VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* HÀ MINH TUẤN DEVELOPING LISTENING SKILLS FOR THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT THAI NGUYEN UNIVERSITY OF AGRICULTURE AND FORESTRY THROUGH ENGLISH SONGS Phát triển kĩ nghe cho sinh viên không chuyên tiếng Anh năm thứ trường Đại học Nông Lâm Thái Nguyên thông qua hát tiếng Anh M.A MINOR PRORAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* HÀ MINH TUẤN DEVELOPING LISTENING SKILLS FOR THE FIRST YEAR NON ENGLISH MAJOR STUDENTS AT THAI NGUYEN UNIVERSITY OF AGRICULTURE AND FORESTRY THROUGH ENGLISH SONGS Phát triển kĩ nghe cho sinh viên không chuyên tiếng Anh năm thứ trường Đại học Nông Lâm Thái Nguyên thông qua hát tiếng Anh M.A MINOR PRORAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGUYỄN VĂN TRÀO, PhD Hanoi, 2014 DECLARATION I hereby state that I, Hà Minh Tuấn– Thái Nguyên, being a candidate for the degree of Master of Arts (TEFL), accept the requirements of the University relating to the retention and use of Master‟s thesis deposited in the library In terms of the condition, I agree that the original of my thesis deposited in the library should be accessible for the purposes of study and research, in accordance with the normal conditions established by the librarians, for the care, loan, or reproduction of the thesis Hanoi, August 2014 Signature Hà Minh Tuấn i ACKNOWLEDGEMENTS The completion of this study would have been impossible without the assistance of special people First and foremost, I would like to acknowledge my indebtedness and gratitude to my supervisor, Dr Nguyễn Văn Trào for his unfailing encouragement, constant support and supervision during all stages of the study His enthusiastic assistance, guidance, support, and his wisdom greatly contributed to the fulfillment of my thesis I would like to say how thankful I am to the teachers and students at Thái Nguyên university of Agriculture and Forestry for their tremendous supports in the collection of data and information for my study Last but not least, I wish to express my acknowledgment to other individuals who have indirectly contributed to the completion of this thesis To all these people I only hope that the achievement of my thesis will be favorable enough to satisfy their expectation Thai Nguyen-2014 ii ABSTRACT This study aims to develop listening skills for the first year non English major students at Thai Nguyen university of Agriculture and Forestry through English songs To fulfill this purpose, 240 first year non English major students were selected from classes These participants were then asked to answer the questionnaire, take part in some formal and informal discussion, make a face to face interview with the researcher about the use of English songs in class The study was carried out over four-month course Data was gathered and analyzed through charts and tables Results revealed that the use of English songs made a rather significant improvement to the students‟ listening recommendations are finally presented based on research finding Key words: English songs, first year students, listening skills iii skills Some LIST OF TABLES AND CHARTS LIST OF TABLES Table 1:Teachers’ attitudes towards using songs Table 2: Reasons why students listen to English songs Table 3: Teachers’ opinions about advantages of using songs Table 4: Teachers’ opinion about disadvantages of using songs Table 5: Favorite activities while students listen to English songs LIST OF CHARTS Chart 1: Students’ attitude towards listening skill Chart 2:Why listening skill difficult? Chart 3: Students’ attitude towards using songs to develop listening skill Chart 4: The situation of using songs to teach listening skill Chart 5: Students’ opinion about using English songs in class Chart 6: Students’ opinion about the disadvantages of using songs in classes iv TABLE OF CONTENTS DECLARATION………………………………… i ACKNOWLEDGEMENTS…………………………………………………… ii ABTRACT……………………………………………………………………… iii LIST OF TABLES AND CHARTS…………………………………………… iv CHAPTER 1: INTRODUCTION 1 Rationale of the study………………………………………………… Aims of the study……………………………………………………… 3 Research questions…………………………………………………… 4 Scope of the study……………………………………………………… Methods of the study ………………………………………………… The outline of the study………………………………………………… CHAPTER 2: LITERATURE REVIEW 2.1 2.2 The definition of listening skill……………………………………………… Listening skill in foreign language teaching………………………………… 2.2.1 The importance of listening skill in foreign language teaching………… 2.2.2 The difficulties in learning listening skill………………………………… 2.2.3 Teaching listening skill according to CLT……………………………… 10 2.3 11 Teaching listening skills through English songs…………………………… 2.3.1 The importance of songs in developing listening skills…………………… 2.3.2 Using songs as motivator for students to learning listening skills……… 12 2.3.3 Tasks designed for