VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ THỊ GIANG AN EVALUATION ON THE EFFECTIVENESS OF LISTENING COMPREHENSION TASKS IN THE TEXTBOOK ENGLISH 10 AT QUANG XUONG I HIGH SCHOOL, THANH HOA Đánh giá hiệu tập nghe hiểu sách giáo khoa Tiếng Anh lớp 10 trường THPT Quảng Xương I Thanh Hóa M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 Hanoi, 2014 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES ********************* LÊ THỊ GIANG AN EVALUATION ON THE EFFECTIVENESS OF LISTENING COMPREHENSION TASKS IN THE TEXTBOOK ENGLISH 10 AT QUANG XUONG I HIGH SCHOOL, THANH HOA Đánh giá hiệu tập nghe hiểu sách giáo khoa Tiếng Anh lớp 10 trường THPT Quảng Xương I Thanh Hóa M.A MINOR PROGRAMME THESIS FIELD: ENGLISH TEACHING METHODOLOGY CODE: 60140111 SUPERVISOR: NGUYỄN THỊ MINH TÂM, PhD Hanoi, 2014 CANDIDATE’S STATEMENT I hereby certify that the thesis entitled An evaluation on the effectiveness of listening comprehension Tasks in the textbook English 10 at Quang Xuong I High School, Thanh Hoa is the result of my own research for the degree of Master of Arts at University of Languages and International Studies- VNU, and that this thesis has not been submitted for any degree at any other university or tertiary institution Hanoi, August 2014 Student’s signature Lê Thị Giang i ACKNOWLEDGEMENTS I would like to express my deepest gratitude towards my supervisor Nguyễn Thị Minh Tâm, Ph.D for her valuable suggestions, instructions and corrections without which I can hardly fulfil this thesis I am also particularly indented to the lecturers of the Foreign Language Faculty of National University for their enthusiastic help I wish to convey my thanks to the teachers and students at Quang Xuong I high school who were willing to take part in the surveys and interviews Finally, my appreciation and gratitude are also extended to my family, friends and other people for their assistance, support and encouragement during the development of this study All have enabled me to fulfil my thesis ii ABSTRACT This study aims at evaluating on the effectiveness of listening comprehension tasks in the textbook English 10 to improve students’ listening comprehension The subjects involved in the study are students and three teachers at Quang Xuong I High School, Thanh Hoa The thesis primarily aims at the emphasis of this research work is largely practical in the light of theoretical aspects through literature review, results of task evaluation, interview and some suggested activities to improve students’ listening skill Findings from task evaluation and interview show the effectiveness of listening comprehension tasks in teaching English listening skill at Quang Xuong I high school in Thanh Hoa province Based on the results of the research, it is hoped that the findings as well as suggestions will be helpful for designers who design English textbook and teachers when using the new sets of English textbook in general and English 10 in particular so as for them to improve their students’ listening comprehension iii LIST OF CHARTS Chart 1: Information sources in comprehension Chart 2: A framework for analysing communicative tasks Chart 3: Framework for evaluating communicative tasks Chart 4: Criteria of an effective task Chart 5: Results of analysis listening comprehension tasks iv TABLE OF CONTENT Candidate’s statement i Acknowledgements ii Abstract iii List of charts iv Table of contents v PART A: INTRODUCTION Rationale 01 Aim of the study 02 Research questions 02 Significance of the study 02 Scope of the study 03 Methods of the study 03 Organization of the study 04 PART B: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND AND LITERATURE REVIEW 1.1 Listening comprehension 04 1.1.1 The nature of listening comprehension 04 1.1.2 The listening skill 06 1.2 Listening process 07 1.2.1 Bottom-up process of listening comprehension 07 1.2.2 Top - down process of listening comprehension 08 1.3 Task in ELT 10 1.3.1 Definition of task 10 1.3.2 Structure of task 11 1.3.3 Framework for evaluating listening comprehension Tasks 12 1.4 Role of textbook and textbook evaluation 14 1.4.1 Role of textbook 14 v 1.4.2 Role of textbook evaluation 15 1.4.3 Types of