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Luận văn tiếng Anh: A study on the appication of top-down techniques in teaching listening skills to English non-major 10th grade students at Tam Duong high school = Nghiên cứu về việc sử dụng phương pháp "top-down" trong giảng dạy kỹ năng nghe cho học sinh không chuyên tiếng Anh lớp 10 tại trường THPT Tam Dương .M.A. Thesis Linguistics: 60 14 01 11
Nhà xuất bản: ĐHNN
Ngày: 2014
Miêu tả: 44 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2014
Electronic Resources
DECLARATION …………………………………………………………………i
ACKNOWLEDGEMENTS …………………………………………………..…ii
ABSTRACT ……………………………………………………………………..iii
LIST OF ABBREVIATIONS, TABLES AND CHARTS……………………...iv
TABLE OF CONTENTS ……………………………………………………….. v
PART A: INTRODUCTION....................................................................................1
1. Rationale..........................................................................................................1
2. Aims of the study.............................................................................................2
3. Scope of the study............................................................................................3
4. Significant………………………………………………………… …….......3
5. Design of the study..........................................................................................4
PART B: DEVELOPMENT....................................................................................6
CHAPTER I: LITERATURE REVIEW................................................................6
1.1. Theory on listening....................................................................................6
1.1.1. Definitions of listening.........................................................................6
1.1.2. Listening process………………………….…………………………7
1.2. Teaching listening skills.............................................................................7
1.2.1. Stages of a listening lesson...................................................................8
1.2.1.1. Pre-listening...............................................................................8
1.2.1.2. While-listening..........................................................................9
1.2.1.3. Post-listening...........................................................................10
1.2.2. Top-down process……………………….…………………………12
1.3. Factors that make listening difficult in learning a foreign language ......14
1.4. Summary..................................................................................................16
CHAPTER II: RESEARCH METHODOLOGY................................................18
2.1. Research approaches................................................................................18
2.2. Research setting.......................................................................................19
2.3. Participants……………………………………………………..………20
2.4. Research types .........................................................................................20
CHAPTER III: THE STUDY…………………………………………………...21
3.1. Study stages ………..…...........................................................................21
3.1.1. Finding out a problem …………………………………… ……..21
3.1.2. Setting a hypothesis………………………………………… …..21
3.1.3. Forming a pilot course…………………………………………..22
3.2. Students‟ perceptions after taking a pilot course……..………….…….29
3.3. Discussions..............................................................................................35
3.3.1. For students.......................................................................................35
3.3.2. For teacher........................................................................................36
3.3.3. Weakness..........................................................................................36
3.4. Summary..................................................................................................36
PART C: CONCLUSION......................................................................................38
1. Conclusions....................................................................................................38
2. Pedagogical Implications………………………………………………….39
3. Limitations………………………………………………………………...42
4. Suggestions for further study.........................................................................43
REFERENCES………………………………………………………………… .44
APPENDIX 1………………………………………………… …………………...I
APPENDIX 2………….………………………………………………………...III
APPENDIX 3………….………………………………………………………...VI
PART A: INTRODUCTION
1. Rationale
Being the international language, not only is English a foreign language but
it is also considered a means to communicate and promote mutual understanding
and cooperation between people all over the world. With the rapid use in the fields of
science, technology, culture, education, economy and so on, the need of teaching and
learning becomes one of the most significant problems in each nation including Viet
Nam.
Recently, the number of people who would like to learn and become a master in
English in their fields become more and more increasing, especially when Viet Nam
adopted the policies to integrate with other countries all over the world, teaching and
learning English is not only a personal concern, but it also becomes one of the
noticeable nation‟s problems. Moreover, English also affirms its important role by
becoming a compulsory subject at high school and universities. Thus, the teaching and
learning English is one of the most crucial issues for not only students and teacher but
also our society. However, the teaching and learning English is seriously influenced by
the traditional methods such as Grammar Translation Method, or Audio-lingual
Method and so on which mainly focus on the grammar, vocabulary and structures; and
listening and speaking skills „seem to be forgotten‟ in high school.