listening texts…………………………………………… 14 2.4 15 Summary………………………………………………………………………… CHAPTER 3: METHODOLOGY 16 3.1 The subjects………………………………………………………………………… 16 v 3.2 Methods of data collection………………………………………………… 16 3.3 Procedures and methods of data analysis……………………………… 16 CHAPTER 4: FINDINGS AND DISCUSSION 17 4.1 Findings 4.1.1 Students’ attitude towards listening skill…………………………………… 4.1.2 The factors leading to students’ difficulty in listening skill………………… 17 4.1.3 Teachers’ attitudes towards using songs……………………………………… 18 4.1.4 Students’ attitude towards using songs ……………………………………… 19 4.1.5 The situation of using songs to teach listening skill………………………… 20 4.1.6 Reasons why students listen to English songs……………………………… 21 4.1.7 Teachers’ opinion about advantages and disadvantages of using songs to 23 teach listening skill…………………………………………………………………… 4.1.8 Students’ opinions about advantages and disadvantages of using songs to 25 learn English…………………………………………………………………………… 4.1.9 Favorite activities while students are listening to English songs………… 26 4.2 Discussions of the findings……………………………………………………… 28 4.3 Criteria of song selection………………………………………………………… 30 4.4 Some suggestions for teachers…………………………………………………… 31 4.5 Some suggested tasks when using songs to teach listening skill……………… 32 4.6 Summary…………………………………………………………………………… 33 CHAPTER 5: CONCLUSION 35 5.1 Summary of the study……………………………………………………………… 35 5.2 Limitations and suggestions for further study………………………………… 36 REFERENCES 37 Appendixes……………………………………………………………… I Sample songs Sub questions vi CHAPTER 1: INTRODUCTION Rationale of the study According to the theory of language acquisition, listening is the first mode for children to acquire a language (Peterson, 1991; Wulandari, 2011) It provides a foundation for language and cognitive development Hunsaker (cited in Bozorgian, 2012) found that children achieve more than three quarters of what they learn in school through listening Research has shown that improvement in listening skill positively affects other language skills: reading, writing and speaking (Bozorgian, 2012) Listening is also one of the most important language skills throughout human‟s life It makes up the largest part of human‟s communication As found out by different researchers (Wilt, Rankin, Feyton cited in Wulandari, 2011; Ralph & Stevens, Rankin cited in Bozorgian, 2012), people spend 45% of their communicating time to listen to each other, while they spend only 30% speaking, 16% reading and 9% writing That finding confirmed what Rivers and Weaver had found (as cited in Morley, 1991) that the time people spend listening is twice as much as speaking, four times more than reading and five times as much as writing Listening can boost or impede the communication process and the mutual understanding among people because it provides the input for “all aspects of language and cognitive development” (Wulandari, 2011, p 15) Listening skill has salient importance in not only the first but also second language learning (Bozorgian, 2012) Listening serves as the bridge to speaking and writing because it is an activity to gain information Moreover, listening comprehension is of more importance when it comes as the crucial step in understanding the foreign language to provide correct input for the two productive skills Peterson (1991: 106-107) emphasized that “no other type of language input is as easy to process as spoken language, receive through listening” Students can get the most direct connection to the meaning of the new language through listening in the early stages of their language study By stressing the role of comprehensible input, Krashen (as cited in Wulandari, 2011) agreed that listening lied at the heart of language learning With that significance of listening in second language learning acquisition and communication, I have understood the importance of developing English listening skill for students at Thai Nguyen university of Agriculture and Forestry (TUAF) Acknowledging the benefit that English brings in the current time, our university (TUAF) has considered English to be one of the most important subjects in the process of students‟ learning Textbooks have been changed, teaching methods have been changed and the hours of teaching English in class have been much higher than ever before All of these aim at developing the use of English for students at our university Moreover, in the context of being required to take a graduated examination with A2 level, our students have to try their best to fulfill this task However, during the process of teaching English in the school and through the result of the pre-training tests, I have realized that most of the first year students get higher marks at grammar, writing, speaking and reading test, but listening test I have asked myself why my students get lower marks at listening tests; it