Khó khăn mà học sinh lớp 11 trường THPT Nguyễn Việt Xuân gặp phải khi học kỹ năng nghe

Luận văn thạc sĩ nghiên cứu vnu ulis a study on difficulties that 11th grade students at nguyen viet xuan high school encounter, khảo sát thực trạng, phân tích nguyên nhân, đề

• Tác giả: Nguyễn Công Hiệu
• Người hướng dẫn: Assoc. Kiều Thị Thu Hương
• Trường học: University of Languages & International Studies
• Chuyên ngành: English Teaching Methodology
• Đề tài: A Study On Difficulties That 11th Grade Students At Nguyen Viet Xuan High School Encounter When Learning Listening Skills (Nghiên Cứu Về Những Khó Khăn Mà Học Sinh Lớp 11 Trường Thpt Nguyễn Viết Xuân Gặp Phải Trong Quá Trình Học Kỹ Năng Nghe)
• Loại tài liệu: thesis
• Năm xuất bản: 2016
• Địa điểm: Hà Nội

Mục lục chi tiết

• DECLARATION
• ACKNOWLEDGEMENTS
• ABSTRACT
• PART I. INTRODUCTION
• 1.1. Rationale of the study
• 1.2. Objectives of the study
• 1.3. Research question
• 1.4. Scope of the study
• 1.5. Methodology of the study
• 1.6. Significance of the study
• 1.7. Design of the study
• PART II. DEVELOPMENT
• CHAPTER 1. LITERATURE REVIEW
• 1.1. Notions of listening
• 1.2. Nature of listening
• 1.3. Importance of listening skills
• 1.4. Types of listening
• 1.5. Procedures of a listening lesson in a language classroom
• 1.6. Problems related to bottom-up processing
• 1.6.1. Problem related to hearing sounds
• 1.6.2. Problem of understanding stress and intonation
• 1.6.3. Problem of understanding different accents
• 1.6.4. Problem of mismatch between learners’ vocabulary and vocabulary used in listening texts
• 1.6.5. Problem of mismatch between learners’ syntactic knowledge and syntax used in listening texts
• 1.7. Problems related to top-down processing
• 1.7.1. Problem of cultural differences
• 1.7.2. Problem of unfamiliar topics
• 1.8. Problems related to materials and listening tasks
• 1.8.1. Problem related to length and density of the text
• 1.8.2. Problem related to delivery speed
• 1.8.3. Problem related to the complexity of the task
• 1.9. Problem of failing to apply effective learning styles and strategies
• 1.10. Problems of fatigue and lack of concentration
• 1.11. Problem related to physical settings
• 1.12. Problem related to lack of visibility of the speaker
• 1.13. Review of previous works
• CHAPTER 2. THE STUDY
• 2.1. Research context, learning materials, research subjects
• 2.2. Data collection instruments
• 2.3. Reasons for using the questionnaire
• 2.4. Format of the questionnaire
• 2.5. Data collection procedure
• 2.6. Students’ background information
• 2.7. Students’ time experience in learning English
• 2.8. Students’ average scores in listening skills last semester
• 2.9. Students’ perception of the importance of listening skills
• 2.10. Students’ perception of the difficulty of listening skills in comparison with other skills
• 2.11. Students’ responses to the questions about problems related to bottom-up process
• 2.11.1. Students’ responses related to problem of hearing sounds
• 2.11.2. Students’ responses related to problem of understanding stress and intonation
• 2.11.3. Students’ responses related to problem of understanding different accents
• 2.11.4. Students’ responses related to problem of mismatch between learners’ vocabulary and vocabulary used in listening texts
• 2.11.5. Students’ responses related to problem of mismatch between learners’ syntactic knowledge and syntax used in listening texts
• 2.12. Students’ responses to questions about the factors related to top-down processing
• 2.12.1. Problem of cultural differences
• 2.12.2. Problem of unfamiliar topic
• 2.13. Questions about problems caused by materials and tasks
• 2.13.1. Students’ responses related to problem concerning length and density of the text, and delivery speed
• 2.13.2. Students’ responses related to problem of the complexity of the task
• 2.14. Students’ responses to questions about other factors
• 2.14.1. Students’ responses related to problem of failing to apply effective learning styles and strategies
• 2.14.2. Students’ responses related to problems of fatigue and lack of concentration
• 2.14.3. Students’ responses related to problems of physical settings
• 2.14.4. Students’ responses related to problems related to lack of invisibility of the speaker
• 2.15. Students’ listening performance and their assessment of listening skills
• 2.16. Difficulties 11D2 students at NVXHS encounter when studying listening skills
• 2.16.1. Problems related to bottom-up processing
• 2.16.2. Problems related to listening materials and tasks
• 2.17. Limitations and suggestions for further studies
• LIST OF ABBREVIATIONS
• LIST OF TABLES
• LIST OF CHARTS
• PART III. CONCLUSION