textbook evaluation 15 1.5 Review of previous studies 16 CHAPTER 2: METHODS AND PROCEDURES OF THE STUDY 2.1 Context of study 18 2.2 Method of the study 18 2.3 Data collecting instrument and Procedures of data collection and analysis 19 2.3.1 Task evaluation 19 2.3.1.1 Purpose 19 2.3.1.2 Task evaluation framework 19 2.3.1.3 Procedures of data collection and coding scheme 20 2.3.1.4 Summary of findings 20 2.3.2 The interview 22 2.3.2.1 Purpose 21 2.3.2.2 Participants 22 2.3.2.3 The Interview questions 23 2.3.2.4 Procedures of data collection and analysis 24 CHAPTER 3: FINDINGS AND DISCUSSION 3.1 Answer to research question 1: To what extent are Listening Comprehension tasks effective in the textbook English 10 at Quang Xuong I high school? 25 3.1.1 Goal and rationale 25 3.1.2 Activities 26 3.1.3 Grading and integration 27 3.1.4 Other factors 27 3.2 Answer to Research Question 2: What are suggested activities to improve listening skill for grade 10 students? 32 3.2.1 Suggestions to improve the goal and rationale of the listening tasks in English 10 32 vi 3.2.2 Suggestions to improve the activities of the listening tasks in English 10 33 3.2.3 Suggestions to improve the grading and integration of the listening tasks in English 10 34 3.2.4 Suggestions to improve the other factors of the listening tasks in English 10 34 PART C: CONCLUSION Recapitulation of the study 38 Implications of the study 38 Limitations of the study 39 Suggestion for further studies .39 REFERENCE 40 APPENDICES APPENDIX The specific assessment table of sixteen units in Tieng Anh 10textbook I APPENDIX The Interview questions in English X The Interview questions in Vietnamese X APPENDIX Notes of interview XII vii PART A: INTRODUCTION Rationale Vietnam is in the process of integrating into the world and English is the international means of communication Especially, after Vietnam became one of the official members of WTO, English has become an important factor in many fields of the social life such as: tourism, politics, trade etc In fact, without English it is difficult to get jobs in multinational companies which are common nowadays Moreover, English is the important means for people to surf webs on the Internet because the main language used there is English Therefore, since 1990s English has become a compulsory subjects at most high schools and the target of teaching English to students is to help them to communicate in English However, one of the problems Vietnamese students are encountering is that they have many difficulties in listening and comprehending what the native speakers of English say, it would lead to the obscurity in communication There are many causes to this problem First of all, students not understand the necessity of English listening, so they not have motivation in studying it Secondly, English listening is considered as the most challenging skill, as the results, it is often ignored or taught carelessly in classes, especially in large classes Thirdly, schools not have sufficient technological materials such as lab rooms, headphones Therefore, it is difficult for teachers to conduct a listening lesson Obviously, listening is an important part in the process of teaching, learning English as well as communicating internationally So, the researcher chooses the topic “An evaluation of the effectiveness of listening comprehension tasks in the textbook English 10 at Quang Xuong I high school, Thanh Hoa” for her master thesis because this could be a contribution to her teaching profession on the continuum of its development, and with the hope that the study can be useful for teachers who are using English 10 Aims of the study: People's background model Listen to the Bob and Goals Sally's conversation, decide and whether the statements are rationale Comprehension exercises True or False Activities -The activities are designed in a way which Listen conversation again and fill in the banks -interesting and participate motivating eagerly in to the students doing Listening will allow students to cooperate in groups Grading  -be integrated by different activities and and  exercises designed to help learners to integration improve listening skill