could be the structure of the school tests they used to take or it could be the teaching methods that they used to get or it could be the lack of desire and motivation of listening among the students I have tried many methods in order to develop my students‟ listening skills, among which, I have found that English songs can help In addition, For many people whose first language is not English or they did not learn English as a second language in school like in some European countries for instance Belgium and Moldova (Ottilie, 2010; Xmarabout, 2010), their first exposure to English may probably be through popular songs Lynch (2005) points out in his article that language teachers should use songs as part of their English language teaching Among the reasons given are that songs contain natural language, are easily obtainable, and are natural and fun He also states that a variety of new vocabulary can be introduced as well as cultural aspects and even different types of English accents Songs can be selected to suit the needs and interests of Below is the summary of which activities they like doing while listening to English songs (Table 5) Options Results (%) Matching the lyrics 64.3 % Multiple choice questions 5.7% Gap- filling 78.5% Discussing about the meaning of the song 52.3% Dictation 11.4% Arranging jumbled lines 84.2 % Correcting mistakes 38.5% Finding the words appeared in the song 54.2% Table 5: Favorite activities while students listen to English songs From the table, it can be seen that the students‟ most favorite activity is arranging the jumbled lines, counting for 84.2% Explaining about their choice, they said that this kind of task was the easiest and it did not require much their attention At the second stand is to listen to the songs and fill in the blank with a missing word, which makes up 78.5% According to their opinions, this type of activity was rather difficult but interesting because it took a lot of their concentration while listening and they felt excited about the words they wrote down Listening and matching the two halves of the lyric is the third of their most favorite activities (64.3%) They explained that this task was not too difficult and they could practice concentration and their ability of agile recognition while listening Another type of task that would attract students a lot is listening to the song and circling the words appeared in the song, which was utilized by 54.2% Besides, many students also like listening to the songs and correcting mistakes in the songs such as finding out the extra words or wrong words in the lyrics This is realized 26 with the portion of 38.5% In contrast, some other students not show their interest in these tasks when they complained these two types of tasks were quite challenging From the researcher‟s observation, the main reason was that these students did not pronounce those words correctly, so they could not realized the mistakes or right words while listening to the songs The next activity that students show their concern is discussing about the meaning of the songs (52.3%) Most of the students were eager to know about the content of those songs because it could make them more understand about the songs they were listening to Only 11.4% of the students show their interest to dictation, even a smaller number of them (5.7%) think that doing the multi-choice questions while listening is interesting It is understandable because these tasks are often too difficult and take them a lot of time and sub-skill to fulfill 4.2 Discussions of the findings From what were analyzed above, it is suggested that songs can be used to motivate students to learn listening skill at a certain extent A large number of the students said that they like listening to English songs because the English songs used in class not only made the lesson more interesting but also motivated them to learn listening skills Therefore, the students held positive attitudes towards listening This is a decisive factor to the success of a listening lesson The choice of suitable songs is also one of the important factors that affect to the students It is noted that song lyrics can now be found easily on the Internet, so language teachers have access to an enormous variety of music to bring to class How should songs be chosen? It is important to think of the students What level are they in? How old are they? What kind of music/songs they like? In addition, it is essential to evaluate the song itself Does the rhythm make it comprehensible? Is the singer‟s voice clear enough? How fast is the song? How complex are the structures and the vocabulary? 