Tóm tắt

I. Tổng quan về khó khăn trong việc học kỹ năng nghe của học sinh lớp 11

Kỹ năng nghe là một trong những kỹ năng quan trọng trong việc học ngoại ngữ, đặc biệt là tiếng Anh. Tuy nhiên, học sinh lớp 11 tại trường THPT Nguyễn Việt Xuân đang gặp phải nhiều khó khăn trong việc phát triển kỹ năng này. Nghiên cứu này nhằm tìm hiểu những khó khăn mà học sinh gặp phải và đề xuất các giải pháp cải thiện.

1.1. Định nghĩa và tầm quan trọng của kỹ năng nghe

Kỹ năng nghe không chỉ là khả năng nhận diện âm thanh mà còn là khả năng hiểu và phân tích thông tin từ người nói. Theo nghiên cứu, kỹ năng nghe đóng vai trò quan trọng trong việc giao tiếp và học tập.

1.2. Tình hình hiện tại của học sinh lớp 11 tại trường THPT Nguyễn Việt Xuân

Học sinh lớp 11 tại trường THPT Nguyễn Việt Xuân thường gặp khó khăn trong việc hiểu nội dung nghe, dẫn đến kết quả học tập không cao. Nhiều học sinh cho biết họ không thể theo kịp tốc độ nói của người bản ngữ.

II. Những thách thức chính trong việc học kỹ năng nghe của học sinh lớp 11

Có nhiều nguyên nhân dẫn đến khó khăn trong việc học kỹ năng nghe của học sinh lớp 11. Những thách thức này có thể được phân loại thành các nhóm khác nhau, từ vấn đề cá nhân đến môi trường học tập.

2.1. Nguyên nhân khó khăn trong việc nghe

Nhiều học sinh gặp khó khăn do thiếu vốn từ vựng và ngữ pháp. Điều này khiến họ không thể hiểu được nội dung nghe một cách chính xác.

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

Môi trường học tập không thuận lợi, như lớp học ồn ào hoặc thiếu thiết bị hỗ trợ, cũng ảnh hưởng đến khả năng nghe của học sinh. Việc này làm giảm sự tập trung và hiệu quả học tập.

III. Phương pháp cải thiện kỹ năng nghe cho học sinh lớp 11

Để cải thiện kỹ năng nghe, cần áp dụng các phương pháp giảng dạy hiệu quả. Những phương pháp này không chỉ giúp học sinh nâng cao khả năng nghe mà còn tạo động lực học tập.

3.1. Sử dụng tài liệu nghe phong phú và đa dạng

Việc sử dụng các tài liệu nghe phong phú, từ bài hát đến đoạn hội thoại thực tế, giúp học sinh làm quen với nhiều giọng điệu và ngữ điệu khác nhau.

3.2. Tổ chức các hoạt động nghe tương tác

Các hoạt động nghe tương tác như thảo luận nhóm hoặc trò chơi sẽ giúp học sinh cải thiện kỹ năng nghe một cách tự nhiên và thú vị.

