, Tucker (1925) brought a profound definition of listening Particularly, it is “an analysis of impressions resulting from concentration where an effort of will is required” As so, both Baker (1971) and Tucker (1925) had same thought that listening required a highly concentrated brain In the case that a person has responsibility to listen a text and write the main content of the text; however, during the process of listening, he or she lets his or her brain focus on the other issue Consequently, the result of listening is not good In other words, he or she does not understand what the key words of the text are He or she failed in listening According to the view of Ahmadi (2016), listening consisted of “the auditory discrimination, aural grammar, choosing necessary information, remembering it, and connecting it to the process between sound and form of meaning” In general, listening is a skill that needs the Average 21 41.2 41.2 58.8 Good 15 29.4 29.4 88.2 Very good 11.8 11.8 100.0 Total 51 100.0 100.0 Source: Results of spss analysis It was clear that students assessed good and very good effect of metacognitive strategy on listening higher than any strategy of direct listening strategies (39.2% for good and 23.5 for very good) The average effect of metacognitive strategy was 17.6 %, and bad at 15.7%; only 3.9 % was for very bad (seen in the table 13) Table 13: The effectiveness that metacognitive strategies bring to Frequency Percent Valid percent Cumulative percent Very bad 3.9 3.9 3.9 Bad 15.7 15.7 19.6 Average 17.6 17.6 37.3 Good 20 39.2 39.2 76.5 Very good 12 23.5 23.5 100.0 Total 51 100.0 100.0 Source: Results of spss analysis In the table 14, the effectiveness that affective listening strategy brought to was 35.3 % for good, 17.6% for very good, and 17.6% for average So, good and very good effects of affective strategy were also higher than that of direct listening strategies bad and very bad comments were 19.6% and 9.8 % respectively Table 14: The effectiveness that affective strategies bring to Frequency Percent Valid percent Cumulative percent Very bad 9.8 9.8 9.8 Bad 10 19.6 19.6 29.4 Average 17.6 17.6 47.1 Good 18 35.3 35.3 82.4 Very good 17.6 17.6 100.0 Total 51 100.0 100.0 Source: Results of spss analysis 49 Social listening strategy was the final strategy of indirect listening strategies 41.2 % of students gave the idea that the effectiveness that social strategy brought to was at average level; 21.6 % was good effect; 15.7 % was very good effect Bad and very bad effects were 13.7% and 7.8 % respectively (seen in the table 15) Table 15: The effectiveness that social strategies bring to Frequency Percent Valid percent Cumulative percent Very bad 7.8 7.8 7.8 Bad 13.7 13.7 21.6 Average 21 41.2 41.2 62.7 Good 11 21.6 21.6 84.3 Very good 15.7 15.7 100.0 Total 51 100.0 100.0 Source: Results of spss analysis The summary of the effectiveness of direct and indirect listening strategies could be noted as below: Table 16: The effectiveness that direct listening strategies brought to Cognitive (%) Memory (%) Compensation Total (%) (%) Very bad 5.9 11.8 19.7 Bad 27.5 11.8 23.5 62.8 Average good 21.6 41.2 23.5 23.5 Good 31.4 29.4 31.4 92.2 Very good 17.6 11.8 9.8 39.2 Total 100.0 100.0 100.0 Table 17: the effectiveness that indirect listening strategies brought to 50 Metacognitive Affective (%) Social (%) Total (%) (%) Very bad 3.9 9.8 7.8 21.5 Bad 15.7 19.6 13.7 49 Average good 17.6 17.6 41.2 76.4 Good 39.2 35.3 21.6 96.1 Very good 23.5 17.6 15.7 56.8 Total 100.0 100.0 100.0 Based on table 16 and 17, it was stated that average percentage on effectiveness of indirect listening strategies in terms of “average good”, “good”, and “very good” was larger than that of direct listening strategies Consequently, indirect strategies are proven to bring better performance than direct strategies because the level of “often” using indirect strategies, in average, bring “average good”, “good”, and “very good” better than direct strategies bring This means that students perceived the listening knowledge through indirect listening strategies better than through direct listening strategies In the survey, most of the students (48 respondents) provides solutions for the improvement of listening skill in terms of planing to learn listening skill strategically, controlling attitudes; emotions; feelings when doing listeing exercise, and organizing learning listening in groups Generally speaking, students suggests to learn listening skill by indirect listening strategie This strategy is more scientific and effective 51 CHAPTER 5: CONCLUSIONS AND RECOMMENDATIONS Through this research, many aspects of listening have been clarified, such as definition, types of listening, difficulties, importance of listening, how to improve listening skill, listening strategies, and role of teachers in teaching listening skill Besides, the actual situation of students in high school in Vietnam is stated The result of