INTRODUCTION
Rational for the thesis
Task-based language teaching (TBLT) has become increasingly popular in second language pedagogy and acquisition over the past twenty years The complexity of tasks in TBLT varies and influences the language produced by learners A significant challenge for educators and researchers is assessing how task characteristics and performance conditions impact candidate performance, particularly in determining task complexity (Elder et al 2002).
At Hanoi University of Industry, various teaching methods, including Task-Based Language Teaching (TBLT), are employed to enhance English learning for non-English major students The coursebook "New Headway Pre-Intermediate" has been the primary resource for teaching English for some time However, observations indicate that these students often struggle with listening tasks, finding them overly complex and leading to disengagement Despite these challenges, there has been no prior research assessing the complexity of listening tasks within this textbook This gap has motivated researchers to evaluate the listening task complexity in "New Headway Pre-Intermediate," aiming to contribute to the improvement of listening skills instruction at HaUI.
Aims of the study
The New Headway Pre-Intermediate course book is utilized by second-year students over two semesters, totaling thirty weeks of instruction Each unit consists of nine to ten teaching periods, with the listening component covered in one or two sessions that include three to four tasks This research aims to evaluate the complexity of the listening tasks within the course book and assess their suitability for the teaching context Specifically, the study will address key research questions related to these complexities.
1 What are the non- major English students‟ needs when doing listening tasks at HaUI?
2 To what extent does the complexity of the current listening tasks in New Headway Pre- intermediate meet their needs from perspectives of teachers and students at HaUI?
Scope of the study
This study, constrained by its limited scale and time, primarily evaluates the complexity of listening tasks presented in the coursebook "New."
The New Headway Pre-Intermediate course at HaUI is designed for non-major English students, focusing on the experiences of both learners and educators This program enhances language skills through engaging materials and practical teaching methods Feedback from students and teachers highlights its effectiveness in improving communication abilities and fostering a positive learning environment Overall, New Headway Pre-Intermediate serves as a valuable resource for developing English proficiency among non-major students.
Significance of the study
The thesis findings provide valuable insights for researchers, course book designers, teaching staff, and non-major English students at HaUI, aiming to enhance the listening learning experience at the university.
Methods of the study
The study employed both quantitative and qualitative methods to achieve its objectives Data was gathered through two survey questionnaires administered to 100 non-major English students at HaUI who recently completed the New Headway Pre-Intermediate course, as well as 20 teachers who instructed these students using the coursebook Additionally, interviews were conducted with 10 randomly selected students from the initial group.
Design of the study
Part I: Introduction presents the rationale, aims, scope, significance and methodology of the study
Part II: Development - consists of three chapters:
Chapter 1: Literature review – The first part provides some theoretical background about task- based language teaching, including definition of task and significance of task- based language teaching The next one is theory of task complexity including some definitions of task complexity, significance of determining task complexity and the model of task complexity with the factors affecting task complexity Some theory of listening is reviewed in the third part And the last one is need analysis in language teaching and learning
Chapter 2: Methodology - in this chapter, the introduction of research method including research questions, data collection instruments are presented
Chapter 3: The study - shows the procedure of carrying on the research and presents the data analysis result from survey questionnaires, interviews
Part III: Conclusion, which is the last chapter, followed by references is the summary of the whole study The limitation of the study and suggestion for further study are also recommended.
DEVELOPMENT
LITERATURE REVIEW
1.1 Task and task- based language teaching
Michael Long (1985, p.19) defines a task as a piece of work done for oneself or others, whether voluntarily or for a reward Examples of tasks include various everyday activities such as painting a fence, making airline reservations, borrowing library books, taking driving tests, typing letters, weighing patients, sorting letters, booking hotel accommodations, writing checks, finding destinations, and assisting someone across the street.
A "task" encompasses a wide range of activities individuals engage in daily, whether at work, during leisure, or in various other contexts When asked about their activities, people often describe these tasks, particularly those who are not linguistics experts.
