Tài liệu Improving listening skill for grade 9 at the asian high school, cao thang campus

DECLARATION I am Nguyen Hoang Lam declare that the work presented in this Graduation Thesis is uniquely prepared by me. This is my research about “Improving Listening skill for grade 9 at the Asian High School (AHS) . I declare that my research do not copy from other. All the information used in my research are cited from books and website with specific sourses. Name: Nguyen Hoang Lam Student ID: 97011501027 Course: 8 – Class: 15DTA Major: English Language The Saigon International University Date submitted: ……………………………. Signed: …………………………………….. ABTRACT I wrote the research of “Improving Listening skill for grade 9 at The Asian High School, Cao Thang Campus”. To support my graduation from The Saigon International School and Mr. Nguyen Thanh Tuan – my instructor. My study did not only my support my graduation but also help other people have a look English language. Everyone can read my research, especially new teachers and students who have difficulties in teaching English for students grade 9 at The Asian High School and studying English. ACKNOWLEDGEMENT I have received many helps before I completed my thesis proposal. First of all, I would like to express my gratitude to Mr. Nguyen Thanh Tuan who helped and encouraged, guided and willing motivated me from the beginning to the end of this work. Secondly, I would like to appreciation The Saigon International University for providing me a professional environment and facilities of studying, and all teachers in the English Language major for giving enthusiasm and sympathies that help me finish this research. In addition, because of my limited nuts and bolts, and mistakes which hardly avoided, so I believe to receive advices from teachers to make my study more perfect. I really thank to all people helping me to finish this graduating thesis. Best regard, Nguyen Hoang Lam INSTRUCTOR’S COMMENT ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………………………………………………………… ……………………………………………… Mark: ……………………………. Signed: …………………………... Contents CHAPTER I: INTRODUCTION ..................................................................................... 1 1. Statement of the problem ............................................................................................. 1 2. Purpose of the study ..................................................................................................... 1 3. Significance of the research ......................................................................................... 1 4. Research questions ....................................................................................................... 1 5. Limitation..................................................................................................................... 2 6. Scope ............................................................................................................................ 2 CHAPTER II: LITERATURE REVIEW. ...................................................................... 3 1. Definitions of key terms............................................................................................... 3 1.1 What is the Listening skill:.................................................................................. 3 1.2 Difficulties: ............................................................................................................ 3 1.3 Problems: ............................................................................................................... 3 1.4 Solutions: ............................................................................................................... 4 Keep an open mind. ................................................................................................... 5 2. Reviews previous works. ............................................................................................. 9 CHAPTER III: METHODOLOGY. .............................................................................. 12 3.1 Research Design....................................................................................................... 12 3.2 Procedures ................................................................................................................ 12 3.3 Participants............................................................................................................... 13 3.4 Sample Selection...................................................................................................... 13 3.5 Material Techniques................................................................................................. 13 3.6 Data Collection: ....................................................................................................... 13 3.7 Reliability and Validity ............................................................................................ 14 CHAPTER IV: ANALYSIS AND DISCUSSION ......................................................... 15 Translating Creates a Barrier Between Yourself and the Person Who Is Speaking .................................................................................................................... 19 Most People Repeat Themselves ............................................................................. 19 Use Key Words ......................................................................................................... 20 Listen for Context .................................................................................................... 20 CHAPTER V: CONCLUSION ....................................................................................... 22 REFERENCES................................................................................................................. 23 APPENDIX ....................................................................................................................... 25 CHAPTER I: INTRODUCTION 1. Statement of the problem 1.1 Nowadays, English becomes the main language in around the world when you communicate. Listening is one of the most important skills that people can use for communiate each other and listen something they want. However, some Vietnamese students in secondary school still get some difficulties in listening when they participate in the exam,test in class and listening homeworks. 