Luận văn a study on the teachers' application of task based method and the 10th form students' use of learning strategies in their listening lessons at tran phu high school in vinh phuc

VIETNAM NATIONAL UNIVERSITY, HANOI COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST-GRADUATE STUDIES DANG THI THU THUY A STUDY ON THE TEACHERS’ APPLICATION OF TASK-BASED METHOD AND TH

VIETNAM NATIONAL UNIVERSITY, HANOI

COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST-GRADUATE STUDIES

DANG THI THU THUY

A STUDY ON THE TEACHERS’ APPLICATION OF

TASK-BASED METHOD AND THE 10™ FORM STUDENTS’ USE OF LEARNING STRATEGIES IN

THEIR LISTENING LESSONS

AT TRAN PHU HIGH SCHOOL IN VINH PHUC

NGHIEN CUU VE VIEC AP DUNG PH- ONG PHAP

DAY HOC GIAO NHIEM VU CUA GIAO VIEN VA VIEC SU

DUNG CAC THU THUAT CUA HOC SINH LOP 10 TRONG CAC

BAI HOC NGHE TAI TR- ONG T.H.P.T TRAN PHU

- VINH PHUC

M.A MINOR THESIS

FIELD: English Methodology

Hanoi, December 2008

VIETNAM NATIONAL UNIVERSITY, HANOI

COLLEGE OF FOREIGN LANGUAGES DEPARTMENT OF POST-GRADUATE STUDIES

DANG THI THU THUY

fA STUDY ON THE TEACHERS’ APPLICATION OF

TASK-BASED METHOD AND THE 10™ FORM STUDENTS’ USE OF LEARNING STRATEGIES IN

THEIR LISTENING LESSONS

AT TRAN PHU HIGH SCHOOL IN VINH PHUC

NGHIÊN CỨU VỀ VIỆC ÁP DỤNG PH- ƠNG PHAP DẠY HỌC GIAO NHIỆM VỤ CỦA GIÁO VIÊN VÀ VIỆC SỬ

DỤNG CÁC THỦ THUẬT CỦA HỌC SINH LỚP 10 TRONG CÁC

BÀI HOC NGHE TẠI TR- ỜNG T.H.P.T TRẦN PHÚ

- VINH PHÚC

M.A MINOR THESIS

FIELD: English Methodology

CODE: 601410

SUPERVISOR: Dr BO TUAN MINH

Hanoi, December 2008

TI, Aims and rescarch questions of the study

IL Scopes of the study

TV Methods of ths study

V Design of the study

CHAPTER Tl: THEORETICAL BACKGROUNID

| Inmovations in Janguage teaching method

LL Language teaching methods focusing on developing grammatical competcnec

1.2 Language teaching methods focusing on developing communicative

competence

13 Task-based Method — the strong version of CLT

IL Innovations in sylabus design

IL1 Synthetic syllabus versus analytic syllabus

11.2 Tasks in task-bascd syllabus

ILL, Theory in listening

IMI Definition of listening

IIL.2 Classification of listening

IIT.3 Common methods in teaching listening

ILL 4 ‘Three stages in a listening lesson

IIL.S Forzign langoage lamers’ listening problems

IIL.6 Foreign language learners’ listening comprehension strategies

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

CHAPTER Ib THEORETICAL BACKGROUND

Before studying the teachers’ application of ‘BM and the 10" form students’ use of learning stratcgics in thoir Hstersing lessons al TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through oul the history with twe directions: innovations in language teaching methods and innovations in syllabus design

1 INNOVATIONS IN LANGUAGE TEACHING METIIOD

It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, mothod is in the middle and technique is at the botlam of a vertically hierarchical line, Approach determines method, then method determines technique llere three concepts is distinguished clearly Llowever, the limited point of this distinction is that the hisrarchical tine only goos dowmwvard The determination is only in onc dircetion, there is no interaction between these three concepts

Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point

of view, approaches are views of (he nate of languags or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a sclected approach And lastly, teclmiques are the actnal activities the teachers

do in the classroom In the expression ‘innovations in language teaching methods’, the term

‘method’ is used with a broad meaning so thal it takes over other terms

Looking at the Nowered dovelopniont of SLA Rescarch and the

story of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in langnage teaching methods, that is, the Iatter

hus reflectad recognition of changes both in Ihe kind of profickeney learners need and int thaory

of the nature of language and language learning, resulted from the former

Based on the proficiency leamers need, we can classify language teaching methods through out the history into two groups, The first group helps to develop grammatical competence and the second one communicative competence

and giving out some findings We also find in this chapter some solutions to solve the given

problems Finally, the forth chapter concludes the study.

