Strategies for exploiting listening tasks in campaign 2 at english department military science academy

[ VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN THỊ THANH HUỆ STRATEGIES FOR EXPLOITING LISTENING TASKS IN CAMPAIGN AT ENGLISH DEPARTMENT, MILITARY SCIENCE ACADEMY (Chiến lược khai thác nghe giáo trình Campaign khoa Tiếng Anh, Học viện Khoa học Quân sự) M.A Minor Programme Thesis Field: English Methodology Code: 60 14 10 Hanoi – 2010 iv TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBREVIATIONS vii LIST OF TABLES viii LIST OF CHARTS AND FIGURES ix CHAPTER 1: INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Scope of the study 1.4 Methods of the study 1.5 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Theory of listening 2.1.1 Definitions of listening and listening comprehension 2.1.2 The importance of listening comprehension 2.1.3 Listening comprehension process 2.1.4 Factors that affect the process of comprehending listening texts 2.1.5 Stages of carrying out a listening lesson 10 2.2 Theoretical background of language learning strategies 12 2.2.1 Definitions 12 2.2.2 Oxford’s classification of language learning strategies 12 2.2.2.1 Direct strategies 13 2.2.2.2 Indirect strategies 13 2.3 An overview of the course book “Campaign 2” 16 2.3.1 Objectives of the course book 16 2.3.2 Structure of the course book 17 2.3.3 Objectives of the listening skill 17 2.3.4 Brief description of the listening comprehension section 18 v 2.4 Current teaching and learning GE and ME at English Department, MSA 18 2.4.1 Teaching staff, teaching methods, and teachers’ knowledge of Military English 18 2.4.2 Military cadets 19 2.4.3 Teaching and learning facilities 20 CHAPTER 3: DATA COLLECTION, FINDINGS, AND DISCUSSIONS 21 3.1 Data collection 21 3.1.1 Subjects’ background information 21 3.1.2 Methods of collecting data 21 3.2 Findings and discussions 23 3.2.1 Cadets’ attitude towards listening skill 23 3.2.2 Cadets’ opinion on the listening tasks in the course book “Campaign 2” 24 3.2.3 Cadets’ difficulties in listening to military texts and possible sources of difficulties 26 3.2.4 Cadets’ use of listening strategies 27 3.2.4.1 Memory strategies 28 3.2.4.2 Cognitive strategies 28 3.2.4.3 Compensation strategies 29 3.2.4.4 Metacognitive strategies 30 3.2.4.5 Affective strategies 31 3.2.4.6 Social strategies 31 3.2.5 Cadets’ opinion on teachers’ ways of teaching listening tasks in “Campaign 2” 32 3.2.5.1 Teachers‟ frequency of organizing three-stage listening lessons 32 3.2.5.2 Activities provided by teachers to better cadets‟ listening skill 33 3.2.5.3 Cadets‟ opinion on teachers‟ ways of organizing listening activities 34 CHAPTER 4: IMPLICATIONS 35 4.1 Utilizing appropriate strategies 35 4.1.1 Memory strategies 35 4.1.1.1 Using associating and elaborating strategies 35 4.1.1.2 Placing new words into context 35 4.1.2 Cognitive strategies 36 4.1.2.1 Improving note-taking techniques 36 4.1.2.2 Developing writing summaries skills 38 vi 4.1.3 Compensation strategies 38 4.1.3.1 Making guesses from the context 39 4.1.3.2 Making guesses based on visual clues 39 4.1.4 Metacognitive strategies 39 4.1.4.1 Finding about language learning 40 4.1.4.2 Seeking practice opportunities 40 4.1.5 Affective strategies 40 4.1.5.1 Feeling relaxed/ Lowering anxiety 40 4.1.5.2 Writing a language learning diary 40 4.1.6 Social strategies 41 4.1.6.1 Asking for clarification or verification 41 4.1.6.2 Cooperating with peers 41 4.6.1.3 Developing cultural understanding 41 4.2 Teaching listening strategies to the third year cadets in a systematical way 42 4.3 Organizing three-stage listening lessons 42 4.3.1 Pre-listening activities 43 4.3.2 While- listening activities 43 4.3.3 Post- listening activities 44 CHAPTER 5: CONCLUSION 45 5.1 A brief summary of the thesis and the main conclusion 45 5.2 Limitations of the study and suggestions for further research 45 REFERENCES 46 Appendix 1: Survey Questionnaire I Appendix 2: Real Performance Test IV Appendix 3: Note taking - Symbols and Abbreviations VII Appendix 4: Common Abbreviations and Acronyms of Military Terms Used in Listening Tasks in Campaign VIII Appendix 5: A Sample Listening Strategy Instruction Lesson IX Appendix 6: Performance Checklist for Listening Strategies XI Appendix 7: A Sample Listening Lesson Plan XII Appendix 8: Some Original Listening Tasks in Campaign XVII vii LIST OF ABBREVIATIONS ED: English Department ESL/EFL: English as a Second Language/ English as a Foreign Language ESP: English for Specific Purposes L2: Second Language LLS: Language Learning Strategies LS: Learning Strategies ME: Military English MSA: Military Science Academy SILL: Strategies for Inventory Language Learning viii LIST OF TABLES Table 1: Factors in the Literature (cited in Boyle, 1984:35) Table 2: Direct Learning Strategies to be Applied to the Four Language Skills Table 3: Indirect Learning Strategies to be Applied to the Four Language Skills Table 4: Cadets‟ Attitudes towards Listening Skill Table 5: Cadets‟ Opinion on the Listening Tasks in the Course book “Campaign 2” Table 6: Memory Strategies Applied by the Third-year Cadets Table 7: Cognitive Strategies Applied by the Third-year Cadets Table 8: Compensation Strategies Applied by the Third-year Cadets Table 9: Metacognitive Strategies