supplementary material in teaching listening skill to second-year English major at Hanoi National University of Education Sử dụng video làm tài liệu bổ trợ dạy

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supplementary material in teaching listening skill to second-year English major at Hanoi National University of Education  Sử dụng video làm tài liệu bổ trợ dạy

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VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING SKILL TO SECOND-YEAR ENGLISH MAJORS AT HANOI NATIONAL UNIVERSITY OF EDUCATION Sử dụng Video làm tài liệu bổ trợ dạy nghe hiểu cho sinh viên chuyên ngành tiếng Anh trường Đại học sư phạm Hà Nội M.A Minor Thesis Field: English Teaching Methodology Code: 60.14.10 Hanoi, 2010 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING SKILL TO SECOND-YEAR ENGLISH MAJORS AT HANOI NATIONAL UNIVERSITY OF EDUCATION Sử dụng Video làm tài liệu bổ trợ dạy nghe hiểu cho sinh viên chuyên ngành tiếng Anh trường Đại học sư phạm Hà Nội M.A Minor Thesis Field : English Teaching Methodology Code : 60.14.10 Supervisor: Nguyễn Minh Tuấn TABLE OF CONTENTS Declarations Acknowledgements Abstract List of tables and figures i ii iii vi Part 1: Introduction The rationale of the study Hypothesis The aims of the study The scope of the study The methods of the study The design of the study Part 2: Development Chapter 1: Literature Review Theories of listening comprehension 1.1.Introduction and definition of listening comprehension 1.2 Listening processes 1.3 Listening in language teaching and learning Definition and benefits of using video in language classroom The application of video in language teaching Previous studies Chapter 2: Methodology Participants Type of method employed Materials Instrumentations Procedures Chapter 3: Data analysis and discussion The findings from questionnaire 1.1 Students‘ assessment on the improvement in their listening competence 1.2 Students‘ attitude toward learning with video material 1.3 Students‘ assessment on the role of video in learning listening skill and the effectiveness of using video in listening lessons 1.4 Some difficulties encountered when using video in teaching listening skill The findings of the tests 2.1 Pre-test 2.2 Post-test Discussion Part 3: Conclusion Objective revisited The limitations of the research 1 2 4 4 11 13 14 14 14 15 17 18 21 21 21 23 24 25 26 26 28 29 31 31 31 Suggestions for further studies 32 33 References Appendix 1: Questionnaire I Appendix 2: Pre-test II Appendix 3: Post-test IV Appendix 4: Sample units VII LIST OF CHARTS Page Chart 1: Change in percentage of students‘ comprehension after using video 22 Chart 2: Change in percentage of students‘ retention after using video 22 Chart 3: Students‘ attitude toward learning with video material 23 Chart 4: Students‘ assessment on the role of video 24 Chart 5: Students‘ assessment on effectiveness of video material 24 Chart 6: Raw marks in pre-test 27 Chart 7: Raw marks in post-test 28 PART 1: INTRODUCTION Rationale of the study Videos are not only for entertainment, but for decades they have been used as useful materials and important tool for teaching listening and speaking in the world In recent years, combining video with IT, information technology, is being developed It allows teacher to transport virtually the target language environment into classroom so that live or prerecorded news, music, sports from all over the world can be viewed by students in real time The advantages of using video in the language classroom have been recognized by many researchers in applied linguistics The main advantage of using video as a technology for language teaching is considered to be its ability to present and immerse learners into complete communicative situations (Lonergan, 1984) Another greatest advantage is the ability of video to cover nonverbal aspects of communication and its cross-cultural comparison potential (Stempleski & Tomalin, 1990) In addition, using video in the classroom allows differentiation of teaching and learning according to students‘ abilities, learning styles and personalities I myself enjoy watching videos and English movies and find that my students are interested in them, too I have tried using some clips as well as extracts from several films for my teaching listening and found them rather promising There have been some questions arisen Does video material motivate my students to learn better? Does it affect a student‘s academic listening comprehension in classroom? How should video material be designed and used in my listening lessons? These questions motivated me to carry out the study on ―using video as a supplementary material in teaching listening to second-year English majors at the Faculty of English, HNUE.” With this study, the researcher mainly focused on carrying out a quasi-experimental research to investigate the effectiveness of using video material on improving students‘ listening competence Hypothesis This study was carried out to test the following hypothesis: video material can be used to enhance students‟ motivation in listening to English; improve their listening competence as well as enhance their retention The aims of the study The study aims to reach the following target: to investigate the effectiveness of using video in teaching listening skill to second-year English major students The scope of the study The research limits its scope to