27 Songs contain many different aspects that can provide the teacher and students with a valuable opportunity to practice English pronunciation The use of music in the classroom requires instructors to select the songs carefully The students‟ level is very important; short and slow songs should be used with beginners so that they will be easier for them to understand On the other hand, advanced students would feel more challenged if songs have a certain degree of difficulty Moreover, the students‟ age is significant because perhaps adults and teenagers would not necessarily like to listen to a children‟s song A very important aspect that cannot be left out is students‟ likes and dislikes Many teachers decide to use songs in classes, but they choose to their own preference If we use songs that students feel attracted to, there is more stimulus; hence, it is definitely something to consider Students are often strongly motivated to learn the lyrics of a new pop song or an old favorite they have heard and never understood, so their choices for classroom music should not be overlooked Besides keeping in mind students‟ level, age and preferences, teachers should analyze the song that they want to bring to class Evaluating the song‟s level of difficulty, its content, vocabulary, rhythm, pace, popularity and artist is essential because those factors ran determine the attitude students have towards the song, as well as success in the objectives Songs should be pre-screened for potentially problematic content, such as explicit language, references to violent arts or sex, or inappropriate religious allusions That songs can help develop students‟ listening skill comes from itself In my view there are many Beatles songs appropriate for teaching English The most important reason is probably their comprehensibility The lyrics are easy to 28 understand as the vocabulary is rather basic and the range of grammatical structures used is quite limited The melodies are pleasing and easily remembered Another reason is the general familiarity of the songs I assumed most of the adult learners in my courses knew the songs which might also function as a strong motivational factor Moreover, there is a wide range of information about the band and their lives available from many different sources including the Internet which make it possible to create many supplementary materials The above mentioned advantages corresponded to my original intention to create lesson plans which would involve all the four language skills, namely reading, listening, writing and speaking.” One more important thing is that most of the students realized that English songs were not only a tool to help them relax but it could also be used as an interesting tool to help them develop listening skill By singing along with the song, they could improve their pronunciation and enabled them to speak more fluently 4.3 Criteria of song selection Finding a song is not difficult because there are many types of song available on the internet There are songs about friendship, growing up, growing old, love, political songs, and songs about the meaning of life However, not all songs are suitable and can be used in the class Teachers should choose songs with simple lyrics and soft melody that is popular and easy to listen to Lynch (2005) suggests there are some criteria of song selection:  Use songs that are popular with the students whenever possible Unfortunately, students frequently select songs for classroom use which are objectionable in some way making the song unusable  Songs MUST have clear and understandable lyrics Nothing is worse than a song almost nobody can understand If you have trouble understanding the lyrics by listening, then another song needs to be selected 29  Songs should have an appropriate theme There‟s enough bad news, negativity and violence in the world already Songs with any type of negative theme should be avoided There are many of positive, upbeat, even humorous songs available Scudder (2008) also agrees with Lynch about some criteria above for selecting music and popular songs for ESL classroom activities Besides, in his words, “vocabulary should be appropriate to the students‟ proficiency level.” It is very important because if the lyrics are too difficult, they cannot understand the songs and will feel depressed while listening Moreover, Orlova (2003, cited in Inggris, 2008) says that while encouraging students to choose songs, it needs to ask the students to following criteria below:  The song must be an example of a particular musical trend  There shouldn‟t be any form of violence in it  The song should contain a certain artistic image From those points of view above, teachers should take into consideration carefully while choosing songs to teach the students Songs are not too difficult for students to listen to Otherwise students will feel depressed if they must listen to Rap or heavy mental music, so songs with positive contents, clear lyrics and soft melody should be given prior because they are easier for students to follow On the other hand, the teachers should