Sử dụng chương trình truyền hình mỹ để cải thiện khả năng nghe hiểu nghiên cứu ở một lớp học tiếng anh

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF ENGLISH LANGUAGE TEACHER EDUCATION GRADUATION PAPER USING AMERICAN TV SHOWS TO IMPROVE ENGLISH LISTENING COMPREHENSION: A CASE STUDY AT AN ENGLISH CLASS Supervisor: Phạm Thị Thu Hà, M.Ed Student: Phạm Thị Ngọc Hà Course: QH2012.F1.E2 HÀ NỘI - 2016 i ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP SỬ DỤNG CHƯƠNG TRÌNH TRUYỀN HÌNH MỸ ĐỂ CẢI THIỆN KHẢ NĂNG NGHE HIỂU: NGHIÊN CỨU Ở MỘT LỚP HỌC TIẾNG ANH Giáo viên hướng dẫn: Phạm Thị Thu Hà Sinh viên: Phạm Thị Ngọc Hà Khóa: QH2012.F1.E2 HÀ NỘI – 2016 I hereby state that I: Pham Thi Ngoc Ha, class 12E2, being a candidate for the degree of Bachelor of Arts (TEFL) accept the requirements of the College relating to the retention and use of Bachelor’s Graduation Paper deposited in the library In terms of these conditions, I agree that the origin of my paper deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarian for the care, loan or reproduction of the paper Signature Date ACKNOWLEDGEMENTS I would like to express my sincere thank to my supervisor Ms Pham Thi Thu Ha for all her support and guidance throughout my studying program and through this graduation paper Through thick and thin, she had always been patient and showed me the way out of difficulties I would like to acknowledge Mr Kelly in the English class This study would not be complete without Kelly’s help and support from four students in the English class Special thanks went to Binh Tran Xuan for his encouragement and support since the beginning of this research I would like to send the deepest gratitude to my family, my boy friend and my friends who have never ceased to love, to support me without my request and to build a strong me today throughout educational years living far from home i ABSTRACT As listening has gained recognition of being an important skill in language development, researchers are directing their interest towards teaching methodology and teaching materials in listening lessons In accordance with the rising trend of using authentic materials in language, there comes up the question about effective methodology to exploit these materials The purpose of this study was to investigate teaching methods and techniques to turn American TV shows into effective classroom materials to teach listening comprehension in an English class It also aimed at examining students’ attitude toward their learing materials and the teacher’s teaching methods The tertiary purpose of this research was to be able to make pedagogical recommendations to English teachers who wished to use authentic listening materials in their listening lessons The first source of data for this qualitative study was participant observation and the secondary one was interviewing Analysis of the collected data for the research question number one revealed that the teacher employed numerous methods in teaching listening, prominence of which were student need – centered, teacher-centered and ―affective filter‖ hypothesis (Krashen, 1982) The process of screening American TV shows’ clips was painstaking and required the teacher’s investigation of students’ responses to each clip Secondly, the analysis of interviews with students uncovered that the teacher’s teaching method and used listening materials were of students’ favour as they gave them fun and also motivation to self-improve their English competence However, some classroom activities did not succeed in driving students’ learning motives Finally, some recommedations were offered to vary the level of listening tasks, to increase the teacher’s attention to individuals to deal with their difficulties in comperehending fast-pace clips and unfarmiliar vocabulary, and to design an appropriate tool of measuring students’ listening comprehension development ii table of contents page Acknowledgements i Abstract ii List of figures and tables v Chapter 1: introduction 1-4 1.1 Statement of the problem and the rationale for the study 1-2 1.2 Aims and Research questions 2-3 1.3 Scope of the study 1.4 Significance of the study 3-4 1.5 Organization of the study CHAPTER 2: LITERATURE REVIEW 5-17 2.1 Key concepts 2.1.1 Authentic materials 5-8 2.1.2 English as a Foreign Language Learning 2.1.3 Listening - Listening as comprehension 2.2 Using authentic materials in teaching EFL and English listening skills 2.3 Factors to consider for authentic listening material selection 2.4 Using authentic videos