The researcher has worked as an English teacher in Tam Duong high school
since 2011. With her experience in teaching English at high school, she realized
some reasons which made her have a strong motivation to do this study. Although
in class, students are taught and follow the English course book offered by the
Ministry of Education and Training Department, in which each unit is designed to
be composed of five parts - reading, listening, speaking, writing and language focus;
assessment and testing only aim at students‟ knowledge of English grammar along
with reading or writing. Therefore, they have encountered many difficulties in
learning listening and speaking English.
In addition, when students studied at primary school or secondary school,
teaching listening seems to be ignored. They even don‟t have enough essential
equipment for their listening lessons as qualitative records or cassettes, stereos.
Instead of using stereo, their teacher often read tape script for them in listening
lesson so that when attending class in high school, they feel really difficult to listen
to the native speaker‟s voice and listening tape script. Most of the time, the teacher
used her native language to develop the class and the listening input in the second
language was only evident when reading aloud sentences or phrases written on the
board. It showed that learners had few opportunities to listen to the target language.
One more reason is that the limited time in learning and teaching English in
class. According to estimating, students are learnt one listening period (45 minutes)
per week, and most of them don‟t spend their time to practice English at home.
Because of these above reasons, students have little or even no motivation and
interest in learning English, especially listening.
According to Nunan (1998), he believes that listening is the basic skill in
language learning. Without listening skill, learners will never learn to communicate
effectively; in fact, over 50% of the time that students spends functioning in a
foreign language will be devoted to listening.
For all the reasons above, the researcher decided to do a study on the
application of top-down techniques to Giúp improve listening skills of her students
in English non major 10th grade students.
2. Aim of the study
The study aims at finding the most suitable ways to improve the students‟
listening competence at Tam Duong high school. To reach this aim, the students‟
difficulties when they listen and do English tasks will be explored first, and then
top-down techniques will be applied to teach listening skills for students by teacher
to find out that if it is the most suitable way for enhancing students‟ ability in
learning listening. Teacher will investigate the effects of using top-down techniques
in teaching listening when she applies them in her listening lessons.
3
Simultaneously, the study also aims at studying the learner‟s perception regarding
listening activities using top-down listening techniques. The final aims is
formulating pedagogical implications and making suggestions for improving the
teaching and learning of the listening skill at Tam Duong high school. The focus of
the paper was directed toward high school students because the problems in
listening have their origins in high school where few students have been the
recipients of listening teaching. Thus, these high school students have difficulties in
learning English not only at present, but also in the future if they can‟t find the
solutions for it.
In order to find out the answer for the study, two research questions was
conducted as following:
Research questions
1. What is the effect in terms of English language learning with the application
of applying top-down techniques in teaching listening for English non-major
10th grade class?
2. What are the learner´s perceptions regarding listening activities using topdown techniques in an English non-major 10th grade class?
3. Scope of the study
In this study, the researcher intends to use top-down techniques to help
English non-major students who are at grade ten in Tam Duong high school, can
overcome their difficulties in learning listening skills, not using the other kind of
techniques. These techniques were conducted over a period of time with 8 weeks
and were applied in the three stages of a listening lesson: pre-listening; whilelistening and post-listening. The sample populations are 35 students from class:
10A10.
4. Significance of the study
First of all, this study brings benefits for the researcher‟s professional
development. The findings will indicate that whether top-down techniques is useful
to be applied to raise her students up in learning listening as well as raising their
interest and attitude in learning English. As can be known, to learn a foreign
language well, learners need to develop all the four skills. Listening comprehension
is a very complex process that students often find most difficult in learning English.
This thesis, therefore, is carried out so as to Giúp students to improve their listening
skills.
In addition, this study also contributes to develop the learning English
movement between the investigator‟s colleagues in her school or even from the
other schools. Most of her colleagues often claim that teaching listening often
causes stresses and demotivation because of students‟ attitude and their abilities in
learning listening. Therefore, this study can promote a movement or a competition
in finding the best ways to teach not only listening but other skills to improve
students‟ competence in learning English. The other teachers are able to express
their ability and creativity in teaching listening and contribute to enhance the quality
of teaching and learning English.