vary songs depending on different times, topics and occasions For example, the teacher can find songs “Merry Christmas, Jingle Bell” about Christmas, “Happy New Year” about New Year, “Straw Hat, Father and Son” about Mother‟s Day or Father‟s Day, or the song “Graduation” about Graduation ceremony Those songs relating to each occasion will make the lesson more interesting and stimulate students to be eager to study 4.4 Some suggestions for teachers Beside a lot of benefits, there are also some problems that teachers should take consideration while using songs to teach listening skill in the class 30 The first problem is noise It is serious problem because other classes may be disturbed and distracted from concentrating on the lesson In addition, the quality of the record is not good will also make the listening difficult To solve this problem, the teacher should choose the clear record and adjust volume to a suitable level Besides, the students may have difficulty with assimilation This means that most of songs are not clearly sung word by word In contrast, singers often turn quickly from one word into another in some places, which is very difficult for the students to follow the whole song because they cannot listen to what the singers are singing In this case, before teachers play or repeat the record twice or three times so that students can listen clearly The last problem that students may encounter is that there are a lot of slangs, idioms and unfamiliar words or phrase Students certainly find it difficult to understand the whole song while listening So teachers should explain those slang phrases before the students listen and exercises 4.5 Some suggested tasks when using songs to teach listening skill There are many tasks and activities that teachers can exploit through songs Here are some activities that the teachers of language can use in the classrooms: a Fill in blanks: This type of exercise is the most popular classroom activity Teachers give students copies of the song sheets with some gaps The words in these gaps may be a noun, a preposition, a verb, an adjective or an adverb Before listening to the song and the task, the students are asked to read the song once and try to predict what word is in the blank Then they listen to the song and fill with the correct word b Spotting the mistakes: In this game, the teachers change a few words or insert wrong words in the lyrics and ask the students to correct them as they listen to the song This is actually an interesting activity in the classroom that gets the students‟ attention a lot 31 c Changing the order of verse: in this activity, copies of the song sheets are given to the students with jumbled words or lines The students listen to the song and rearrange these words or lines into a correct order d Song dictation: To carry out this activity, the teacher omits some sentences of the song lyrics to produce a gapped text and then asks the students to listen to the song and write the words down However, to this activity, songs should be at easy, simple level and at low speed e Arranging the pictures: some songs are written like a story So the teachers prepare some pictures according to the song content, and then ask the students to listen to the song and rearrange/put the pictures in the correct order f Multiple choice questions: in this task, the teachers prepare some multiple choice questions according to the song content Then, the students are required to listened to the song and choose the correct answer to the question g Matching the lyrics: the teachers separate the lyrics according to sentences or phrases first, and then write them down into two parts The teachers ask the students to listen to the song and match the sentences or phrases from the first part and the second part into a complete order h Finding the words in the song: the teachers take some words from the song lyrics and write them down in a paper There may be more words then needed Then, the teachers play the song and ask the students to circle the words appeared in the song 4.6 Summary This chapter has presented the major findings of the study From the findings of the survey questionnaire and interview, it appears that in the process of learning listening skill in general as well as listening to English songs in particular, most of students had a positive attitude towards English songs used to learn listening skill However, some of them still found it difficult to master this skill because of various problems such as speakers‟ speed, lack of vocabulary, distraction of music, noise 32 Basing on the findings that are presented and discussed in this chapter, some suggestions for teaching and learning listening skills to first year non English major students at TUAF have been proposed in the chapter 33 CHAPTER 5: CONCLUSION 5.1 Summary of the study Using songs in teaching