The limitations and scope of the study leave the gaps for other studies in the field of teaching listening to fill in. First, the study is carried out with the second-year non- English major students whose level of English proficiency is rather low; therefore, the interactive approach can be applied to teach English major students. Second, the study would be more reliable if two equal student groups were chosen as participants. Of which only one group is applied the interactive approach. The comparison of these two groups will show exactly how much effectiveness the approach brings. Finally, studies on three other skills (reading, speaking, and writing) should be carried out in the near future for better English teaching and learning at Hanoi University of Industry.
It is because language is used as a means of communication, students should be encouraged to develop all four skills which are closely related to one another.
REFERENCES
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Bentley, S. & Bacon, S. E. (1996). The all new, state-of-the-art ILA definition of listening: Now that we have it, what do we do with it?, Listening Post, pp. 1-5.
Brown, G. (1990). Listening to Spoken English. Longman.
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Mendelsohn, D. (2001). Listening Comprehension: We’ve Come a Long Way, but. Contact, 27(2), 33-40.
Nunan, D. (1992). Research Methods in Language Learning. London: Cambridge University Press.
Nunan, D. (2002). Listening in Language Learning. Oxford: Heinemann.
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Heinle and Heinle. p.114-121.
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Villegas, C. E. H. (2013). The Inclusion of Bottom-up and Top-down Strategies in Listening Comprehension Tasks for Second Semester Students from an English Programa. Retrieved from http://www.recursosbiblioteca.utp.edu.co
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Dao Thi Hong Yen (2014). The Application of Top-down Techniques in Teaching Listening Skills to English Non Major 10th Grade Students at Tam Duong High School. Unpublished M.A. Thesis, Vietnam National University, Hanoi.
APPENDIX 1
Pre-test (Time allowed: 25 minutes)
Task 1: You will hear five short conversation. You will hear each conversation twice. Put a tick under the right answer.
1. What is the man buying for his lunch?
2. When is Maria's party?
3. Which postcard does the woman choose?
4. How much does the woman pay for the DVD?
5. What did the girl leave at Ben's flat?
Task 2: Listen Dan and Jess talking about evening classes at the community centre. What club is on each day? There is one answer for each question.
A. running B. football C. music night D. swimming
E. tennis F. art club G. Spanish club H. film club 1. Monday
2. Tuesday 3. Wednesday 4. Thursday 5. Friday
Task 3: Listen to Sam phoning Kate Richards about a Saturday job at her music shop. Circle the correct answers
1. The hours for the Saturday job are A. 8 am- 8pm
B. 9 am- 7pm C. 10am- 6pm
2. The job will be mainly A. Adding up money B. Cleaning the shop C. Serving customers 3. How much can Sam earn?
A. £5.25 an hour B. £6.30 an hour C. £7.00 an hour
4. Where is the music shop?
A. Near the university B. In the centre of town
C. Across the river from Sam’s home 5. Which day will Sam visit the shop?
A. Wednesday B. Thursday C. Friday
Task 4: You will hear a woman asking for information about a festival. Listen and complete the question
Type of Festival: Food and
Runs from: Friday to
Opens from 11.00am to
Take bus number:
Try:
APPENDIX 2
Post-test (Time allowed: 25 minutes)
Task 1: You will hear five short conversation. You will hear each conversation twice. Put a tick under the right answer.
1. What time will the train arrive?
2. What does the man want to buy?
3. Where is the post office?
4. What will they buy?
5. How long will the man stay at the hotel in total?
3 nights 2 nights 1 night
Task 2: Listen to Sam talking about his holiday. What did he do for each day?
There is one answer for each question.
A. read on the beach B. went canoeing C. went shopping D. climbed a mountain
E. went for a long walk F. visit museums G. went swimming H. returned home 1. Monday
2. Tuesday 3. Wednesday 4. Thursday 5. Friday
Task 3: Listen to Vanessa telling Paul about a visit to see a special James Bond exhibition at the Science Museum in London. Circle the correct answers.
1. Vanessa went to the museum A. on foot.
B. on the underground C. by bus
2. Vanessa really liked James Bond's A. helicopter
B. car C. camera
3. The museum opens at A. 9.00
B. 10.00 C. 11.30
4. For lunch Vanessa decided to A. take a picnic
B. have a hot meal C. get a snack
5. The exhibition will finish on A. 23rd April
B. 24th April C. 27th April
Task 4: You will hear a woman asking for information about a city bus tour.
Listen and complete the question.
Bus Tours depart… Every minutes.
Last tour departs at
Ticket prices: Adults: £10; Children: £ Tour Bus Office Address: Street
Buses leave from The Hall
APPENDIX 3
Questionnaire after the Pre-test Dear students,
This survey questionnaire is designed to gather your opinion for my thesis
"Action research on applying the interactive approach to develop listening skills for second-year non-English major students at Hanoi University of Industry".
Your completion of this questionnaire is highly appreciated and the data collected are used in this research only, not for any other purposes. Your personal information, therefore, will be kept strictly confidential. Please give your answers truthfully for a guaranteed success of the investigation by circling the appropriate for the following questions. Thank you very much for your cooperation!
