VIETNAM NATIONAL UNIVERSITY - HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES koœ4 BÙI THỊ THỦY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60.0111 HANOI - 2013 VIETNAM NATIONAL UNIVERSITY — HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES wlles BUI THI THUY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60. PHAM THI THANH THUY HANOI - 2013 STATEMENT OF THESIS ORIGINALITY I certify that this minor thesis entitled ‘A study on the relationship between teaching and learning listening comprehension at a high school in Hoa Binh’ is the result of my own research and that it has not been submit for any other degree to any other university or institution. Hanoi, 2013 Student’s signature Bùi Thị Thủy ii ACKNOWLEDGEMENTS This minor thesis has been accomplished with the help and encouragement of many people. Thus, I hereby would like to express my appreciation to all of them.
Firstly, I would like to express my deepest gratitude to my beloved supervisor Ph. Pham Thi Thanh Thuy for her invaluable guidance, critical comments, positive supports and precious corrections on my writing and thesis completion. Secondly, I would like to thank all lectures and staffs of faculty of postgraduate for their valuable lessons and precious help that help me overcome difficulties in doing this thesis. Thirdly, I also owe my sincere thanks to English teachers and 10” form, 11" form and 12" form students, who enthusiastically took part in this study at Yenthuy C high school where I conducted this minor thesis.
I would not have completed my thesis without their help. Last but not least, I would like to thank my beloved family, my husband who gave me love, tolerance and encouragement during the study. ili ABSTRACT This study aims at finding out students’ needs and expectations to listening comprehension, how students learn listening comprehension, how English teachers teach listening comprehension and some ways to fill the gaps between students’ needs and expectations with how listening comprehension is taught at Yenthuy C high school. Firstly, all five English teachers and 166 students were invited to answer two survey questionnaires.
Then, six listening comprehension periods were observed randomly. Last, four English teachers were invited to joined an informal interview. The research reveals that the majority of the students have their own certain needs, expectations in learning listening comprehension and most of the teachers’ teaching methods satisfy students’ needs and expectations. IV TABLE OF CONTENTS PART 1: INTRODUCCTTIOÏN.
cọ cọ TH. Methods of the 3. Scope Of the Study .c- c5 SĂSSSSS1Ỳ Y1 1151155658551 nsessesse CHAPTER 1: LITERATURE REV HN. Go 0 cọ Họ TH 000906 00 4 1.ốn gen ốố.1 Definition of listening COIDF€l€IISÏOIH.
TT TH HH Hàn nh Triệt 4 1.2 The importance of listening COMpreheNSiOn. St St E*ESEEEEEkErksikkikkkkkkkkkrekree 5 1.2 Teaching listening COIDTCHIISÏOIH. + kh TH TT nh TH Hàn nh nh ch rà 6 1.1 The stages of teaching listening COmDF€HCHSÏOH. Sàn HH ng rệt 6 1.2 Processes of teaching listening COImDF€ÏCHSÏOHN.3 Techniques ofteaching listening COIỊOY€ÌCIISÏOH.
tk kh TH it 8 1.4 Principles of teaching listening COMpreheNsiONn .1 Motivation in learning listening COMmprehensiOn .2 Strategies of learning listening COIHJT€ÏCHISÏOHH. cà tk kg ngư 12 1.3 Classroom interaction in learning listening COmpr€h€fSÌOH. co ccsc se sssexsex 13 1.4 Difficulties in learning listening comprehension 1.4 Needs analysis and expectations. TT TH TH TH Tu HT HT HH TT ng 18 CHAPTER 2: RESEARCH METHODOLOGY.
02G S55 S559555595 20 QL [NtrOAUCtION n8 nn nh.22 PTF[ÍCÏDD(THIÍS. nh TH HT HH HT TH TH TH TH TH TH hi H ckt 20 2.3 The data collection ÏHSÍTHIH€HIÍ,. tk TH nh TT HT HT TT HT HT it 21 2.1, ClASSVOOM ODS€LVALION n6 6h66 6 e4d. 0119 TH TH TT HH TH TH TH TH Tre 21 2.4 Data collection ANd ANALYSIS .cccccesesecceseeseesseeseteceeseeecesseeceeseccecsececeesecesecsecceeeceaeeaeeeseeneeeas 22 PNô „8n nh nh.
