Nghiên cứu về mối quan hệ giữa việc dạy và học nghe hiểu ở một trường thpt tại hòa bình

VIETNAM NATIONAL UNIVERSITY – HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  BÙI THỊ THỦY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH NGHIÊN CỨU VỀ MỐI QUAN HỆ GIỮA VIỆC DẠY VÀ HỌC NGHE HIỂU Ở MỘT TRƯỜNG THPT TẠI HỊA BÌNH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60.14.0111 HANOI – 2013 VIETNAM NATIONAL UNIVERSITY – HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  BÙI THỊ THỦY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH NGHIÊN CỨU VỀ MỐI QUAN HỆ GIỮA VIỆC DẠY VÀ HỌC NGHE HIỂU Ở MỘT TRƯỜNG THPT TẠI HỊA BÌNH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60.14.0111 SUPERVISOR : Ph.D PHẠM THỊ THANH THÙY HANOI – 2013 i STATEMENT OF THESIS ORIGINALITY I certify that this minor thesis entitled ‘A study on the relationship between teaching and learning listening comprehension at a high school in Hoa Binh’ is the result of my own research and that it has not been submit for any other degree to any other university or institution Hanoi, 2013 Student‟s signature Bùi Thị Thủy ii ACKNOWLEDGEMENTS This minor thesis has been accomplished with the help and encouragement of many people Thus, I hereby would like to express my appreciation to all of them Firstly, I would like to express my deepest gratitude to my beloved supervisor Ph.D Pham Thi Thanh Thuy for her invaluable guidance, critical comments, positive supports and precious corrections on my writing and thesis completion Secondly, I would like to thank all lectures and staffs of faculty of postgraduate for their valuable lessons and precious help that help me overcome difficulties in doing this thesis Thirdly, I also owe my sincere thanks to English teachers and 10th form, 11th form and 12th form students, who enthusiastically took part in this study at Yenthuy C high school where I conducted this minor thesis I would not have completed my thesis without their help Last but not least, I would like to thank my beloved family, my husband who gave me love, tolerance and encouragement during the study iii ABSTRACT This study aims at finding out students‟ needs and expectations to listening comprehension, how students learn listening comprehension, how English teachers teach listening comprehension and some ways to fill the gaps between students‟ needs and expectations with how listening comprehension is taught at Yenthuy C high school Firstly, all five English teachers and 166 students were invited to answer two survey questionnaires Then, six listening comprehension periods were observed randomly Last, four English teachers were invited to joined an informal interview The research reveals that the majority of the students have their own certain needs, expectations in learning listening comprehension and most of the teachers‟ teaching methods satisfy students‟ needs and expectations iv TABLE OF CONTENTS PART 1: INTRODUCTION 1 Rationale Aims of the Study Methods of the study Scope of the study Design of the study PART 2: DEVELOPMENT .4 CHAPTER 1: LITERATURE REVIEW 1.1 Listening comprehension 1.1.1 Definition of listening comprehension 1.1.2 The importance of listening comprehension 1.2 Teaching listening comprehension 1.2.1 The stages of teaching listening comprehension 1.2.2 Processes of teaching listening comprehension 1.2.3 Techniques ofteaching listening comprehension 1.2.4 Principles of teaching listening comprehension 10 1.3 Learning listening comprehension 11 1.3.1 Motivation in learning listening comprehension 11 1.3.2 Strategies of learning listening comprehension 12 1.3.3 Classroom interaction in learning listening comprehension 13 1.3.4 Difficulties in learning listening comprehension 14 1.4 Needs analysis and expectations 17 1.4.1 Need analysis 17 1.4.2 Expectations 18 CHAPTER 2: RESEARCH METHODOLOGY 20 2.1 Introduction 20 2.2 Participants 20 2.3 The data collection instrument 21 2.3.1 Classroom Observation 21 v 2.3.2 Questionnaires 21 2.3.3 Informal Interview 22 2.4 Data collection and analysis 22 2.5 Conclusion 22 CHAPTER 3: REAL SITUATION OF TEACHING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL 23 3.1 Teachers’ stages in teaching listening comprehension 23 3.1.1 Results of the teachers’ stages through questionnaire 23 3.1.2 The results of teachers’ stages through classroom observation 24 3.1.3 The results of teachers’ stages through interviews 24 3.2 Teachers’ processes in teaching listening comprehension 24 3.2.1 The results of teachers’ processes through questionnaire 24 3.2.2 The results of teachers’ processes through classroom observations 26 3.2.3 The results of teachers’ processes through informal interview 26 3.3 Teachers’ techniques for teaching listening comprehension 26 3.3.1 The results of teachers’ techniques through questionnaire 26 3.3.3 The results of teachers’ techniques through interviews 28 3.4 Teachers’ applications of techniques to check students’ listening comprehension 29 3.5 Teachers’ principles in teaching listening comprehension 31 CHAPTER 4: REAL SITUATION OF LEARNING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL 33 4.1 Students’ needs in learning listening comprehension 33 4.2 Students’ expectations to teachers’ teaching listening comprehension 34 4.3 Students’ motivation in learning listening comprehension 35 4.4 Students’ strategies in learning listening comprehension 37 4.5 Students’ interactions in learning listening comprehension 40 4.5.1 The results of students’ interactions through questionnaire 40 4.5.2 The results of students’ interactions through classroom observation 41 4.6 Students’ difficulties in learning listening comprehension 42 CHAPTER 5: FILLING THE GAPS BETWEEN STUDENTS’ NEEDS AND EXPECTATIONS WITH TEACHING LISTENING COMPREHENSION 45 vi 5.1 Filling the gaps between students’ needs in learning listening comprehension and teachers’ teaching listening comprehension 45 5.2 Filling the gaps between students’ expectations in learning listening comprehension and teachers’ teaching listening comprehension 47 5.3 Some activities for gap filling between teaching and listening comprehension 48 PART 3: RECOMMENDATIONS AND CONCLUSION 51 Findings and suggestions 51 Conclusion 52 Limitations of the study 52 Suggestions for further study 53 REFERENCES 54 vii LIST OF TABLES Table 1: Students‟ background information 211 Table 2: The results of teachers‟ processes in teaching listening comprehension 255 Table 3: The results of teachers‟ techniques for teaching listening comprehension.277 Table 4: The results of teachers‟ applications of techniques to check students‟ comprehension in the classroom .30 Table 5: The results of teachers‟ principles for teaching listening comprehension 322 Table 6: Results of students‟ needs in learning listening comprehension (n=166) 333 Table 7: Results of students‟ expectations in learning listening comprehension (n=166) 334 Table 8: Results of students‟ motivation in learning listening comprehension (n=166) 366 Table 9: The results of students‟ cognitive strategies in learning listening comprehension (n=166) 388 Table 10: The results of students‟ metacognitive strategies in learning listening comprehension (n=166) 399 Table 11: The results of students‟ socio-affective strategies in learning listening comprehension (n=166) 40 Table 12: The results of students‟ interactions in learning listening comprehension (n=166) 411 Table 13: The results of students‟ difficulties in learning listening comprehension (n=166) ………………………………….……………………………………… 444 viii LIST OF APPENDICES Appendix 1: Questionnaire for students I Appendix 2: Questionnaire for teachers IX Appendix 3: Informal interview for teacher XII Appendix 4: Informal interview for teacher XIX Appendix 5: Informal interview for teacher XVI Appendix 6: Informal interview for teacher XVIII Appendix 7: Classroom observation XX Appendix 8: Classroom observation XXI Appendix 9: Classroom observation XXIII Appendix 10: Classroom observation XXV Appendix 11: Classroom observation XXVI Appendix 12: Classroom observation …………………………………… XXVIII XVI APPENDIX 4: INFORMAL INTERVIEW FOR TEACHER Interviewer: Have you followed stages including pre-listening, while-listening and post-listening in teaching listening comprehension? Teacher 2: Yes I have Interviewer: Do you have enough time to use all the listening stages when teaching? Teacher 2: No Interviewer: Why? Teacher 2: Because the listening lessons are sometime too long or too difficult to the tasks Interviewer: Do you think when learning listening skills, students only improve their listening ability or integrated skills? Teacher 2: I think both of them Interviewer: In what ways should you in order to improve their English listening ability and other skills such as speaking, writing, and reading through listening comprehension? Teacher 2: By sometimes giving some music songs for them to listen and take notes the main contents or by redesigning the tasks more easily for students to listen so that they can comprehend the text Interviewer: Do you use English songs, English films on T.V, and English news on the radio in your classroom? Teacher 2: Yes I Because students are very interested in listening English songs and films so they can remember new words very quickly Interviewer: How often you get your students to listen to English songs, English films on T.V, and English news on the radio in your classroom? Teacher 2: Sometimes Interviewer: Why you use this technique? Teacher 2: Because students are very interested in listening English songs and films and they can remember new words very quickly XVII Interviewer: Do you think learning listening skills will be a good preparation for their future job? Teacher 2: Yes Because it is very important in their life Interviewer: Do you think that your students learn listening comprehension only because of their good listening marks in listening comprehension exams? Teacher 2: Yes Exactly Interviewer: Why? Teacher 2: My students always want to get high marks Interviewer: Do you always equip your students with necessary strategies in listening comprehension such as guessing the meaning of the text, guessing the speaker‟s attitudes through their voice? Teacher 2: Yes I Because students will find it easier to listen Interviewer: Do you adjust your listening tasks because of their level, ability or interest? Teacher 2: Yes Sometimes Interviewer: Do you often use some integrated skill activities? Give example How much students have to use other skills on these activities? Teacher 2: Yes, sometimes in reading lesson I get them to speak up Interviewer: How often you explain your students about the objectives of listening activities in the classroom? Teacher 2: Sometimes Before asking them to listen to the tape Interviewer: How often you provide your students with certain amount of needed words for listening activities in pre-listening stage? Teacher 2: Very often Interviewer: By what ways? Teacher 2: Uhm By giving them new words through pictures, games, animals Interviewer: What you to encourage your students to listen better? Teacher 2: Listen to music songs and listen to the tasks from the easy ones to the difficult ones XVIII APPENDIX 5: INFORMAL INTERVIEW FOR TEACHER Interviewer: Are you ready for this interview? Teacher 3: Yes Interviewer: Have you followed stages including pre-listening, while-listening and post-listening in teaching listening comprehension? Teacher 3: Yes I have Interviewer: Do you have enough time to use all the listening stages as teaching? Teacher 3: Yes, but sometimes I cannot finish all stages in 45 minutes because some listening lessons are too long Interviewer: Do you think when learning listening skills, students only improve their listening ability or integrated skills? Teacher 3: I think it is very necessary to improve their integrated skills Interviewer: In what ways should you in order to improve their English listening ability and other skills such as speaking, writing, and reading through listening comprehension? Teacher 3: After listening, students present their ideas about the listening text Sometimes I design the writing tasks related to the listening text Interviewer: Do you use English songs, English films on T.V, and English news on the radio in your classroom? Teacher 3: Seldom Our school is in mountainous area, there are a few listening materials available here I just teach them listening comprehension in the textbook Interviewer: Do you think learning listening skills will be a good preparation for their future job? Teacher 3: Yes, of course It is very necessary for their future job Interviewer: Do you think that your students learn listening comprehension only because of their good listening marks in listening comprehension exams? Give reasons to specify your answers Teacher 3: Yes Marks help and motivate them to try to listen in the classroom Interviewer: Do you equip your students with necessary strategies in listening XIX comprehension such as guessing the meaning of the text, guessing the speaker‟s attitudes through their voice? Teacher 3: Yes, sometimes I provide them with some listening strategies so as to help them focus on important information Interviewer: Why? Teacher 3: Because this makes them find it more easier to listen to the text and focus on what they should hear Interviewer: Do you adjust your listening tasks because of their level, ability or interest? Teacher 3: Yes Sometimes Interviewer: Do you often use some integrated skill activities Teacher 3: Yes but not very often Interviewer: How much students have to use other skills on these activities? Teacher 3: Because reading, speaking or writing lessons are long enough to follow and sometimes I have no minutes left for other skills Thus, I teach each skill separately Interviewer: How often you explain your students about the objectives of listening activities in the classroom? Teacher 3: Very often Before asking my students to listen to a text, I usually explain its objectives to them Interviewer: How often you provide your students with certain amount of needed words for listening activities in pre-listening stage? Teacher 3: I often provide them with needed words in pre-listening by giving the meaning of the words Interviewer: By what ways? Teacher 3: By illustrating pictures and real objects Interviewer: What should you to encourage your students to listen better? Teacher 3: More songs and games should be used to motivate them Teachers should spend more time redesigning listening tasks and making them easier Interviewer: Thank you very much Teacher 3: Not at all XX APPENDIX 6: INFORMAL INTERVIEW FOR TEACHER Interviewer: Are you ready for this interview? Teacher 4: Yes Interviewer: Have you followed three stages including pre-listening, while-listening and post-listening in teaching listening comprehension? Teacher 4: Yes Interviewer: Do you have enough time to use all the listening stages when teaching? Teacher 4: Yes, but some listening lessons are too long and difficult for my students so I cannot finish all the stages Interviewer: Do you think when learning listening skills, students only improve their listening ability or integrated skills? Teacher 4: Both Learning listening skills is not only to their listening ability but also to improve their integrated skills Interviewer: In what ways should you in order to improve their English listening ability and other