CHAPTER 1: INTRODUCTION

1 RATIONALE

‘Together with the development of international relationships between Vietnam and other countries in the world, the nocd to Ieam English in our country is sharply inoreasing English has become a compulsory subject in every Vietamese school and university Towever, the fact in Vietnam shows that there is now not only an urgent lack of the umber

of people speaking English flucntly somewhere but also an impressive demand for the quality

of English teaclting and learning in the whole Vietnamese education system, In order to solve these problems, we have no alternation bal to apply imovations ta the process of teaching and learning English in our country,

‘Theoretically, ths innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Rescarch, Morcover, they can take place in two parallel dircotions: changing in tcaching method as well as in syllabus design, ‘The theories also state that there must be a mutual relationship between imovations in these two directions They must be relevant, io each other

to contribute to the success of language teaching and leamme

In the late twentieth century we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in mary places all over world Tn Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and Ustening skills, Tlowever, we must confess Uv these onicomes are quits different when we observe various English classes in Vietnam,

Being an English teacher at high school, | myself have seen not onty the success of the new method and the new textbaok scries but also the difficullics and sometimes failures when applying them One of these failures that attracts my most attention is my students’ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems

LIST OF TABLES AND CHARTS

TABLES

Table 1: The students’ performance in listeniug lessons

Table 2: The students’ preparation for listening lessons

Table 3: The students’ learning strategies used in listening lessons

Table 4: The pre listening activities

CHARTS

Chart 1: The students’ motivation before listening

Chart 2: The students’ learning experiences to listen effectively

Chart 3: The frequency of teachers’ activities to motivate the students before

listening, Chart 4: The frequeacy of using pair work and group work in listening lessous

Chart 5: ‘The teachers’ treatment with listening tasks

Chart G: The combination of reading, speaking and weiting skills in listening

lessons

CILAP LER Uh FINDINGS, DISCUSSIONS AND SOLLUTIONS

1 Methodology

IL, Data analysis, findings and discussions

ILL The students’ performance in listening lessons

11.2 The students’ preparation for listening lessons

IL3 ‘The students’ motivation before listening

ILA The sindsnt’s learning strategies used in listeniyg lessons and their

experiences to listen effectively

‘The frequency of the teachers’ activities to motivate the students before

listening IL6 The prc-listening activitics

IL7 The frequency of using pair-work and group-work in listening lessons

IL8 The teachers’

ment with listening t:

11.9 The combination of reading, speaking, and writing skills in listening lessons

IL Some possible solutions

TIT.1 More 2ffective warm-up aclivilics

IIL.2 Facilitating the students with the language inputs before listening

IIL3 More meaningful listening tasks

TIA Using nore pair-work and group-work in listening lessons

IILS Using more reading, speaking and writing skills in listening Iessons

IIL.6 ‘The students’ better preparation before listening

IIN.7 The students? better learning siralegies in listerring lessons

CHAPTER V: CONCLUSION

REFERENCES

APPENDIX I Survey queslionmair2 (for students)

APPENDIX Il Survey questionnaire (for teachers)

APPENDIX III The tape-scripts of listening texts

APPENDIX IV Different kinds of tasks in listening lessons

APPENDIX V Class observations

CHAPTER 1: INTRODUCTION

1 RATIONALE

‘Together with the development of international relationships between Vietnam and other countries in the world, the nocd to Ieam English in our country is sharply inoreasing English has become a compulsory subject in every Vietamese school and university Towever, the fact in Vietnam shows that there is now not only an urgent lack of the umber

of people speaking English flucntly somewhere but also an impressive demand for the quality

of English teaclting and learning in the whole Vietnamese education system, In order to solve these problems, we have no alternation bal to apply imovations ta the process of teaching and learning English in our country,