Applied by the Third-year Cadets Table 10: Affective Strategies Applied by the Third-year Cadets Table 11: Social Strategies Applied by the Third-year Cadets Table 12: Grenfell & Harris‟ Model of Teaching Listening Strategies ix LIST OF CHARTS AND FIGURES Chart 1: Frequency of Teacher‟s Organizing 3-stage Listening Lessons Figure1: Students‟ Difficulties in Listening to Military Texts Figure 2: Possible Sources of Difficulties Figure 3: Cadets‟ Use of Listening Strategies Figure 4: Activities Provided by Teachers to Better Cadets‟ Listening Skill Figure 5: Cadets‟ Opinion on Teachers‟ Ways of Organizing Listening Activities Figure 6: Standard Outline Note-Taking Format Figure 7: An Example of Mapping Method Figure 8: An Example of Charting Method CHAPTER 1: INTRODUCTION The first chapter justifies the rationale for the study Afterwards, the aims, scope and methods of the study are presented The chapter ends with an overview of the thesis structure 1.1 Rationale In the globalized information age in which we are living, technological advances have made global communication more and more easily accessible In order to be a part of this global community, having good command of a common language is clearly an advantage Needless to say, till the present time, despite the outnumber speakers of Chinese, English is still the dominant language in terms of its convenience and popularity To be successful in global communication, merely being good at grammar and structures is no longer appropriate The current situation requires learners of English to acquire it to satisfy the demand of becoming not only good speakers but also effective listeners Therefore, “English listening comprehension has taken on increased importance for ESL/EFL learners, since failing to comprehend spoken English may cause non-understanding or misunderstanding which in turn leads to a breakdown in communication.” (Chen, 2009:54) In order to improve Vietnamese learners‟ communicative competence to meet the demand of globalization, English teaching methodology has been considerably reformed The teaching method has shifted from Grammar Translation to Audio-lingual and now to Communicative Approach in which teachers become instructors who provide guidance for students to perform lifelike tasks to more realize the teaching-learning process In the process of acquiring English in a new light, listening seems always to be the most challenging subject for learners, especially for those who come from rural areas These students may have good knowledge of grammar and structures, but merely these are not enough to assure equal ability of listening and speaking This phenomenon is quite common in universities around Vietnam and Military Science Academy is not an exception Military Science Academy is the only military academy in Vietnam which trains major language cadets Like students at other language universities in Vietnam, cadets here are faced up with many difficulties in learning listening skill, especially when they listen to military texts Among various causes of this such as students‟ background knowledge, students‟ interests in listening, the difficulty level of listening texts, etc., inappropriate strategies for exploiting listening tasks or listening without clear strategies are the main problems As judged by Nauman (2002), the majority of students come to listening activities with little knowledge of how the listening process works and even with serious misconception about what make them successful in listening Therefore, it is urgent that clear listening strategies should be applied in exploiting listening tasks (especially, ESP listening tasks), and they should also be transferred to and absorbed by individual students so that students themselves can be more active and effective in dealing with spoken language not only in classroom but also in social contacts These above reasons led the author of this paper to conduct this study in order to discover listening strategies in general and applying those strategies in exploiting listening tasks in Campaign in particular The author herself hopes that this paper will contribute to improving the teaching of listening to military texts at her academy and also wishes to get useful contributions from her colleagues as well as readers to help her cadets better exploit listening tasks in the military course book „Campaign 2‟ 1.2 Aims of the study This minor study is aimed at giving suggested strategies for exploiting listening tasks in the Military English course book Campaign at English Department, MSA and at the same time implications for more effectively exploiting listening tasks in the book are given In order to fulfill the abovementioned aims, the study tried to answer two following questions: (1) What are the appropriate strategies for exploiting listening tasks in Campaign at English Department, MSA? and (2) What can be done to exploit listening tasks in Campaign effectively at MSA? The study primarily investigates the theoretical background of language learning strategies, listening strategies and develops further in investigating strategies uses as well as exploring suitable listening strategies for exploiting listening tasks in Campaign It, therefore, serves as a valuable resource for teachers at