in teaching English listening comprehension 9-11 11-12 12-16 2.5 Teaching philosophy – Teaching method – Teaching technique 16-17 CHAPTER 3: METHODOLOGY 18-26 3.1 Research design 18 iii 3.2 Participants 18-21 3.3 Research instruments 3.3.1 Observation 21-22 3.3.2 Semi - structured interview 3.4 Data collection 3.4.1 Observation 22-25 3.4.2 Interview 3.5 Data analysis 3.5.1 Data from Observation 25-26 3.5.2 Data from Interview Chapter 4: Results and DISCUSSION 27-48 4.1 Results for the first research question 27-41 4.2 Results for the second research question 42-48 CHAPTER 5: CONCLUSION 49-52 5.1 Summary of findings 49-51 5.2 Pedagogical recommendations 51-52 5.3 Limits of the study References 52 53-56 Appendix A: Transcript of the interview with the teacher Appendix B: Transcript of the interviews with students 57-91 Appendix C: The class’ syllabus Appendix D: Background interview questions iv LIST OF TABLES Description Table 1: Descriptions of student participants Table 2: Sources of Data Page 23-24 26 LIST OF FIGURES Figure 1: Classroom layout 28 Figure 2: The operation of the ―affective filter‖ by Dulay and Burt 33 (1977) Figure 3: The percentage of time the teacher exhibits verbal 39 behaviours v CHAPTER 1: INTRODUCTION 1.1 The rationale of the study For a long time, in English teaching lessons, listening only took a secondary position (Miller, 2003) Despite a great number of research into reading, writing and speaking have been carried out, there has been a lack of research into listening The reason behind this lack of research interest in listening is that ―speaking was always considered a more "valuable" skill to focus on in the classroom‖, ―researchers and teachers have often considered that listening was something which could just be "picked up"‖ and researchers and teachers used to not be taught listening explicitly, they also ―saw little need for developing a specific research agenda or approaches to teaching listening‖ (Miller, 2003) Despite this past, listening is now gaining more attention According to Richard (2008), teaching listening have gained prominence in language teaching all over the world recently as attention now is diverged from traditional teaching methods to communicative approach From being an overlooked skill, listening is now acknowledged to be ―core component of second-language proficiency‖ (Richard, 2008) The driving factor is that a lot of research points out listening plays an essential role in facilitating second language acquisition as there are ―processes involved in understanding communication in a second language‖ (Richards, 2005) Moreover, Rankin (1952) states that listening is the most often used language skill in daily life, which accounts for forty percent of daily communication time while speaking takes up only thirty five percent and the figure is much smaller in reading and writing Meanwhile, Taylor (1964) shows that up to 90 percent of students’ time spent in high school and universities are listening to discussion and lectures (as cited in Thanajaro, 2000, p 1) In spite of the importance of listening skills in language classrooms, EFL students have few chances to get used to hearing real language Accordingly, EFL students have many troubles understanding language produced by native speakers Therefore, there is an increasing demand on ways to develop effective listening skills in order that EFL learners can succeed in performing target language When the awareness of how to develop leaners’ listening skills are raised, now the question goes for teaching methods and materials introduced to students It is noted that the shift in teaching methodology, from traditional ones to communicative approach, is followed by a change in the use and design teaching materials: more attention is paid to authentic materials LarsenFreeman (2000) emphasizes that one of the characteristics of communicative language teaching is using authentic materials In the same context, English teaching in Vietnam is on the move to communicative approach where listening domain and authentic materials are highly valued However, teachers also have to confront with difficulties in choosing an appropriate teaching method and materials to teach students listening comprehension as they have low motivation or quickly lose interest after a long time practice Moreover, though there are a number of classes integrating authentic videos or audios into teaching materials, there are few listening courses choosing them as the core materials and being able to effectively use