‘Theoretically, ths innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Rescarch, Morcover, they can take place in two parallel dircotions: changing in tcaching method as well as in syllabus design, ‘The theories also state that there must be a mutual relationship between imovations in these two directions They must be relevant, io each other

to contribute to the success of language teaching and leamme

In the late twentieth century we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in mary places all over world Tn Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and Ustening skills, Tlowever, we must confess Uv these onicomes are quits different when we observe various English classes in Vietnam,

Being an English teacher at high school, | myself have seen not onty the success of the new method and the new textbaok scries but also the difficullics and sometimes failures when applying them One of these failures that attracts my most attention is my students’ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems

CILAP LER Uh FINDINGS, DISCUSSIONS AND SOLLUTIONS

1 Methodology

IL, Data analysis, findings and discussions

ILL The students’ performance in listening lessons

11.2 The students’ preparation for listening lessons

IL3 ‘The students’ motivation before listening

ILA The sindsnt’s learning strategies used in listeniyg lessons and their

experiences to listen effectively

‘The frequency of the teachers’ activities to motivate the students before

listening IL6 The prc-listening activitics

IL7 The frequency of using pair-work and group-work in listening lessons

IL8 The teachers’

ment with listening t:

11.9 The combination of reading, speaking, and writing skills in listening lessons

IL Some possible solutions

TIT.1 More 2ffective warm-up aclivilics

IIL.2 Facilitating the students with the language inputs before listening

IIL3 More meaningful listening tasks

TIA Using nore pair-work and group-work in listening lessons

IILS Using more reading, speaking and writing skills in listening Iessons

IIL.6 ‘The students’ better preparation before listening

IIN.7 The students? better learning siralegies in listerring lessons

CHAPTER V: CONCLUSION

REFERENCES

APPENDIX I Survey queslionmair2 (for students)

APPENDIX Il Survey questionnaire (for teachers)

APPENDIX III The tape-scripts of listening texts

APPENDIX IV Different kinds of tasks in listening lessons

APPENDIX V Class observations

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

and giving out some findings We also find in this chapter some solutions to solve the given

problems Finally, the forth chapter concludes the study.

and giving out some findings We also find in this chapter some solutions to solve the given

problems Finally, the forth chapter concludes the study.

LIST OF TABLES AND CHARTS

TABLES

Table 1: The students’ performance in listeniug lessons

Table 2: The students’ preparation for listening lessons

Table 3: The students’ learning strategies used in listening lessons

Table 4: The pre listening activities

CHARTS

Chart 1: The students’ motivation before listening

Chart 2: The students’ learning experiences to listen effectively

Chart 3: The frequency of teachers’ activities to motivate the students before

listening, Chart 4: The frequeacy of using pair work and group work in listening lessous

Chart 5: ‘The teachers’ treatment with listening tasks

Chart G: The combination of reading, speaking and weiting skills in listening

lessons

LIST OF TABLES AND CHARTS

TABLES

Table 1: The students’ performance in listeniug lessons

Table 2: The students’ preparation for listening lessons

Table 3: The students’ learning strategies used in listening lessons

Table 4: The pre listening activities

CHARTS

Chart 1: The students’ motivation before listening

Chart 2: The students’ learning experiences to listen effectively

Chart 3: The frequency of teachers’ activities to motivate the students before

listening, Chart 4: The frequeacy of using pair work and group work in listening lessous

Chart 5: ‘The teachers’ treatment with listening tasks

Chart G: The combination of reading, speaking and weiting skills in listening

lessons

CHAPTER Ib THEORETICAL BACKGROUND

Before studying the teachers’ application of ‘BM and the 10" form students’ use of learning stratcgics in thoir Hstersing lessons al TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through oul the history with twe directions: innovations in language teaching methods and innovations in syllabus design

1 INNOVATIONS IN LANGUAGE TEACHING METIIOD

It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, mothod is in the middle and technique is at the botlam of a vertically hierarchical line, Approach determines method, then method determines technique llere three concepts is distinguished clearly Llowever, the limited point of this distinction is that the hisrarchical tine only goos dowmwvard The determination is only in onc dircetion, there is no interaction between these three concepts

Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point

of view, approaches are views of (he nate of languags or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a sclected approach And lastly, teclmiques are the actnal activities the teachers

do in the classroom In the expression ‘innovations in language teaching methods’, the term