ED, MSA to gain a deeper insight into the practice of Military English listening strategies among the third-year cadets More importantly, a suggested list of listening strategies is presented to assist teachers with way to enhance their cadets‟ ability in processing military listening tasks At the same time, the study is open to invite contributions from readers to add more suitable strategies for exploiting listening tasks in Campaign in particular and in other Military English course books in general 1.3 Scope of the study It would be really challenging for this minor thesis to cover all the aspects of listening Therefore, the study just stays within the strategies for exploiting listening tasks in the course book Campaign by Simon Mellor-Clark and Yvonne Baker de Altamirano, a Military English course book Other areas of listening such as choosing materials or academic listening are beyond the study 1.4 Methods of the study In completing this research, following methods have been used: First of all, intensive and extensive reading helps equip the author with sufficient background knowledge related to listening comprehension, language learning strategies, and listening strategies so as to collect data for the literature review Second, survey questionnaires for students are used as the major instrument to collect data Third, observation of students‟ real performance through a listening test as well as informal discussions with both the third-year cadets and the teachers at ED, MSA have been made Collected data, then, have been processed and analyzed 1.5 Design of the study The study is divided into five chapters as follows: Chapter is the introduction part of the study in which Reasons for conducting the research, Aims of the study, Scope of the study, Methods of the study and Design of the study are respectively displayed Chapter reviews the literature on listening comprehension as well as its role in learning a foreign language, the listening comprehension processes and factors that affect those processes More importantly, in this chapter, theoretical background of strategies, classifications of language learning strategies, listening strategies and stages of listening strategies implementation have been thoroughly presented Besides, Chapter also provides an overview of the course book “Campaign 2” and the basic information about current teaching and learning Military English situation at ED, MSA Chapter describes data collection, presents, analyzes as well as synthesizes data collected from the survey questionnaires, students‟ real performance through a listening test, the author‟s own observation and informal discussions with both cadets and teachers about listening strategy applying and training Chapter is comprised of recommendations for appropriate strategies for exploiting listening tasks in Campaign 2, listening strategy teaching for the third-year cadets and suggested methods of organizing effective listening lessons Chapter provides brief summary of the thesis, presents conclusion about applied strategies, mentions the limitations of the study, and suggests ideas for further research, as well In short, Chapter has discussed the rationale, aim, scope as well as methods of the study Ending the chapter is an overview of the thesis design Thanks to such lucid contents, this chapter acts as an orientation for the development of the later parts of the thesis VII APPENDIX NOTE TAKING - SYMBOLS AND ABBREVIATIONS SYMBOLS SYMBOLS & @ /   =  MEANING and at per increasing, increased, increases, rises decreasing, decreased, decreases, falls equal to, is not equal to, is not SYMBOLS       MEANING therefore important extra important greater than less than lead to to, two, too ABBREVIATIONS ABBREVIATIONS w/ w/o w/i etc b/4 b/c esp diff max v ex e.g i.e etc c.f viz c.(or ca.) N.B C19 ABBREVIATIONS govt imp incl info lang ltd s/t s/o 1st 2nd 3rd G.B U.K Eng Brit Q A no p./pp poss MEANING government important/importance including information language limited something someone first second third etc Great Britain United Kingdom English British question answer Number page/pages possible/possibly prob probable/probably approx dept MEANING with without within et cetera, so forth before because especially difference minimum maximum very example for example that is etcetera: and so on compare namely about/approximately note nineteenth century; similarly C20 etc i.e 1920-1929; similarly 1970s etc approximately department probs re- diff.(s) excl sts difficult(y)(-ies) excluding students ref tho' thro' problems with reference to/concerning reference though through 1920s VIII APPENDIX COMMON ABBREVIATIONS AND ACRONYMS OF MILITARY TERMS USED IN LISTENING TASKS IN CAMPAIGN ABBREVIATIONS 2IC WO1, WO2 Para JSATC R&R NBC NBC state NCO CO OC ETA UNMOC DMZ OPs UNMO INFOSUM AOR UKARBAT BRITBAT MEANING Second-in-command Warrant Officer first class/ second class Paratrooper Joint Service Adventure Training Center Rest and Recuperation (a period of holiday taken during operational duty) Nuclear, Biological and Chemical The degree of possibility or probability that the enemy will mount a nuclear, chemical or biological attack ABBREVIATIONS SITREP FIREREP MEANING Situation Report Fire Report REP ACR Armored Cavalry CIS Communication – Information System LZ Landing Zone (an area of ground selected for the landing or pick-up of troops by helicopter) Non-commissioned Officer Commander Officer Officer of Commander Estimated Time of Arrival United Nations Observer Mission of Observers in Cape Gold Demilitarized Zone Observation Posts PX Post Exchange CHOD Chief of Defence CIMIC Civil-Military Cooperation United Nations Civilian Police United Nations Military Observers Information Summary Area of Responsibilities Ukrainian Battalion British Battalion FTX Computer Assisted Exercise Field Training OPFOR BLUFOR Opposing Force Friendly Force CASEVAC ID Casualty Evacuation Identity UNCIVPOL CPX IX APPENDIX A SAMPLE LISTENING STRATEGY INSTRUCTION LESSON Focus listening strategies: Prediction, Using background knowledge (Elaboration) Language objective: Understand a long listening text and answer comprehension questions Review listening strategies: Metacognitive strategies (e.g., planning, monitoring and evaluation) Strategy objective: Use strategies of prediction and using background knowledge to prepare for and check understanding of a listening text Materials: Copies of two listening texts and comprehension questions, handout of strategy tips Procedures: Strategic-awareness raising Review the strategies that have been introduced in the previous lessons Brainstorming: Ask students to brainstorm what they can to help themselves understand before, during, and after listening Then write students‟ responses on the board by making a chart, so that students can review and reinforce what strategies they‟ve learned to deal with listening tasks Before listening - quickly look at the title/pictures/ During listening After listening - keep up with speed - - give very quick response check my comprehension - prepare my mind to concentrate - check my comprehension fits in - - … with the situation or not understating this passage - … - … - … - … - … questions answer the text questions to think about my problems in Most students may encounter many problems when they need to answer several comprehension questions right after listening to a long conversation or passage Ask students what problems they have and what they usually to deal with this situation Make a list of students‟ ideas on the board Review and discuss on students‟ list Demonstration: Present the focus two strategies – predication and using background knowledge by defining the strategies, giving examples and explaining why and when these two strategies are useful Write the key information on the board Model the two strategies by thinking aloud Write some key ideas by using mind-mapping on the board Ask students to comment on the teacher‟s think-aloud of using strategy of prediction and using background knowledge X Ask students to recall the steps for answering the comprehension questions Elicit the strategies and make a small handout to each student Before listening  Predicting by looking at the title or picture  Using the question words to build background information and knowledge Find the question word in the given questions (who, what, where, when, why, or how) Identify what type of information you will need to find to answer the question (person, place, event, time, reason, or procedure) While listening  Selectively attending to the text for the answer  Predicting what is going to mention in the next part  Relating personal experience to the listening text  Checking the answer against what you know to determine if the answer makes sense After listening  Evaluate your comprehension and strategy use Practice: Have students practice another listening task with several comprehension questions and remind them to use the process the teacher demonstrated Have students work in pairs, allow them to listen the listening task again Then they can review their work on the comprehension questions and revise any answers that are incorrect After that, ask students to verbalize their thinking processes during the task with each other and how they get the answer (either correct or incorrect) At this point, students have chances to discuss, either finding out their problems of getting wrong answer, or sharing their processes of successful comprehension Evaluation: Have the class discuss the focus strategies and evaluate their effectiveness Ask students if and how the strategies of prediction and using background knowledge helped them and if they would use them again Ask them to discuss difficulties they had using the strategies or suggestions for using it Self-directed practice: For homework, assign students a longer text to listen Students need to complete the reflective journal to selfobserve and self-reflect on their listening strategies during the listening task This aims to expand and orchestrate their strategy repertoires to deal with listening tasks more effectively (Adapted from Chen, 2009:81) XI APPENDIX PERFORMANCE CHECKLIST FOR LISTENING STRATEGIES What listening strategies have you used for the listening task that you just completed? Check the strategy that you have just used Before listening: Yes I check that I understand the task I have to I look carefully at the title and any pictures to see if I can guess what it will be about I try to predict the words I am likely to hear or what it is likely to be said