VIETNAM NATIONAL UNIVERSITY, HANOI] UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDLES, + K4 ki tk ki bit VŨ THỊ THẢNH DINH TMPROVING 11” EORM STUDEXTS' LISTENING COMPRETIENSION THROUGTI MODIFIED LISTENING TAS. $s OF THE NEW TEXTBOOK ENGLISH 11 AT KINH MON HIGH SCHOOL, TWAT DUONG (NẴNG CAO KHẢ NĂNG NGHE HIEU CHO HOC SINH LOP 11 TRUONG THPT KINH MON, HAI DUONG THONG QUA VIEC THIET CHINH LAL MOT SO BAI TAP NGHE TRONG SACH GIAO KHOA TIENG ANH 11) M.MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 HANOI -— 2011 VIETNAM NATIONAL UNTVERSITY, TTANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES Jp SSE OFS pepre VŨ THỊ THẰNH DINH IMPROVING 11°" FORM STUDENTS’ LISTENING COMPREHENSION THROUGH MODIFIED LISTENING TASKS OF TITE NEW TEXTBOOK ENGLISTI 11 AT KINTT MON HIGH SCHOQL, HAI DUONG (NANG CAO KITA NẴNG NGHE THẾU CHO HỌC SINH LỚP 11 TRƯỜNG THPT KINH MON, HAI DUONG THONG QUA VIỆC THIẾT CHÍNH LẠI MOT SO BAI TAP NGHE TRONG SÁCH GIÁO KHOA TIENG ANI 11) M.MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 601410 SUPERVISOR: NGUYÊN THỰY PHƯƠNG LAN, M. HANOI - 2011 TABLE OF CONTENTS Candidate’s statement i Acknowledgements ii Abstract List of tables and charts viii List of abbreviations ix page PART [: INTRODUCTION 1 1. Aims of the study.
Research questions 2 4, Soope of the study. Design of the study 2 PART I: DEVELOPMENT 3 CHAPTER ONE: LITERATURE REVIEW 3 LL. Theoretical background of listening skill - 3 1. Definitions of listening comprshersion 3 1.
The significance of listening comprehension 4 1.4, Factors affect students’ listsning comprehension, 5 1.1, Definitions of task .2, Criteria of a good listening task. ‘Types of listening tasks 7 13.0 cece coe ee te cect e tee ae sie nie a vil 3. Students” preferences for listening tasks. Modified listening tasks could help improve students’ listening comprehension, PART II: CONCLUSIO: 1.
3, Limitations of the study 4. Suggestions for further study. Students” preferences for listening tasks. Modified listening tasks could help improve students’ listening comprehension, PART II: CONCLUSIO: 1.
3, Limitations of the study 4. Suggestions for further study. Definition of material adaptation. Reasons for adapting materials.
Principles for adapling malcrials 1.4, Techniques for adapting materials. Levels of material adaptation. Adaptation of specific activities CHAPTER TWO: THE METHODOLOGY 2.1, Research method of the study. An overview of action research.
Action research modcls 2.3, Action research cycle and procedure for this research. Data collection instruments.1, Pre and post tests.1, The teacher/ researcher. The non- participate observer 2. The students 2A SUINMAPY es oc eco sect ceca tees CHAPTER THREE: DATA ANALYSIS AND FINDINGS 3.
Results fiom pre-listening test. Results from pre-action stage observations. Results from stulents’ questionnaire 1 34 PART IL: INTRODUCTION 1, Ralionale far the siurly The years 2006, 2007 and 2008 marked a milestone in the ways of teaching and learning nglish when the Ministry of Lducation and ‘Training (MOLT) introduced the new sels of English textbook English 10, English 11 and English 12 10 school curriculum. The aim of MOET is to develop students’ communicative competence so as to meet the demand of integration and globalization.
That is the reason why in the new textbooks, four skills including reading, speaking, listcning and writing arc put in priority and integrated. Of the four skills mentioned above, listening is considered to be the most challenging one. Most students find it hard to master this skill and soon feel bored with listening periods. The reasons for this are various, such as uninicresling topies, fast speed, students’ poor pronunciation or lack of background knowledge and cultural understanding.
Eleven graders at Kinh Mon High School have encountered such a lot of difficulties when dealing with Tistsning lessons. However, afler five yours of ts ching English 11, I also discover that the listening tasks themselves are also a factor affecting students’ listening comprehension. It is obvious that suitable tasks make studenls more interested in the listening passages and then help them develop their listening skills, Inappropriate tasks, on the contrary, can demotivate students. In listening sections of English 1, some tasks are too difficult or too long and some are boring.
In this case, iL is necessary for teachers to modify listening tasks to make the tasks moze suitable and interesting for leamers, even though it is not an easy job for the teacher as modifying tasks means having to take many things into accounts such as the objectives, the criteria or the student's needs, However, for the benefit of students, itis worth doing so For the above reasons, especially for the researcher’s desire to help her students better at listening, the choice of the study entitled “Kmpraving 11% form students’ listening comprehension through modified listening tasks of the new lexthook English 11 at Kink Mon High School, Hai Duong” is not accidental. LIST OF TABLES AND CHARTS Page List of tables Table 1: Results from pre-listening test. 22 Table 2: Students’ involvement in the tasks Table 3: Frequency of listening tasks in listening lessons ‘Table 4: Students” feelings when doing listening tasks in English 11 Table 5: Students’ evaluation about the effeetivencss of listening tasks ‘Table 6: Students” preferences for listening tasks Table 7: Students’ opinions about the ways their tead s (real. listernmg tasks Table 8: Topic in English 11 ‘Table 9: ‘Types of listening tasks in English 11 Table 10; Students’ involvement in the tasks.
‘Table 11: Students” evaluation about modified listening tasks Table 12; Results of posttest. cece List of charts. Chart 1: Students’ involvement in tasks before and afler action plan. Chart 2: Students’ progress reflected through tests 36 2, Aims of the study The main puspose of this sescarch is ta study the effects of modified Tistening ks of English 11 on improving 11" form students’ listening comprehension at Kinh Mon Upper-Secondary School.
‘'he specific objectives of the study are: «'o investigate students” attitudes towards listening tasks in English 11 and the difficulties they face To study whether the modified listening tasks could help students improve their listening comprehension 3. Research questions Asa basis for my investigation, the following research questions were formulated 1 What makes smdents uninieresied in listening lessons? 2. How can the madified listening tasks help improve students’ listening comprehension? 4. Scope of the study Due to the limited knowledge, energy and time, the researcher was unable to carry out the investigation on a large scale.
‘I'his action research was only conducted for only 8 weeks with the four listening lessons and in the context of 50 clcventh-grade students al Kinh Mon High School in the academic year 2011-2012 only. Hence, the results of the study is only limitedto the above teaching context and participants. 5, Design of the study This study consists of three parts: Part [- The introduction: provides the basis information such as rationale for the study, aims of the slurly, research questions, methods of the study, scope of the sludy and the design of the study. Part If The development: consists of three chapters.
‘he first chapter is literature review whieh discussed theorclical background relevant lo the purposes of the study. The next one is the inethodelogy which gives » đelailed description of how the study was conducted, The last chapter is to report the data analysis as well as the results of the study. Part HE The conclusion. summarizes the action research Then some recommendations are proposed, some limitations of the study are pointed out as well as some suggestions for further research are given out.
LIST OF TABLES AND CHARTS Page List of tables Table 1: Results from pre-listening test. 22 Table 2: Students’ involvement in the tasks Table 3: Frequency of listening tasks in listening lessons ‘Table 4: Students” feelings when doing listening tasks in English 11 Table 5: Students’ evaluation about the effeetivencss of listening tasks ‘Table 6: Students” preferences for listening tasks Table 7: Students’ opinions about the ways their tead s (real. listernmg tasks Table 8: Topic in English 11 ‘Table 9: ‘Types of listening tasks in English 11 Table 10; Students’ involvement in the tasks. ‘Table 11: Students” evaluation about modified listening tasks Table 12; Results of posttest.
cece List of charts. Chart 1: Students’ involvement in tasks before and afler action plan. Chart 2: Students’ progress reflected through tests 36 PART IL: INTRODUCTION 1, Ralionale far the siurly The years 2006, 2007 and 2008 marked a milestone in the ways of teaching and learning nglish when the Ministry of Lducation and ‘Training (MOLT) introduced the new sels of English textbook English 10, English 11 and English 12 10 school curriculum. The aim of MOET is to develop students’ communicative competence so as to meet the demand of integration and globalization.
That is the reason why in the new textbooks, four skills including reading, speaking, listcning and writing arc put in priority and integrated. Of the four skills mentioned above, listening is considered to be the most challenging one. Most students find it hard to master this skill and soon feel bored with listening periods. The reasons for this are various, such as uninicresling topies, fast speed, students’ poor pronunciation or lack of background knowledge and cultural understanding.
Eleven graders at Kinh Mon High School have encountered such a lot of difficulties when dealing with Tistsning lessons. However, afler five yours of ts ching English 11, I also discover that the listening tasks themselves are also a factor affecting students’ listening comprehension. It is obvious that suitable tasks make studenls more interested in the listening passages and then help them develop their listening skills, Inappropriate tasks, on the contrary, can demotivate students. In listening sections of English 1, some tasks are too difficult or too long and some are boring.
In this case, iL is necessary for teachers to modify listening tasks to make the tasks moze suitable and interesting for leamers, even though it is not an easy job for the teacher as modifying tasks means having to take many things into accounts such as the objectives, the criteria or the student's needs, However, for the benefit of students, itis worth doing so For the above reasons, especially for the researcher’s desire to help her students better at listening, the choice of the study entitled “Kmpraving 11% form students’ listening comprehension through modified listening tasks of the new lexthook English 11 at Kink Mon High School, Hai Duong” is not accidental. Definition of material adaptation. Reasons for adapting materials. Principles for adapling malcrials 1.4, Techniques for adapting materials.
Levels of material adaptation. Adaptation of specific activities CHAPTER TWO: THE METHODOLOGY 2.1, Research method of the study. An overview of action research. Action research modcls 2.3, Action research cycle and procedure for this research.
Data collection instruments.1, Pre and post tests.1, The teacher/ researcher. The non- participate observer 2. The students 2A SUINMAPY es oc eco sect ceca tees CHAPTER THREE: DATA ANALYSIS AND FINDINGS 3. Results fiom pre-listening test.
Results from pre-action stage observations. Results from stulents’ questionnaire 1 34 PART IL: INTRODUCTION 1, Ralionale far the siurly The years 2006, 2007 and 2008 marked a milestone in the ways of teaching and learning nglish when the Ministry of Lducation and ‘Training (MOLT) introduced the new sels of English textbook English 10, English 11 and English 12 10 school curriculum. The aim of MOET is to develop students’ communicative competence so as to meet the demand of integration and globalization. That is the reason why in the new textbooks, four skills including reading, speaking, listcning and writing arc put in priority and integrated.
Of the four skills mentioned above, listening is considered to be the most challenging one. Most students find it hard to master this skill and soon feel bored with listening periods. The reasons for this are various, such as uninicresling topies, fast speed, students’ poor pronunciation or lack of background knowledge and cultural understanding.
