Luận văn thạc sĩ vnu ulis using note taking techniques to improve 9th grade students listening skill at sao vang secondary school m a thesis linguistics 60 14 01 11

Luận văn thạc sĩ phân tích vnu ulis using note taking techniques to improve 9th grade students listening skill at sao vang, đánh giá thực trạng, chỉ ra hạn chế, đề xuất giải pháp

• Tác giả: Nguyễn Thị Phương
• Người hướng dẫn: PTS. Mai Thị Loan
• Trường học: Vietnam National University, Hanoi University of Languages and International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: Using Note-Taking Techniques To Improve 9th Grade Students’ Listening Skill At Sao Vang Secondary School
• Loại tài liệu: Minor Programme Thesis
• Năm xuất bản: 2014
• Địa điểm: Hanoi

Mục lục chi tiết

• DECLARATION
• ACKNOWLEDGEMENT
• ABSTRACT
• LIST OF ABBREVIATIONS
• LIST OF FIGURES
• TABLE OF CONTENTS
• 1. PART I: INTRODUCTION
• 1.1. Rationale of the study
• 1.2. Aim and objectives of the study
• 1.3. Research questions
• 1.4. Scope of the study
• 1.5. Methodology of the study
• 1.6. Significance of the study
• 1.7. Design of the study
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. PART II: DEVELOPMENT
• 2. CHAPTER 1: LITERATURE REVIEW
• 2.1. Definitions of listening
• 2.2. Listening classification
• 2.3. Listening comprehension process
• 3. CHAPTER 3: DATA ANALYSIS AND FINDINGS
• 3.1. Questionnaire for students
• 3.2. Students’ opinions toward the effectiveness of the application of note-taking techniques
• 3.3. Students’ perceptions of the benefits of note-taking techniques
• 3.4. Possible difficulties in applying note-taking techniques in listening lessons
• 3.5. Students’ evaluation on teacher’s strategies of teaching listening using note-taking techniques
• 3.6. Students’ preference of note-taking techniques
• 3.7. Students’ opinions on activities to improve their note-taking in listening lessons
• 3.8. Students’ expectations about teacher’s instruction to take notes
• 3.9. Interview for teachers
• 3.10. The benefits of note-taking techniques in teaching listening
• 3.11. Teacher’ perceptions toward the possible difficulties
• 3.12. Strategies to improve students’ listening competence through note-taking techniques
• 3.13. Limitation of the research
• 3.14. Suggestion for further studies
• APPENDICES
• APPENDIX 1: Questionnaire for students (Vietnamese version)
• APPENDIX 2: Questionnaire for students (English version)
• APPENDIX 3: Interview for teachers (Vietnamese version)
• APPENDIX 4: Interview for teachers (English version)
• APPENDIX 5: Transcript of the interview
• APPENDIX 5: Samples of notes

Tóm tắt

I. Tổng quan về cải thiện kỹ năng nghe cho học sinh lớp 9

Kỹ năng nghe là một trong những kỹ năng quan trọng trong việc học ngoại ngữ, đặc biệt là đối với học sinh lớp 9 tại trường THCS Sao Vàng. Việc cải thiện kỹ năng nghe không chỉ giúp học sinh hiểu bài giảng tốt hơn mà còn nâng cao khả năng giao tiếp và tiếp thu kiến thức. Nghiên cứu này sẽ tập trung vào việc áp dụng các kỹ thuật ghi chú để nâng cao kỹ năng nghe cho học sinh.

1.1. Tầm quan trọng của kỹ năng nghe trong học tập

Kỹ năng nghe đóng vai trò quan trọng trong việc tiếp thu kiến thức. Học sinh cần phải hiểu được nội dung bài giảng để có thể tham gia vào các hoạt động học tập hiệu quả.

1.2. Đặc điểm của học sinh lớp 9 tại trường THCS Sao Vàng

Học sinh lớp 9 thường gặp nhiều khó khăn trong việc tiếp thu kiến thức qua nghe. Việc áp dụng các phương pháp học tập mới là cần thiết để giúp các em vượt qua những thách thức này.

II. Thách thức trong việc cải thiện kỹ năng nghe cho học sinh lớp 9

Mặc dù có nhiều phương pháp để cải thiện kỹ năng nghe, học sinh lớp 9 tại trường THCS Sao Vàng vẫn gặp phải nhiều thách thức. Những khó khăn này có thể đến từ việc thiếu sự chú ý, không hiểu rõ nội dung hoặc không biết cách ghi chú hiệu quả.

2.1. Những khó khăn phổ biến trong kỹ năng nghe

Học sinh thường gặp khó khăn trong việc hiểu các từ vựng mới và cấu trúc ngữ pháp phức tạp. Điều này dẫn đến việc không thể nắm bắt nội dung bài giảng một cách chính xác.