listening skill and to its participants of second-year English majors of intermediate level at Hanoi National University of Education Of four skills of language teaching, I choose listening skill to deal with as I have tried out some listening lessons using videos and I have found that listening in the classroom derived from the use of videos is very interesting and hopeful In addition, I also realize the changes in my students‘ attitudes toward learning listening skill The choice of participants is simply a matter of convenience as I am teaching listening for second-year English majors at HNUE Personally, I suppose that students at this level are more suitable for the application of this teaching method Hence, audio-visual lessons are very demanding to most students, and require them relevant background knowledge to comprehend The materials for my listening lessons are collected from different sources and mostly involve authentic videos such as movies, documentaries, news or clips downloaded from the internet Although the availability of video materials for teaching listening is high, the choice of videos is the key which can make videos useful or useless in a lesson plan Teachers picking a video without consideration of their lessons can turn a lesson into a disaster Stempleski and Arcario (1992) claimed that different purposes have to be served with different methods of materials However, as Underwood (1989) pointed out that what determines the difficulty of a teaching material is not just the material itself but also what the students are asked to with it The methods of the study The major method which was used in study is qualitative All comments, remarks, assumptions and conclusions of the study were based on the data and analysis Data collections for analysis in the study were gained through the following resources: survey questionnaire, observations, tests for students, as well as reference books A survey was carried out at the end of the semester The participants of this survey were students from experimental group which had been taught listening with video as a supplementary material The aim of this survey was to investigate the students‘ attitude toward the use of video materials as well as their self-assessment on the effectiveness of video material Two tests, one pre-test and one post-test were delivered, marked, then the results of these tests were analyzed, compared so that the researcher could use them to support for her conclusion The design of the study The study consists of three parts as follows: Part presents the rationale the topic, the aim of the study, the scope of the study and the methods applied Part develops the theme into three main parts:  Chapter sets up some theoretical backgrounds that are relevant to the purpose of the research  Chapter presents the methodology  Chapter analyzes the results collected from survey questionnaire and two tests  Chapter deals with the discussion of findings, some personal recommendations Part 3, Conclusion, briefly revisits the objectives, the limitations of the study and suggestions for further studies 10 PART 2: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW Theories of listening comprehension 1.1 Introduction and definitions of listening comprehension Research has demonstrated that adults spend 40-50% of communication time listening (Gilman & Moody, 1984), but the importance of listening in language learning has only been recognized relatively recently (Oxford, 1993) Since the role of listening comprehension in language learning was taken for granted, it merited little research and pedagogical attention Although listening played an important in audio-lingual methods, students only listened to repeat and develop a better pronunciation (for speaking) The role of listening has been considered as a tool for understanding and a key factor n facilitating language learning Listening has emerged as an important component in the process of second language acquisition (Feyten, 1991) Listening is an invisible metal process, making it difficult to describe Listeners must discriminate between sounds, understand vocabulary and grammar structures, interpret stress and intention, retain and interpret this within the immediate as well as the larger socio-cultural context of utterance (Wif, 1984) Rost (2002) defines listening, in its broadest sense, as a process of receiving what the speakers actually says (receptive orientation); constructing and representing meaning (constructive orientation); negotiating meaning with the speaker and responding (collaborative orientation) and, creating meaning through involvement, imagination and empathy (transformative orientation) 11 Listening is a complex, active process of interpretation, in which listeners match what they with what they already know Specifically, listening theory is about an active process in which individuals focus on selected aspects of aural input, construct meaning form passages, and relate what they hear to existing knowledge (O‘Malley, Chamot, Kupper, 1989: 418.) During the process of interpreting aural input, listeners extensively deploy both linguistic knowledge (phonology, lexis, syntax, semantics and discourse) and non-linguistic knowledge (knowledge about the topic and about the context, and general knowledge about the world and real life.) River and Temperly (1978: 63) defined listening as a complex operation integrating