Tài liệu Receptive and productive skills of freshman students in thai nguyen university system bases for listening and speaking activities

i THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines RECEPTIVE AND PRODUCTIVE SKILLS OF FRESHMAN STUDENTS IN THAI NGUYEN UNIVERSITY SYSTEM: BASES FOR LISTENING AND SPEAKING ACTIVITIES A Dissertation Presented to The Faculty of Graduate School Batangas State University Batangas City, Philippines In Partial Fulfillment Of the Requirements for the Degree Of Doctor of Philosophy Major in English By: Hoang Thi Nhung June 2015 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines APPROVAL SHEET This dissertation entitled “RECEPTIVE AND PRODUCTIVE SKILLS OF FRESHMAN STUDENTS IN THAI NGUYEN UNIVERSITY SYSTEM: BASES FOR LISTENING AND SPEAKING ACTIVITIES” prepared and submitted by HOANG THI NHUNG in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English has been examined and is recommended for Oral Examination. MATILDA H. DIMAANO, Ph.D. Adviser PANEL OF EXAMINERS Approved by the committee on Oral Examination with a grade of _________. DR. AMADA G. BANAAG Chairman DR. MARIA LUISA A. VALDEZ Member DR. FELIX M. PANOPIO Member DR. MYRNA G. SULIT External Representative Accepted and approved in partial fulfillment of the requirements for the degree of Doctor of Philosophy major in English. Comprehensive Examination: PASSED ____________ Date Số hóa bởi Trung tâm Học liệu – ĐHTN MATILDA H. DIMAANO, Ph.D. Dean, Graduate Studies College of Arts and Sciences http://www.lrc.tnu.edu.vn iii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ABSTRACT Title : Receptive and Productive Skills of Freshman Students at Thai Nguyen University System: Bases for Listening and Speaking Activities Author : Hoang Thi Nhung Course : Doctor of Philosophy Major : English Year : 2015 Adviser : Dr. Matilda H. Dimaano Summary This study aimed to assess the receptive and productive skills among freshman students at Thai Nguyen University, Vietnam. It covered the profile of the student respondents including gender, high school graduated from, residence, parents’ education, family income and exposure to English media. The respondents listening skills in terms of accuracy, comprehension, vocabulary and spelling were assessed. Included also in the study were the levels of student’s speaking skills in terms of pronunciation, fluency, comprehension and vocabulary with English listening and speaking activities as output to enhance the listening and speaking skills of the students. Respondents included in the study comprised of 53 English teachers and 380 freshman students. The study made use of descriptive method of Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn iv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines research utilizing survey questionnaire and teacher- made test as data gathering instruments. Data were treated using the following statistics: frequency distribution and percentage, weighted mean, standard deviation, and independent t-test. Results of the study indicate that relative to the demographic profile of the student respondents relative to gender, majority of them are female comprising 59.47 percent For residence profile, they are almost equally distributed in urban and suburban areas with a slight five percent higher frequency in urban respondents. As to type of high school attended, majority of them come from public schools comprising 85.53 percent. For education of parents, less than half of the respondents’ parents or 38.68 percent have tertiary education. With regards to exposures to English media, majority of students’ exposure comes from printed means comprising a total of 53.83 percent. For the levels of the students’ listening skills in terms of accuracy, they got an average performance rating or 52.0 percent while in the area of comprehension, students got an average performance or 60.0 percent. In addition, the vocabulary performance of the students is average or 60.0 percent while in the area of spelling their performance is also average or 52.0 percent. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn v THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Relative to the level of the students’ speaking skills, the pronunciation performance of the students is 42.0 per cent while in fluency the performance of the students is 40.0 percent. Both got the equivalent rating of low average. In comprehension on the other hand students’ performance is average or 52.0 percent. In terms of vocabulary, students obtained the rating of 56.0 percent or average. As to the relationships between students’ listening and speaking skills, no relationship exists between them except some sub skills where a p-value greater than 0-05 can be noted. For the difficulties commonly met by students in listening, results showed that in all four areas the performance rating is above 50 percent, and only the area that got the most difficult rank was a tie between accuracy and spelling. On the difficulty in speaking two of the four areas had performance ratings above 50 percent, and two had below 50 percent which are the subskill areas on Pronunciation and Fluency. The listening and spelling activities as the output of the study were based on the identified skills areas were students find most difficult and those that showed low rank in the teachers’ perception of frequency use and importance. The study recommended that the proposed listening and speaking activities may be reviewed by concerned practitioners for further suggestions and improvements; that efforts should be exerted to address problems and concerns relative to improving listening and speaking performance of students and a similar study may be conducted along this line to other universities. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines ACKNOWLEDGMENT The researcher expresses her profound gratitude and sincere appreciation to all the persons who in their special ways help in making this study a reality. She is most grateful to: Dr. Dang Kim Vui, President Thai Nguyen University (TNU), Vietnam for his support in making this partnership with Batangas State University possible; Dr. Matilda H. Dimaano, Dissertation Adviser and Mentor, for all the assistance, guidance, critical comments and suggestions for the improvement of this dissertation. Her sound advices and research expertise contributed much in completing this academic endeavor; The Panel of Examiners Dr. Corazon B. Cabrera, Dr. Amada G. Banaag, Dr. Felix M. Panopio, Dr. Maria Luisa A. Valdez, Dr. Myrna G. Sulit for their valuable comments and recommendations for the enrichment of this study; Dr. Remedios P. Magnaye, Recording Secretary, for all her efforts in the preparation and encoding of defense minutes; Dr. Nguyen The Hung, Director of the International Training Center, TNU; Dr. Nong Quoc Chinh, Rector and Dr. Le Thi Thanh Nhan, Vice Rector of Thai Nguyen University of Sciences for their encouragement and support; Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn vii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Her colleagues and classmates, for their support and friendship; The teachers and student-respondents of the study, for their active participation and cooperation; Her parents and sibling for their blessings; Le Tran Kien, husband, and Le Hoang Trung, son, for all their love and support, and for being an inspiration. Hoang Thi Nung Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn viii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines DEDICATION This humble work is wholeheartedly dedicated to my beloved parents, my loving husband, Le Tran Kien, and my precious son, Le Hoang Trung. Hoang Thi Nung Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn ix THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines TABLE OF CONTENTS Page TITLE PAGE........................................................................................ i APPROVAL SHEET............................................................................ ii ABSTRACT......................................................................................... iii ACKNOWLEDGEMENT...................................................................... vii DEDICATION....................................................................................... ix TABLE OF CONTENTS...................................................................... x LIST OF TABLES................................................................................ xiii LIST OF FIGURES.............................................................................. xv CHAPTER I. THE PROBLEM Introduction............................................................ 1 Statement of the Problem ..................................... 8 Scope, Delimitation and Limitation of the Study.....9 Significance of the Study ...................................... 10 II. REVIEW OF LITERATURE Conceptual Literature........................................... 12 Research Literature............................................... 31 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn x THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines Synthesis ............................................................. 38 Theoretical Framework ........................................ 42 Conceptual Framework ........................................ 44 Hypothesis............................................................ 47 Definition of Terms................................................ 47 III. RESEARCH METHOD AND PROCEDURE Research Environment ......................................... 49 Research Design .................................................. 51 Subjects of the Study ............................................ 52 Data Gathering Instrument.................................... 53 Data Gathering Procedure.................................... 56 Statistical Treatment of Data ................................. 57 IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA .................................................................... 59 V. SUMMARY, CONCLUSION AND RECOMMENDATION Summary of Findings........................................... 105 Conclusions ......................................................... 115 Recommendation ................................................. 116 BIBLIOGRAPHY............................................................................. 117 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xi THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines APPENDICES………………………………………………………… 122 A. Questionnaires......................................................... 123 B. Letters of Request..................................................... 134 C. Documentations........................................................ 141 D. Psychrometric Conversion Table............................. 147 CURRICULUM VITAE.................................................................. 149 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF TABLES Table Title Page 1 Distribution of Sample Respondents .......................................53 2 Gender Profile of the Student Respondents.............................59 3 Residence Profile of the Student Respondents........................61 4 Type of High School Profile of the Student Respondents........63 5 Parent's Education Profile of the Student Respondents............................................................................63 6 Type of English Media Exposure of the Student Respondents............................................................................65 7 Levels of Student's Performance in Listening ..........................67 8 Levels of Students’ Performance in the Speaking Skill.............71 9 T-test Comparison of the Student's Mean Performance in Listening..........................................................75 10 T-test Comparison of the Student's Mean Performance in Speaking.........................................................76 11 T-test Comparison of the Student's Mean Performance in Listening and Speaking.................................78 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiii THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam 12 BATANGAS STATE UNIVERSITY Republic of the Philippines Students’ Performance in the Listening Skill as to Degree of Difficulty..........................................................80 13 Student's Performance in the Speaking Skill as to Degree of Difficulty...........................................................81 14 Bases for the Design of Remedial Learning and Speaking Activities.............................................................83 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn xiv THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines LIST OF FIGURES Figure 1 Title Page Conceptual Paradigm of the Study …………………………..45 Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 1 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines CHAPTER I THE PROBLEM Introduction In our day to day life, language plays a very vital role in communication. Most of our daily activities need the interplay of these four language skills listening, speaking, reading and writing. A balance among them would be required for an individual to become an efficient and effective communicator of the language. Meanwhile, there seem to be factors that lead to linguistic incompleteness causing problems to users of the second language. It has been claimed that over fifty percent of the time that students spend functioning in a foreign language is devoted to listening (Nunan,1998). Despite this observation, among the four language skills, listening is the one often taken for granted. In fact, it is the least understood and most overlooked language skill. Since the natural precursor to speaking is listening, in a person’s first language, the early stages of language development are dependent on listening. In first language education, on- going attention is needed for both listening and speaking development. This is because first language