at the level of the  unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  Special education model Listen information to some about a Goals and -interesting and participate motivating eagerly in to the students doing Listening photography club and decide rationale Comprehension exercises whether the statements are Activities  -The activities are designed in a way which True or False Listen again and fill each bank with a suitable word will allow students to cooperate in groups Grading -be integrated by different activities and and  exercises designed to help learners to improve integration listening skill at the level of the unit or lesson  -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model Listen to an old company Goals director talking about his and experience of learning how rationale II -interesting and participate motivating eagerly in Comprehension exercises to the students doing Listening  to use a computer Decide Activities -The activities are designed in a way which whether the statements are True or False will allow students to cooperate in groups Grading Listen to the old man's story again and write in the -be integrated by different activities and and exercises designed to help learners to improve   integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students missing words  Other -Clear instructions to students factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model Listen and number pictures in the order students Goals and -interesting and participate motivating eagerly in to the students doing Listening hear rationale Listen again and fill in the  Activities -The activities are designed in a way which banks with the exact words students hear Answer the questions Comprehension exercises will allow students to cooperate in groups Grading -be integrated by different activities and and exercises designed to help learners to improve   integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students  -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model 1.Listen to the two radio The mass media -Clear instructions to students factors An excursion Other Goals -interesting and new stories and tick the and words students hear in the rationale right column under new Activities -The activities are designed in a way which participate motivating eagerly in to the students doing Listening  Comprehension exercises will allow students to cooperate in groups story and   2.Listen to the radio new Grading -be integrated by different activities and stories again and fill in the and exercises designed to help learners to improve missing words integration listening skill at the level of the unit or lesson III  3.Listen again and answer -Task content based on the topic of each unit  the following questions -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model Decide following whether the Goals statements are and -interesting and participate motivating eagerly in to the students doing Listening rationale the talk The story of my village True or False according to  Activities -The activities are designed in a way which listening again and write Comprehension exercises  Grading -be integrated by different activities and  and in the missing words will allow students to cooperate in groups exercises designed to help learners to improve integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model Listen to some information about whales and decide Undersea world following Goals and eagerly in to the students doing Listening the rationale statements are  Activities -The activities are designed in a way which the Comprehension exercises will allow students to cooperate in groups Listening again and then questions participate motivating whether True or False answer -interesting and following Grading -be integrated by different activities and and exercises designed to help learners to improve   integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit Other factors  -The task should be arranged from easy to  difficult level for students  -Designing task based on criteria of bottom-up IV -Clear instructions to students  model - Designing task based on criteria of top-down  10 Conservation model