them 1.2 Aims and research questions Under this background, the researcher conducts a study on “Using American TV shows to improve English listening comprehension: a case study in an English class” This is an English class that focuses on teaching listening skills to EFL learners by using clips and audios from nearly 100 American TV shows Once being completed, this study will serve as a tool that provides students’ insights and the teacher’s teaching philosophy The research will also help to point out learners’ attitude toward learning English listening via investigating the influences of using authentic materials in teaching English listening Above all, an effective way of using authentic videos and audios in teaching listening will be drawn out as a suggestion for teachers who search for Interviewer: ―So …what effects that American TV shows have on your learning comprehension development? Do you have more motivation or I can say you are supported to practice English listening on your own, have further practice, even after the course?‖ Interviewee: ―I find difficult in listening English, especially daily conservations I don’t know why although I try to watch American Shows many times After learning this course, I found out the problems is: native accents, native speaker’s speaking speed in daily conversation, phrases, idioms Because speed and ―schwa‖ it makes sounds are not clearer to me Of course after this course I have more motivation to practice English listening on my own I will try to listening English 10 mins each day Through BBC, CNN, American shows…, practice my Speaking, use Idiom naturally and chatting with my Foreign Friends, go to the two left classes of my teacher to improve my vocabulary and writing It makes us familiar with American or British accent.‖ Interviewer: ―Can you describe teaching procedure for each lesson for me?‖ Interviewee: ―I may answer this quite long Haha In normal lesson, normal lesson we have previously when student review idioms and new words in previous lessons It makes students review and practice the previous lesson, remember more We have, um, warm up, by activities, team, individual, or some teacher’s experiences, explain some FAQ, and start new topic in class In the part we have reading or watch TV show, we learn about vocabulary, phrases, idioms, pronunciation, correct common mistakes Review lesson is team work We can summary, practice, the review at home And will go to the class and the teacher will divide class into many small groups After that, we answer the excercises and find out the winner, 3-4 groups The winner will receive the rewards from teacher food, money Interviewer: ― and presentation?‖ Interviewee: ―In presentation, um, presentation, each group will have only topic that they choose from the first lesson They have time to prepare it and practice with the teacher This will improve presentation skills and English speaking The teacher will evaluate with student and give the result The team has highest mark will receive 200K Vietnam dong Finally we have Script writing We must write the plot for a mute clip Of course, we will receive reward if we it best.‖ Interviewer: ―What activities the teacher employs make you involved in lessons and motivated to sharpen your listening skills?‖ 78 Interviewee: ―Watching American shows [make me feel motived and involved] Because we can listen exactly American accent, and speaking naturally [I find] team activities [not effective] Because some people will depend on the others, and they not work in team.‖ Interviewer: ―So, what activities you find not effective?‖ Interviewee: ―It makes me angry and not want to have motivation to work in team [I find] review lesson [not effective] It have many exercises It’s good, but it’s not enough time for me to this Review is so long and difficult, we have Tuesday, Thursday, Sunday class, it is pretty difficult to me to finish all of this because the short distance between the classes Moreover, we have many works to in school, daily life So this leads to lazy to it, effect to result of teamwork After the teacher solve this, we have not enough time to take stock of its review.‖ Interviewer: ―Is the teacher’s method beneficial for your English listening development? What is your measurement to evaluate this development?‖ Interviewee: ―By my listening skills, after this course I can watch American Shows, and understand 70% what they say, of course without subtitles Before the course, I rarely watch American Shows If I watch it, I can listen 20% and can’t understand what they say The course not only help me to achieve this improvement but also understand about American culture, humor.