1.2 Since this problem happens to most Vietnamese students. I decided to choose this topic:”Improving the Listening skill for the grade 9 at Asian High School (AHS)”. 2. Purpose of the study This research is aimed to find out the mistakes students at Asian High School (AHS) usually have while they have a Listening test. Since their faults happen quite a lot when they build an academic essay, this research also gives students best methods to improve their listening skills. Because of serious misunderstanding between vocabularies, grammars and styles of person speaking and the accent, this research points out types of person speaking, accent, and style which are demonstrated in this study as well. 3. Significance of the research This research bases on my recent survey. It illustrates how an academic essay is Listen. Common mistake of Listening in English will be shown in this research. It is very important for first year students who are non – English majored to work on their writing mistakes. 4. Research questions 1 What problems do Asian High School grade 9 students get with Listening skill? Why do they get into problems with Listening? How do they improve their Listening skills? 5. Limitation Limitation of the study. This study is applied to the secondary students who are not good at Listening in The Asian High School (AHS). 6. Scope Scope of the study. The object of this research is the secondary students about Listening skills. Summary I have to teach and enjoy time at The Asian High School. This is my research about “How to improving the listening skill for grade 9 students at The Asian High School”. 2 CHAPTER II: LITERATURE REVIEW. 1. Definitions of key terms. 1.1 What is the Listening skill: Listening is the ability to accurately receive and interpret messages in the communication process. Listening is key to all effective communication. Without the ability to listen effectively, messages are easily misunderstood. As a result, communication breaks down and the sender of the message can easily become frustrated or irritated. If there is one communication skill you should aim to master, then listening is it (Remen,2018) 1.2 Difficulties: Secondary students have some problems when they join in the exam with some reasons they cannot hear the speaking-file clearly and they misunderstanding. 1.3 Problems: The evidence that shows why listening is difficult comes mainly from four sources: the message to be listened to, the speaker, the listener, and the physical setting (Yagang,n.d) Listening is the weakest skill for many leaners. To improve your listening, you first need to know what your learning problem are (Ruth,2018). 1.3.1 - There are too many new words : This is what I was referring to above. The real problem is not necessarily your listening ability. Either you need to increase your vocabulary or choose easier listening materials. 3 1.3.2 - People speak too fast: Here I'm getting at the changes that happen in fast, natural speech. In English, we use a lot of connected speech and miss out a lot of sounds. 1.3.3 - They cannot hear what people say: This is one of two things - the extreme version is where it's just a stream of sounds and you can barely pick anything out. Another problem might be that you're unable to hear familiar words. This could again be because of changes we make words when we say them in fast, natural speech. 1.3.4 - They can hear but they do not understand: This is where you can hear a lot words but you're not getting the overall message, or you're missing key words and so not understanding. It might also be because you're focusing too much on trying to hear and understand every words, instead or using listening strategies to compensate when you do not hear anything (just like we do in our native language) (Ruth,2018). 1.4 Solutions: In today's high-tech, high-speed, high-stress world, communication is more important then ever, yet we seem to devote less and less time to really listening to one another. Genuine listening has become a rare gift—the gift of time. It helps build relationships, solve problems, ensure understanding, resolve conflicts, and improve accuracy. At work, effective listening means fewer errors and less wasted time. At home, it helps develop resourceful, self-reliant kids who can solve their own problems. Listening builds friendships and careers. It saves money and marriages (Schilling,2012) 4 They have ten steps solutions for this problem (Schilling,2012) Face the speaker and maintain eye contact. Talking to someone you need to look at them when you talk, it is call “eyes contact”. How much of the person’s divided attention you are actually getting? If the person who were your child or your friends you might demand “Look at me when I’m talking to you”, But that is not the sort of thing we say to a lover or colleague. (Schilling,2012) Be attentive, but relaxed. Now that you have made eye contact, you need to relax when you were talking with them. You do not have to look at their face during your story or your conversation. You can look at around and keep talk like a normal person. But the most important thing is to be attentive during talking.  