Nghiên cứu mối quan hệ giữa việc dạy và học nghe hiểu tại trường THPT Hòa Bình

Luận văn thạc sĩ nghiên cứu vnu ulis a study on the relationship between teaching and learning listening comprehension at a, đánh giá hiện trạng, phân tích vấn đề, đề xuất biện

• Tác giả: Bùi Thị Thủy
• Người hướng dẫn: Ph. Phạm Thị Thanh Thùy
• Trường học: Hanoi University of Languages and International Studies
• Chuyên ngành: English Language Teaching Methodology
• Đề tài: A Study On The Relationship Between Teaching And Learning Listening Comprehension At A High School In Hoa Binh
• Loại tài liệu: minor thesis
• Năm xuất bản: 2013
• Địa điểm: Hanoi

Mục lục chi tiết

• STATEMENT OF THESIS ORIGINALITY
• ACKNOWLEDGEMENTS
• ABSTRACT
• TABLE OF CONTENTS
• 1. PART 1: INTRODUCTION
• 1.1. Aims of the Study
• 1.2. Methods of the study
• 1.3. Scope of the study
• 1.4. Design of the study
• 2. PART 2: DEVELOPMENT
• 2.1. CHAPTER 1: LITERATURE REVIEW
• 2.1.1. Definition of listening comprehension
• 2.1.2. The importance of listening comprehension
• 2.1.3. Teaching listening comprehension
• 2.1.3.1. The stages of teaching listening comprehension
• 2.1.3.2. Processes of teaching listening comprehension
• 2.1.4. Learning listening comprehension
• 2.1.4.1. Motivation in learning listening comprehension
• 2.1.4.2. Strategies of learning listening comprehension
• 2.1.4.3. Classroom interaction in learning listening comprehension
• 2.1.4.4. Difficulties in learning listening comprehension
• 2.1.5. Needs analysis and expectations
• 2.2. CHAPTER 2: RESEARCH METHODOLOGY
• 2.2.1. The data collection instrument
• 2.2.2. Data collection and analysis
• 2.3. CHAPTER 3: REAL SITUATION OF TEACHING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL
• 2.3.1. Teachers’ stages in teaching listening comprehension
• 2.3.1.1. Results of the teachers’ stages through questionnaire
• 2.3.1.2. The results of teachers’ stages through classroom observation
• 2.3.1.3. The results of teachers’ stages through interviews
• 2.3.2. Teachers’ processes in teaching listening comprehension
• 2.3.2.1. The results of teachers’ processes through questionnaire
• 2.3.2.2. The results of teachers’ processes through classroom observations
• 2.3.2.3. The results of teachers’ processes through informal interview
• 2.3.3. Teachers’ techniques for teaching listening comprehension
• 2.3.3.1. The results of teachers’ techniques through questionnaire
• 2.3.3.2. The results of teachers’ techniques through interviews
• 2.3.4. Teachers’ applications of techniques to check students’ listening comprehension
• 2.3.5. Teachers’ principles in teaching listening comprehension
• 2.4. CHAPTER 4: REAL SITUATION OF LEARNING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL
• 2.4.1. Students’ needs in learning listening comprehension
• 2.4.2. Students’ expectations to teachers’ teaching listening comprehension
• 2.4.3. Students’ motivation in learning listening comprehension
• 2.4.4. Students’ strategies in learning listening comprehension
• 2.4.5. Students’ interactions in learning listening comprehension
• 2.4.5.1. The results of students’ interactions through questionnaire
• 2.4.5.2. The results of students’ interactions through classroom observation
• 2.4.6. Students’ difficulties in learning listening comprehension
• 2.5. CHAPTER 5: FILLING THE GAPS BETWEEN STUDENTS’ NEEDS AND EXPECTATIONS WITH TEACHING LISTENING COMPREHENSION
• 2.5.1. Filling the gaps between students’ needs in learning listening comprehension and teachers’ teaching listening comprehension
• 2.5.2. Filling the gaps between students’ expectations in learning listening comprehension and teachers’ teaching listening comprehension
• 2.5.3. Some activities for gap filling between teaching and listening comprehension
• 3. PART 3: RECOMMENDATIONS AND CONCLUSION
• 3.1. Findings and suggestions
• 3.2. Limitations of the study
• 3.3. Suggestions for further study
• LIST OF TABLES
• LIST OF APPENDICES

