Adapting the textbook listening tasks for efl 11th graders

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY Phan Thị Ngọc Tú ADAPTING THE TEXTBOOK LISTENING TASKS FOR EFL 11TH GRADERS MASTER’S THESIS IN EDUCATION Nghệ An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAN THỊ NGỌC TÚ ADAPTING THE TEXTBOOK LISTENING TASKS FOR EFL 11TH GRADERS Code: 8140111 MASTER’S THESIS IN EDUCATION SUPERVISOR: Le Van Canh, Assoc Prof., Ph.D Nghệ An 2018 i STATEMENT OF AUTHORSHIP I here acknowledge that this study is mine The data and finding discussed in the thesis are true, used with permission from associates, and have not been published elsewhere Phan Thi Ngoc Tu ii ACKNOWLEDGEMENTS Firstly I wish to express my deepest gratitude to Assoc Pro Dr LE VAN CANH my supervisor, for his excellent guidance, comments and enthusiastic encouragement during the completion of the research Secondly, I would like to thank all lecturers at Department of English, Vinh University for their valuable teaching and tremendous assistance that have enlightened my study path I am grateful to teachers of English and students at Nguyen Duy Trinh high school in Nghe An province They significantly contributed their opinions and suggestion to my research Finally, I wish to give my special thanks to my beloved family for their warm support and encouragement during the time I conducted this thesis iii ABSTRACT This research was conducted to investigate the adapting task of listening skills at Nguyen Duy Trinh high school in Nghe An Its focus is on the reality of teaching and learning listening skills following the “Tieng Anh 11” textbook, the difficulties faced by EFL teachers in teaching this skill and their suggested solutions Also, the study displayed an evaluation of the pilot teaching as an evidence of effective application of listening strategies, teaching aids as well as interesting and suitable listening activities into the lesson In order to gain the relatively objective information, a combination of both qualities and quantitative approaches was used Data collection instruments consisted of questionnaires, interviews and class observations The findings of the study uncovered a need to improve the teaching of listening skills at Nguyen Duy Trinh high school, especially regarding low interests of both teachers and students in the listening teaching and learning, the lack of modern listening facilities, poor teaching aids, students’ low proficiency in English listening, teachers’ limited listening competence, inappropriate listening teaching methods, the difference between teachers’ favors and students’ interests towards listening activities , the omission of the post- listening stage and so on Besides, the study revealed that EFL teachers at a particular high school in Nghe An had been facing a lot of difficulties in listening general and in adapting tasks in the textbook The prominent obstacles included students’ low motivation and limited vocabulary, large class-size and mixed ability, too difficult listening tasks, shortage of teachers’ of the research were worked out to increase the effectiveness of teaching listening sections in “ Tieng Anh 11” at a particular high school in Nghe An Providing students with adapted tasks before listening to the passage, adapting listening tasks to suit students’ levels, helping them with listening strategies and using more interesting materials were offered by many EFL teachers in Nghe An iv The author, therefore, hopes that the study is a small contribution to learn and teaching English listening tasks in Viet Nam in general and in Nghi loc in particular v LIST OF TABLES Table 4.1: Students’ Opinion of Learning English Listening Skill Table 4.2: Students’ Interest in Type of Listening Tasks in the Textbook Table 4.3: The desire of the students about listening tasks Table 4.4: Times of Listening in Students’ Need Table 4.5: The way to solve the listening task of the students vi LIST OF FIGURES Figure 1: The Cycle of Textbook Adaptation Figure 2: Formula for obtaining the score of every item in questionnaire as follow Figure 4.1: The feeling of the students when learning English skill Figure 4.2: The opinion of students about the tasks before being adapted Figure 4.3: The opinion of the students about the tasks after being adapted Figure 4.4: Factors that can Motivate Students’ Interest in Learning English Listening Skill vii LIST OF ABBREVIATIONS TBI: Task-Based Instruction CBI: Content-Based Instruction L1: First Language L2: Second Language ESL: English as a Second Language EFL: English as Foreign Language CLT: Communicative Language Teach viii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ACKOWLEDGEMENTS ABSTRACT LIST OF TABLES AND CHARTS LIST OF FINGURE AND ABBREVIATIONS