‖ Interviewer: ―So, in your opinion, what are strengths and weaknesses of the teacher’s method?‖ Interviewee: ―Strength is that we are active to learn The teacher guides us first step how to learn English by the right way After that, we can learn English by ourselves, improve by basic step He also show us to learn English by the right way by not learn by rote He teaches us learn by smart way or logic way, watch TV shows every day to improve listening skills, right pronunciation ―schwa‖ He also create student’s motivation by funny clip, another knowledge, not only English He is a cool and handsome teacher The teacher inspires student by his expert knowledge and his humor, enthusiasm Besides, his punishment makes student drive to learn He also create comfortable in class by activities with rewards such as money, food, by teaching method such as make students laugh when he teach, by his video He is very easy, not strict This makes student easy to learn, not feel depress when go to the class For example, when I go to the RES, the teachers of RES is pretty good, but after some lessons with native teacher I feel so boring and depress They don’t care what I learn from them and during the class, it is only speaking, 79 speaking, and the language barrier make we cannot understand This lead to my depress about Res Class.‖ Interviewer: ―Okay, thank you very very very much for helping me Your answers are very detailed.‖ 80 Transcript of the interview with Blue Interviewer: ―What is your study major?‖ Interviewee: ―Yes My major is Economics.‖ Interviewer: ―Can I ask how long have you learnt English?‖ Interviewee: ―Um, 17 years.‖ Interviewer: ―What is your English level, especially listening, for example preintermediate, intermediate, upper-intermediate ?‖ Interviewee: ―Maybe Pre-intermediate.‖ Interviewer: ―What is your purpose of learning English?‖ Interviewee: ―I learn English to work in international company or NGOs.‖ Interviewer: ―What difficulties you have when learning English listening?‖ Interviewee: ―Uh, um, I don’t know Um, maybe it is many accents make me distract.‖ Interviewer: ―What are reasons that drives you to learn this course?‖ Interviewee: ―I want to strengthen my English communication.‖ Interviewer: ―Okay, so… How would you describe the teacher? How his characteristics influence your learning motivation?‖ Interviewee: ―He is an exclusive teacher I've ever known, with his personality humour and the intelligence way he chose American shows His materials are diversity from humour to academic shows, with the difficult upper every week After 10 sessions, we have a teamwork review, we can play games, grapes the prize I’ve never felt boring when am at his class and wanna more time with him at every session ‖ Interviewer: ―So, how you describe the teacher’s teaching method in teaching English listening? For example teaching methods are generally divided into types: students centred –lấy học sinh làm trung tâm, học sinh chủ động nắm bắt cải thiện kĩ năng, tham gia hoạt động thảo luận, tập nhóm, tập portfolio, giáo viên đóng vai trò phụ đạo, hướng dẫn, teacher –centred – giáo viên trung tâm, người đóng vai trị việc cung cấp kiến thức, học sinh thụ động thu nạp kiến thức So the teacher’s teaching method is what type? Does the teacher show you how to think, learn, self-improve and study even after the course or does the teacher only deliver knowledge?‖ Interviewee: ―I think his method is natural to student, help me familiar to slangs, idioms, I think his method is kind of teacher-centred method He 81 teaches us about shwa vowel, self-correction and reminds that all the time It carries on me.‖ Interviewer: ―How teaching materials, American TV shows, influence your learning motivation? Comparing with available listening materials in textbooks?‖ Interviewee: ―It makes me falling in line with native speaker when I watched it The teacher called it ―living the language‖, it never boring like when I listen from textbook American cultural knowledge make me curious After his class, I almost understand the humorous stuff in TV shows, don’t fell disappointed like before.‖ Interviewer: ―So …what effects that American TV shows have on your learning comprehension development? Do you have more motivation or I can say you are supported to practice English listening on your own, have further practice, even after the course?