Listen and number the Goals events in the order students and -interesting and motivating to the students participate eagerly in doing Listening hear rationale 2.Listen again and decide × Activities -The activities are designed in a way which whether the following Comprehension exercises will allow students to cooperate in groups statements are True or False Grading -be integrated by different activities and 3.Listen again and tick the and exercises designed to help learners to improve  sentences they hear  integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  11 National parks model Listen and fill in the missing information Goals and -interesting and participate motivating eagerly in to the students doing Listening Listen again and answer rationale the following questions  Comprehension exercises Activities -The activities are designed in a way which will allow students to cooperate in groups Grading -be integrated by different activities and and exercises designed to help learners to improve   integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down model V  Music 12 Listen and then decide whether the following statements are True or False Goals and rationale Listen again and answer Activities the following questions -interesting and motivating to the students participate eagerly in doing Listening  Comprehension exercises -The activities are designed in a way which will allow students to cooperate in groups  Grading -be integrated by different activities and  and exercises designed to help learners to improve integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model 13 1.Listen the dialogue and Goals then guess the plans which and Lan and Huong to -interesting and participate motivating eagerly in to the students doing Listening Comprehension exercises Activities together rationale -The activities are designed in a way which Listen again Write their plans for the next week on will allow students to cooperate in groups Compare with students' Grading exercises designed to help learners to improve  -be integrated by different activities and and the calendar   integration listening skill at the level of the unit or lesson partner On what can they -Task content based on the topic of each unit  meet? -The task should be arranged from easy to  14 The world cup Films and cinema difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  model 1.Listen some information about Pele'- a famous Goals and -interesting and participate motivating eagerly in to the students doing Listening Brazilian football player and rationale complete the table  Activities -The activities are designed in a way which Listen again and answer Comprehension exercises will allow students to cooperate in groups VI  the following questions Grading -be integrated by different activities and and  exercises designed to help learners to improve integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit  -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  15 Cities model Listen to the passage and choose the correct answers 2.Listen again and fill in the Goals and rationale -interesting and participate motivating eagerly in to the students doing Listening × Comprehension exercises missing information in the Activities -The activities are designed in a way which table will allow students to cooperate in groups  Grading -be integrated by different activities and  and exercises designed to help learners to improve integration listening skill at the level of the unit or lesson -Task content based on the topic of each unit × -The task should be arranged from easy to  difficult level for students Other -Clear instructions to students  factors -Designing task based on criteria of bottom-up  model - Designing task based on criteria of top-down  16 Historical places model Listen and choose A, B, C that best complete the Goals and -interesting and motivating to the students participate eagerly in doing Listening sentence rationale Listen again and answer  Comprehension exercises Activities -The activities are designed in a way which will allow students to cooperate in groups  Grading -be integrated by different activities and  and exercises designed