TABLE OF CONTENTS I CHAPTER 1: INTRODUCTION …………………………………… 1.1 Rationale…………………………………………………………………… 1.2 Aims of the Study…………………………………………………………… 1.3 Research Questions………………………………………………………… 1.4 Methods of the Study………………………………………………………… 1.5 The structure of the thesis …………………………………………………… II CHAPTER 2: LITERATURE REVIEW………………………………… 2.1 The role of textbooks in ELT………………………………………………… 2.2 Advantages and Limitations of textbooks in foreign language learning and teaching ……… 10 2.3 Textbooks adaptation ………………………………………………………… 12 2.3.1 The benefit from adapting the textbook to students’ needs …………… 14 2.3.2 The benefit from adapting the textbook to teachers’ needs ……………… 15 ix APPENDIX 1B BẢNG CÂU HỎI KHẢO SÁT Ý KIẾN HỌC SINH Bảng câu hỏi nhằm mục đích tìm khó khăn mà học sinh gặp phải trình học kỹ đọc Các ý kiến mà bạn cung cấp quan trọng cơng trình nghiên cứu Các liệu điều tra sử dụng cho việc nghiên cứu, khơng mục đích khác Vui lịng khoanh vào mục mà bạn lựa chọn Sau chỉnh sửa dạng tập bạn thích ? A tập chọn đáp án C tập nối B tập xếp lại câu D tập điền từ vào chỗ trống Bạn có cảm giác học kĩ nghe? A.thích thú C thấy khó khăn B thấy buồn chán D suy nghĩ khác Bạn nghĩ tập trước chỉnh sửa? A q khó B thiếu từ ngữ dẫn C khơng tìm thấy cách giải tập cho phù hợp D không thú vị E ý kiến khác Bạn nghĩ tập sau chỉnh sửa? A hữu ích C khơng có tác dụng B khơng có tác dụng nhiều D ý kiến khác Tại bạn nghĩ nghe kĩ khó việc học ngoại ngứ? A âm nghe khó nhận B thời gian cho nghe hạn chế C nghe khó D tốc độ nói người xứ E ý kiến khác 63 Suy nghĩ em dạng tập adapting từ sách giáo khoa? A Em muốn luyện tập kỹ nghe với dạng tập nhiều B Bài tập adapting cần soạn lại dễ C Bài tập adapting cần soạn khó D Em khơng muốn làm dạng tập adapting chúng khơng hữu ích Những yếu tố sau giúp em thích tập adapting từ sách giáo khoa? A.Em hiểu nội dung tâp B Các dạng tập phù hợp với khả em C Kết học tiếng anh em ngày tốt D Y kiến khác Em cần nghe lần để hiểu nội dung tập adapting? A.1 lần B lần C lần D ý kiến khác Em giải tập nghe cách nào? A Nghe câu hỏi chọn lựa câu trả lời B Làm tập với trợ giúp sách tham khảo sách C điền vào chỗ trống đọc câu hỏi tìm hiểu tất từ câu nghe E đọc câu hỏi tìm từ gợi ý trước tiến hành nghe Chân thành cảm ơn hỗ trợ bạn! 64 APPENDIX 2: SAMPLES OF ADAPTED LISTENING TASKS Application 1: Type 1: Matching: Unit – World Population – Listening Task Original task: Listen again and answer the following questions According to experts, what will the population of the world be by the year 2015? What did the experts say about the population growth rates in some parts of the world? According to the expert, what is the reason for a fall in the death rates? According to the expert, what problems does population explosion cause to the world, particularly to developing countries? How many solutions did the expert offer and what are they? 65 Application 1A: Adapted task the first time: Matching Listen again and match the information from Column A with column B A B a… not the same The The population of the world by the year population grows more quickly 2015 will be… in some parts of the world than others The population growth rates in some parts of the world is … The reason for a fall in the death rates is 4.The problem population explosion causes to the world, particularly to developing countries is…… b solutions c over billion d the improvement of public health services and medical care e shortage of foods, lack of The solutions the experts offer are…… hospitals and schools, illiteracy, and poor living conditions Key: 1-C 2-A 3- E 4- D 5-B Application 1B: Adapted task the second time: Matching Listen again and match the information from Column A with column B A B The population of the world by the year a… different and the population 2015 will be… grows more quickly in some parts of the world than others The population growth rates in some parts of the world is … 66 b solutions The reason for decreasing in the death rates c more than billion is 4.The problem population explosion causes to d the improvement of public the world, particularly to developing countries health services and medical care is…… The solutions the experts state that…… e shortage of foods, lack of hospitals and schools, illiteracy, and poor living conditions Key: 1-A 2-B 3- D 4- C 5-E Application 2: Type 2: Multiple choice Unit 11: Lesson C.