Tóm tắt

I. Tổng quan về mối quan hệ giữa việc dạy và học nghe hiểu

Nghiên cứu mối quan hệ giữa việc dạy và học nghe hiểu tại trường THPT Hòa Bình là một chủ đề quan trọng trong giáo dục ngôn ngữ. Việc dạy nghe hiểu không chỉ giúp học sinh phát triển kỹ năng ngôn ngữ mà còn tạo nền tảng cho việc giao tiếp hiệu quả. Trong bối cảnh hiện nay, việc cải thiện phương pháp dạy nghe hiểu là cần thiết để đáp ứng nhu cầu học tập của học sinh.

1.1. Định nghĩa và tầm quan trọng của nghe hiểu

Nghe hiểu là quá trình tiếp nhận và xử lý thông tin từ âm thanh. Theo Underwood (1989), nghe hiểu không chỉ là một kỹ năng thụ động mà còn là một quá trình chủ động, yêu cầu người nghe phải tập trung và phân tích thông tin. Điều này cho thấy tầm quan trọng của việc dạy nghe hiểu trong giáo dục.

1.2. Thực trạng dạy và học nghe hiểu tại THPT Hòa Bình

Tại trường THPT Hòa Bình, việc dạy nghe hiểu thường gặp nhiều khó khăn. Học sinh thiếu cơ hội thực hành và tài liệu hỗ trợ. Nhiều giáo viên vẫn sử dụng phương pháp truyền thống, dẫn đến việc học sinh không hứng thú với môn học này.

II. Vấn đề và thách thức trong việc dạy nghe hiểu

Việc dạy nghe hiểu tại trường THPT Hòa Bình đối mặt với nhiều thách thức. Một trong những vấn đề chính là sự thiếu hụt tài liệu và thiết bị hỗ trợ. Hơn nữa, nhiều học sinh không có động lực học tập, dẫn đến kết quả học tập không cao.

2.1. Thiếu tài liệu và thiết bị hỗ trợ

Nhiều giáo viên gặp khó khăn trong việc tìm kiếm tài liệu nghe hiểu phù hợp. Việc thiếu thiết bị như máy nghe nhạc cũng làm giảm hiệu quả của các bài học nghe hiểu.

2.2. Động lực học tập của học sinh

Nhiều học sinh không cảm thấy hứng thú với việc học nghe hiểu. Điều này có thể do phương pháp dạy chưa phù hợp hoặc do thiếu sự hỗ trợ từ giáo viên.

III. Phương pháp dạy nghe hiểu hiệu quả

Để cải thiện việc dạy nghe hiểu, cần áp dụng các phương pháp dạy học hiện đại. Việc kết hợp giữa lý thuyết và thực hành sẽ giúp học sinh tiếp thu kiến thức tốt hơn.

3.1. Phương pháp dạy tương tác

Phương pháp dạy tương tác khuyến khích học sinh tham gia vào quá trình học tập. Giáo viên có thể sử dụng các hoạt động nhóm để tạo cơ hội cho học sinh thực hành kỹ năng nghe hiểu.

3.2. Sử dụng công nghệ trong dạy học

Việc sử dụng công nghệ như video, ứng dụng học tập có thể giúp học sinh tiếp cận với nhiều nguồn tài liệu phong phú, từ đó nâng cao kỹ năng nghe hiểu.