2.2. Tác động của môi trường học tập đến kỹ năng nghe

Môi trường học tập không thuận lợi có thể ảnh hưởng đến khả năng tập trung của học sinh. Sự ồn ào hoặc thiếu sự hỗ trợ từ giáo viên có thể làm giảm hiệu quả học tập.

III. Phương pháp ghi chú hiệu quả để cải thiện kỹ năng nghe

Áp dụng các kỹ thuật ghi chú là một trong những phương pháp hiệu quả để nâng cao kỹ năng nghe cho học sinh. Các kỹ thuật này giúp học sinh tổ chức thông tin và ghi nhớ nội dung bài giảng tốt hơn.

3.1. Các kỹ thuật ghi chú phổ biến

Có nhiều kỹ thuật ghi chú khác nhau như ghi chú theo dạng sơ đồ, ghi chú tóm tắt và ghi chú theo dạng bảng. Mỗi kỹ thuật có những ưu điểm riêng giúp học sinh dễ dàng tiếp thu thông tin.

3.2. Cách áp dụng kỹ thuật ghi chú trong lớp học

Giáo viên có thể hướng dẫn học sinh cách sử dụng các kỹ thuật ghi chú trong các bài học nghe. Việc thực hành thường xuyên sẽ giúp học sinh cải thiện kỹ năng nghe một cách đáng kể.

IV. Ứng dụng thực tiễn của kỹ thuật ghi chú trong cải thiện kỹ năng nghe

Việc áp dụng các kỹ thuật ghi chú không chỉ giúp học sinh cải thiện kỹ năng nghe mà còn nâng cao khả năng tư duy phản biện và sáng tạo. Nghiên cứu cho thấy rằng học sinh sử dụng kỹ thuật ghi chú có kết quả học tập tốt hơn.

4.1. Kết quả nghiên cứu về hiệu quả của kỹ thuật ghi chú

Nghiên cứu cho thấy rằng học sinh sử dụng kỹ thuật ghi chú có khả năng ghi nhớ thông tin tốt hơn và tham gia tích cực hơn trong các hoạt động học tập.

4.2. Phản hồi từ học sinh và giáo viên

Học sinh và giáo viên đều nhận thấy sự cải thiện rõ rệt trong kỹ năng nghe của học sinh sau khi áp dụng các kỹ thuật ghi chú. Điều này cho thấy tính khả thi của phương pháp này trong giảng dạy.

V. Kết luận và hướng phát triển tương lai cho kỹ năng nghe

Cải thiện kỹ năng nghe cho học sinh lớp 9 tại trường THCS Sao Vàng thông qua các kỹ thuật ghi chú là một hướng đi khả thi. Nghiên cứu này không chỉ giúp học sinh nâng cao kỹ năng mà còn mở ra nhiều cơ hội học tập mới.

5.1. Tóm tắt những lợi ích của kỹ thuật ghi chú

Kỹ thuật ghi chú giúp học sinh tổ chức thông tin, cải thiện khả năng ghi nhớ và tăng cường sự chú ý trong quá trình học tập.

5.2. Đề xuất cho các nghiên cứu trong tương lai

Cần có thêm nhiều nghiên cứu về các phương pháp giảng dạy khác nhau để cải thiện kỹ năng nghe cho học sinh, từ đó nâng cao chất lượng giáo dục tại trường THCS Sao Vàng.

Trích đoạn nội dung tài liệu

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG USING NOTE-TAKING TECHNIQUES TO IMPROVE 9TH GRADE STUDENTS’ LISTENING SKILL AT SAO VANG SECONDARY SCHOOL Sử dụng các kỹ thuật tốc ký để phát triển kỹ năng nghe cho học sinh khối 9 trường THCS Sao Vàng M. Minor Programme Thesis Field: English Teaching Methodology Code: 60.111 Hanoi - 2014 LUAN VAN CHAT LUONG download : add [e-mail] VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES NGUYỄN THỊ PHƯƠNG USING NOTE-TAKING TECHNIQUES TO IMPROVE 9TH GRADE STUDENTS’ LISTENING SKILL AT SAO VANG SECONDARY SCHOOL Sử dụng các kỹ thuật tốc ký để phát triển kỹ năng nghe cho học sinh khối 9 trường THCS Sao Vàng M. Minor Programme Thesis Field : English Teaching Methodology Code : 60. Mai Thị Loan Hanoi - 2014 LUAN VAN CHAT LUONG download : add [e-mail] DECLARATION I, Nguyen Thi Phuong, certify that this thesis is the result of my own study and the substance of this research has not been submitted for degree to any other university or institution.