(p 129) Listen and choose the best answer A,B,C,D for the following statements and questions Original task: Listen again to the last past of the talk and write in the missing words Solar energy, air, and water are renewable recourses because there is an …1… supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the If the atmosphere is polluted, the solar energy that reaches the earth 3… be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide( CO2), and other 4… If humans continue to pollute the air, it will not contain the correct….5… of these gases Application 2A: Adapted task the first time: Multiple choice Solar energy, air, and water are renewable recourses because there is an …1… supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the If the atmosphere is polluted, the solar energy that reaches the earth 3… be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon 67 dioxide( CO2), and other 4… If humans continue to pollute the air, it will not contain the correct….5… of these gases 1.A uncompleted B unlimited C plentiful D uncomfortable 2.A atmosphere B comfortable C weightlessness 3.A need B always C have to D may 4.A gases B.oil C alternative D unlimited 5.A total B amount C quantity D gravity D.figures KEY: - unlimited; - atmosphere; - may; - gases; – amount Application 2B: Adapted task the second time: Multiple choice Solar energy, air, and water are renewable recourses because there is an …1… supply However, this definition may change if people are not careful with these resources The amount of solar energy that reaches the earth depends on the If the atmosphere is polluted, the solar energy that reaches the earth 3… be dangerous If life is going to continue, the air must contain the correct amount of nitrogen (N), oxygen (O), carbon dioxide( CO2), and other 4… If humans continue to pollute the air, it will not contain the correct….5… of these gases 1.A limited B unlimited 2.A atmosphere B comfortable C weightlessness 3.A need B always C have to D may 4.A gases B.oil C alternative D unlimited 5.A number Application B amount C plentiful C.large D much D gravity D.much Type 3:Rearrange the sentences Unit 13 Task (p 129) Original task: You will hear a student talk about his hobby Listen to his talk and decide whether the statements are true or false 1: The writer started his hobby when he was young T/F 2: His parents were interested in reading fairy tales and other stories to him T/F 3: The writer didn’t start with ABS books T/F 68 4: Now he reads all the books available T/F 5: Reading helps the write to know many things T/F 6: According to the writer, by reading he does not have to study hard T/F 7: The writer is able to know about a tiger through reading T/F 8: Books might help him in his daily life T/F Application 3A : Adapted task the first time: Listen and rearrange the sentences Now I read just about anything that is available I learned about the wonders of the world, space travel, human achievements, gigantic whales, tiny viruses and other fascinating things My hobby is reading I had always wanted my parents to read fairy tales and other stories to me Reading enables me to learn about so many things I learned about how people lived in bygone days My hobby got started when I was a little boy So as soon as I could, I learned to read Soon I could read fairy tales and stories I read story books, magazines, newspapers and any kind of material that I find interesting 10 I started with simple ABC books 11 Soon they got fed up with having to read to me continually KEY: 3- – – - 11- – 10 – 8- 1- 5- Application 3B: Adapted task the second time: Listen and rearrange the sentences I started with simple ABC books So as soon as I could, I learned to read I learned about the wonders of the world, space travel, human achievements, gigantic whales, tiny viruses and other fascinating things Reading is one of my hobbies 69 Since I was a boy I had always wanted my parents to read fairy tales and other stories to me Reading enables me to learn about so many things I learned about how people lived in bygone days My hobby got started when I was a little boy I learned about the wonders of the world, space travel, human achievements, gigantic whales, tiny viruses and other fascinating things Soon I could read fairy tales and stories I read story books, magazines, newspapers and any kind of material that I find interesting 10 Now I read just about anything that I need and help me in my study 11 Soon they got fed up with having to read to me continually KEY: 2- – – - 11- – 10 – 8- 3- 5- Application 4: Unit 10 Task (page 119) Original task: Listen to the passage and decide if the following statements are true or false 1: National parks protect and preserve the natural beauty of the land 2: They usually contain a variety of scenic features 3: All national parks are in danger of being destroyed Large areas of national parks can be destroyed by fire 5.Visitors not help to preserve and protect national parks Application 4A: Adapted task the first time: Listen and choose the correct option In many parts of the United States, ….1… areas of land have been made into national parks to protect and …2… the natural