IV. Ứng dụng thực tiễn và kết quả nghiên cứu

Nghiên cứu đã chỉ ra rằng việc áp dụng các phương pháp cải thiện kỹ năng nghe có thể mang lại kết quả tích cực cho học sinh. Học sinh không chỉ cải thiện khả năng nghe mà còn tăng cường sự tự tin khi giao tiếp.

4.1. Kết quả từ việc áp dụng phương pháp mới

Sau khi áp dụng các phương pháp mới, nhiều học sinh đã cho thấy sự tiến bộ rõ rệt trong kỹ năng nghe. Họ có thể hiểu và phản hồi tốt hơn trong các tình huống giao tiếp.

4.2. Phản hồi từ học sinh và giáo viên

Phản hồi từ học sinh và giáo viên cho thấy sự hài lòng với các phương pháp giảng dạy mới. Học sinh cảm thấy hứng thú hơn với việc học kỹ năng nghe.

V. Kết luận và hướng đi tương lai cho việc học kỹ năng nghe

Việc cải thiện kỹ năng nghe cho học sinh lớp 11 tại trường THPT Nguyễn Việt Xuân là một quá trình cần sự nỗ lực từ cả giáo viên và học sinh. Cần tiếp tục nghiên cứu và áp dụng các phương pháp giảng dạy hiệu quả hơn.

5.1. Tầm quan trọng của việc cải thiện kỹ năng nghe

Kỹ năng nghe không chỉ quan trọng trong học tập mà còn trong cuộc sống hàng ngày. Việc cải thiện kỹ năng này sẽ giúp học sinh tự tin hơn trong giao tiếp.

5.2. Đề xuất cho các nghiên cứu tiếp theo

Cần có thêm nhiều nghiên cứu về các phương pháp giảng dạy kỹ năng nghe để tìm ra những giải pháp tối ưu nhất cho học sinh.