in this passage I decide on the key words or what I must pay attention to in advance I am ready to concentrate on what I am about to hear I encourage myself While listening: Yes I listen for the information needed to accomplish the task I focus harder on the text when I have trouble understanding I use key words, cognates or word families to understand the text I use my knowledge of the context and of text structure to understand the text I try to get the main idea first and then details I listen out for specific details like the name of people, place, time and event I attempt to verify my predictions and then revise them accordingly I make picture of what is said or the spellings of words in my mind I use background noises, tone of voice, and other clues to help me guess at the meaning of words I did not understand I try to use grammatical clues to decide what kind of a word it is – a noun, verb, etc I try to quickly look for familiar content words that show in written questions If I don’t understand, I use my knowledge or experience to guess what I have worked out so far If I don’t understand one part, I listen out for the next parts to fill out that information I break the stream of sounds down into individual words and write them down to see if they are like words I know I quickly jot down key words or important concepts to remember the whole part I skip don’tover panic words whenthat there I dois not something understand I don’t so understand that I don’t miss but I what keep is onsaid listening next I don’t panic when there is something I don’t understand but I keep on listening After listening: Yes I check back to see if my interpretation were right and made sense I try to remember key points and mentally summarize everything in order I evaluate the logic of what I understood I check how much I could understand this time I reflect my problems encountered during the listening task Adapted from Vandergrift (1999) and Harris (2007) XII APPENDIX A SAMPLE LISTENING LESSON IN CAMPAIGN The original tasks in Campaign Unit 3: Military observer Section alpha: UNMO (page 24) Lesson plan   Brief description of the listening text: - Topic: the conflict between Blueland and Redland - Type of text: Radio news - Length of text: minutes 32 seconds - Accent: British and non-native accents Teaching objectives: - Listen to a radio news and take notes describing the major events of the conflict XIII  Teaching methods: -  Communicative & Audio approaches Teaching materials and aids: - Course book Campaign 2, CD, CD player - Green-board & chalk - Handouts of note-taking form  Time duration: period and a half (60 minutes)  Procedure: Teacher’s (T’s) activities Students’ (Ss’) activities Warming-up (3 minutes) - T & Ss greet each other - T & Ss greet each other - T warms up the lesson by asking Ss: - Some Ss answer the questions - + Do you often listen to radio news? - + What topics you often listen to? - T introduces the lesson by saying: That‟s good - Ss open their books and get ready for the lesson - Ss answer T‟s question - Ss work in pairs and describe the given picture - Some Ss respond - Ss the task Today we‟re going to listen to a news broadcast about a recent conflict between two countries Please open your book! Unit 3, Section alpha, page 24 New lesson (54 minutes) Activity (12 minutes) Pre-listening: Arranging headlines in order - T link the activity with the warming-up by saying: Now, look at the title of the unit and that of the section Do you know what UNMO means? - T asks Ss to work in pairs to describe the given picture in 40 seconds - T monitors the class by eye contact - T elicits ideas around the class - T summarizes Ss‟ answers and provides more information if necessary - T asks Ss to read the four given headlines and rearrange them in order, paying attention to chronological meaning XIV - T elicits answers around the class and asks if other - Ss whether agree or suggest new ones - Ss listen and check their answer - Ss answer T‟s questions - Ss listen - Ss answer T‟s question Ss agree or not - T notes down Ss‟ answers on the board - T plays the CD for Ss to listen ONCE only for Ss to check their answer - T pre-teach some words: peninsula & status quo by asking Ss questions: + Do you remember what is Cape Gold? + After Blueland put big guns on Cape Gold, what did Redland threaten? - T notes down two words on the board and explain meaning to Ss - T gives feed back and moves on to the next activity Activity (25 minutes) While-listening: Listening and taking notes - T links activity with activity by saying: Now, look at the headlines that you have reordered chronologically again How many actors can you find in the news? What are they? - T provides handouts to Ss - Ss pass down the handouts - T gives the instruction to Ss and make sure they all - Ss ask Qs if there is anything that they are not understand what they are going to T emphasizes clear the typical features of listening to news - T plays the CD for Ss to listen to complete the - Ss listen and complete the note - Ss compare their answers in pairs - Ss listen again and make any changes that they note - T puts Ss in pairs and asks them to compare their answers and make a joint list of the major events of the conflict - T monitors the class by going from