to help learners to improve the following questions integration listening skill at the level of the unit or lesson Other VII -Task content based on the topic of each unit   factors -The task should be arranged from easy to difficult level for students  -Clear instructions to students  -Designing task based on criteria of bottom-up model - Designing task based on criteria of top-down model VIII  APPENDIX The Interview questions in English What are your students' reactions/viewpoints about using all tasks in the textbook Tieng Anh 10 to teach students? To what extent the tasks fit your students' level? Are all tasks content in the textbook Tieng Anh 10 suitable for the each unit? Why or why not? Do you think all tasks in the textbook Tieng Anh 10 order from easy to difficult level? Why or why not? Which on bottom-up or top-down process has the designers of textbook used in sixteen units and if they used only one process is good or not good? - Suggestion: + Top-down refers to the processing of stimulus in which information from the general context is used to help organize the stimulus Knowledge and memory play a role in top-down processing + Bottom-up refers to the processing of a stimulus in which information form a physical stimulus rather than from a general context Stimulus information arrives from the sensory receptors (the bottom level of processing) The combination of these simple features allow us to recognize more complex patters Do you think what some limitations, difficulties or barriers for using listening comprehension tasks are? - Do Listening comprehension tasks follow from easy to difficult form or not? - Do Listening comprehension tasks attract your students? - Are instructions of listening comprehension tasks clear? What suggestions you want to for improving students' learning listening comprehension tasks The Interview questions in Vietnamese IX Chị/ bạn cho em/ biết phản ứng/ quan điểm học sinh chị/ bạn chị/ bạn sử dụng tập nghe hiểu sách giáo khoa lớp 10 để dạy học sinh khơng ạ? Vậy chị/ bạn cho biết mức độ phù hợp Task trình độ học sinh đạt tới mức độ không ạ? Vậy theo chị/ bạn tất nội dung task sách giáo khoa tiếng anh lớp 10 phù hợp học chứ? Nếu chị/ bạn thấy không phù hợp chị/ bạn cho em/mình biết quan điểm chị điều không ạ? Vậy theo chị/bạn tất task sách giáo khoa tiếng anh lớp 10 xếp theo trật tự từ dễ đến khó chứ? Nếu chị thấy khơng phù hợp chị/bạn cho em/ biết quan điểm chị điều khơng ạ? Vậy theo chị/ bạn người thiết kế sách giáo khoa sử dụng trình bottom-up hay top-down 16 units họ sử dụng trình cho tất 16 units có tốt hay khơng tốt ạ? Theo chị/ bạn hạn chế, khó khăn hay rào cản việc sử dụng tập nghe hiểu ạ? Gợi ý: - Có phải task sách giáo khoa tiếng anh lớp 10 theo trật tự từ dễ đến khó khơng khơng tn theo trật tự này? -Có phải task hấp dẫn học sinh chị/bạn khơng ạ? - Có phải dẫn task rõ ràng không ạ? Chị/ bạn nêu số đề xuất riêng cá nhân để cải thiện việc làm tập nghe hiểu cho học sinh không ạ? X APPENDIX NOTES OF INTERVIEW Interview 1 Researcher: Chị cho em biết cảm giác học sinh chị chị sử dụng tập nghe hiểu sách giáo khoa lớp 10 để dạy học sinh khơng ạ? T1: - Theo chị số unit có nhiều task q nên dài, đơi khó, số unit có task nội dung task đơn giản Nói chung học sinh chưa happy với all tasks Researcher: Vậy chị cho biết mức độ phù hợp Task trình độ học sinh đạt tới mức độ không ạ? T1: - Câu hỏi Chị thấy chung chung Đối với học sinh chị task mở cuối phần “after you…” em lúng túng thấy khó, phần khác bình thường, cịn phần complete the blank em làm tốt thích Researcher: Vậy theo chị tất nội dung task sách giáo khoa tiếng anh lớp 10 phù hợp học chứ? Nếu chị thấy không phù hợp chị cho em biết quan điểm chị điều không ạ? T1: - yes Riêng với cá nhân chị chị thấy nội dung khơng có bàn cãi giáo dục biên soạn mà em Researcher: Vậy theo chị tất task sách giáo khoa tiếng anh lớp 10 xếp theo trật tự từ dễ đến khó chứ? Nếu chị thấy khơng phù hợp chị cho em biết quan điểm chị điều không ạ? T1: - No Một số giáo viên phải xếp lại trật tự task cho phù hợp cho học sinh tiếp cận học dễ đảm bảo nội dung yêu cầu task Researcher: Vậy theo chị người thiết kế sách giáo khoa sử dụng trình bottom-up hay top-down 16 