Trích đoạn nội dung tài liệu

VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN CÔNG HIỆU A STUDY ON DIFFICULTIES THAT 11TH GRADE STUDENTS AT NGUYEN VIET XUAN HIGH SCHOOL ENCOUNTER WHEN LEARNING LISTENING SKILLS (NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN MÀ HỌC SINH LỚP 11 TRƯỜNG THPT NGUYỄN VIẾT XUÂN GẶP PHẢI TRONG QUÁ TRÌNH HỌC KỸ NĂNG NGHE) M.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HA NOI – 2016 LUAN VAN CHAT LUONG download : add [e-mail] VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** NGUYỄN CÔNG HIỆU A STUDY ON DIFFICULTIES THAT 11TH GRADE STUDENTS AT NGUYEN VIET XUAN HIGH SCHOOL ENCOUNTER WHEN LEARNING LISTENING SKILLS (NGHIÊN CỨU VỀ NHỮNG KHÓ KHĂN MÀ HỌC SINH LỚP 11 TRƯỜNG THPT NGUYỄN VIẾT XUÂN GẶP PHẢI TRONG QUÁ TRÌNH HỌC KỸ NĂNG NGHE) M.MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. KIỀU THỊ THU HƯƠNG HA NOI – 2016 LUAN VAN CHAT LUONG download : add [e-mail] DECLARATION I hereby state that I – Nguyễn Công Hiệu, being an M.A candidate of the Faculty of Post-graduate Studies, ULIS, VNU, certify my authorship of the study entitled A study on difficulties that 11th grade students at Nguyen Viet Xuan High School encounter when learning listening skills I certify that this thesis is entirely my own work and that all the information in this paper was presented in accordance with academic rules and ethical conduct. As required in the rules, I fully cited all the sources of the results that were not original to this work. Hanoi, November 2016 Nguyễn Công Hiệu i LUAN VAN CHAT LUONG download : add [e-mail] ACKNOWLEDGEMENTS First and foremost, I would like to express my sincere gratitude to my supervisor, Assoc. Kieu Thi Thu Huong for her guidance, comments, enthusiasm, encouragement and heartfelt sympathy throughout the whole research process. Without her assistance, this thesis could not have been completed. Second, my big thanks go to all the lecturers and staff of the Faculty of Post- Graduate Studies, Hanoi University of Languages and International Studies, Vietnam National University, Hanoi, for their profound knowledge and guidance during my two years of studying at the Faculty. Third, I would like to thank all the librarians for their helping me with the reference materials and their efforts to make the atmosphere of reading rooms as pleasant as possible. Especially, I wish to express my special thanks to the students and teachers at Nguyen Viet Xuan High School for their full support in completing the questionnaires and their detailed answers to the questions in the interview. I also wish to send my grateful thanks to examiners who will spend their time reading and making comments on this thesis. And finally, I wish to send my thanks to my family, relatives and friends who always cheer me up and support me at hard time. ii LUAN VAN CHAT LUONG download : add [e-mail] ABSTRACT This study aims at discovering difficulties that the students of class 11D2 at Nguyen Viet Xuan High School encounter when they study listening skills and suggesting solutions for the teacher to improve students‟ listening competence. To collect the data for analysis, two instruments have been used: the questionnaire and classroom observations. The findings show that there are fourteen problems that cause difficulties to the students of class 11D2. The problems have been classified into four categories, namely (i) problems related to the bottom-up processing, (ii) problems related to top-down processing, (iii) problems related to materials and listening tasks, and (iv) other problems. Based on the findings, the researcher has offered some solutions to the teacher, so that he will make changes in his approaches, methods and techniques to help his students overcome the problems and become better listeners. iii LUAN VAN CHAT LUONG download : add [e-mail] TABLE OF CONTENTS DECLARATION . Error! Bookmark not defined. Error! Bookmark not defined. Error! Bookmark not defined. LIST OF ABBREVIATIONS . viii LIST OF TABLES AND CHARTS . ix PART I: INTRODUCTION . Rationale of the study . 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 . Notions of listening . Nature of listening . Importance of listening skills . Types of listening . Procedures of a listening lesson in a language classroom. Problems related to bottom-up processing . Problem related to hearing sounds . Problem of understanding stress and intonation .13 iv LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Problem of understanding different accents. Problem of mismatch between learners‟ vocabulary and vocabulary used in listening texts . Problem of mismatch between learners‟ syntactic knowledge and syntax used in listening texts . Problems related to top-down processing . Problem of cultural differences . Problem of unfamiliar topics . Problems related to materials and listening tasks . Problem related to length and density of the text . Problem related to delivery speed . Problem related to the complexity of the task . Problem of failing to apply effective learning styles and strategies . Problems of fatigue and lack of concentration . Problem related to physical settings . Problem related to lack of visibility of the speaker . Review of previous works . 20 CHAPTER 2: THE STUDY . Research context, learning materials, research subjects . Data collection instruments . Reasons for using the questionnaire . Format of the questionnaire . Data collection procedure . Students’ background information . Students‟ time experience in learning English .25 v LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Students‟ average scores in listening skills last semester . Students‟ perception of the importance of listening skills. Students‟ perception of the difficulty of listening skills in comparison with other skills . Students’ responses to the questions about problems related to bottom-up process . Students‟ responses related to problem of hearing sounds . Students‟ responses related to problem of understanding stress and intonation . Students‟ responses related to problem of understanding different accents 30 2. Students‟ responses related to problem of mismatch between learners‟ vocabulary and vocabulary used in listening