‘method’ is used with a broad meaning so thal it takes over other terms

Looking at the Nowered dovelopniont of SLA Rescarch and the

story of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in langnage teaching methods, that is, the Iatter

hus reflectad recognition of changes both in Ihe kind of profickeney learners need and int thaory

of the nature of language and language learning, resulted from the former

Based on the proficiency leamers need, we can classify language teaching methods through out the history into two groups, The first group helps to develop grammatical competence and the second one communicative competence

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

CHAPTER 1: INTRODUCTION

1 RATIONALE

‘Together with the development of international relationships between Vietnam and other countries in the world, the nocd to Ieam English in our country is sharply inoreasing English has become a compulsory subject in every Vietamese school and university Towever, the fact in Vietnam shows that there is now not only an urgent lack of the umber

of people speaking English flucntly somewhere but also an impressive demand for the quality

of English teaclting and learning in the whole Vietnamese education system, In order to solve these problems, we have no alternation bal to apply imovations ta the process of teaching and learning English in our country,

‘Theoretically, ths innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Rescarch, Morcover, they can take place in two parallel dircotions: changing in tcaching method as well as in syllabus design, ‘The theories also state that there must be a mutual relationship between imovations in these two directions They must be relevant, io each other

to contribute to the success of language teaching and leamme

In the late twentieth century we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in mary places all over world Tn Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and Ustening skills, Tlowever, we must confess Uv these onicomes are quits different when we observe various English classes in Vietnam,

Being an English teacher at high school, | myself have seen not onty the success of the new method and the new textbaok scries but also the difficullics and sometimes failures when applying them One of these failures that attracts my most attention is my students’ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems

and giving out some findings We also find in this chapter some solutions to solve the given

problems Finally, the forth chapter concludes the study.

CHAPTER Ib THEORETICAL BACKGROUND

Before studying the teachers’ application of ‘BM and the 10" form students’ use of learning stratcgics in thoir Hstersing lessons al TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through oul the history with twe directions: innovations in language teaching methods and innovations in syllabus design

1 INNOVATIONS IN LANGUAGE TEACHING METIIOD

It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, mothod is in the middle and technique is at the botlam of a vertically hierarchical line, Approach determines method, then method determines technique llere three concepts is distinguished clearly Llowever, the limited point of this distinction is that the hisrarchical tine only goos dowmwvard The determination is only in onc dircetion, there is no interaction between these three concepts

Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point

of view, approaches are views of (he nate of languags or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a sclected approach And lastly, teclmiques are the actnal activities the teachers

do in the classroom In the expression ‘innovations in language teaching methods’, the term

‘method’ is used with a broad meaning so thal it takes over other terms

Looking at the Nowered dovelopniont of SLA Rescarch and the

story of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in langnage teaching methods, that is, the Iatter

hus reflectad recognition of changes both in Ihe kind of profickeney learners need and int thaory

of the nature of language and language learning, resulted from the former

Based on the proficiency leamers need, we can classify language teaching methods through out the history into two groups, The first group helps to develop grammatical competence and the second one communicative competence

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

"

Tl AIMS AND RI

ARCIT QUESTIONS OF TIE STUDY

The study firstly aims to draw out the ntutual relationship between the new methed and

the new textbook which ensures the success of our lessons In addition, the thesis is designed

to invesligale the teachers’ application of TBM and the 10! form students” use af learning strategies in their listening Icssons at TPHS in Vinh Phe Next, a comparison is made Lo test whether the application of the new method here is relevant to the new textbook Last but far from least, the study is concluded with some solutions which help these students improve

their listening skill

In order to implement the study, two research questions are raised: (1) Whether the

teachers’ application of TRM and the 10 form students’ use of learning slrategics arc

effective in their listening lessons at TPHS in Vinh Phuc? and (2) Is there a close relevance between the teaching methods used to teach listening for these students and the textbook?