Hanoi, November 2014 Student Nguyen Thi Phuong i LUAN VAN CHAT LUONG download : add [e-mail] ACKNOWLEDGEMENT First and foremost, I would like to send my sincere thanks to my supervisor, Dr. Mai Thi Loan, for her valuable guidance, helpful advice, recommendation, and encouragement during the time I tried to complete this minor thesis. Without her supervision, this work would never have been possible. My deepest thanks also go to my colleagues at Sao Vang secondary school who are willing to help me during three months of conducting my research.

I would like to thank all the teachers of Post-Graduate Department for their valuable lectures, whose knowledge is the foundation for my thesis. Finally, I would like to express my biggest love and thanks to my family for their unconditional contributions during the time I conducted my research. It was my parents and my husband who gave me the will to complete this challenging work. ii LUAN VAN CHAT LUONG download : add [e-mail] ABSTRACT This study aimed at investigating the exploitation of note-taking techniques on enhancing students’ listening skill.

The participants consisted of thirty 9th grade students and two teachers of English at Sao Vang secondary school. The questionnaire and the interview were designed to figure out the benefits of teaching listening through note-taking techniques, possible difficulties students encounter and teacher’s strategies in teaching listening with the use of note-taking techniques. Findings from questionnaires and interview revealed that the teachers and students well perceived major benefits of note-taking techniques. Besides, they encountered several challenges in taking notes.

Some suggestions for improving students listening competence have also been given. Hopefully, the study would contribute a small part to the improvement of English teaching and learning with the use of note-taking techniques. iii LUAN VAN CHAT LUONG download : add [e-mail] LIST OF ABBREVIATIONS EFL English as Foreign Language ULIS University of Languages and International Studies VNU Vietnam National University iv LUAN VAN CHAT LUONG download : add [e-mail] LIST OF FIGURES Figure 1: Students’ opinions toward effectiveness of the application of note-taking techniques. 21 Figure 2: Students’ perceptions of the benefits of note-taking skills.

22 Figure 3: Students’ perceptions toward difficulties in applying note-taking techniques in learning listening. 23 Figure 4: Students’ evaluation on teacher’s strategies of teaching listening using note- taking techniques. 24 Figure 5: Students’ preference of note-taking techniques. 25 Figure 6: Students’ opinions on activities to improve their note-taking skill in listening lessons.

26 Figure 7: Students’ expectations about teacher’s instructions to take notes. 27 v LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS DECLARATION. iii LIST OF ABBREVIATIONS. iv LIST OF FIGURES.

v TABLE OF CONTENTS. vi PART I: INTRODUCTION. Rationale of the study. Aim and objectives of the study.

Scope of the study. Methodology of the study. Significance of the study. Design of the study.

3 PART II: DEVELOPMENT. 5 CHAPTER 1: LITERATURE REVIEW. Definitions of listening. Listening comprehension process.

Language learners’ difficulties in listening comprehension. Note-taking techniques. Definitions of note-taking. Techniques of note-taking.

11 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Review of related studies. The setting of the study. Curriculum and textbook.

Restatements of research questions. Questionnaire for students. Interview for teachers. Data collection and analysis procedure.

19 CHAPTER 3: DATA ANALYSIS AND FINDINGS. Questionnaire for students. Students’ opinions toward the effectiveness of the application of note-taking techniques. Students’ perceptions of the benefits of note-taking techniques.

22 vii LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Possible difficulties in applying note-taking techniques inlistening lessons. Students’ evaluation on teacher’s strategies of teaching listening using note-taking techniques. Students’ preference of note-taking techniques.

Students’ opinions on activities to improve their note-taking in listening lessons. Students’ expectations about teacher’s instruction to take notes. Interview for teachers. The benefits of note-taking techniques in teaching listening.

Teacher’ perceptions toward the possible difficulties. Strategies to improve students’ listening competence through note-taking techniques. Limitation of the research. Suggestion for further studies.

39 viii LUAN VAN CHAT LUONG download : add [e-mail] APPENDICES APPENDIX 1: Questionnaire for students (Vietnamese version). I APPENDIX 2: Questionnaire for students (English version). IV APPENDIX 3: Interview for teachers (Vietnamese version). VII APPENDIX 4: Interview for teachers (English version) .V APPENDIX 5: Transcript of the interview.

APPENDIX 5: Samples of notes. ix LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Rationale of the study Listening is an important part as well as an essential means of language acquisition. In the mid twentieth century, Bloomfield (1942: 2) ever declares that: “One learns to understand and speak a language primarily by hearing and imitating native-speakers”.