skills such as speaking, writing, and reading through listening comprehension? Teacher 4: Teachers should ask them to present their summary text after listening, work in pairs and ask and answer the question, to write a summary of what they have just listened to Interviewer: Do you use English songs, English films on T.V, and English news on the radio in your classroom? Teacher 4: Sometimes I usually teach them listening comprehension in the textbook only I don‟t have much time to prepare more tasks Interviewer: Do you think learning listening skills will be a good preparation for their future job? Teacher 4: Yes, I think so Interviewer: Do you think that your students learn listening comprehension only because of their good listening marks in listening comprehension exams? Give reasons to specify your answers XXI Teacher 4: Yes In many cases, if I not test and give them marks they will not try to listen and improve their listening skills Interviewer: Do you equip your students with necessary strategies in listening comprehension such as guessing the meaning of the text, guessing the speaker‟s attitudes through their voice? Teacher 4: Yes, I often provide them with some listening strategies so as to help them focus on important information Interviewer: Do you adjust your listening tasks because of their level, ability or interest? Teacher 4: Yes Sometimes because some tasks in the textbook are difficult for low-level students Interviewer: Do you often use some integrated skill activities? Teacher 4: Yes, but not always Interviewer: How much students have to use other skills on these activities? Teacher 4: Often speaking, and sometimes writing Interviewer: How often you explain your students about the objectives of listening activities in the classroom? Teacher 4: Often Before listening to a text Interviewer: How often you provide your students with certain amount of needed words for listening activities in pre-listening stage? By what ways? Teacher 4: I always provide them with needed words in pre-listening by writing them on the board and then giving the meanings of the words Interviewer: What should you to encourage your students to listen better? Teacher 4: We can use more language games to motivate them to listen in the classroom XXII APPENDIX 7: CLASSROOM OBSERVATION Class: 12A4 Teacher Unit 10: Endangered species: Listening Teacher’s Stages Teacher’s processes Teacher’s techniques Students’ interactions Before Bottom-up: teach new Use activities to warm- Work in pairs, but you listen words up they choose the option individually While you - Ask students to listen Use pair work Pair work listen to the passage and give Give meaning of Give their answers Task their answers unknown words individually by writing on the board Task Ask students to Use pair work Pair work complete the chart in the Two students correct book wrong answers Let them listen again to Many talk and make the passage once more noise in the because they can‟t give classroom answers Post- - Ask students to Use pair work listening summaries the main Get them to use the ideas of the passage information in task and - Ask one group to Get students to speak report what they have discussed but they can‟t Pair work XXIII APPENDIX 8: CLASSROOM OBSERVATION Class: 12A1 Teacher Unit 13: Listening Teacher’s Stages Teacher’s processes Teacher’s techniques Students’ interactions Pre- Top-down: Ask students Ask questions Whole class listening to give names of sports related about the Two students don‟t pay Bottom-up processes: Pre- topic attention and speak in teach some new words Ask students to Vietnamese Play CD twice and get guess topic of the Some give answers in students to listen and lesson Vietnamese repeat in chorus and then Listen and repeat in chorus individually and then individually While Get students to answer Give instruction Listen and translate some listening questions in the textbook Guide the way how question Task Translate the instruction to read 3.80m Listen task silently into Vietnamese Give the instruction Listen again Play CD and get students again and then Just listen, not take notes to listen for the first time translate some Students listen four times Play the recorded tape questions into again and ask students to Vietnamese give their answers Task Give details of each Individual work Read each statement and statements and Listen and task then translate some what they should individually sentences 1, 2, attend/ pay - After listening twice, they Get students to listen and attention give their answers task Give the details of individually without XXIV each statement as comparing with their the beginning again partners - Students are not active to give their answers Post- Ask students some Ask students to listening questions work in groups Give some adjectives Give instruction related to the topic: and model skillful, defense, goalkeeper… Pair work XXV APPENDIX 9: CLASSROOM OBSERVATION Class: 12A2 (40 students) Teacher Unit 14: International Organization - Listening Teacher’s stages Prelistening Teacher’s processes Teachers’ Students’ techniques interactions Top-down processes: Ask