Be present  Give attention  Apply or direct yourself  Remain ready to serve. Enough the background and sounds around you. In addition, try not to focus on the speaker’s accent or speech because this was the reason why you lost attention. Finally, do not be distracted by your thought, feelings or biases. (Schilling,2012) Keep an open mind. “Listen without judging the other person or mentally criticizing the things she tells you”. When everything, which she talked to you, made you feel uncomfortable or made you 5 confused, do not say to yourself “Well, that was a stupid move”. If you indulge in judgmental bemusements, that was you not a listener. Listen without jumping to the conclusions. Remember that the speaker when they talked to you, they said what they thought and they feelings inside their brain. You do not know what they thought and their feelings are and the best way for you to be a good listener. (Schilling,2012) Listen to the words and try to picture what the speaker is saying. Allow your mind to create a new thing from the information being communicated. Whether a black picture, or an arrangement of abstract concepts, your brain will do the necessary work when you stay focus with the fully senses. When you listen from the speaker talk to you, you do not spend time for planning what to say next. You cannot prepare and listen at the same time. Think only about what the speaker is talking. At the end, stay focus on what is being said, even it bores you. If your thoughts start not focus, immediately force yourself to refocus. (Schilling,2012) Don't interrupt and don't impose your "solutions." Children used to be taught that it is rude to interrupt. Certainly, the majority of tv shows, where loud, aggressive, in your face behavior is condoned, if not encouraged. Interrupting messages were send a variety:  You less important than me.  Anything I have to say is more interesting, accurate or relevant.  What you think, I do not care. 6  I do not have time for you If you are absolutely have a bright solution, at least you need to ask the speaker first “would you like to hear my ideas?”. This is the way to make the speaker pay attention to your idea and feel polite. (Schilling,2012) Wait for the speaker to pause to ask clarifying questions. In the conversation, when you do not understand what they talk to you, of course you should ask the speaker to explain, but you cannot jump in wait until the speaker pauses. Then say something like “I do not understand what you just say about… / Can you explain? I do not understand…” (Schilling,2012) Try to feel what the speaker is feeling. When you listen the story from the speaker, if you feel sad and the person with whom you are talking expresses sadness, happiness when she expresses happy, fearful when she describes her fears – those feelings through your facial expressions and words. Empathy with the speaker by heart and soul, you are a good listener. (Schilling,2012) On the other hand, Harvey Deutschendorf said we tend to pay a great deal of attention to our ability to speak. From Toastmasters to an unlimited amount of course, workshops, and training available we see that speaking, especially public speaking, is a highly desirable, sought-after skill.(Deutschendorf,2014). Put yourself in their shoes You agree with the speaker or interest in what they are saying is important to them. Imagine you are in their situation, want only to have someone listen to them. When they 7 are speaking try to listen where they come from and why. Imagine what their life is like and what their life is like. People will appreciate that you made the effort to understand and hear them. (Deutschendorf,2014). Pick up key points and let the speaker know you did Many people cannot stay focus on the speech for longer than a minute or so. It is easy for our attention to move on something else that we might find more interesting. If you lost your attention, try to find something or some main idea of the speech. After they finish talking, let them know that you heard about them, let’s show them few key points you heard them say and ask them to explain what problems you do not understand clearly. You will be forgiven for not following the whole conversation, because the speaker believes that you made an honest effort. (Deutschendorf,2014). Practice active listening Most people are thinking of how they are going to reply when someone is talking. Instead of doing that, try to focus completely on what the person is saying. Pretend that you will be tested on how much of what they were saying you heard and understood. A good exercise to practice is to sit down with a family member or a good friend and practice simply giving feedback to them of what you heard them say. You will notice that it gets much easier to focus on their words when you aren’t worrying about how you will respond. (Deutschendorf,2014). Show the speaker you are listening It is possible to listen without showing the emotions on your face. Visibly and audibly demonstrating that we are listening, interested in what is being said, as important as the listening itself. But during the conversation the key is to provide appropriate feedback, 8 this is the signal you show them you are in their conversation. Here are some of the things we can do to confirm to others that we are listening:  Head nods  Leaning forward  Maintaining eye contact  Taking notes when appropriate  Verbal affirmation (asking questions of clarification, answering questions posed by the speaker when appropriate, and brief affirmations like “mrm-hrm”) By contrast, here are many of the things we do, deliberately or not, which imply to others that we are not listening:  Crossing our arms  Fidgeting  Multitasking  Leaning away from the speaker  Failing to make steady eye contact  Failing to answer questions posed by the speaker (Valdes,2018)  Pay attention to both verbal and non-verbal messages Pay attention to the speaker body language is just as important as paying attention to the words. (Valdes,2018) 2. Reviews previous works. Fan Yagang worked: The Speaker 9 Ur (1984:7) points out that “in ordinary conversation or even in much extempore speechmaking or lecturing we actually say a good deal more than would appear to be necessary in order to convey our message. Redundant utterances may take the form of repetitions, false starts, re-phrasings, self-corrections, elaborations, tautologies, and apparently meaningless additions such as I mean or you know.” This redundancy is a natural feature of speech and may be either a help or a hindrance, depending on the students’ level. It may make it more difficult for beginners to understand what the speaker is saying; on the other hand, it may give advanced students more time to “tune in” to the speaker’s voice and speech style. Learners tend to be used to their teacher’s accent or to the standard variety of British or American English. They find it hard to understand speakers with other accents. Spoken prose, as in news broadcasting and reading aloud written texts, is characterized by an even pace, volume, pitch, and intonation. Natural dialogues, on the other hand, are full of hesitations, pauses, and uneven intonation. Students used to the former kinds of listening material may sometimes find the latter difficult to understand. The Listener Foreign-language students are not familiar enough with clichés and collocations in English to predict a missing word or phrase. They cannot, for example, be expected to know that rosy often collocates with cheeks nor to predict the last word will be something like rage when they hear the phrase he was in a towering… This is a major problem for students. 