the distict components of perception and linguistic knowledge It is not a passive but an active process of constructing a message from a stream of sound with what one knows of the phonological, semantic, syntactic potentialities of the language All in all, listening has been conceptualized in different ways and from different points of view However, the role of context-based listening is also found and highlighted in many definitions 1.2 Listening processes There are two distinct processes involved in listening comprehension Listeners use ‗topdown‘ processes when they use prior knowledge to understand the meaning of a message Prior knowledge can be knowledge of the topic, the listening context, the text-type, the culture or other information stored in long-term memory as schemata (typical sequences or common situations around which world knowledge is organized) Listeners use content words and contextual clues to form hypotheses in an exploratory fashion On the other hand, listeners also use ‗bottom-up‘ processes when they use linguistic knowledge to understand the meaning of a message They build meaning from lower level sounds to words to grammatical relationships to lexical meanings in order to arrive at the final message Listening comprehension is not either top-down or bottom-up processing, but an interactive, interpretive process in which listeners use both prior knowledge and linguistic knowledge in understanding messages The degree to which listeners use the one process or the other will depend on their knowledge of the language, familiarity with the topic or the purpose of 12 listening For example, listening for gist involves primarily top-down processing, whereas listening for specific information, as in a weather broadcast, involves primarily bottom-up processing to comprehend all the desired details On one hand, research from cognitive psychology has shown that listening comprehension is more than extracting meaning from incoming speech It is a process of matching speech with what listeners already know about the topic Therefore, when listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehend the message (Byrnes, 1984) Therefore, teachers need to help students organize their thought, to activate appropriate background knowledge for understanding and to make predictions, to prepare for listening This significantly reduces the burden of comprehension for the listeners On the other hand, listeners not pay attention to everything; they listen selectively, according to the purpose of the task This, in turn, determines the type of listening required and the way in which listeners will approach a task Richards (1990) differentiates between an interactional and a transactional purpose for communication Interactional use of language is socially oriented, existing largely to satisfy the social needs of the participants; eg., small talk and casual conversations Therefore, interactional listening is highly contextualized and twoway, involving interaction with a speaker A transactional use of language, on the other hand, is more massage-oriented and is used primarily to communicate information; e.g., news broadcasts and lectures In contrast with interactional listening, transactional listening requires accurate comprehension of a message with no opportunity for clarification with a speaker (one-way listening) Knowing the communicative purpose of a text or utterance will help the listeners determine what to listen and, therefore, which process to activate As with the advantages of knowing the context, knowing the purpose for listening also greatly reduces the burden of comprehension since listeners know what they need to listen for something very specific, instead of trying to understand every word In short, second language (L2) listening comprehension is a complex process, crucial in the development of second language competence Listeners may use all of the above processes to comprehend Guiding students through the process of listening not only provides them with ... role of video in learning listening skill and the effectiveness of using video in listening lessons 1.4 Some difficulties encountered when using video in teaching listening skill The findings of. .. MATERIAL IN TEACHING LISTENING SKILL TO SECOND-YEAR ENGLISH MAJORS AT HANOI NATIONAL UNIVERSITY OF EDUCATION Sử dụng Video làm tài liệu bổ trợ dạy nghe hiểu cho sinh viên chuyên ngành tiếng Anh trường... NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES PHẠM THỊ THU THỦY USING VIDEO AS A SUPPLEMENTARY MATERIAL IN TEACHING LISTENING SKILL

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Mục lục

  • LIST OF CHARTS

  • PART 1: INTRODUCTION

  • PART 2: DEVELOPMENT

  • CHAPTER 1: LITERATURE REVIEW

  • 1. Theories of listening comprehension

  • 1.1. Introduction and definitions of listening comprehension

  • 1.2. Listening processes

  • 1.3. Listening in language learning and teaching

  • 2. Definition and benefits of using video in language classroom

  • 3. The application of video in language teaching

  • 4. Previous studies

  • CHAPTER 2: METHODOLOGY

  • 1. Participants

  • 2. Type of method employed

  • 3. Materials

  • 3.1 Types of video material

  • 3.2 Authentic or Instructional videos

  • 3.3. The level of difficulty of video material

  • 3.4. The objectives of the course

  • 4. Instrumentations

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