22 CHAPTER 3: REAL SITUATION OF TEACHING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL.1 Teachers’ stages in teaching listening COMpreheNSiON .1 Results of the teachers’ stages through qH€SÍÍOHTNGÌT€.2 The results of teachers’ stages through classroom ObS€rVAtiONn .3 The results of teachers’ stages through interviewS .2 Teachers’ processes in teaching listening COMpreheNnsiOn .1 The results of teachers’ processes through questionnaire .2 The results of teachers’ processes through Classroom ObS€rVATIONS .3 The results of teachers’ processes through informal interview .3 Teachers’ techniques for teaching listening compr€hi€lISÌOHI. se se sec ssesersreeeesee 26 3.1 The results of teachers’ techniques through questiOnndire. sec Sex sssssesee 26 3.3 The results of teachers’ techniques through HÍ€T'VÏ€VWS.4 Teachers’ applications of techniques to check students’ listening comprehension.5 Teachers’ principles in teaching listening cOmpDr€]i€fISIOH. sc sec se ksesrkereeeesee 31 CHAPTER 4: REAL SITUATION OF LEARNING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL.1 Students’ needs in learning listening COImDr€l©fSÏOHH.2 Students’ expectations to teachers’ teaching listening compr€he'SiOHi.3 Students’ motivation in learning listening COIMDT€H€ISÏOHH.4 Students’ strategies in learning listening COMPTENCNSION.5 Students’ interactions in learning listening COImDr€lh€'SÌOHI.- sóc SseS+es+sssesesee 40 4.1 The results of students’ interactions through qI€SfÏOHHÏT€.2 The results of students’ interactions through classroom observation 4.6 Students’ difficulties in learning listening COMpreN€NSiON.
sec se c+csseksesereereeeesee CHAPTER 5: FILLING THE GAPS BETWEEN STUDENTS’ NEEDS AND EXPECTATIONS WITH TEACHING LISTENING COMPREHENSION .1 Filling the gaps between students’ needs in learning listening comprehension and teachers’ teaching listening COIHDF€ÏCHSÏOHN. St tk TT TH TH TT HH Hit 45 5.2 Filling the gaps between students’ expectations in learning listening comprehension and teachers’ teaching listening COIỊOF€ÏICPSÏOH. SE TH TH TT nh gàng nưệt 47 5.3 Some activities for gap filling between teaching and listening comprehension. 48 PART 3: RECOMMENDATIONS AND CONCLUSION.
Findings and Suggestions 8nnốốeốeẶ«aa. Suggestions for further Study. Go HH TH HH0 00008080080086868680801088008860 056 se OF vil LIST OF TABLES Table 1: Students’ background InfOrmafIOH.-- s55 23x32 +EEsexeerssrrsseres 211 Table 2: The results of teachers’ processes in teaching listening comprehension.255 Table 3: The results of teachers’ techniques for teaching listening comprehension.277 Table 4: The results of teachers’ applications of techniques to check students’ comprehension in the €ÏaSSTOOTM.- c2 22 32221832313391 1131118311181 1 11118111 11 re 30 Table 5: The results of teachers’ principles for teaching listening comprehension. Table 6: Results of students’ needs in learning listening comprehension (n=166) 333 Table 7: Results of students’ expectations in learning listening comprehension Table 8: Results of students’ motivation in learning listening comprehension (n=166)366 Table 9: The results of students’ cognitive strategies in learning listening Comprehension (N=166).
1211111111121 1111 11111 111111111 111111 H1 HH Hà ray 388 Table 10: The results of students’ metacognitive strategies in learning listening 910196901951319)080 000280077. 399 Table 11: The results of students’ socio-affective strategies in learning listening Comprehension (N=166) ou. eeecesccceseceseeeesceeeseeeseceseeceeeeeseeesseceseeeeseeeeseeeseeeneeeeseees 40 Table 12: The results of students’ interactions in learning listening comprehension Vili LIST OF APPENDICES Appendix 1: Questionnaire for students .ccccceeseeseeeceeneeeeeeeeeeeeseeeseeeeeeaeenaeeeees I Appendix 2: Questionnaire for †€aCh€TS. IX Appendix 3: Informal interview for teacher Ì .csSccscsscsserseeres XI Appendix 4: Informal interview for teacher 2 .- 5 sc + *+vsseeeseersss XIX Appendix 5: Informal interview for teacher 3 .-- -- 55 s++s*++sessersss XVI Appendix 6: Informal interview for teacher 4.