IV. Ứng dụng thực tiễn và kết quả nghiên cứu

Nghiên cứu cho thấy rằng việc áp dụng các phương pháp dạy học mới có thể cải thiện đáng kể kỹ năng nghe hiểu của học sinh. Các giáo viên cần thường xuyên đánh giá và điều chỉnh phương pháp dạy để phù hợp với nhu cầu của học sinh.

4.1. Kết quả từ khảo sát học sinh

Khảo sát cho thấy phần lớn học sinh có nhu cầu cao về việc cải thiện kỹ năng nghe hiểu. Họ mong muốn có nhiều hoạt động thực hành hơn trong lớp học.

4.2. Phản hồi từ giáo viên

Giáo viên cũng nhận thấy rằng việc áp dụng các phương pháp dạy học mới giúp học sinh hứng thú hơn với môn học. Họ cảm thấy cần thiết phải thay đổi cách dạy để đáp ứng nhu cầu của học sinh.

V. Kết luận và tương lai của việc dạy nghe hiểu

Việc dạy nghe hiểu tại trường THPT Hòa Bình cần được cải thiện để đáp ứng nhu cầu học tập của học sinh. Các phương pháp dạy học hiện đại và sự hỗ trợ từ giáo viên sẽ là chìa khóa để nâng cao kỹ năng nghe hiểu của học sinh.

5.1. Đề xuất cho giáo viên

Giáo viên nên thường xuyên cập nhật các phương pháp dạy học mới và tìm kiếm tài liệu phù hợp để nâng cao chất lượng dạy học.

5.2. Tương lai của việc dạy nghe hiểu

Với sự phát triển của công nghệ, việc dạy nghe hiểu sẽ ngày càng trở nên phong phú và đa dạng hơn. Học sinh sẽ có nhiều cơ hội để thực hành và nâng cao kỹ năng của mình.