table to table to see how much information Ss have taken notes - T plays the CD again for Ss to listen to complete their notes - T asks a S to come to the board and write down his note on the board wish - The being-called S writes down his note on the board XV - T asks other Ss to comment and add/change - Ss make contributions - Ss listen and adjust their notes - Ss form their own groups and ask and answer information as they wish - T notes down Ss‟ contributions - T plays the CD again, pauses at important point for Ss to check - T & Ss complete the full note - T moves on to the next activity Activity (17 minutes) Post-listening: Talking about a recent conflict - T links Activity with Activity by saying: You the four Qs in their groups have the complete note of the main events of the conflict Now, work in group of to talk about a recent conflict that you know by answering four Qs : + What countries were involved in the conflict? + What caused the conflict? + What were the major events of the conflict? + How was the region affected by the conflict? - T monitors the class by going from table to table - Ss work in groups - The being-called S(s) come(s) to the board to and provides help if necessary - T then invites the representative from one or two report their group‟s discussion groups to report their groups‟ discussion - T asks other Ss to contribute information - T gives feedback and finishes the activity - Other Ss contribute information - Ss answer and raise Qs if there is any Closure (3 minutes) - T asks Ss what topic they have listened to in the lesson and whether they have any Qs to ask - T answers if asked by Ss - Ss listen - T gives homework to Ss by asking them to find a - Ss note down the homework on their notebook - Ss say goodbye to T broadcast news of military topic, listen to it and take similar notes - T says thank you and goodbye to Ss XVI Handout: The conflict in Cape Gold What Blueland did What Redland did Blueland Redland UN’s actions Tapescript: This is Sandra Wens with Channel Five radio news The Blueland government have announced that they will place coastal artillery batteries on Cape Gold, a small peninsula in the White Sea, close to the border between Blueland and Redland The Redland Government has responded by saying that it will mobilise military units and deploy troops along the border Mr Sanz, the Redland Minister for Foreign Affairs announced this morning that there will be terrible consequences in Blueland does not immediately withdraw their artillery batteries A: Good morning, I'm Bob Ur and this is In the News, a weekly look behind the scenes at what's happening in the world this week Yesterday morning, Redland forces crossed the border into Blueland and war broke out between these two nations I'm joined in the studio this morning by Richard Kerr, professor of international relations at Washington University Professor Kerr B: Good morning Bob A: Good morning Professor, can you tell us about the background to this conflict? B: Yes, Bob Blueland became an independent republic in 1945 and there has been tension in the area since then As you said, Cape Gold is a small peninsula, close to the border between Blueland and Redland However, the peninsula is strategically important to both countries II overlooks the entrance to the Black Bay, where Redland have their naval fleet When Blueland placed artillery on the peninsula two weeks ago, Redland threatened the use of force to restore the status quo A: And what was Blueland's reaction? B: They refused to withdraw A: I see, and From RDA radio in London, the news at five o'clock The Blueland Government have just announced that a counter attack launched yesterday has successfully pushed Redland forces back across the border Reports from the border area indicate that after fierce fighting, the troops have The Blueland and Redland governments announced this morning that they have signed a ceasefire agreement to end the conflict that began two weeks ago At a secret meeting held in Madrid, the two sides agreed to proposals put forward by the United Nations Both sides have given a press conference, but they have not made the terms of the peace treaty public The United Nations announced this morning that it will send military observers to the troubled Cape Gold peninsula A spokesman announced that the UN has taken this decision in light of last week's ceasefire agreement This is Asif Khan for RDA news XVII APPENDIX SOME ORIGINAL LISTENING TASKS IN CAMPAIGN * Using associating and elaborating strategies Task 2, Section echo, Unit (page 22) Tapescript: A: Lieutenant Philips? B: Good morning, sir A: Good morning, lieutenant I wanted to talk to about your adventure training exercise next weekend B: Yes, sir Exercise Mountain Trail A: Mountain Trail Yes, very good Now how many men are you taking? B: Five, sir Corporal Hetman is on leave A: And where are you taking them? B: Scotland, sir A: Scotland Good A bit cold thought How long are you going for? B: Three days, sir We‟re leaving on Friday and coming back on Monday afternoon A: And what about equipment Have you seen Sergeant Major Thompson about your stores? B: It‟s a survival exercise, so we‟re taking the minimum equipment A: I see Well, have a good time Carry on, lieutenant B: Yes, sir Thank