‖ Interviewee: ―When I watch some academic shows like The BigBang Theory, it helps me know many academic vocabs, how to aproach problem by academic methods After the course, I watch some TV shows I like most and try to get everything I don’t clarify, make that twice or three times, like the way the teachers in class.‖ Interviewer: ―Can you describe teaching procedure for each lesson for me?‖ Interviewee: ―I don’t know We have the teamwork activities are review the session before, warm up with some funny clips, uh…, listening component, homework and the individual is last laugh In additional, we have some teamwork activities like script writing We watch a clip without sound and make up a script and presentation a TV show, a 30 minutes performance about a typical show in the group of show a student prefer before, solidarity day All of student and teacher make up follow a theme which voted before, take photos and play some mini games at that day.‖ Interviewer: ―What activities the teacher employs make you involved in lessons and motivated to sharpen your listening skills?‖ Interviewee: ―I think it is last laugh - engraved the idioms on my mind After each session, I keep finding out some kind of humor like that, and enjoy it with my friends That makes English never boring like before.‖ Interviewer: ―So, what activities you find not effective?‖ Interviewee: ―None Or maybe teamwork activity is not effective because the class is two crowed, the group too Each member can’t take part in every 82 activities, someone feel discouraged about that and don’t want to join the group.‖ Interviewer: ―Is the teacher’s method beneficial for your English listening development? What is your measurement to evaluate this development?‖ Interviewee: ―My English listening is better than before, and does to my speaking I can use english more fluency and watch tv shows without subtitles At the first session, I’m kind of shocking because I don’t get everything at all, confusing to quit that course At the end of the day, I can get almost the stuffs from the clips I learnt at last session I think it’s a huge impact.‖ Interviewer: ―So, in your opinion, what are strengths and weaknesses of the teacher’s method?‖ Interviewee: ―Strength is it focuses on the weaknesses of vietnamese students: try to talk exactly like native speaker, try to get every single sound correct…and show me the way improving it day after day: self-correction, focus on intonation, idioms and expressions, get myself understood what I’m saying first Weaknesses is firstly, his method is depend on his personality, so i think it can not be widely spread to everyone Secondly, his class is two crowed Interviewer: ―Okay, thank you very much.‖ 83 Transcript of the interview with Frank Interviewer: ―What is your study major?‖ Interviewee: ―I am still Highschool student at Dong Da Highshool in Hanoi‖ Interviewer: ―Can I ask how long have you learnt English?‖ Interviewee: ―Dạ, 12 years, including extra learning.‖ Interviewer: ―What is your English level, especially listening, for example preintermediate, intermediate, upper-intermediate ?‖ Interviewee: ―My English overall is Intermediate and also the listening skills.‖ Interviewer: ―What is your purpose of learning English?‖ Interviewee: ―English plays a significant role in my life I will study abroad this year, so English helps me survive in an international environment and also for future career I also enjoy speaking English I can say practical usage will be my overall answer for this question.‖ Interviewer: ―What difficulties you have when learning English listening?‖ Interviewee: ―English is not my mother tongue so understanding all of what others say in English is not easy at all I have some troubles with many accents such as British accent and Australia one Furthermore, my range of vocabulary is quite modest, and I usually find it so hard to distinguish some complex words Other one is my concentration problem, I can easily being distracted by something when listening to a ―not interested in‖ conversation.‖ Interviewer: ―What are reasons that drives you to learn this course?‖ Interviewee: ―My sister told me about Mr [Kelly Aaron], at first I’m not pretty sure about what she said, he’s on Facebook and then I knew his reputation The first time I attending his class, it’s more fun than I thought, the way he making impression, telling jokes and expressing his ideas is so outstanding and too different from what I saw in the past.‖ Interviewer: ―That’s interesting How would you describe the teacher? How his characteristics influence your learning motivation?