Although this saying a little looks down on the written language, it is true to assume the indispensable role of listening skills in learning English. Lundsteen (1979: 3) also affirms that listening is the first language skill to appear. In chronologic order, children listen before they speak, speak before they read, and read before they write. From this point of view, the importance of teaching listening can well be seen and it is now regarded the first and foremost skill to be acquired in learning a new language.

For being a complex phenomenon, teaching listening has caught the attention of many researchers (Brown (2007), Hayati and Mohmedi (2009), Hinkel (2006), Vandergrift (2007)) and teachers in pursuit of finding ways for classroom instruction, especially in learning strategies exploiting listening. Referring to language learning strategies, Chamot (2005: 21) believes that learning strategies are procedures that facilitate learning and are conscious and goal-driven. Less successful students can be taught strategies to help them become better language learners. Among various learning strategies, note-taking is a cognitive strategy which students use to write down key words and concepts in abbreviated verbal, graphic or numeral forms to assist performance of language tasks (Chamot (1989: 16)).

Spires and Stone (1989: 39) hold one opinion that note-taking is an important skill that helps learners rehearse the lecture content and can serve as a memory device that can help them to remember parts of the contents that were not included in the notes themselves. Note-taking is also the master key to manage many kinds of English listening tasks. All the aforementioned conditions drive the author to carry out the research “Using note-taking techniques to improve 9th grade students’ listening skill at Sao 1 LUAN VAN CHAT LUONG download : add [e-mail] Vang secondary school”. Hopefully, this study will make a small contribution to improving listening skills for grade 9th students at Sao Vang secondary school.

Aim and objectives of the study The aim of this study is to explore the exploitation of using note-taking techniques to enhance students’ listening skill. In order to achieve the aim, the writer focuses on:  finding out the benefits of applying note-taking techniques in listening lessons for grade 9th students;  identifying the possible difficulties encountered by students at Sao Vang secondary school in learning listening with the use of note-taking techniques;  proposing strategies to teach listening skill using note-taking techniques. Research questions In order to achieve the aim, the study was carried out to address the following research questions: 1. What are the benefits of applying note-taking techniques in listening lessons? 2.

What are the difficulties encountered by the students at Sao Vang secondary school in learning listening with the use of note-taking techniques? 3. What should teachers do to improve students’ English listening skill with the use of note-taking techniques? 4. Scope of the study Acquiring listening skill is a vast issue in language learning. However, due to the limit of time, experiences and knowledge, this study touches upon only some note-taking techniques which are used in teaching listening skill and cannot cover all the listening techniques in teaching and learning.

Methodology of the study In order to achieve the aim of the study, the study was carried out by some steps as follows: Firstly, a survey questionnaire was delivered to students to: 2 LUAN VAN CHAT LUONG download : add [e-mail]  find out the benefits of using note-taking in teaching and learning English listening skill;  identify difficulties encountered by students in learning listening lessons using note-taking techniques;  survey students’ expectation toward teacher’s strategies in teaching listening with the use of note-taking techniques. Secondly, personal interviews with two teachers were conducted in order to:  survey teachers’ perception on applying note-taking techniques in teaching listening;  find out teacher’s difficulties in applying note-taking techniques in teaching listening;  study teachers’ strategies in teaching listening skill with the use of note-taking techniques. After the data were collected, they were categorized and analyzed quantitatively and qualitatively to obtain the realistic results. To end with, based on analysis of survey results and references, some pedagogical implications and suggestions in order to improve teaching and learning English listening using note-taking techniques will be proposed.

Significance of the study This study points out the benefits and difficulties in applying note-taking in listening lessons. More importantly, it offers some suggestions for teachers to enhance students’ English listening competence through the use of note-taking techniques. Hopefully, the findings and recommendations of this study will be of some help to the improvement of the teaching and learning listening skill at Sao Vang secondary school. Design of the study This paper is organized into three main parts as follows: 3 LUAN VAN CHAT LUONG download : add [e-mail] Part I: Introduction: This part presents the rationale of the study, aims and objectives of the study, research questions, scope of the study, methodology of the study, significance of the study and design of the study Part II: Development: This part is divided into three chapters.

Chapter 1 serves as the theoretical background for the study, presenting the concepts and relevant theories. Chapter 2 deals with the methodology of the study. Chapter 3 presents the findings and analysis of the data collected. Part III: Conclusion: This last part of the study recaps the major findings of the study and deals with some suggestions for improving students’ listening competence with the use of note-taking techniques.

In addition, it also poses several directions for future research. 4 LUAN VAN CHAT LUONG download : add [e-mail] PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW This chapter will provide the theoretical background for the study. Firstly, the definition of listening, listening classification, the listening comprehension process and language learners’ difficulties in listening comprehension were given. Then, the definition of note-taking, methods of note-taking and its benefits were provided in the following part.

Finally, some related studies are reviewed as the background for the research.