units họ sử dụng trình cho tất 16 units có tốt hay không tốt ạ? XI T1: Chị nghĩ họ sử dụng hai em phụ thuộc vào unit kĩ Researcher: Theo chị hạn chế, khó khăn hay rào cản việc sử dụng tập nghe hiểu ạ? Researcher: Gợi ý: - Có phải task sách giáo khoa tiếng anh lớp 10 theo trật tự từ dễ đến khó khơng khơng tn theo trật tự này? T1: Chị nghĩ số unit theo trật tự cịn số unit khơng Researcher: -Có phải task hấp dẫn học sinh chị không ạ? T1: - Tùy theo topic unit tùy theo đối tượng học sinh Ví dụ bóng đá chẳng hạn Học sinh nam hào hứng phần lớn học sinh nữ không hứng thú Researcher: - Có phải dẫn task rõ ràng không ạ? T1: - Phần lớn clear cịn số chưa clear Researcher: Chị nêu số đề xuất riêng cá nhân để cải thiện việc làm tập nghe hiểu cho học sinh khơng ạ? T1: Chị có số đề xuất sau: - giáo viên chủ động cho học sinh thông tin từ vựng liên quan đến chủ đề nghe trước để học sinh tiếp cận học dễ dàng - giáo viên cho học sinh làm việc theo group để share ý tưởng mà bạn khác chưa nghĩ chưa nghe - đơi giáo viên phải xếp lại task để phù hợp với việc dẫn dắt học sinh vào hiểu tốt - nên giảm tải tức hướng câu hỏi mở cuối nghe vào yêu cầu phù hợp với học sinh hơn, phần related to speaking skill and the students’ knowledge Interview Researcher: Bạn cho biết cảm giác học sinh bạn chị sử dụng tất tập nghe hiểu sách giáo khoa lớp 10 để dạy học sinh khơng? XII T2: Mình thấy học sinh hứng thú với phần nghe vì: - Bài tập phần nghe phù hợp với trình độ học sinh - Nội dung tập phần nghe thú vị - Chủ đề quen thuộc với học sinh Researcher: Vậy bạn cho biết mức độ phù hợp Task trình độ học sinh đạt tới mức độ khơng? T2: Nhìn chung tập phần nghe phù hợp với trình độ học sinh - Bởi học sinh lớp 10 từ cấp lên chưa tiếp xúc với kĩ nghe nhiều, chủ yếu chúng trọng vào ngữ pháp học THCS nên nghĩ ta nên sử dụng dạng tập nghe dễ để học sinh làm quen rèn luyện kĩ nghe (ví dụ: tập chọn đáp án đúng, nghe đánh số thứ tự, nghe tick vào ý ) sau sử dụng đến dạng tập nghe khó (ví dụ: true or false, điền từ hay trả lời câu hỏi ) Researcher: Vậy theo bạn tất nội dung task sách giáo khoa tiếng anh lớp 10 phù hợp học chứ? Nếu bạn thấy khơng phù hợp bạn cho biết quan điểm bạn điều không? T2: - Phần lớn tập nghe phù hợp với unit - Tuy nhiên unit 2, task 3- (part C- listening) thấy không phù hợp với đề tài "school talks" Researcher: Vậy theo bạn tất task sách giáo khoa tiếng anh lớp 10 xếp theo trật tự từ dễ đến khó chứ? Nếu bạn thấy khơng phù hợp bạn cho biết quan điểm bạn điều không? T2: - Phần lớn tập phần nghe xếp từ dễ đến khó, học sinh thực hành kĩ nghe bước Tuy nhiên: unit 10, part C (listening) không theo quy luật Task (True or false) khó task (nghe tick vào ý đúng) Vì theo tơi nên đổi vị trí task cho task Researcher: Vậy theo bạn người thiết kế sách giáo khoa sử dụng trình bottom-up hay top-down 16 units họ sử dụng trình cho tất 16 units tốt hay không tốt? XIII T2: Các dạng tập nghe thiết kế theo bottom-up process Tôi nghĩ trình tự/ q trình hợp lí Phần lớn tất unit thiết kế theo trình nhiên hầu hết dạng tập nghe hiểu sách giáo khoa lớp 10 lại chiếm đa phần dạng sau: T or F, trả lời câu hỏi, điền từ mà sử dụng dạng bài: đánh số thứ tự, tick vào ý hay chọn đáp án Vì theo ý kiến cá nhân tơi ta nên kết hợp nhiều dạng tập nghe với để tránh tình trạng lặp lặp lại nhiều lần gây cho học sinh nhàm chán làm Researcher: Theo bạn hạn chế, khó khăn hay rào cản việc sử dụng tập nghe hiểu gì? T2: Khó khăn, trở ngại học sinh làm tập nghe hiểu mà học sinh trường hay gặp phải là: - Chủ đề lạ, không quen thuộc với học sinh=> dẫn đến không lôi học sinh - Học sinh khơng có nhiều kiến thức (hiểu biết) lĩnh vực mà số nghe đề cập tới (ví dụ: mass media, undersea world, conservation ) nên không hiểu nội dung nghe đề cập tới - Có nhiều từ nên gây khó khăn q trình nghe Researcher: Bạn nêu số đề xuất riêng cá nhân để cải thiện việc làm tập nghe hiểu cho học sinh không? T2: Một số đề xuất việc cải thiện kĩ nghe học sinh thông qua tập nghe hiểu mà muốn chia sẻ là: - Nên thiết kế đề tài quen thuộc phù hợp với học sinh để học sinh có số kiên thức trước bước vào nghe Từ học sinh định hình chúng chuẩn bị nghe gì, hiểu chủ đề nghe chúng có định hướng tốt trình nghe tới - Trước học sinh bắt đầu nghe