‖ Interviewee: ―His appearance is damn cute He's a white Asian guy A cute face, a weird smile and a confident attitude, that my impression bout him He is also funny in a really freaking clever way, sometimes his jokes become so sick and pervert, positive meaning, I mean He kinda knows stuffs and things I mean he knows everything From physical to linguistic, from love to healthy sexual relationship, I mean he can literally 84 any questions students give him He is like an alive saint in our eyes Mr [Kelly] is an honest person, too honest, brutally honest His words is a little bit abrupt sometimes, but I really enjoy it, coz I feel like he is our friend A really close one I like him, the way he express talk to students way too different from other teachers His supporting details for his thesis and perspectives are so realistic and satisfying, not like the others tradition Vietnam teachers, they are one-sided in a scary way which makes student feel so uncomfortable and being offensed sometimes ‖ Interviewer: ―That’s funny Haha So, how you describe the teacher’s teaching method in teaching English listening? For example teaching methods are generally divided into types: students centred –lấy học sinh làm trung tâm, học sinh chủ động nắm bắt cải thiện kĩ năng, tham gia hoạt động thảo luận, tập nhóm, tập portfolio, giáo viên đóng vai trị phụ đạo, hướng dẫn, teacher –centred – giáo viên trung tâm, người đóng vai trị việc cung cấp kiến thức, học sinh thụ động thu nạp kiến thức So the teacher’s teaching method is what type? Does the teacher show you how to think, learn, self-improve and study even after the course or does the teacher only deliver knowledge?‖ Interviewee: ―Um, it’s new, uncommon It summarizes many others awesome methods Depend on your classification and my point of view he combines both two types and created his own way It’s strong enough to make students feel they own the show, they’re the central of the course but also they feel so secure because the teacher is always there to leading them whenever they stuck in trouble He made us laughing so much instead of stretching our brain when learning so we absorb knowledge and gaining skills in the most comfortable way Also all the stress and pressure we have in the class will be reduced right away I don’t know if there could be an disadvantage when using this method.‖ Interviewer: ―How teaching materials, American TV shows, influence your learning motivation? Comparing with available listening materials in textbooks?‖ Interviewee: ―Personally, I’m kinda addicted to American culture Also, I’ve already watch some US TV show and know a little bit of idioms and slangs, mainly internet slang I’ve already get used to American culture and the way they communicate with each other so it’s easy to love the course and get obsessed with it Furthermore, almost of those re sitcom and yes, who hates laughing Some others cool stuffs such as: squirrel's life, the black hole and time theory things, I forget exactly the name and uh, even stimulate student's curiosity That makes them wanna understand more and learn more.‖ 85 Interviewer: ―Yes… um, what effects that American TV shows have on your learning comprehension development? Do you have more motivation to practice English listening on your own, have further practice, even after the course?‖ Interviewee: ―American in their daily conversation is way too different from the others English speaking people They use a bunch of idioms, phrases, slang and Oxford dictionary even has to update all of those stuff every years And they talk fast, so fast, but their tones and voice sounds really musically It not easy but not to hard to imitate American accent Using American English is a really smart choice.‖ Interviewer: ―Haha So, um, can you describe teaching procedure for each lesson.‖ Interviewee: ―I don’t know how to describe but he uses a bunch of videos, fun images, songs but sometimes he gets trouble with the TV screen and the broken laptop.‖ Interviewer: ―What activities the teacher employs make you involved in lessons and motivated to sharpen your listening skills?‖ Interviewee: ―Every single one of the activities he gave to class, they’re all affect pretty well on my listening skills But the most important activity is his communication with the class He told students so many tips to improve our skills.‖ Interviewer: ―So, what activities you find not effective?‖ Interviewee: ―Listen to some weird songs and soundtracks that he even can't understand 100%? Haha I don’t think a song that he cant even understand will improve my catching words reflection or any types of skill, cause its way too fast to understand what is actually happening.‖ Interviewer: ―Is the teacher’s method beneficial for your English listening development? What is your measurement to evaluate this development?‖ Interviewee: ―Yes it is improved After the course, I, uh, my scores go from 7.0 to 8.0, out of 10.‖ Interviewer: ―So, in your opinion, what are strengths and weaknesses of the teacher’s method?‖ Interviewee: ―He showed me various way to learn "thấm từ từ" I had fun, a lot of fun and it is so inspiration that we even get a lot of prize Weakness is it’s hard to complete and get maximum score of homework, which sometimes quite demotivating Sometimes, character in TV show talks too fast.‖ 86 Interviewee: ―Overall, in a scale of a potato to an African banana, I give him a watermelon, that what he scores, ten out of ten.‖ Interviewer: ―Okay, I think that’s the end Thanks a lot for your answer.‖ 87 Transcript of the interview with Bird Interviewer: ―What is your study major?‖ Interviewee: ―International Relation Executive‖ Interviewer: ―Can I ask how long have you learnt English?‖ Interviewee: ―Let’s me see, um, 18 years.‖ Interviewer: ―What is your English level, especially listening, for example preintermediate, intermediate, upper-intermediate ?‖ Interviewee: ―I can say intermediate.‖ Interviewer: ―What is your purpose of learning English?‖ Interviewee: ―I have learnt English to communicate, study abroad and I think it will support my career.‖ Interviewer: ―What difficulties you have when learning English listening?‖ Interviewee: ―I have difficulties in listening to different accent of English speaker, and, um, the videos are very fast, yeah, the fast speed of speaker, and also the noise.‖ Interviewer: ―What are reasons that drives you to learn this course?‖ Interviewee: ―This course provide essential method of self-study and inspire me learning English with joy and love Friends recommend me and then I check Mr [Kelly]’s page, check sample syllabus I also read carefully FAQ note, read note ―Hỏi nhanh đáp ngắn‖ and feel the effective of the course so I did the entrance test and learnt the course.‖ Interviewer: ―How would you describe the teacher? How his characteristics influence your learning motivation?‖ Interviewee: ―It’s hard to describe him in a few words Mr [Kelly] is humorous, inspiring teacher His sense of humor make sessions unforgettable His sense of humor make me want to come to class and pay more attention For example, In Ngọng class, his funny clips in class about ―hold it in‖ make me remember it idiom In this clip, group of friend on campsite really need to go to the toilet and they cannot find any then he said: ―I can’t hold it in anymore‖ and sing and sing and sing Because of remember this idiom, when my foreign friend in that kind of situation, I get the point right off my bat.‖ Interviewer: ―How you describe the teacher’s teaching method in teaching English listening? For example teaching methods are generally divided into types: students centred –lấy học sinh làm trung tâm, học sinh chủ 88 động nắm bắt cải thiện kĩ năng, tham gia hoạt động thảo luận, tập nhóm, tập portfolio, giáo viên đóng vai trị phụ đạo, hướng dẫn, teacher –centred – giáo viên trung tâm, người đóng vai trị việc cung cấp kiến thức, học sinh thụ động thu nạp kiến thức So the teacher’s teaching method is what type? Does the teacher show you how to think, learn, self-improve and study even after the course or does the teacher only deliver knowledge?‖ Interviewee: ―Um, his method is students centered His role is guider, instructor The teacher shows us how to think, learn, self-improve and keep continuously practice and self-correct after his course When he guides us, he focus on the sense of purpose of what he about to teach In other word, the ―Why‖ is coming first then with ―How‖, then let student practice as groups and … student make mistake on their own, then he show the right direction For example, the teacher provides us a clip of Ellen without subtitle, our task is work as small group and list down all the idioms After finish it, each group pass the answer to the next-door group to let them check as the guiding and answering of the teacher.‖ Interviewer: ―How teaching materials, I mean, American TV shows, influence your learning motivation? Comparing with available listening materials in textbooks?