listening skills does not require teachers to become competent singers, but if they are, it will be more effective If they are not, they can invite musically talented students to prepare and perform songs Live performance creates a feeling of something real and close to the students, not just something on tape or video From my own experience, contrasting how I studied in high school and university with what I am doing now, I strongly recommend the use of songs in teaching not only listening but also grammar, vocabularies, concepts, pronunciation and culture Not all the people like music, but if they might be receptive to this creative and active type of practice if they know why they are doing it and what they should learn The key to keep in mind is that songs provide rich, engaging contexts that make it easier for learners to internalize structures The study was carried out with the data for the analysis collected from two questionnaires which were completed by teachers and students, face to face interview (informal discussions) The result collected from questionnaires showed that first year non English major students at TUAF have encountered a lot of difficulties in listening skills This is the reason why the researcher suggested applying English songs as an extra material to teach listening skill The result from the experimental lesson showed that they had a positive attitude to the using of English songs in class The students themselves agreed that they felt like listening much more than before It could help them reduce tension and pressure as well as motivate them to study during the lesson a lot Beside a lot of benefits that using songs brings to the students, there are some problems that need to be careful when using songs in class Therefore, the researcher has proposed several recommendations for teachers in choosing and 34 using suitable songs in class so that they can make the lesson more interesting and help students enjoy the lesson 5.2 Limitations and suggestions for further study In this research, the scope of the study was limited: only in one foreign language centre, TUAF_foreign language center The research was restricted to only a small number of subjects and the researcher could only look at the situation of using songs to improve listening skill to first year non English major students at TUAF Because of limited time, the researcher did not have many opportunities to apply songs in more listening lessons on a larger scale The researcher, therefore, strongly hopes that this research may be a starting point evoking in the readers and relevant people some more ideas for further study and new applications 35 REFERENCES Ponencia presentada en el Congreso Internacional de Lingüística Aplicada llevado a cabo en octubre de 2007 en el Campus Ornar Dengo de la Universidad Nacional de Costa Rica Correo electrónico: nutica@gmail.com Cullen, B (1999) Song Dictation The Internet TESL Journal, Vol.V, No.11 Retrieved 27 December, 2010 from http://iteslj.org/Techniques/CullenSongDictation.html Davanellos, A (1999) Songs English Teaching professional Issue 13 October 1999, pp 13-15 Inggis, B (2008) Improving Students’ Listening Skill by Using Songs Retrieved 30 2011 from June, http://ammashumam.blogspot.com/2010/03/improving-students- listening-skill-by.html Lopra, S (2003) Useful Ideas When Taking Songs to a Class I‟kala Revista de lenguaje y cultura, Vol 8, No 14 Lynch, L (2005) Reasons Why You Should Use Songs to Teach EFL Retrieved 26 May, 2011 from http://ezinearticles.com/?9-Reasons-Why-You- Should-Use-Songs-to- Teach-English-as-a-Foreign-Language&id=104988 Lynch, L (2005) Using Popular Songs to Improve Language Listening Comprehension Skills Retrieved 25 June, 2011 from http://www.language-learnigadvisor.com/using-music-to-improve-listening-comprehension-skills.html Lynch,L (2005) Learning a Language: What Makes Listening Difficult? Retrieved 25 June, 2011 Language:-What-Makes- from http://ezinearticles.com/?Learnig-a- Listening-Difficult?&id=96094 Oxenden, C & Latham-Koenig, C (2008) New English File Oxford: Oxford University Press 10 Richards, J.C (2002) The Changing Face of Listening Methodology in Language Teaching Cambridge: Cambridge University Press 36 11 Rixon, S (1986) Developing listening skills London and Basingstoke: Macmilan 12 Rost, M (1994) Introducing Listening England: Penguin English 13 Saricoban, A & Metin, E (2000) Songs, Verse and Games for Teaching Grammar The Internet TESL Journal, Vol VI, No.10 retrieved 20 May, 2011 from http://iteslj.org/Techniques/Saricoban-Songs.html 14 Schoepp, K (2001) Reasons for Using Songs in the EFL/ESL Classroom The Internet TESL Journal, Vol 7, No.2 Retrieved 25 May, 2011 from http://iteslj.org/Articles/Schoepp-Songs.html 15 Underwood, M (1989) Teaching Listening New York: Longman 16 Ur, P (1984) Teaching Listening Comprehension Cambridge: Cambridge University Press 17 Developing young learners listening skills through songs; January 2012 Vol:20 No:1 Kastamonu Education Journal 18 (Chris Brewer, "Music and Learning: Integrating Music in the Classroom,” New Horizons for Learning Quarterly Joumal (LifeSounds Educational Services: Washington, 1995), accessed August 2007, .) 