speakers are often taken for granted in terms of instruction relative to Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 2 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines reading and writing as it is previously assumed that listening and speaking are skills that are automatically acquired by native speakers. In the 1980’s, listening had a very important role in second language learning. This notion resulted to a corresponding drop in the importance of speaking in the early stages of learning. This was apparent even in a course where it was often discouraged to speak early. The insight on what it means to learn a language finds support in the contention where emphasis is given to listening and speaking is delayed. One way of learning the language is through the mode of listening. A number of approaches to language teaching gave importance to listening. Nord’s (1980) view was clearly expressed when he stated that some people believe that learning a language is like building a map of meaning in the mind and that talking would indicate that the language was learned; although he does not believe that talking is the best way to build this cognitive map but rather the best method is to practice listening. Through listening, the learner is given information from which the knowledge necessary for using the language is built up. The learner can start speaking when knowledge is built up. Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 3 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines There are many benefits to learners if they can concentrate to listening and delay speaking. One of these is cognitive benefit wherein there will be no overloading relative to the focus of the learner on two or more skills. Another is the speed of coverage, wherein, receptive knowledge grows faster than productive knowledge, and the possibility to experience and learn more about language occur through listening. Further, there’s a strong effect on motivation if there is a move to realistic communicative listening activities. There is also a psychological benefit when listening activities are involved in language learning as these reduce stress while independent learning of these activities are well-suited for individualized learning. Listening before is viewed as passive process wherein the listener acts as receiver of information transmitted by the speaker. Recently, a much more active and interpretive process is attributed to listening as the message is not fixed since it is created through interactional space between participants. Listeners constructed meanings that are shaped by context through the act of interpreting meaning, rather than receiving it intact (Lynch, 2002). Listening comprised not only of one skill but varied sub- skills. There is better performance in comprehension questions for listeners with more skills. A Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 4 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines fundamental platform for second language development and content learning is provided through experiences with meaning-focused listening. Directed attention to perceptual processing and parsing skills enriched these experiences. Finding an appropriate balance between providing opportunities for listening skill development through meaning –focused listening and through language learning focused listening which focuses on bottom-up listening practice is needed by teachers. In listening comprehension, there are problems of learners identified. These include problems in recognizing word forms, and keeping up with what is coming in. Learners do not have enough time to turn perceived form into an appropriate message. Goh (2000) stated that listening problems can occur at the levels of perception, parsing and utilization and that learners can benefit from training in listening strategies which include communication strategies to assist comprehension, like making predictions before listening, listening selectively, and knowing how to interrupt politely. Others problems of learners identified in listening are not being able to discriminate or distinguish English sounds or learners lack of phonological awareness; not knowing the meaning Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 5 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines of English words or lack of vocabulary; and their lack of pacing or speed in understanding spoken language. Speaking on the other hand is said to be acquired by all human beings who are normally endowed without explicit instruction. Among the four skills, speaking is the most demanding and challenging skill. It is an activity that requires an integration of many subsystems. One of the most difficult aspects of the spoken language is accomplished through interaction with another speaker. Since speech is the most basic means of human communication, for most people, knowing the language is synonymous to the ability to speak a language. Reduced forms like contractions, vowel reduction, and elision comprised fluent speech. These are features that interact to make speaking a very important central skill. In the oral mode, speaking is a productive skill and it is also complicated like the other skill components of language as it involves many aspects. There are three situations where speakers are engaged when speaking. In interactive speaking situations, the speaker has the chance to request from conversation partner to clarify, repeat, or slow down speaking while in partially interactive speaking situations, the speaker can gauge whether there is understanding of the message conveyed on the part of the conversation partner through facial Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn 6 THAI NGUYEN UNIVERSITY Socialist Republic of Vietnam BATANGAS STATE UNIVERSITY Republic of the Philippines expressions and body language. Recording a speech for radio broadcast is a form of a non-interactive speaking situation. A number of situational factors to help convey meaning and intention rely on speaking. There are some characteristics that speaker must carry out in order to become successful speaker. These include giving much time or opportunity to the students to speak as often as possible. Allocating as much time as possible to students talking can create the best environment for engaging in oral activities. The following features are considered for successful speaking activities. These are making sure that students participation is not dominated by a few talkative students; that students want to speak because they are interested in the topic; that students have something relevant to say; that students can be understood by anyone; and that there are not frequent interruptions while student is speaking. There are also several factors to consider when planning for a variety of speaking tasks to push learner’s output. First is that learners should be able to speak on a range of topic, as covering a good range of topics Số hóa bởi Trung tâm Học liệu – ĐHTN http://www.lrc.tnu.edu.vn