beauty of the land National parks usually contain a variety of scenic features, such as mountains, caves, lakes, rare animals and 70 plants Today, there are …3… national parks in the United States, covering approximately per cent of the total land area of the country National parks are open to the public and have millions of … 4….every year Many national parks, however, are in danger of being destroyed …5… animals in national parks are killed or hunted for fur, skin or other parts Trees are cut down for …6… Large areas of national parks also have experience of being on fire fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their vehicles If these problems are not solved immediately, and if there is not enough money for the parks’ …7… and maintenance of their resources, many national parks will be completely destroyed 1: Large 2: preserve 3:fifty-two 4:visitors 5rare 6:would 7: staff Application 4B: Adapted task the second time: Listen and choose the correct option In many parts of the United States, ….1… areas of land have been made into national parks to protect and …2… the natural beauty of the land National parks usually contain a variety of scenic features, such as mountains, caves, lakes, rare animals and plants Today, there are …3… national parks in the United States, covering approximately per cent of the total land area of the country National parks are open to the public and have millions of … 4….every year Many national parks, however, are in danger of being destroyed …5… animals in national parks are killed or hunted for fur, skin or other parts Trees are cut down for …6… Large areas of national parks also have experience of being on fire fires caused by careless people The increasing number of visitors is harming the parks due to the pollution from their vehicles 71 If these problems are not solved immediately, and if there is not enough money for the parks’ …7… and maintenance of their resources, many national parks will be completely destroyed 1: A love B large C charge D march 2: A breed B freebie C preside D preserve 3: A fifteen B sixty-two C fifty-two D thirty-two 4:A.visitors B tourists C students D researchers 5: A real B rare C rural D read 6: A good B wood C would D food 7: A stars B starts C staff D stare KEY: 1: B 2: D 3: C 4: A 5: B 6: C 7C 72 Procedure of unit task The original task in the textbook - Students (Ss) are asked to study the questions first - Then teacher (T) checks if they understand the questions or not - T gives some cues - T play the typescript twice -Ss listen and answer the questions - T gives comments - Ss take note The adapted task (15’) - Ss are asked to work in pairs.Each pair receives a piece of handout containing the task and listens to the instruction from T - T tells Ss to study the statements of the task and underline the keywords - Ss listen the tape script and match - When the time is up, T invites the pairs that have the quickest and correct answers to present their task They will get points for each correct answer - Ss are asked to explain their answers - The other Ss listen and give comments - T gives the last feedback and announces the scores Reasons for adapting - Ss always have trouble with answering the question tasks (original task) - This original task is too long and time-consuming - There is not enough time for T to check all the students’ answers - And the way Ss choose to solve this task is using reference books without understanding - T adapts this task to make it easier to Ss - The adapted task motivate Ss, they feel comfortable to it - Ss can extract specific information - It helps Ss practice intensive reading skills - And getting the points will keep Ss motivated in learning →Note: the original task can be assigned as homework 73 Procedure of unit task The original task in the textbook - Students (Ss) are asked to study the questions first - Then teacher (T) checks if they understand the questions or not - T gives some cues - T play the typescript twice -Ss listen and answer the questions - T gives comments - Ss take note The adapted task (15’) - Ss are asked to read the task individually -T asks students work in pairs to guess the answer - Each pair receives a piece of handout containing the task and listens to the instruction from T - T tells Ss to study the statements of the task and underline the keywords - Ss listen the tape script and match - When the time is up, T invites the pairs that have the quickest and correct answers to present their task They will get points for each correct answer - Ss are asked to explain their answers - The other Ss listen and give comments - T gives the last feedback and announces the scores 74 Reasons for adapting - Ss always have trouble with answering the question tasks (original