Il SCOPES OF THE STUDY

Duc to the time limit as well as the lack of knowledge on the part of the writer , it is

impossible to cover all aspects of teaching listening in this thesis ‘Therefore, my study will

only discuss the offect of using TBM in Leaching listening, which is considered onc the most important factors contributing to the suecess of each lesson,

IV METHODS OF THE STUDY

Lis obvious tơi the thesis would not be in this form without qualilative method used during the writing process First of all, the data were collected from two survey questionnaires, informal interviews with the teachers and classroom observations The data, then, required

chapter 11 covers issues most r

vant to the topic ‘The next one focuses on analyzing figures

CHAPTER Ib THEORETICAL BACKGROUND

Before studying the teachers’ application of ‘BM and the 10" form students’ use of learning stratcgics in thoir Hstersing lessons al TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through oul the history with twe directions: innovations in language teaching methods and innovations in syllabus design

1 INNOVATIONS IN LANGUAGE TEACHING METIIOD

It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, mothod is in the middle and technique is at the botlam of a vertically hierarchical line, Approach determines method, then method determines technique llere three concepts is distinguished clearly Llowever, the limited point of this distinction is that the hisrarchical tine only goos dowmwvard The determination is only in onc dircetion, there is no interaction between these three concepts

Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point

of view, approaches are views of (he nate of languags or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a sclected approach And lastly, teclmiques are the actnal activities the teachers

do in the classroom In the expression ‘innovations in language teaching methods’, the term

‘method’ is used with a broad meaning so thal it takes over other terms

Looking at the Nowered dovelopniont of SLA Rescarch and the

story of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in langnage teaching methods, that is, the Iatter

hus reflectad recognition of changes both in Ihe kind of profickeney learners need and int thaory

of the nature of language and language learning, resulted from the former

Based on the proficiency leamers need, we can classify language teaching methods through out the history into two groups, The first group helps to develop grammatical competence and the second one communicative competence

and giving out some findings We also find in this chapter some solutions to solve the given

problems Finally, the forth chapter concludes the study.

CHAPTER Ib THEORETICAL BACKGROUND

Before studying the teachers’ application of ‘BM and the 10" form students’ use of learning stratcgics in thoir Hstersing lessons al TPHS in Vinh Phuc, we should now have an overview of changes in language teaching and learning through oul the history with twe directions: innovations in language teaching methods and innovations in syllabus design

1 INNOVATIONS IN LANGUAGE TEACHING METIIOD

It is necessary now to distinguish these three confusing concepts: approach, method and technique A scheme was proposed by Edward Anthony (1963, pp.63-67) In his view point, approach is at the top, mothod is in the middle and technique is at the botlam of a vertically hierarchical line, Approach determines method, then method determines technique llere three concepts is distinguished clearly Llowever, the limited point of this distinction is that the hisrarchical tine only goos dowmwvard The determination is only in onc dircetion, there is no interaction between these three concepts

Richards and Rodgers (1986, pp.18-20) make this distinction quite clear In their point

of view, approaches are views of (he nate of languags or language teaching An approach is axiomatic Whereas method is an overall plan for the orderly presentation of language material A method is procedural No part of a method contradicts and all of the method is based upon a sclected approach And lastly, teclmiques are the actnal activities the teachers

do in the classroom In the expression ‘innovations in language teaching methods’, the term

‘method’ is used with a broad meaning so thal it takes over other terms

Looking at the Nowered dovelopniont of SLA Rescarch and the

story of language teaching methods in the past few decades, we can find that there is a close relationship between researches in SLA and the changes in langnage teaching methods, that is, the Iatter

hus reflectad recognition of changes both in Ihe kind of profickeney learners need and int thaory

of the nature of language and language learning, resulted from the former

Based on the proficiency leamers need, we can classify language teaching methods through out the history into two groups, The first group helps to develop grammatical competence and the second one communicative competence

CILAP LER Uh FINDINGS, DISCUSSIONS AND SOLLUTIONS

1 Methodology

IL, Data analysis, findings and discussions

ILL The students’ performance in listening lessons

11.2 The students’ preparation for listening lessons

IL3 ‘The students’ motivation before listening

ILA The sindsnt’s learning strategies used in listeniyg lessons and their

experiences to listen effectively

‘The frequency of the teachers’ activities to motivate the students before

listening IL6 The prc-listening activitics

IL7 The frequency of using pair-work and group-work in listening lessons

IL8 The teachers’

ment with listening t:

11.9 The combination of reading, speaking, and writing skills in listening lessons

IL Some possible solutions

TIT.1 More 2ffective warm-up aclivilics

IIL.2 Facilitating the students with the language inputs before listening

IIL3 More meaningful listening tasks

TIA Using nore pair-work and group-work in listening lessons

IILS Using more reading, speaking and writing skills in listening Iessons

IIL.6 ‘The students’ better preparation before listening

IIN.7 The students? better learning siralegies in listerring lessons

CHAPTER V: CONCLUSION

REFERENCES

APPENDIX I Survey queslionmair2 (for students)

APPENDIX Il Survey questionnaire (for teachers)

APPENDIX III The tape-scripts of listening texts

APPENDIX IV Different kinds of tasks in listening lessons

APPENDIX V Class observations

LIST OF TABLES AND CHARTS

TABLES

Table 1: The students’ performance in listeniug lessons

Table 2: The students’ preparation for listening lessons

Table 3: The students’ learning strategies used in listening lessons

Table 4: The pre listening activities

CHARTS

Chart 1: The students’ motivation before listening

Chart 2: The students’ learning experiences to listen effectively

Chart 3: The frequency of teachers’ activities to motivate the students before

listening, Chart 4: The frequeacy of using pair work and group work in listening lessous

Chart 5: ‘The teachers’ treatment with listening tasks

Chart G: The combination of reading, speaking and weiting skills in listening

lessons

CHAPTER 1: INTRODUCTION

1 RATIONALE

‘Together with the development of international relationships between Vietnam and other countries in the world, the nocd to Ieam English in our country is sharply inoreasing English has become a compulsory subject in every Vietamese school and university Towever, the fact in Vietnam shows that there is now not only an urgent lack of the umber

of people speaking English flucntly somewhere but also an impressive demand for the quality

of English teaclting and learning in the whole Vietnamese education system, In order to solve these problems, we have no alternation bal to apply imovations ta the process of teaching and learning English in our country,

‘Theoretically, ths innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Rescarch, Morcover, they can take place in two parallel dircotions: changing in tcaching method as well as in syllabus design, ‘The theories also state that there must be a mutual relationship between imovations in these two directions They must be relevant, io each other

to contribute to the success of language teaching and leamme

In the late twentieth century we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in mary places all over world Tn Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and Ustening skills, Tlowever, we must confess Uv these onicomes are quits different when we observe various English classes in Vietnam,

Being an English teacher at high school, | myself have seen not onty the success of the new method and the new textbaok scries but also the difficullics and sometimes failures when applying them One of these failures that attracts my most attention is my students’ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems

CHAPTER 1: INTRODUCTION

1 RATIONALE

‘Together with the development of international relationships between Vietnam and other countries in the world, the nocd to Ieam English in our country is sharply inoreasing English has become a compulsory subject in every Vietamese school and university Towever, the fact in Vietnam shows that there is now not only an urgent lack of the umber

of people speaking English flucntly somewhere but also an impressive demand for the quality

of English teaclting and learning in the whole Vietnamese education system, In order to solve these problems, we have no alternation bal to apply imovations ta the process of teaching and learning English in our country,

‘Theoretically, ths innovations in second language (L2) teaching and learning over the time have always based on the findings that come from Second Language Acquisition (SLA) Rescarch, Morcover, they can take place in two parallel dircotions: changing in tcaching method as well as in syllabus design, ‘The theories also state that there must be a mutual relationship between imovations in these two directions They must be relevant, io each other

to contribute to the success of language teaching and leamme

In the late twentieth century we have witnessed the successful application of TBM in Communicative Language Teaching (CLT) in mary places all over world Tn Vietnam, TBM has gradually replaced traditional teaching methods Together with the new textbook series, it has resulted in outstanding outcomes in teaching and learning English, especially in improving speaking and Ustening skills, Tlowever, we must confess Uv these onicomes are quits different when we observe various English classes in Vietnam,

Being an English teacher at high school, | myself have seen not onty the success of the new method and the new textbaok scries but also the difficullics and sometimes failures when applying them One of these failures that attracts my most attention is my students’ bad performance in listening lessons This explains why I choose to carry out a study on the use of the new method in teaching listening for my students in this thesis, which is hopefully designed to help my students to overcome the problems