19 http://eslteachersboard.com/cgi-bin/articles/index.pl?page=7;read=1075 20 http://usingenglish.com/teachers/articles/why-your-students-have-problemswith- listening-comprehension.html 21 http://www.celta-course.com/songs.html 22 http://www.monografias.com/trabajos18/the-communicative-approach/thecommunicative-approach.shtml 23 http://www.qattanfoundation.org/pdf/1401_1.pdf 24 http://www.teyl.org/article10.html 37 38 APPENDIXES (Some English songs that were used in the research) Imagine (John Lennon) Imagine there's no heaven It's easy if you try No hell below us Above us only sky Imagine all the people living for today oh oh oh…Imagine there's no countries It isn't hard to Nothing to kill or die for No religion too Imagine all the people living life in peace You may say I‟m a dreamer, but I‟m not the only one I hope some day you'll join us And the world will live as one Imagine no possessions, I wonder if you can No need for greed or hunger A brotherhood of man Imagine all the people sharing all the world You may say I‟m a dreamer, but I‟m not the only one I hope some day you'll join us And the world will live as one Father and son (Ronan Keating) Father It's not time to make a change, just relax, take it easy You're still young, that's your fault There's so much you have to know, find a girl, settle down If you want you can marry Look at me, I am old, but I'm happy I was once like you are now and I know that it's not easy to be calm when you've found something going on But take your time, think a lot Think of everything you've got, for you will still be here tomorrow, but your dreams may not Son How can I try to explain, when I he turns away again It's always been the same, same old story From the moment I could talk I was ordered to listen Now there's a way and I know that I have to go away I know I have to go Father I was once like you are now and I know that it's not easy to be calm when you've found something going on But take your time, think a lot Think of everything you've got, for you will still be here tomorrow, but your dreams may not Son All the times that I cried keeping all the things I knew inside It's hard, but it's harder to ignore it If they were right, I'd agree but it's them THEY know not me Now there's a way and I know that I have to go away I know I have to go I Yesterday (Lennon/McCartney) Yesterday, all my troubles seemed so far away Now it looks as though they're here to stay Oh, I believe in yesterday Suddenly, I'm not half the man I used to be There's a shadow hanging over me Oh, yesterday came suddenly Why she had to go I don't know she wouldn't say I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play Now I need a place to hide away Oh, I believe in yesterday Why she had to go I don't know she wouldn't say I said something wrong, now I long for yesterday Yesterday, love was such an easy game to play Now I need a place to hide away Oh, I believe in yesterday Mm mm mm mm mm mm mm If We Hold On Together (Diana Ross) Don't lose your way with each passing day You've come so far Don't throw it away Live believing, dreams are for weaving, wonders are waiting to start Live your story Faith, hope & glory, hold to the truth in your heart If we hold on together, I know our dreams will never die Dreams see us through to forever Where clouds roll by for you and I Souls in the wind, must learn how to bend Seek out a star Hold on to the end, valley, mountain There is a fountain washes our tears all away Words are swaying Someone is praying Please let us come home to stay If we hold on together, I know our dreams will never die Dreams see us through to forever Where clouds roll by, for you and I When we are out there in the dark, we'll dream about the sun In the dark we'll feel the light Warm our hearts, everyone If we hold on together, I know our dreams will never die Dreams see us through to forever as high as souls can fly The clouds roll by for you and II ... AND FORESTRY THROUGH ENGLISH SONGS Phát triển kĩ nghe cho sinh viên không chuyên tiếng Anh năm thứ trường Đại học Nông Lâm Thái Nguyên thông qua hát tiếng Anh M.A MINOR PRORAMME THESIS FIELD:... English songs to develop students‟ listening skills To fulfill the above aims, qualitative and quantitative method was chosen for the study All comments, remarks, assumptions and conclusion of the... English level than the others They were good at basic English at high-school level because they came from specialized schools or school in urban areas Students'' attitude towards listening skill 10%