giáo viên phải hướng dẫn cho học sinh có thói quen đọc kĩ yêu cầu nội dung câu hỏi tập phải xác định trọng tâm phải cố gắng nghe, tìm thơng tin trình nghe tới XIV - Yếu tố thời gian quan trọng, giáo viên phải hướng dẫn cách nghe cho học sinh, băng đọc qua thơng tin mà học sinh cần tìm học sinh không ý hay không nghe phải bình tĩnh để nghe tìm thơng tin không nên cố gắng nhớ lại băng vừa đọc gây thời gian tâm trí bị phân tán, ảnh hưởng tới chất lượng nghe đoạn sau - Học sinh nên học kĩ từ học trước nhà luyện phát âm thật xác để nghe chúng nhận thuật ngữ đấy, từ chưa nghe băng lại trở ngại học sinh nơng thơn thường phát âm sai nhiều Vì nên tạo cho học sinh thói quen tra từ mở phần phát âm máy đọc sau tập đọc lại cho quen với âm Từ đó, nghe từ học sinh khơng cịn bỡ ngỡ hiểu nội dung nghe Interview Researcher: What are your students' feelings, views about using all tasks in the textbook Tieng Anh 10 to teach students? T3: - unnecessary, some tasks are too difficult - Organization of tasks are illogical, i.e students can find answers of the first task in the following tasks - too long to complete in a short time Researcher: To what extent the task fit your students' level? T3: - As we know, TA 10 is designed based on TA 6, 7, 8, and at the level of high secondary school with 16 units, equivalent to 16 topics divided into themes: Personal information, Education, Community, Health, The world around us - In this textbook, tasks in listening section are placed the third, after reading and speaking lessons and they include dialogues or monologues concerning the topics of each unit In each listening lesson, there are or tasks The main purpose of these tasks is to improve student’s listening comprehension skills on given topics, and develop skills of listening for specific information or for the main ideas, etc However, some tasks are too long or too difficult for students XV Researcher: Are all tasks content in the textbook Tieng Anh 10 suitable for the each unit? If not, show your opinion? T3: - content of each task are relevant with content of each unit Researcher: Do you think all tasks in the textbook Tieng Anh 10 order from easy to difficult level? If not, show your opinion? T3: - Listening comprehension tasks follow from easy to difficult form in each unit, but it does not follow this form in the whole textbook Researcher: Which on bottom-up or top-down process has the designers of textbook used in sixteen units and if they used only one process is good or not good? T3: - I have no idea Researcher: Do you think what some limitations, difficulties or barriers for using listening comprehension tasks are? T3: - students’ low level - learning environment Researcher: Do Listening comprehension tasks follow from easy to difficult form or not? T3: - Yes, listening comprehension tasks follow from easy to difficult form in each unit, but it does not follow this form in the whole textbook Researcher: Do Listening comprehension tasks attract your students? T3: - No, the majority of students in my class not pay attention in listening lessons They often complain that they cannot hear anything And that’s one of the reasons why these tasks not match the students’ interests Researcher: T3: - Are instructions of listening comprehension tasks clear? - Some are clear but the others make students confused Researcher: What suggestions you want to for improving students' learning listening comprehension tasks? T3: - Adapting unsuitable or difficult tasks so that they fit students’ level - Combining the tasks in the textbook with relevant material XVI ... LISTENING COMPREHENSION TASKS IN THE TEXTBOOK ENGLISH 10 AT QUANG XUONG I HIGH SCHOOL, THANH HOA Đánh giá hiệu tập nghe hiểu sách giáo khoa Tiếng Anh lớp 10 trường THPT Quảng Xương I Thanh H? ?a. .. evaluation, i. e pre-use evaluation, in-use evaluation and post-use evaluation This classification is similar to Ellis (1997) with different names, i. e Preliminary, formative and summative evaluation... Steil (1983) also suggests that this skill is a major communication activity Listening as well as reading has been traditionally considered a "passive skill" This is a false characterization Anderson