ce cccceeceeseesseeseeeseeeeeeteeeseenes XVII Appendix 7: Classroom observation 1 .ccceccccesscsseeeseceeseeeseeceseeeesecesseeeseeenseeenes XX Appendix 8: Classroom observation 2 .ccccecccesesseesseeseceeeeseeneeeeeeeesseenseesseeatenss XXI Appendix 9: Classroom observation 3 .- --- 6 5 SH nghiệt XXIH Appendix 10: Classroom observation 4. - -- c1 t3 11 1111111111111 1k XXV Appendix 11: Classroom observation Š.- --:-s- + + + EsEEserrrrresrrsrrree XXVI Appendix 12: Classroom observation Õ.ccccc: XXVIII PART 1: INTRODUCTION 1. Rationale Teaching and learning comprehension should be interesting and motivated to students; however, teaching and learning listening at Yenthuy C high school is rather boring. Two years ago, teachers of English at this school taught listening lessons only by reading transcripts (teachers’ voice).
Students here just practiced listening skills in classroom. Recently, the school has been equipped with cassette players and teachers do not have to read transcripts anymore. Many good students of English are just good at grammar points and other skills except listening skills. They don’t have many chances to practice English listening skills and lack facilities, and listening materials to self-study listening outside classroom.
Moreover, students’ low levels of grammar, vocabulary, pronunciation, other skills, which makes students find it not easy to listen and not confident to do listening tasks in classroom. Being a teacher of English, the researcher has found listening teaching in Yenthuy C high school challenging and boring. Her desire is to increase her students’ awareness learning of listening comprehension and to improve listening comprehension skills. That is the biggest reason for choosing the theme: ‘A study on the relationship between teaching and learning listening comprehension at a high school in Hoa Binh’.
Aims of the Study The main purposes of this study aim to find out the relationship between teaching and learning listening comprehension at Yenthuy C high school in general. The researcher would like to find out students’ needs and expectations to teaching listening at this school. Basing on the findings, teachers found some effective and suitable ways to teach listening comprehension. Thus, this study aims to find answers to four research questions below: 1/ What are students’ needs and expectations to teaching listening comprehension? 2/ How do students learn listening comprehension in classroom? 3/ How do English teachers teach listening comprehension at the school? 4/ What are some ways to fill the gaps between students’ needs and expectations with how listening comprehension is taught in Yenthuy C high school? 3.
Methods of the study Firstly, entirely naturalistic observation was created by note-taking and observing six listening comprehension periods to find out students’ interaction in learning listening comprehension and English teachers’ stages in teaching listening comprehension in classroom. Secondly, two survey questionnaires for teachers and students were conducted to collect data for this study. The first set of questions for 166 students were dealt with to find out students’ expectations needs, motivation, strategies, interactions and difficulties in learning listening comprehension. Another set of questions for all five English teachers aimed at finding out their stages, processes, techniques and principles in teaching listening comprehension at the school.
Finally, the researcher conducted an informal interview with four teachers to find out more specific information about teachers’ stages, processes, principles, techniques and applications of techniques in teaching listening comprehension in the classroom. Scope of the study This study was conducted at Yenthuy C high school in order to study the relationship between learning and teaching listening comprehension at this school. This study focuses on students’ needs and expectations learning listening and teaching methodology and factors that affect them. Then, the thesis offers some appropriate suggestions for the current context at this school.
Design of the study This thesis consists of three parts. The first part is the introduction including the rationale for the study, aims of the study, methods of the study, scope of the study and the design of the study. The second part is the development of the study, which consists of five chapters. The first one is literature review discussing theoretical background relevant to the purpose of the study.
The second one is about research methodology giving a detailed description of how the study was carried out. The third part gives teachers’ teaching listening comprehension at Yenthuy C high school. The fourth part discusses students’ learning listening comprehension at this school. The last part is on the study aiming to fill the gaps between students’ needs and expectations with how listening comprehension is taught.
The final part gives the conclusion and some suggestions for teaching and learning listening comprehension at Yenthuy C high school. PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of listening comprehension According to Mare Helgesen and Steven Brown (2009), ‘Listening comprehension is the process of understanding speech in a first or second language.