Moreover, the findings will Giúp the researcher to realize her weaknesses in
teaching listening and from them she will improve to make them become more
suitable and better to her students‟ learning. This study also is considered as a report
for what the researcher did to deal with listening English problems in her high
school as well as finding a better way to improve her students‟ ability in learning
listening.
5. Design of the study
There are three main parts in this study:
Part A: Introduction, presents the rationale, research questions, aims, scope,
significance and design of the study.
Part B: Development, which is divided into 3 chapters:
- Chapter I: “Literature review”, sets up theoretical background that is relevant to
the purpose of the study.
- Chapter II: “Methodology”, indicates the setting, the participants, the methods
- Chapter III: “The study”, shows the way to collect data, the application of topdown techniques on teaching and learning listening skill at Tam Duong high
school, the findings and some discussions.
Part C: Conclusion, summarizes the key issues in the study, giving the implications
of the study in which suggestions for improving listening skills to the students at Tam
Duong high school are proposed points out, the limitations and provides some
suggestions for further study.
APPENDIX 1
SURVEY QUESTIONNAIRE
The survey questionnaire is designed for my thesis “The Application of Top-down
Techniques in Teaching Listening Skills for English non-major 10th grade students
at Tam Duong high school”. It is highly appreciated if you could spend your little
time completing truthfully the question. All the information provided by you is solely
for the study purpose, and you can be confident that you will not be identified in any
discussion of the data. Please respond to each statement or question and complete all of
them as frankly and accurately as you can.
1. Which activities did teacher do before listening to the tape recording?
a. Learning new words.
b. Introducing new grammar structures.
c. Activate the back ground information by using word associate tasks or using
pictures which relate to the topic.
d. Brainstorming, discussing the topic in pairs or in groups.
e. Answering relevant questions.
2. Which activities that teacher asked you to do in the while-listening stage?
a. Use the key words to construct the schema of a discourse
b. Anticipate questions related to the topic or situation
c. Infer the setting for a text.
d. Infer causes or effects
e. Infer the role of the participants and their goals
f. 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 about a quotation or problem which relates to the topic.
c. Playing roles based on listening content
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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Nhà xuất bản: ĐHNN
Ngày: 2014
Miêu tả: 44 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2014
Electronic Resources
DECLARATION …………………………………………………………………i
ACKNOWLEDGEMENTS …………………………………………………..…ii
ABSTRACT ……………………………………………………………………..iii
LIST OF ABBREVIATIONS, TABLES AND CHARTS……………………...iv
TABLE OF CONTENTS ……………………………………………………….. v
PART A: INTRODUCTION....................................................................................1
1. Rationale..........................................................................................................1
2. Aims of the study.............................................................................................2
3. Scope of the study............................................................................................3
4. Significant………………………………………………………… …….......3
5. Design of the study..........................................................................................4
PART B: DEVELOPMENT....................................................................................6
CHAPTER I: LITERATURE REVIEW................................................................6
1.1. Theory on listening....................................................................................6
1.1.1. Definitions of listening.........................................................................6
1.1.2. Listening process………………………….…………………………7
1.2. Teaching listening skills.............................................................................7
1.2.1. Stages of a listening lesson...................................................................8
1.2.1.1. Pre-listening...............................................................................8
1.2.1.2. While-listening..........................................................................9
1.2.1.3. Post-listening...........................................................................10
1.2.2. Top-down process……………………….…………………………12
1.3. Factors that make listening difficult in learning a foreign language ......14
1.4. Summary..................................................................................................16
CHAPTER II: RESEARCH METHODOLOGY................................................18
2.1. Research approaches................................................................................18
2.2. Research setting.......................................................................................19
2.3. Participants……………………………………………………..………20
2.4. Research types .........................................................................................20
CHAPTER III: THE STUDY…………………………………………………...21
3.1. Study stages ………..…...........................................................................21
3.1.1. Finding out a problem …………………………………… ……..21
3.1.2. Setting a hypothesis………………………………………… …..21
3.1.3. Forming a pilot course…………………………………………..22
3.2. Students‟ perceptions after taking a pilot course……..………….…….29
3.3. Discussions..............................................................................................35
3.3.1. For students.......................................................................................35
3.3.2. For teacher........................................................................................36
3.3.3. Weakness..........................................................................................36
3.4. Summary..................................................................................................36
PART C: CONCLUSION......................................................................................38
1. Conclusions....................................................................................................38
2. Pedagogical Implications………………………………………………….39
3. Limitations………………………………………………………………...42
4. Suggestions for further study.........................................................................43
REFERENCES………………………………………………………………… .44
APPENDIX 1………………………………………………… …………………...I
APPENDIX 2………….………………………………………………………...III
APPENDIX 3………….………………………………………………………...VI
PART A: INTRODUCTION
1. Rationale
Being the international language, not only is English a foreign language but
it is also considered a means to communicate and promote mutual understanding
and cooperation between people all over the world. With the rapid use in the fields of
science, technology, culture, education, economy and so on, the need of teaching and
learning becomes one of the most significant problems in each nation including Viet
Nam.
