CHAPTER III: DATA ANALYSIS, DISCUSSION, MAJOR FINDINGS AND RECOMMENDATIONS
Chart 19: Chart 19: Students’ opinions about the pre-listening activities in the textbook
II. Limitations of the study and suggestions for further study
Although much effort has been made, the limitations of this research are unavoidable. First of all, the study investigates the effects of pre-listening activities on listening comprehension tasks to non- English major students of grade 10 at Bac Ninh gifted high school, but the number of activities chosen in this study is limited. So, it is suggested that more pre-listening activities need to be applied to discover more effective activities to help improve students’ listening skills. Besides, in this study, the research surveys the activities in pre-listening stage, not in while- and post-listening.
Thus, further research on effects of while- and post-listening activities seems to be of great usefulness.
Due to the limitation of time and the author’s knowledge and experience, shortcomings and mistakes are unavoidable. Therefore, all comments and corrections are highly appreciated.
REFERENCES
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8. Farrokhi, F. (2012). The effect of two pre-task activities on improvement of Irian EFL learners’ listening comprehension. Theory and practice in Language Studies, Vol. 2, No. 1, pp. 144-150.
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Cambridge: Cambridge University Press.
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Acquiring successful strategies. ELT Journal, Vol. 54, pp. 168 – 176.
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APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRES SURVEY QUESTIONNAIRE (FOR TEACHERS)
This survey questionnaire is designed to get data for my thesis: “A Study on The Effects of Pre-Listening Activities on Listening Comprehension Tasks in The Training Program to Non- English major Students of Grade 10 at Bac Ninh Gifted High School.”
Your assistance in completing the following items is highly appreciated. All the information you provide is solely for the study purpose.
Thank you very much for your assistance!
Please tick (√) or write the answer where necessary.
Age: ……….
Teaching experience: …………. year(s) 1. In what way do you often start a listening lesson?
a. Ask students to listen to the text and do the listening tasks at once.
b. Lead students to the topic of the listening text through some pre-listening activities.
2. How important it is to organize pre-listening activities?
a. Very important b. Important c. Not important at all 3. Why do you use pre-listening activities? (You can tick more than one) a. To generate students’ interests in the lesson
b. To provide students with new words/ phrases/ structures that appear in the listening text
c. To help students acquire background knowledge about the topic.
d. To help students to guess the topic of the text.
e. To help students to brainstorm for the details of the text.
f. To get students involved in pair/ group work.
g. To make students more confident before listening to the text.
h. To help students obtain better results of listening tasks.
4. How often do you use the following pre-listening activities?
(1 – Always; 2 – Often; 3- Sometimes; 4 – Rarely; 5 – Never)
Pre-listening activities 1 2 3 4 5
a. Pre-teaching new words/ phrases/ structures that appear in the listening text.
b. Questioning
c. Working in pairs/ groups d. Guessing the topic
e. Brainstorming for the details of the text f. Previewing listening tasks.
g. Others: ……….
5. How often do you use the following teaching techniques to carry out pre-listening activities? (1 – Always; 2 – Often; 3- Sometimes; 4 – Rarely; 5 – Never)
a. You pre-teach new words/ phrases/ structures that appear in the listening text by using:
1 2 3 4 5
- Pictures, real objects, gestures.
- The context in sentences/ situations.
- Synonyms/ antonyms
- Small exercises (gap-filling, matching ….) - Translation
- Explanation and definition
b. You ask students to work in pairs/ groups to:
1 2 3 4 5
- Ask and answer questions related to the topic.
- Do guided exercises (matching, gap-filling,….) - Discuss a topic, a picture, a situation, a video …..
c. You ask students to brainstorm for the details of the text basing on:
1 2 3 4 5