texts . Students‟ responses related to problem of mismatch between learners‟ syntactic knowledge and syntax used in listening texts . Students’ responses to questions about the factors related to top-down processing . Problem of cultural differences . Problem of unfamiliar topic . Questions about problems caused by materials and tasks . Students‟ responses related to problem concerning length and density of the text, and delivery speed . Students‟ responses related to problem of the complexity of the task . Students’ responses to questions about other factors . Students‟ responses related to problem of failing to apply effective learning styles and strategies . Students‟ responses related to problems of fatigue and lack of concentration . Students‟ responses related to problems of physical settings .37 vi LUAN VAN CHAT LUONG download : add luanvanchat@agmail. Students‟ responses related to problems related to lack of invisibility of the speaker . Students‟ listening performance and their assessment of listening skills 41 3. Difficulties 11D2 students at NVXHS encounter when studying listening skills . Problems related to bottom-up processing . Problems related to bottom-up processing . Problems related to listening materials and tasks. Limitations and suggestions for further studies . I vii LUAN VAN CHAT LUONG download : add [e-mail] LIST OF ABBREVIATIONS NVXHS: Nguyen Viet Xuan High School L2: Second Language ESL: English as a second language EFL: English as a foreign language viii LUAN VAN CHAT LUONG download : add [e-mail] LIST OF TABLES Table 1. Students‟ responses related to problem of hearing sounds ……………. Students‟ responses related to problem of understanding stress and intonation ………………………………………………………. Students‟ responses related to problem of understanding different accents……………………………………………………………. Questions about problem of mismatch between learners‟ vocabulary range and vocabulary used in listening texts …………………. Students‟ responses related to mismatch between learners‟ syntax and that used in listening texts ……………………………………. Students‟ responses related to problems of cultural differences and unfamiliar topics …………………………………………. Students‟ responses related to complexity of the task …………………. Students‟ responses related to problem of failing to apply effective learning styles and strategies ……………………………. Students‟ responses related to problems of fatigue and lack of concentration ……………………………………………………. Students‟ responses related to problem related to physical settings …. Students‟ responses related to problem related to lack of invisibility of the speaker …………………………………………………. Summary of students‟ responses to questions about problems related to bottom- up processing …………………………………………. Summary of students‟ responses to questions about problems related to top- down processing ……………………………………………40 Table 14. Summary of students‟ responses to questions about problems caused by materials and tasks ……………………………………………. Summary of students‟ responses to questions about other problems …41 ix LUAN VAN CHAT LUONG download : add [e-mail] LIST OF CHARTS Chart 1: Students‟ time experience in learning English ………………………30 Chart 2: Students‟ average scores in listening skills last semester……………30 Chart 3: Students‟ perception of the importance of listening skills………. 30 Chart 4: Students‟ perception of the difficulty level of listening skills in comparison with other skills ………. Students‟ responses to problem of the mismatch between learners‟ vocabulary range and that used in listening texts …………. Students‟ responses related to length and density of the text and delivery speed ……………………………………………………35 x LUAN VAN CHAT LUONG download : add [e-mail] PART I: INTRODUCTION 1. Rationale of the study There was a time when most English textbooks in Vietnam paid most attention to grammar, translation and reading materials. It was almost impossible to find anything related to teaching listening skills, so listening comprehension skill teaching and learning were hardly practiced by teachers and students. Things have changed since 2008 when The Ministry of Education and Training made a decision on approval of the project “Teaching and learning foreign languages in the national education system period 2008-2020”. Since then listening lessons has been integrated in official syllabuses at all levels. However, little achievement has been gained even though many efforts have been made for the last six years. The majority of school students, especially those in rural areas, still show very little improvement in listening ability during their school years. As a result, when attending universities in big cities or even after graduating from universities, they have to rush to language centers with a hope to find a quick way to improve their listening capacity. With a view to discovering reasons for the problem, we have decided to conduct research into factors that lead to students‟ difficulties in listening. The research is carried out at Nguyen Viet Xuan High School (NVXHS from now on), a school in a rural area of Vinh Phuc Province. In recent years, English has been a compulsory requirement in the school entrance examinations here. Throughout the school year, students have to do different English tests, each of which consists of four parts, namely listening, grammar and structure, reading comprehension and writing. The listening section is often in the form of multiple choice questions or gap fillings. In the final test last year, many students in this school performed poorly in the listening test though their reading and grammar results were quite good. A large number of students said that they could not understand what the speakers in the tape were saying. The situation has not changed in the first few weeks this school year. 1 LUAN VAN CHAT LUONG download : add [e-mail] This was observable when students took the pre-test at the beginning of the school year to be placed in suitable classes. Students‟ low ability to understand spoken English was also visible when there was a native teacher working at NVXHS. Most students failed to communicate with him; therefore, they were unable to fulfil the tasks given by this native teacher of English.