Recently, the number of people who would like to learn and become a master in
English in their fields become more and more increasing, especially when Viet Nam
adopted the policies to integrate with other countries all over the world, teaching and
learning English is not only a personal concern, but it also becomes one of the
noticeable nation‟s problems. Moreover, English also affirms its important role by
becoming a compulsory subject at high school and universities. Thus, the teaching and
learning English is one of the most crucial issues for not only students and teacher but
also our society. However, the teaching and learning English is seriously influenced by
the traditional methods such as Grammar Translation Method, or Audio-lingual
Method and so on which mainly focus on the grammar, vocabulary and structures; and
listening and speaking skills „seem to be forgotten‟ in high school.
The researcher has worked as an English teacher in Tam Duong high school
since 2011. With her experience in teaching English at high school, she realized
some reasons which made her have a strong motivation to do this study. Although
in class, students are taught and follow the English course book offered by the
Ministry of Education and Training Department, in which each unit is designed to
be composed of five parts - reading, listening, speaking, writing and language focus;
assessment and testing only aim at students‟ knowledge of English grammar along
with reading or writing. Therefore, they have encountered many difficulties in
learning listening and speaking English.
In addition, when students studied at primary school or secondary school,
teaching listening seems to be ignored. They even don‟t have enough essential
equipment for their listening lessons as qualitative records or cassettes, stereos.
Instead of using stereo, their teacher often read tape script for them in listening
lesson so that when attending class in high school, they feel really difficult to listen
to the native speaker‟s voice and listening tape script. Most of the time, the teacher
used her native language to develop the class and the listening input in the second
language was only evident when reading aloud sentences or phrases written on the
board. It showed that learners had few opportunities to listen to the target language.
One more reason is that the limited time in learning and teaching English in
class. According to estimating, students are learnt one listening period (45 minutes)
per week, and most of them don‟t spend their time to practice English at home.
Because of these above reasons, students have little or even no motivation and
interest in learning English, especially listening.
According to Nunan (1998), he believes that listening is the basic skill in
language learning. Without listening skill, learners will never learn to communicate
effectively; in fact, over 50% of the time that students spends functioning in a
foreign language will be devoted to listening.
For all the reasons above, the researcher decided to do a study on the
application of top-down techniques to Giúp improve listening skills of her students
in English non major 10th grade students.
2. Aim of the study
The study aims at finding the most suitable ways to improve the students‟
listening competence at Tam Duong high school. To reach this aim, the students‟
difficulties when they listen and do English tasks will be explored first, and then
top-down techniques will be applied to teach listening skills for students by teacher
to find out that if it is the most suitable way for enhancing students‟ ability in
learning listening. Teacher will investigate the effects of using top-down techniques
in teaching listening when she applies them in her listening lessons.