students some Whole class Bottom-up: Present new questions related to Take note new words the UN they know words, Listen and Get students to repeat new Introduce the repeat words in chorus and then listening topic individually Give instruction Get them to pay Individual work Read through the questions attention to wh- Listen to the T‟s While - and give new words question words Play instruction listening Read and ask students to CD again and then repeat pause at the answers tape, but many talk Get students to give their so that they can and don‟t pay answers catch them attention while Task Check students‟ answers Task Postlistening Some listen to the listening Give the instruction in Guess part of Pair work Vietnamese speech of each word Listen and fill in the Get students to write their in the blankets answers on the board Use pair work Top-down process:; Elicit them some Whole class Ask students to name some questions: Name some gap international organizations organizations from reading, speaking and When talking about listening lessons further information, XXVI Illustrate them some students sit passively questions: and may be they feel What does it stand for? uninterested in the When was it established? given questions What are its activities? Two stand up and What are its main objectives? talk about the Call two students to talk organizations while about the organizations they others speak aloud know and make noise XXVII APPENDIX 10: CLASSROOM OBSERVATION Class: 11A1 (38 students) Teacher Unit 12: The Asian Games: Listening Teachers’ stages Teacher’s processes Teachers’ Students’ techniques interactions Pre- Apply bottom-up process Pre – teach new Whole class listening Play the CD twice and get words Listen to the tape students the repeat in chorus and repeat in and then individually chorus and then individually While - Get listen and answer Read each question listening questions and then translate Task Play CD once and get into Vietnamese students to answer the Use pair work question above Check each statement at the right answer Play again and check students answers Adapt the answering Task 2: Read each questions in the questions to multiple textbook choices Play the cassette Time‟s up Postlistening Pair work XXVIII APPENDIX 11: CLASSROOM OBSERVATION Date: March 20th, 2013 Class: 10A3 (36 students) Teacher Unit : 12 – Music – Listening Teachers’ stages Teacher’s processes Teachers’ Students’ techniques interactions Pre- Use top-down process by Ask questions Individual work listening asking students question Pre-teach new Note down Pre-teach new words words Listen to the tape Get students to listen and and repeat in chorus repeat words in the and then textbook individually While- Get students to read the Get them to find Individual work listening instruction out new words and Find new words in Play CD and get students to pay attention to the Task answer the question CD Play the cassette again and Get students to check each statement at the match the athletes right answer with their sports Play again and check they participated in the task students‟ answers Pair work Task Read each questions in the Some neglect the textbook lesson and may not Adapt the answering interested in the questions to multiple listening class since choices some boys seem to XXIX Get students to write their fall asleep and not to answers on the board be interested in the Get students listen again listening lesson and check their answers The class is very noisy Post- Give the instruction Guide students to Pair work listening Time‟s up so the teacher use summarize the Summarize the talk cannot get students to talk in pairs –Just pairs are present their summary and formed, the rest of asks them to write at home them are working individually Time‟s up so they cannot present their answers XXX APPENDIX 12: CLASSROOM OBSERVATION Class: 11A3 (36 students) Teacher: Unit 11: Hobbies - Listening Teacher’s stages Warm-up Teacher’s processes Teacher’s techniques Students’ interactions Bottom-up: Pre-teach Use some pictures Whole class new words Guide students Answer the questions Ask students to speak Present the ideas out their thought Guess about the pictures Pair work Lead students to the Repeat topic Pre- Give instructions Ask students to guess Group work listening Check students‟ the main idea Compare writings Give instructions Answer the questions While- Ask students to read Use pair work Pair work listening the sentences Share the answers with Task Check and correct their partners Take notes Task Turn on the cassette Guide students to Individual work and ask students to guess the part of Listen and fill in the fill in the blank with speech blanks the words they hear Check and correct Post- Give the instructions Use group work Group work listening Ask students to talk Give some cues Take notes about the Ask students to Discuss in groups disadvantages of over present their thought – reading ... LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH NGHIÊN CỨU VỀ MỐI QUAN HỆ GIỮA VIỆC DẠY VÀ HỌC NGHE HIỂU Ở MỘT TRƯỜNG THPT TẠI HỊA BÌNH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING