VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDTES TRUONG THI DUNG DESIGNING TASK-BASED POST-LISTENING ACTIVITIES FOR TENTH-FORM STUDENTS AT Lf VIET TAO HIGH SCHOOL IN THANH HÓA. MINOR FROGRAMME THESIS Field: English Language Teaching Methodology Code: 60 1410 Hanoi - 2013 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST- GRADUATE STUDIES TRUONG TH] DUNG DESIGNING TASK-BASED POST-LISTENING ACTIVITIES FOR TENTH-FORM STUDENTS AT LE VIET TAO HIGH SCHOOL IN THANH HOA (Chiết kê các hoạt động Sau khi nghe theo đường hướng giao nhiệm vụ cho học sinh khối 10 tại trường THPT Lê Viết Tạo, Thanh Hóa) M. MINOR PROGRAMME THESIS Ficld: English Language Lcaching Mcthodology Code: 60 14 10 Supervisor: Nguyen Huy Ky, Ph.D Hanoi — 2013 TAST OF ABBREVIATIONS, CLT. Communivative Language Teaching EEL: — English as a Foreign Language SLA: Second Language Acquisition TBA: Task-Based Approach THỊ.
Task-Basedlastruetion TBLL: Task-Based Language Learning TBLT: Task- Based Language Teaching 3. Frequency of teaching task-based post-listening activities. Frequency of leaming task-based post-listening activities. The bencfits of teaching and learning task-based posi-lislening activities.
The teachers’ opiions. ke ke see DF 3. The stuđents' opinions.- " TH se cece BB 3. The difficulties of teaching and learning task-based post-listening activities28 3.
The teaclers" OpiiBiOns. TH se TH se. The students’ opinions 29 3. Summary 31 CHAPTER 4:DESIGNING TASK-BASED POST-LISTENING ACTIVITIES.1, Design of task-based post-listening activities 32 4.
TH se TH se TH se .2, Evaluation of effectiveness of task-based post-listening activities. Results from class observations 34 4. Resulis froni IferVIGWS. Hee Hee cải 35 4.
se TH se TH se TH se s37 PART C: CONCLUSION. 1, Reoapitnlaiion øŸ major ñnditgs. SỂ 2, Psychological Enplications. Limitations of the study 3o APPENDIX1 QUESTIONNAIRE FOR TEACHERS.
T APPENDIX2: QUESTIONNAIRE FOR STUDENTS (Vietnamese version). 01 APPENDIX3: QUESTIONNAIRE FOR STUDENTS (English version) V APPENDIX 4:SAMPLES OF TASK-BASED POST-LISTENING ACTIVITIES VI viii The above-mentioned facts honestly gonorate strong motivation in the researcher to conduct a study titled “Designing task-based post-listening activities for tenth-form students at Lé Vidt Tao high school in Thank Héa”. She desires to take a closer look into current situation of teaching and leaming task-based post- listening stage, and then suggests some task-based post-listening activities with the hope of promoting the effectiveness of teaching and learning at this stage. Objectives of study This study sets out to achieve the following objectives «To imvestigale the teachers and students’ allitudes towards teaching and learning task-based post-listening activities.
«To find out benefits and difficulties teachers and students encounter in teaching and learning these aclivilics = To propose task-based post-listening activities to help enhance students” learning as well as better teaching at this stage. Evaluation of effectiveness of these avlivilies was given 3. Research questions Tn order to achieve the above mentioned objectives, the following research questions arc raised « What are the teachers and students’ attitudes towards teaching and learning task-based post-listening activities? = What are benefits and difficulties teachers and students encounter in teaching and leaming task-based post-listening activities? * Which task-based post-listening activities would be designed and how effective were these activities to teaching and learning at the post-listening stage? 4. Methods of the study To achieve the objectives staled, apart from descriptive, anal mihiesis method, both qualitative and quantitative methods were mainly used The interviews, questionnaires and class observations will be used to collect data for the analysis of the rescarch APPENDIX5.
CLASS OBSERVATION SHEET. XE ASPPUNDIX 6 CLASS OBSURVATION SUILUT Lecce Soll APPENDIX 7: CLASS ORSER VATION SHEET 2. XIV APPEMDIX8: CLASS OBSERVATION SHHHT 3.ecceeooieoooe 2ẾM, AFPINDTX9: CLASS OBSERVATION SIITHZT +1. 3CVT APPENDIX 10: CLASS OBSERVATION SHEET 5.
XVI APPLNDIX 11: QUESTIONS FOR INTERVIHWB. eo AMEE APPENDIX 12: INTERVIEW TRANSCRIPT. x1 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. LIST OF ABBREVIATIONS.
LIST OF TABLES AND CIIARTS. Objectives of study La 3, Ñesearch QU6SHONS. Significance of the study ww 7. Organization of the study Ae PART B; DEVELOPMENT.
CHAPTER 1: LITERATURE REVIEW. Definition of listening 1. The roles of lisicning skill in language Iesching anở loaming ^ 1.3, Procedure of teaching listening in classroom. Pre-listening stage 1.
While: listening stage 1. Post-listening stage. Anin-đepth overview of post-Hstening activities 8 1. Pirpose of post-listening activities.
Some ommon post-listening activitles. Factors affecting the implementation of post-listening activities 10 1,5. Task-based Language Teaching,. The nature of Task-based Language Teaching.
Principles of the TBLT approach 12 TABLE OF CONTENTS STATEMENT OF AUTHORSHIP. LIST OF ABBREVIATIONS. LIST OF TABLES AND CIIARTS. Objectives of study La 3, Ñesearch QU6SHONS.
Significance of the study ww 7. Organization of the study Ae PART B; DEVELOPMENT. CHAPTER 1: LITERATURE REVIEW. Definition of listening 1.
The roles of lisicning skill in language Iesching anở loaming ^ 1.3, Procedure of teaching listening in classroom. Pre-listening stage 1. While: listening stage 1. Post-listening stage.
Anin-đepth overview of post-Hstening activities 8 1. Pirpose of post-listening activities. Some ommon post-listening activitles. Factors affecting the implementation of post-listening activities 10 1,5.
Task-based Language Teaching,. The nature of Task-based Language Teaching. Principles of the TBLT approach 12 The above-mentioned facts honestly gonorate strong motivation in the researcher to conduct a study titled “Designing task-based post-listening activities for tenth-form students at Lé Vidt Tao high school in Thank Héa”. She desires to take a closer look into current situation of teaching and leaming task-based post- listening stage, and then suggests some task-based post-listening activities with the hope of promoting the effectiveness of teaching and learning at this stage.
Objectives of study This study sets out to achieve the following objectives «To imvestigale the teachers and students’ allitudes towards teaching and learning task-based post-listening activities. «To find out benefits and difficulties teachers and students encounter in teaching and learning these aclivilics = To propose task-based post-listening activities to help enhance students” learning as well as better teaching at this stage. Evaluation of effectiveness of these avlivilies was given 3. Research questions Tn order to achieve the above mentioned objectives, the following research questions arc raised « What are the teachers and students’ attitudes towards teaching and learning task-based post-listening activities? = What are benefits and difficulties teachers and students encounter in teaching and leaming task-based post-listening activities? * Which task-based post-listening activities would be designed and how effective were these activities to teaching and learning at the post-listening stage? 4.
Methods of the study To achieve the objectives staled, apart from descriptive, anal mihiesis method, both qualitative and quantitative methods were mainly used The interviews, questionnaires and class observations will be used to collect data for the analysis of the rescarch 1. Definitions of a task.7, The BLT approach in teaching listening at the post-listening stage. Dosigning of lask-based post-listening activities 13 1. Significance of designing task-based post-listening activities.
Principles for designing task-based post-listening activities. Summary 15 CHAPTER 2: METHODOLOG 2. The context for the research 16 2. ke ke ke se LS 2.
The textbook: Tiéng Anh 10 17 2. Data collection Instruunents. ke ke Kao TẾ 2. ke ke ke se 1B 3.
Data collection procedures 19 2.5, Data analysis procedures. Analysis of answers to questionnaires. Analysis of cbservation reports 20 2. Analysis of results Ñrom interviews.
TH se see 21 2. se TH se TH se TH se se] CHAPTER 3: FINDINGS AND DISCUSSION .1, ‘The teachers and students’ attitudes towards teaching and learning task-based post-listening activities 22 3. The teachers’ altitudes 22 3. The siudents” aftitados.
cành 23 1ypical poal-lisLeming acliviliea 24 vũ 3. Frequency of teaching task-based post-listening activities. Frequency of leaming task-based post-listening activities. The bencfits of teaching and learning task-based posi-lislening activities.
The teachers’ opiions. ke ke see DF 3. The stuđents' opinions.- " TH se cece BB 3. The difficulties of teaching and learning task-based post-listening activities28 3.