10 Lack of sociocultural, factual, and contextual knowledge of the target language can present an obstacle to comprehension because language is used to express its culture (Anderson and Lynch 1988). Foreign-language learners usually devote more time to reading than to listening, and so lack exposure to different kinds of listening materials. Even our college students majoring in English have no more than four hours’ regular training per week. Both psychological and physical factors may have a negative effect on perception and interpretation of listening material. It is tiring for students to concentrate on interpreting unfamiliar sounds, words, and sentences for long periods. Physical Setting Noise, including both background noises on the recording and environmental noises, can take the listener’s mind off the content of the listening passage. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speaker’s body language and facial expressions makes it more difficult for the listener to understand the speaker’s meaning. Listening material on tape or radio lacks visual and aural environmental clues. Not seeing the speaker’s body language and facial expressions makes it more difficult for the listener to understand the speaker’s meaning. Unclear sounds resulting from poor-quality equipment can interfere with the listener’s comprehension. 11 CHAPTER III: METHODOLOGY. 3.1 Research Design To search about the mistakes which is the most Vietnamese student high school students often get when they are listening in English. This research uses both methods: qualitative and quantitative to do “Improving listening in English of Vietnamese high school students (AHS)”. Qualitative conceptual about the concerned with understanding human behavior from the informant’s perspective – Assumes a dynamic and negotiated reality. Qualitative methodological about data are collected through participant observation and interviews. Data are analysed by themes from decriptions by infomants. Data are reported in the language of the informant. Quantitative conceptual about the concerned with discovering facts about social phenomena – Assumes a fixed and measurable reality. Quantitative methodological about data are collected through measuring things. Data are analysed through numerical comparisons and statistical inferences. Data are reported through statistical analyses. (Minchiello et al,1990, p.5). In my research, I chose quantitative to did my research. 3.2 Procedures To begin with, I would like to make a question “what problem do Asian High School grade 9 students encounter when they study?” Most students still get some basic mistakes in listening in English, although they are a good leaner. There are certain mistakes that they usually have are vocabulary, word form, grammar, plural form, they cannot focus on the record. The second question is “How do they improve their problems?” I show them some website and books to improve listening skill. For example: TED, students can listen every topic and try to listen, take note and after that remember come to class and talk about their video. 12 3.3 Participants Students in grade 9 at The Asian High School to support my survey. They are love playing soccer in break-time and almost students at The Asian High School support Korean music (K-Pop). For example: they support Black Pink, BTS, Big Bang, T-ara… 3.4 Sample Selection I chose 20 students I teach in grade 9 at The Asian High School to support my research. And they happy to did my survey. They were all 15 years old and study at AHS. 3.5 Material Techniques During my study, I used Google form to support my survey, Excel and Microsoft Word to support my survey. It is a web application where people can create a question table to collect people ideas or responses. It is very convenient because people can do and collect answers from anywhere and anytime. Users’ question form will be sent shortly to other people so that users can collect number of responses quickly. In addition, this web application can automatically show my charts about people’s responses which help you understand trends or phenomena. Also, I used Google search service to find sourses which helped me have a comparison with my results. 3.6 Data Collection: I started my survey by making a question form from Google Form. I printed these questions into A4 papers so that it was easy for students to answer. I printed twenty copies for twenty students in class 9/25 at the Asian High School. Next, I went to school and gave them to answered my questions. Then, they spent twenty minutes to answered six questions in my questions form which will be demonstrated below. 13 3.7 Reliability and Validity My research is definitely reliable because my survey was conducted through strictly and carefully stages which were listed at procedures. In addition, my twenty participants did not have any barrier in understanding English. Therefore, they could answer my questions exactly. In addition, I believe that my study is valuable due to some reasons. Firstly, my research is based on reliable response from students. Secondly, my survey was conducted to collect exact numbers. Finally, it provides me difficulties and mistakes when students write English. 14 CHAPTER IV: ANALYSIS AND DISCUSSION This is my survey information I had done with my students at The Asian High School. The charts will show the data I collected when I teach at school. 4.1 Amount of time to study English This pie chart shows the percentage how long students have study English. Almost students at The Asian High School study in English more than 5 years. They have enough knowledge and vocabulary to understand my questions and answered it carefully. 4.2 Difficult skill to learn 15