survey released the comparison of direct and indirect listening strategies Indirect strategies are considered to bring better result in listening Apart from listening strategies above, it is recommended to follow some of following listening activities These listening activities are supposed bringing effectiveness in listening process and its effectiveness is proved by many different authors Firstly, referring to storytelling, people usually like stories which bringing interest According to Celce-Murcia and Hills (1988), stories are used in contemporary ESL materials to promote communication and expression in the classroom This shows that stories are very important in life and in classroom Students can improve listening skill by listening to stories that they like Interesting stories usually draw people‟s attention For example, people who like romance can listen to love stories; or, people who like funny can listen to joke stories,…etc Secondly, listening on the telephone, telephone is assessed to be an effective tool for practicing listening Listening on the telephone does not require face-to-face communication, but require high level of concentration By this kind of listening, listener can require speaker to repeat the text if he does not comprehend Thirdly, listening to music, many students practice their listening skill by listening to music By this way, you can both relax and learn listening Practicing listening with music is better as you usually try best to understand speech of the music The voice of singer is nice and the melody is beautiful; consequently, listeners will passionate about listening Practicing listening by music is evaluated to bring high result Fourthly, watching films, people said chasing the image catching the word It means that you look at pictures and can understand the content Watching films help you improve listening skill and vocabulary and grammar…etc The application of listening strategies in learning listening skill is very important Indirect listening strategy is considered as an effective strategy in improving efficiency of listening compared to direct listening strategy Its efficiency and effectivenes is shown in the result of survey of 10th grade students at Binh Lieu 52 high school In the survey to give solution for improving listening skill, a larger number of students also give answers of listening learning skills related to indirect strategies: learning listening in group, controling emotions; 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Please, take a few moments to answer the best of your quality! Thanks so much for your cooperation! -*** - Q1: Which skill you find most difficult? (Tick on the blank for your answer) Listening Speaking Reading Writing Q2: In your point of view, what is the level of difficulty in learning English listening? 1= very difficult 2= difficult 3= average 4=easy 5= very easy Q3: How often you spend time on listening English? 1=Never 2=Seldom 3=sometime 4=Often 5=always Q4: What is your learning attitude toward English listening? 1=very lazy 2=lazy 3=normal 4=hardworking 5=very hardworking Q5: How often you use cognitive strategies? 1= never 2=seldom 3=sometime 4=often 5=always 4=often 5=always Q6: How often you use memory strategies? 1=never 2=seldom 3=sometime Q7: How often you use compensation strategies? 1=never 2=seldom 3=sometime 4=often Q8: How often you use metacognitive strategies? I 5=always 1=never 2=seldom 3=sometime 4=often 5=always 4=often 5=always 4=often 5=always Q9: How often you use affective strategies? 1=never 2=seldom 3=sometime Q10: How often you use social strategies? 1=never 2=seldom 3=sometime Q11: What effectiveness cognitive strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q12: What effectiveness memory strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q13: What effectiveness compensation strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q14: What effectiveness metacognitive strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q15: What effectiveness affective strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q16: What effectiveness social strategies bring to you? 1=very bad 2=bad 3=average 4=good 5=very good Q17: What are the solutions for the improvement of the students‟ listening skill? Pls write your answer here: -The End— II APPENDIX B Data collection III ... high school In the school year of 2001-2002, the junior high school split up to form a Binh Lieu Town secondary school, the school changed its name to Binh Lieu High School Binh Lieu high school... research *Demographic objects The 10th grade student at Binh Lieu high school is included in demographic profile 100 students of the 10th grade of Binh Lieu high school take part in the survey In... listening strategies for the 10th grade students at Binh Lieu high school The study has the population of total 69 students of the 10th grade of Binh Lieu high school at Quang Ninh province These