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VIETNAM NATIONAL UNIVERSITY – HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  BÙI THỊ THỦY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH NGHIÊN CỨU VỀ MỐI QUAN HỆ GIỮA VIỆC DẠY VÀ HỌC NGHE HIỂU Ở MỘT TRƯỜNG THPT TẠI HÒA BÌNH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60.0111 HANOI – 2013 LUAN VAN CHAT LUONG download : add [e-mail] VIETNAM NATIONAL UNIVERSITY – HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES  BÙI THỊ THỦY A STUDY ON THE RELATIONSHIP BETWEEN TEACHING AND LEARNING LISTENING COMPREHENSION AT A HIGH SCHOOL IN HOA BINH NGHIÊN CỨU VỀ MỐI QUAN HỆ GIỮA VIỆC DẠY VÀ HỌC NGHE HIỂU Ở MỘT TRƯỜNG THPT TẠI HÒA BÌNH M.A MINOR THESIS FIELD : ENGLISH LANGUAGE TEACHING METHODOLOGY CODE : 60. PHẠM THỊ THANH THÙY HANOI – 2013 LUAN VAN CHAT LUONG download : add [e-mail] i 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 LUAN VAN CHAT LUONG download : add [e-mail] 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 10th form, 11th form and 12th 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. LUAN VAN CHAT LUONG download : add [e-mail] iii 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. LUAN VAN CHAT LUONG download : add [e-mail] iv TABLE OF CONTENTS PART 1: INTRODUCTION. Aims of the Study . Methods of the study . Scope of the study . Design of the study .4 CHAPTER 1: LITERATURE REVIEW .1 Definition of listening comprehension .2 The importance of listening comprehension .2 Teaching listening comprehension .1 The stages of teaching listening comprehension .2 Processes of teaching listening comprehension .3 Techniques ofteaching listening comprehension.4 Principles of teaching listening comprehension . Learning listening comprehension .1 Motivation in learning listening comprehension .2 Strategies of learning listening comprehension .3 Classroom interaction in learning listening comprehension .4 Difficulties in learning listening comprehension .4 Needs analysis and expectations . 18 CHAPTER 2: RESEARCH METHODOLOGY .3 The data collection instrument . 21 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.4 Data collection and analysis . 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 questionnaire .2 The results of teachers’ stages through classroom observation .3 The results of teachers’ stages through interviews .2 Teachers’ processes in teaching listening comprehension .1 The results of teachers’ processes through questionnaire .2 The results of teachers’ processes through classroom observations .3 The results of teachers’ processes through informal interview .3 Teachers’ techniques for teaching listening comprehension .1 The results of teachers’ techniques through questionnaire .3 The results of teachers’ techniques through interviews .4 Teachers’ applications of techniques to check students’ listening comprehension .5 Teachers’ principles in teaching listening comprehension . 31 CHAPTER 4: REAL SITUATION OF LEARNING LISTENING COMPREHENSION AT YENTHUY C HIGH SCHOOL .1 Students’ needs in learning listening comprehension .2 Students’ expectations to teachers’ teaching listening comprehension .3 Students’ motivation in learning listening comprehension .4 Students’ strategies in learning listening comprehension.5 Students’ interactions in learning listening comprehension .1 The results of students’ interactions through questionnaire .2 The results of students’ interactions through classroom observation .6 Students’ difficulties in learning listening comprehension . 42 CHAPTER 5: FILLING THE GAPS BETWEEN STUDENTS’ NEEDS AND EXPECTATIONS WITH TEACHING LISTENING COMPREHENSION .45 LUAN VAN CHAT LUONG download : add luanvanchat@agmail.1 Filling the gaps between students’ needs in learning listening comprehension and teachers’ teaching listening comprehension .2 Filling the gaps between students’ expectations in learning listening comprehension and teachers’ teaching listening comprehension .3 Some activities for gap filling between teaching and listening comprehension . 48 PART 3: RECOMMENDATIONS AND CONCLUSION . Findings and suggestions . Limitations of the study . Suggestions for further study .54 LUAN VAN CHAT LUONG download : add [e-mail] vii LIST OF TABLES Table 1: Students‟ background information.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 classroom .30 Table 5: The results of teachers‟ principles for teaching listening comprehension.322 Table 6: Results of students‟ needs in learning listening comprehension (n=166) 333 Table 7: Results of students‟ expectations in learning listening comprehension (n=166) .334 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) .388 Table 10: The results of students‟ metacognitive strategies in learning listening comprehension (n=166) .399 Table 11: The results of students‟ socio-affective strategies in learning listening comprehension (n=166) .40 Table 12: The results of students‟ interactions in learning listening comprehension (n=166).411 Table 13: The results of students‟ difficulties in learning listening comprehension (n=166) …………………………………. 444 LUAN VAN CHAT LUONG download : add [e-mail] viii LIST OF APPENDICES Appendix 1: Questionnaire for students . I Appendix 2: Questionnaire for teachers . IX Appendix 3: Informal interview for teacher 1 . XII Appendix 4: Informal interview for teacher 2 . XIX Appendix 5: Informal interview for teacher 3 . XVI Appendix 6: Informal interview for teacher 4 . XVIII Appendix 7: Classroom observation 1 . XX Appendix 8: Classroom observation 2 . XXI Appendix 9: Classroom observation 3 . XXIII Appendix 10: Classroom observation 4 .XXV Appendix 11: Classroom observation 5 . XXVI Appendix 12: Classroom observation 6 .…………………………………… XXVIII LUAN VAN CHAT LUONG download : add [e-mail] 1 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? LUAN VAN CHAT LUONG download : add [e-mail] 2 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 LUAN VAN CHAT LUONG download : add [e-mail] 3 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. LUAN VAN CHAT LUONG download : add [e-mail] 4 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Definition of listening comprehension According to Marc Helgesen and Steven Brown (2009), „Listening comprehension is the process of understanding speech in a first or second language. The study of listening comprehension in second language learning focuses on the role of individual linguistic units (e.