3
Simultaneously, the study also aims at studying the learner‟s perception regarding
listening activities using top-down listening techniques. The final aims is
formulating pedagogical implications and making suggestions for improving the
teaching and learning of the listening skill at Tam Duong high school. The focus of
the paper was directed toward high school students because the problems in
listening have their origins in high school where few students have been the
recipients of listening teaching. Thus, these high school students have difficulties in
learning English not only at present, but also in the future if they can‟t find the
solutions for it.
In order to find out the answer for the study, two research questions was
conducted as following:
Research questions
1. What is the effect in terms of English language learning with the application
of applying top-down techniques in teaching listening for English non-major
10th grade class?
2. What are the learner´s perceptions regarding listening activities using topdown techniques in an English non-major 10th grade class?
3. Scope of the study
In this study, the researcher intends to use top-down techniques to help
English non-major students who are at grade ten in Tam Duong high school, can
overcome their difficulties in learning listening skills, not using the other kind of
techniques. These techniques were conducted over a period of time with 8 weeks
and were applied in the three stages of a listening lesson: pre-listening; whilelistening and post-listening. The sample populations are 35 students from class:
10A10.
4. Significance of the study
First of all, this study brings benefits for the researcher‟s professional
development. The findings will indicate that whether top-down techniques is useful
to be applied to raise her students up in learning listening as well as raising their
interest and attitude in learning English. As can be known, to learn a foreign
language well, learners need to develop all the four skills. Listening comprehension
is a very complex process that students often find most difficult in learning English.
This thesis, therefore, is carried out so as to Giúp students to improve their listening
skills.
In addition, this study also contributes to develop the learning English
movement between the investigator‟s colleagues in her school or even from the
other schools. Most of her colleagues often claim that teaching listening often
causes stresses and demotivation because of students‟ attitude and their abilities in
learning listening. Therefore, this study can promote a movement or a competition
in finding the best ways to teach not only listening but other skills to improve
students‟ competence in learning English. The other teachers are able to express
their ability and creativity in teaching listening and contribute to enhance the quality
of teaching and learning English.
Moreover, the findings will Giúp the researcher to realize her weaknesses in
teaching listening and from them she will improve to make them become more
suitable and better to her students‟ learning. This study also is considered as a report
for what the researcher did to deal with listening English problems in her high
school as well as finding a better way to improve her students‟ ability in learning
listening.
5. Design of the study
There are three main parts in this study:
Part A: Introduction, presents the rationale, research questions, aims, scope,
significance and design of the study.
Part B: Development, which is divided into 3 chapters:
- Chapter I: “Literature review”, sets up theoretical background that is relevant to
the purpose of the study.
- Chapter II: “Methodology”, indicates the setting, the participants, the methods
- Chapter III: “The study”, shows the way to collect data, the application of topdown techniques on teaching and learning listening skill at Tam Duong high
school, the findings and some discussions.
Part C: Conclusion, summarizes the key issues in the study, giving the implications
of the study in which suggestions for improving listening skills to the students at Tam
Duong high school are proposed points out, the limitations and provides some
suggestions for further study.
APPENDIX 1
SURVEY QUESTIONNAIRE
The survey questionnaire is designed for my thesis “The Application of Top-down
Techniques in Teaching Listening Skills for English non-major 10th grade students
at Tam Duong high school”. It is highly appreciated if you could spend your little
time completing truthfully the question. All the information provided by you is solely
for the study purpose, and you can be confident that you will not be identified in any
discussion of the data. Please respond to each statement or question and complete all of
them as frankly and accurately as you can.
1. Which activities did teacher do before listening to the tape recording?
a. Learning new words.
b. Introducing new grammar structures.
c. Activate the back ground information by using word associate tasks or using
pictures which relate to the topic.
d. Brainstorming, discussing the topic in pairs or in groups.
e. Answering relevant questions.
2. Which activities that teacher asked you to do in the while-listening stage?
a. Use the key words to construct the schema of a discourse
b. Anticipate questions related to the topic or situation
c. Infer the setting for a text.
d. Infer causes or effects
e. Infer the role of the participants and their goals
f. 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 about a quotation or problem which relates to the topic.
c. Playing roles based on listening content
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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