The teaclers" OpiiBiOns. TH se TH se. The students’ opinions 29 3. Summary 31 CHAPTER 4:DESIGNING TASK-BASED POST-LISTENING ACTIVITIES.1, Design of task-based post-listening activities 32 4.
TH se TH se TH se .2, Evaluation of effectiveness of task-based post-listening activities. Results from class observations 34 4. Resulis froni IferVIGWS. Hee Hee cải 35 4.
se TH se TH se TH se s37 PART C: CONCLUSION. 1, Reoapitnlaiion øŸ major ñnditgs. SỂ 2, Psychological Enplications. Limitations of the study 3o APPENDIX1 QUESTIONNAIRE FOR TEACHERS.
T APPENDIX2: QUESTIONNAIRE FOR STUDENTS (Vietnamese version). 01 APPENDIX3: QUESTIONNAIRE FOR STUDENTS (English version) V APPENDIX 4:SAMPLES OF TASK-BASED POST-LISTENING ACTIVITIES VI viii 1. Definitions of a task.7, The BLT approach in teaching listening at the post-listening stage. Dosigning of lask-based post-listening activities 13 1.
Significance of designing task-based post-listening activities. Principles for designing task-based post-listening activities. Summary 15 CHAPTER 2: METHODOLOG 2. The context for the research 16 2.
ke ke ke se LS 2. The textbook: Tiéng Anh 10 17 2. Data collection Instruunents. ke ke Kao TẾ 2.
ke ke ke se 1B 3. Data collection procedures 19 2.5, Data analysis procedures. Analysis of answers to questionnaires. Analysis of cbservation reports 20 2.
Analysis of results Ñrom interviews. TH se see 21 2. se TH se TH se TH se se] CHAPTER 3: FINDINGS AND DISCUSSION .1, ‘The teachers and students’ attitudes towards teaching and learning task-based post-listening activities 22 3. The teachers’ altitudes 22 3.
The siudents” aftitados. cành 23 1ypical poal-lisLeming acliviliea 24 vũ The above-mentioned facts honestly gonorate strong motivation in the researcher to conduct a study titled “Designing task-based post-listening activities for tenth-form students at Lé Vidt Tao high school in Thank Héa”. She desires to take a closer look into current situation of teaching and leaming task-based post- listening stage, and then suggests some task-based post-listening activities with the hope of promoting the effectiveness of teaching and learning at this stage. Objectives of study This study sets out to achieve the following objectives «To imvestigale the teachers and students’ allitudes towards teaching and learning task-based post-listening activities.
«To find out benefits and difficulties teachers and students encounter in teaching and learning these aclivilics = To propose task-based post-listening activities to help enhance students” learning as well as better teaching at this stage. Evaluation of effectiveness of these avlivilies was given 3. Research questions Tn order to achieve the above mentioned objectives, the following research questions arc raised « What are the teachers and students’ attitudes towards teaching and learning task-based post-listening activities? = What are benefits and difficulties teachers and students encounter in teaching and leaming task-based post-listening activities? * Which task-based post-listening activities would be designed and how effective were these activities to teaching and learning at the post-listening stage? 4. Methods of the study To achieve the objectives staled, apart from descriptive, anal mihiesis method, both qualitative and quantitative methods were mainly used The interviews, questionnaires and class observations will be used to collect data for the analysis of the rescarch 1.
Definitions of a task.7, The BLT approach in teaching listening at the post-listening stage. Dosigning of lask-based post-listening activities 13 1. Significance of designing task-based post-listening activities. Principles for designing task-based post-listening activities.
Summary 15 CHAPTER 2: METHODOLOG 2. The context for the research 16 2. ke ke ke se LS 2. The textbook: Tiéng Anh 10 17 2.
Data collection Instruunents. ke ke Kao TẾ 2. ke ke ke se 1B 3. Data collection procedures 19 2.5, Data analysis procedures.
Analysis of answers to questionnaires. Analysis of cbservation reports 20 2. Analysis of results Ñrom interviews. TH se see 21 2.
se TH se TH se TH se se] CHAPTER 3: FINDINGS AND DISCUSSION .1, ‘The teachers and students’ attitudes towards teaching and learning task-based post-listening activities 22 3. The teachers’ altitudes 22 3. The siudents” aftitados. cành 23 1ypical poal-lisLeming acliviliea 24 vũ The above-mentioned facts honestly gonorate strong motivation in the researcher to conduct a study titled “Designing task-based post-listening activities for tenth-form students at Lé Vidt Tao high school in Thank Héa”.