you A: Goodbye * Placing new words into context Task 6, Section alpha, Unit (page 5) [1] Task Listen and answer true or false Tom is being interviewed for a job with NATO Tom‟s first overseas posting was in Cyprus with the United Nations 3 Para did not suffer any casualties during their tour of Northern Ireland in 1979 Tom served in the Falklands War Every year, the British Army commissions 300 NCOs and Warrant Officers Tom is currently an instructor at the Royal Military Academy Sandhurst XVIII Tapescript: A: Excuse me, sir B: Yes A: Major Parry is here, sir B: Oh right Would you ask him to come in? Major Parry? C: Good morning, sir B: Good morning I'm Colonel Narayan Thank you very much for coming Please take a seat How was your trip? C: Very good, thank you It‟s only an hour on the train to London B: Very good Now Major, as you know you have been proposed for a United Nations training post C: Yes, sir B: Well, the purpose of this interview is to get more details about your military experience I have your CV here and I'm going to ask you a few questions about your career So, you joined the British Army in 1975? C: That's right, sir I joined the army when I was 18 A: And where did you your basic training? C: First of all I was sent to an army training regiment, for recruit training After that, I was posted to Para B: Sorry? C: 3rd Battalion, the Parachute Regiment, A: And where was your first posting? C: My first posting abroad was in Cyprus in 1975 I deployed to Cyprus with my unit We were there as part of a UN peacekeeping force B: Did you like Cyprus? C: Yes, I did The lifestyle was fantastic although we were there at a difficult time B: Yes I was in Cyprus at about the same time And after Cyprus? C: Well, after that the battalion was posted to Tidworth in Hampshire, back in the UK I took my lance corporal‟s course and I was promoted soon after that I did Northern Ireland training, and then I did a tour of duly in Belfast In 1979, while the battalion was in Belfast I did the section commander's battle course and I got my promotion to corporal after I passed the course B: What was Northern Ireland like back then? I mean was it dangerous? C: Yes sir, it was I was there in 76 and two of our lads were killed during the tour B: I'm sorry And when were you promoted to sergeant? C: In 1982 I did my platoon sergeant's battle course after I got back from the Falkland and after that I was promoted to sergeant B: You were In the Falklands? C: Yes sir I was there in '82 during the war B: So, you have a lot of operational experience? C: Yes sir I B: Right, and what next? C: I was promoted to colour sergeant and I was posted to the Royal Military Academy Sandhurst as an instructor At Sandhurst I was 2IC of a company of officer cadets After that, I was promoted to company sergeant major and then, at the age of 36, to WO1, regimental sergeant major I became the regimental sergeant major of the division depot at the Army Training Regiment, Winchester B: So You've spent quite a lot of your career involved in training C: Yes, sir And it‟s a part of the job I enjoy B: That‟s good I understand that you were then commissioned? C: Yes sir Every year the British Army commissions about 300 officers from the ranks, this is called a late entry commission I applied for a late entry commission and in 1997 I was commissioned directly as a captain I served as motor transport officer in a line infantry regiment and later became quartermaster of Para B: And when did you get promotion to major? C: 2003, sir B: And you're currently posted as an instructor at Sandhurst? C: Yes, sir On promotion to major, I was selected as an instructor for the late entry officer's course B: Right, Major I have no more questions about your CV, but I would like to ask you about your family situation I understand that you're married XIX * Using outlining method Task 2, Section bravo, Unit (page 56) Tapescript: A: Well, ladies and gentlemen The next item on this morning's agenda is the visit of the Polish CHOD on November 11th Pablo's been the point of contact, so I'll ask him to bring us up to date B: Certainly, Lieutenant General Wojak arrives at Madrid airport on November 10th and he leaves the day after the visit, November 12th I've spoken with the Polish SNR and he told me that the General is especially interested in logistics, CIS and CIMIC matters This will be his first visit to our Headquarters A: OK, that seems pretty clear Pablo, you're the Protocol Chief so you have primary responsibility, your office is tasked with preparing and co-ordinating the visit You'll also need to coordinate the office call with the commander's Office B: Right A: Next, the welcome package Could you get someone in Protocol to prepare a welcome package? His visit is quite short, so there's no point in including a lot of information about Madrid B: Right Welcome package from Protocol A: And could you call catering and ask them if they can prepare something for lunch in the Commander's Mess? B: A sit down meal or a vin d'honneur? A: A meal is better Briefing We can start the morning with a briefing on logistics and CIMIC So contact G4 and G9 and ask them if they can prepare a short briefing on their divisions' activities B: OK Briefings from G4 and G9 B: Suspense dates? A: Yes, when you speak to G4 and G9 ask them to submit a copy of their briefings to the Chief of Staff He can have a look at them before I Suspense date is no later than October 30th at 1300 hours B: Very good A: Is that everything? B: I think so I‟ve made a note of all this I‟ll have someone write up the tasker this afternoon A: OK Let‟s move on to the next item on the agenda Exercise Mountain Fury Dieter, could you… XX * Using charting method Task 5, Section bravo, Unit (page 87) Tapescript: I will now summarise my concept of operations At 2100 hours tonight, 1, and Platoons will mount recce patrols in order to reconnoitre the area I want the platoon sergeants to go out with the patrols so that they can act as a guide when we occupy our positions Starting at 0300 tomorrow morning, the platoons will move forward and occupy combat positions in front of the enemy Platoon will be on the left Platoon on the right and Platoon in the centre We will move forward one platoon at a time so that there is less possibility of detection H hour is 0300 hours on November 3rd At this time, B and C Companies will conduct a passage of lines through our position At H plus three - that's 0600 hours - the Support Company win deliver mortar fires onto the enemy positions - Objective Red and Red - in order to suppress enemy machine gun fires At 0700 hours, Platoon will assault Objective Red in order to destroy the enemy at this objective At the same time, Platoon will assault Objective Red and Platoon will move forward in order to seize the bridge The company's main effort is to seize and hold the bridge I will now state the missions for the three platoons so that you have everything clear Platoon you are to move forward and occupy a combat position on the left - here At H hour, you are to assist B Company with their passage of lines through your position Your mission is then to assault Objective Red at 0700 hours on November 3rd in order to destroy the enemy I repeat, Platoon mission is to assault Objective Red at 0700 hours on November 3rd Platoon will move forward and occupy a combat position in the centre, between and Platoons Your mission is to move forward at 0700 hours on November 3rd in order to seize the bridge at grid 593831 You will then deploy in order to hold the bridge I repeat, at H plus four, you will seize the bridge at grid 593831 and deploy in order to hold the bridge Coordinating instructions Route This is the route that the platoons will take to their positions During their reconnaissance, I want the platoon sergeants to mark any obstacles on the map, so that we can deploy rapidly and quietly Timings We will leave the assembly area at 0200 hours tomorrow morning H hour is 0300 hours on November 3rd Service support At 2300 hours we will receive logistic supplies so that the company is combat ready We will move to our combat positions in battle order so that we can move more quickly I will now move on to command and signals The password is XXI * Using visual clues Task 2, Section bravo, Unit (page 16) [11] Task Listen to three conversations and match one with the picture in task Tapescript: Conversation A: Good morning corporal I need to photocopy these documents B: Good morning, sir The person responsible for photocopying is in the office next door, but I think they're having their tea break A: Do you know when they will be back? B: They should be back in about 20 minutes, sir A: Oh that‟s a pity, I need these copied by 1030 Can you make the copies for me? B: Yes, sir Could you complete this for me please, sir? Just put your name and the number of copies and I'll make the copies Here you are, sir Is there anything else? A: No, thank you very much, Corporal Conversation A: Morning corporal B: Hello Harris A: Could you process this transfer application, corporal? B: Let me see This is a transfer request Harris You only moved to A Company last week I can't process a transfer request after one week- A: It‟s Sergeant Berkeley B: What you mean it‟s Sergeant Berkeley? A: He doesn't like me B: Harris, last month you transferred from Charlie Company because Sergeant Willis didn't like you You can't ask for a transfer every time you have a problem with an NCO Where you want to transfer to anyway? A: Headquarters Company B: What you mean, Headquarters Company? You want to transfer here? A: Yes, Corporal B: Look, Harris Go back to your platoon and talk to Sergeant Berkeley I don't believe there's a problem you can't work out A: But corporal B: Get out, Harris! A: Yes, Corporal Conversation A: Corporal Jones B: Yes, sir A: Can you come to my office a moment? B: I'm sorry sir Captain Marks told me to stay here A: Corporal Jones, come to my office, now! B: Yes, sir ... 30 20 10 12 13 14 15 16 17 18 19 20 21 22 23 24 0 3.03 12. 1 45.5 30.3 24 .2 24 .2 24 .2 15 .2 30.3 36.4 24 .2 9.1 15 .2 33.3 15 .2 6.06 18 .2 24 .2 Sometimes used 33.3 45.5 21 .2 33.3 24 .2 36.4 18 .2 15 .2. .. learning strategies 12 2 .2. 1 Definitions 12 2 .2. 2 Oxford’s classification of language learning strategies 12 2 .2. 2.1 Direct strategies 13 2. 2 .2. 2 Indirect... following questions: (1) What are the appropriate strategies for exploiting listening tasks in Campaign at English Department, MSA? and (2) What can be done to exploit listening tasks in Campaign