task) - This original task is too long and timeconsuming - There is not enough time for T to check all the students’ answers - And the way Ss choose to solve this task is using reference books without understanding - T adapts this task to make it easier to Ss - The adapted task motivate Ss, they feel comfortable to it - Ss can extract specific information - It helps Ss practice intensive reading skills - And getting the points will keep Ss motivated in learning →Note: the original task can be assigned as homework Procedure of unit 11 task The original task in the The adapted task textbook (13’) - T asks Ss to read the - T divides class into groups Reasons for adapting - This kind of original questions carefully, and - Each group is delivered a piece task always makes Ss then listen to find the right of handout in which the content bored and answer of the task is given - Ss the task in pairs -T asks Ss to underlined key cannot complete it - After that T tells some Ss word in each statement because they stressful almost - The brief definitions to give the answers and - T sets the task and guides the are too difficult for Ss to explain them Ss how to it understand - T checks and gives - Then T calls the volunteers of - The adapted task brings feedback the group to give the answers a release from difficulty one by one sentence - And doing the task in - T gives feedback and they get combination point for each correct answer with competition will make - At the end of this activity, T Ss more excited and announces the scores and the motivated winner - It helps Ss practice skimming skill 75 Procedure of unit 13 task The original task in the textbook - Students (Ss) are asked to study the questions first - Then teacher (T) checks if they understand the questions or not - T gives some cues - T play the typescript twice -Ss listen and answer the questions - T gives comments - Ss take note The adapted task (15’) - Ss are asked to read through the task - Sts discuss and guess the answer in pairs - Each pair receives a piece of handout containing the task and listens to the instruction from T - T tells Ss to study the statements of the task and underline the keywords - Ss listen the tape script and match - When the time is up, T invites the pairs that have the quickest and correct answers to present their task They will get points for each correct answer - Ss are asked to explain their answers - The other Ss listen and give comments - T gives the last feedback and announces the scores 76 Reasons for adapting - Ss always have trouble with answering the question tasks (original task) - This original task is too long and timeconsuming - There is not enough time for T to check all the students’ answers - And the way Ss choose to solve this task is using reference books without understanding - T adapts this task to make it easier to Ss - The adapted task motivate Ss, they feel comfortable to it - Ss can extract specific information - It helps Ss practice intensive reading skills - And getting the points will keep Ss motivated in learning →Note: the original task can be assigned as homework Procedure of Unit 10 task The original task in the The adapted task textbook (13’) Reasons for adapting - T asks Ss to read the - T delivers a piece of handout in - This kind of original questions carefully, and which the content of the task is task always makes Ss then listen to find the right given to each student bored answer -T asks Ss to read and guess the because - Ss the task in pairs answer in each statement and stressful they almost cannot complete it - After that T tells some Ss - T sets the task and guides the Ss - The brief definitions to give the answers and how to it explain them are too difficult for Ss to - Then T asks students to compare understand - T checks and gives their answer with their partner feedback - The adapted task brings - T gives feedback and they get a release from difficulty point for each correct answer - And doing the task in - At the end of this activity, T combination with announces the scores and the competition will make winner Ss more excited and motivated.It helps Ss practice skimming skill 77 ... Reflection 33 Reflection is a step to reflect the effects of the action as the basis for further planning Reflecting is needed as the basis for further planning In this step the researcher reflects... wants to focus on in the study: ? ?Adapting the textbooks listening tasks for EFL 11th graders. ” To gain the most subjective results for this research, we decided to carry out thesis in action research... at the beginning of February with the aims of changing their attitude towards the listening lessons through the adapted tasks in the textbook and gathering information about the replannning tasks