1. How are listening skills important to you?
A. Very important B. Rather important C. Little important D. Not important at all
2. How do you like listening lessons?
A. Very much B. Rather C. Little D. Not at all
3. To what extent do you evaluate your listening skills?
A. Very good B. Good C. Neutral D. Bad E. Very bad
4. Do you use any strategies in listening?
Yes No
5. Which factors cause difficulties to you in learning listening?
H. Speaking speed of the speakers I. Lack of vocabulary
J. Structures of spoken language K. Unfamiliar topics
L. Various and unfamiliar accents
M. Lack of background knowledge about the topic N. Poor listening equipment
O. No motivation
P. Other idea (please specify)...
6. What do you expect your teachers to do to help you overcome the difficulties in listening?
A. Provide you with certain amount of new words needed for listening activities B. Equip you with necessary strategies in listening comprehension
C. Design more suitable listening tasks to students' listening levels and interests D. Recommend other supplementary materials beside classroom activities
E. Other idea (please specify)...
APPENDIX 4
Questionnaire after the Post-test Dear students,
This survey questionnaire is designed to gather your opinion for my thesis
"Action research on applying the interactive approach to develop listening skills for second-year non-English major students at Hanoi University of Industry".
Your completion of this questionnaire is highly appreciated and the data collected are used in this research only, not for any other purposes. Your personal information, therefore, will be kept strictly confidential. Please give your answers truthfully for a guaranteed success of the investigation by circling the appropriate for the following questions. Thank you very much for your cooperation!
1. Which activities did teacher do before listening to the tape recording?
a. Learning new words
b. Introducing new grammar structures c. Giving back ground information
d. Brainstorming, discussing the topic in pairs or in groups e. Answering relevant questions
2. Which activities that teacher asked you to do in while-listening stage?
a. Retain input while it is being processed b. Recognize word and clause divisions c. Recognize key words
d. Recognize key transitions in a discourse
e. Recognize grammatical relationships between key elements in sentences f. Use stress and intonation to identify word and sentence functions
g. Use the key words to construct the schema of a discourse h. Anticipate questions related to the topic or situation i. Infer the setting for a text.
j. Infer causes or effects
k. Infer the role of the participants and their goals l. Infer unstated details of a situation
3. After you listen, which activities is the most useful and effective to you?
a. Retelling the main ideas b. Discussing in groups or pairs
c. Playing roles based on listening content d. Summarize the text
e. Other idea (Please specify)...
4. How do you think of the listening tasks that teacher has designed in class?
a. Interesting b. Effective c. Difficult d. Boring e. Stressful
f. Other idea (Please specify)...
5. How do you think of the ways that teacher has organized listening activities in class?
a. Motivating students b. Interesting
c. Tense/ stressful d. Demotivating students e. Boring
f. Other idea (please specify)...
6. Do you like learning listening with interactive process?
Yes No
7. What do you think of your listening skills after a term with interactive listening process?
a. A lot of improvement b. Better
c. Worse
d. No improvement
e. Other idea (Please specify)...
APPENDIX 5 SAMPLE LESSON
I. LESSON BACKGROUND
1. Target learners: Second-year students at Hanoi University of Industry 2. Aims:
- Introduce Ss vocabulary relating to animals - Practice listening short talking
- Listen for main ideas and specific information
- Guide students write a postcard about a visit to a zoo
3. Anticipated problems: Students may get confused with new words and sentences' intonation
4. Time: 45 minutes
5. Materials and aids: KET Student’s book (page 33), laptop, speaker, board, chalk, power point lesson plan.
II. LESSON PROCEDURES
Time Teacher’s activities Students’ activities
Warm-up (5 mins)
- Ask: ''Have you ever been to the zoo?'' "What animals did you see?"
- Answer the teacher’s question
- Make a list of animals Pre-
listening (8 mins)
- Teach Ss some new words + bear (n)
+ horse (n) + monkey (n) + elephant (n) + dolphin (n) + lion (n) + cow (n)
- Ask Ss to read after the teacher, and then read loudly in the class
- Check spelling and pronunciation
- Read after the teacher
While- listening (20 mins)
*Pronunciation
- Before asking Ss to listen to the
recording, demonstrate the pronunciation
- Ask Ss to give their sentences - Listen and make comments
*Task 1: (using top-down technique mainly)
- Ask Ss to read the requirement
- Play the tape twice, asks Ss to order the words in the textbook
- Ask Ss to compare their answers with the partner
- Ask Ss to give their answers - Write on the board
- Show the right answers
- Ask Ss to predict the gist of the talk based on the words in a group of 3 or 4 - Call some groups to give their answers - Play the tape again, ask Ss to listen and check the answers
- Make comments
*Task 2: (using bottom-up technique mainly)
- Ask Ss to read through 5 questions to understand the meaning
- Call Ss to give their answers
- Read after the teacher
- Give their sentences - Listen to the teacher’s comments
- Read the requirement
- Listen to the tape and order the words
- Compare their answers with the partner
- Give their answers
- Predict the gist of the talk based on the words in groups - Give their answers
- Listen again and check their answers
- Read the questions
- Give their answers
*I like horses, cows, dogs and cats.
* I like monkeys, elephants and bears.