‖ Interviewee: ―Materials are helpful and authentic They are daily life American sitcoms reflect real life of American Therefore, accent and speed of English speaker is real American culture makes sense Language they use in sitcom is slangy and native.‖ Interviewer: ―Yes… um, what effects that American TV shows have on your learning comprehension development? Do you have more motivation to practice English listening on your own, have further practice, even after the course?‖ Interviewee: ―Life-long affection, uh, because the courses provide me core method of learning English, I can practice on my own later on without aid of the teacher Therefore, I practice it with confident Actually, firstly, I practice and get a lot of difficulties, but gradually I practice more and selfcorrect, then I improve more my English language skill Currently, I can easier to follow native speaker’s speaking speed in daily conversation and easier to get their point When I can communicate with them easier, I find more fun and motivation to talk more, study more Then learning process come more naturally.‖ Interviewer: ―Can you describe teaching procedure for each lesson.‖ Interviewee: ―Well-organized, helpful.‖ 89 Interviewer: ―Can you specify all activities?‖ Interviewee: ―Um, in normal lesson, firstly, session begins with review previous session to remind us important thing -what we need to focus and remember and some problem when we practice at home Then, we have warm-up, main lesson with some group activity; session finish with last laugh In review lesson, group of student compete with each other throughout the lesson and finish with rewarding activity Solidarity day is the funny and relax the most It’s the time for us to take care of other people as friend, connect with other by picturing the whole class with the concept that we discuss and prepare in advance On that day, we make up for each other, dress up in the funny way and clean up together After that, we can play funny game.‖ Interviewer: ―What activities the teacher employs make you involved in lessons and motivated to sharpen your listening skills?‖ Interviewee: ―Competition in revision session.‖ Interviewer: ―So, what activities you find not effective?‖ Interviewee: ―Activities is not quite effective is the activities that group divided to big then many members of group nothing but waiting for others thinking about the solution.‖ Interviewer: ―Is the teacher’s method beneficial for your English listening development? What is your measurement to evaluate this development?‖ Interviewee: ―Yes I improve a lot my listening skill after taking this course I improve because of my practicing following his guide Practice and practice in the right way is the best.‖ Interviewer: ―So, in your opinion, what are strengths and weaknesses of the teacher’s method?‖ Interviewee: I can say this method is effective for intermediate-level students and active students-who hardworking and can self-studying disciplinarily Because intermediate-level of students have certain amount of vocabulary so call basic vocabulary to catch some basic idea in the clips in which contain conversations with very fast pace of speaking of native speaker This course is benefit for hardworking student and who can self-study with discipline because the size of class is too big, around 80 students, the teacher cannot track and pay attention to each student to know where they are, what their mistakes The teacher only can help who learn actively and ask question This course is not designed for beginning-level students They need some basic vocabulary and basic grammar.‖ Interviewer: ―Okay, I think that’s the end Thanks a lot for your answer.‖ 90 APPENDIX C The class’s syllabus 91 APPENDIX D Background interview questions with students Your full name: Job title (if you are students, you should indicate your study major): Work place (or school/university’s name): English study background: - How long have you learnt English? - What is your English level, especially listening (pre-intermediate, intermediate, upper-intermediate )? - What is your purpose of learning English? - What difficulties you have when learning English listening? 92 ...ĐẠI HỌC QUỐC GIA HÀ NỘI TRƯỜNG ĐẠI HỌC NGOẠI NGỮ KHOA SƯ PHẠM TIẾNG ANH KHÓA LUẬN TỐT NGHIỆP SỬ DỤNG CHƯƠNG TRÌNH TRUYỀN HÌNH MỸ ĐỂ CẢI THIỆN KHẢ NĂNG NGHE HIỂU: NGHIÊN CỨU Ở MỘT LỚP HỌC TIẾNG ANH. .. Người uống phần ko thể kham cốc đầy Bạn nói "Khi thấy vừa bảo ngừng nhé." Bạn nói nào?” Giới thiệu lớp Living the Language (a.k.a Ngọng) Retrieved December 20, 2015, from https://www.facebook.com/note.php?note_id=128919433838563