The concept of "task" is essential in understanding human skills performance models, as highlighted by Crookes (1986), who asserts that the term is broadly applicable and holds psychological significance He notes that much of human activity, both in professional settings and educational environments, can be viewed as a sequence of tasks, some of which involve communication while others do not.
According to Skehan (1998, p 95), a task is characterized by several key traits that are widely accepted by researchers These traits include the emphasis on meaning, the presence of a communication challenge, a connection to real-world activities, the importance of task completion, and the evaluation of the task based on its outcomes.
Bygate (2001) highlights that tasks are open to pedagogic intervention and can be shaped by learner choices, allowing for reinterpretation He further notes that when utilized for research, tasks may exhibit a static and controllable nature, whereas their application in teaching can reveal more dynamic and extended qualities.
The concept of "sequenceable" tasks is both practical and theoretical, yet there are significant uncertainties regarding the criteria for ordering these tasks Therefore, it is essential to clarify the definition of tasks in various contexts, establish who is responsible for determining the goals of these tasks, and outline how to effectively sequence them.
Tasks can be tailored for various empirical objectives and to evaluate different theoretical concepts in both educational and experimental contexts Researchers often suggest multiple operationalizations that can influence the tasks' internal structure, interactional design, or the conditions of their execution, aiming to assess their impact on learners' comprehension, production, and overall learning outcomes.
1.1.3 Significance of task- based language teaching
The growing interest in Task-Based Language Teaching (TBLT) stems from its theoretical and practical advantages, as highlighted by Skehan (1998) He emphasized that engaging in tasks can stimulate natural language acquisition processes and enhance learners' interlanguage development Additionally, Skehan (2002) noted that TBLT focuses on language use, addressing how learners form a system of rules from practical application, while also underscoring the significance of individualization in the learning experience.
Ellis (2003) presents three compelling arguments for task-based syllabi in language instruction Firstly, he emphasizes that instruction should align with the cognitive processes essential for second language acquisition Secondly, he highlights the significance of learner engagement in the learning process Lastly, he asserts that tasks provide an effective framework for identifying learners' needs, which is crucial for developing specialized courses tailored to specific purposes.
Robinson (2001b) posits that task complexity arises from the cognitive demands placed on language learners, including attentional, memory, and reasoning requirements In his 2007 work, he defines task complexity as the variations in intrinsic cognitive processing demands, which account for differences in a learner's ability to successfully complete tasks, such as comparing simple addition to calculus or contrasting simple and complex intentional reasoning tasks.
Ellis (2003, p.351) believes that task complexity is the extent to which a particular task is inherently easy or difficult
1.2.2 Significance of determining task complexity
Research into the complexity of second language tasks is essential for making informed pedagogical decisions about task grading and sequencing in syllabus design (Gilabert, 2005, 2007; Long, 2007; Rahimpour, 1997, 1999, 2008; Robinson, 1995a, 2001b, 2003b, 2005a, 2007a; Robinson and Gilabert, 2007; Van Den Branden, 2006) According to Skehan (1998a, 1998b), understanding task difficulty equips teachers and syllabus designers with insights into the challenges posed by tasks, enabling them to align their knowledge with that of their students Skehan (1998) emphasizes that estimating task difficulty is crucial for two main reasons: appropriately challenging tasks enhance learner motivation as they present reasonable challenges, and they also ensure that learners can effectively manage their limited attentional capacities.
Skehan (1998b) emphasizes that selecting the right level of task difficulty enhances the likelihood of noticing, balanced language performance, and effective use of attentional capacity Within the Cognition Hypothesis framework, Rahimpour (1997) highlights the significance of establishing criteria to assess second language task difficulty, which is crucial for SLA researchers, syllabus designers, and instructors implementing task-based approaches Similarly, Gilabert (2005) connects task complexity to syllabus design, asserting that it is essential to establish a logical sequence of tasks from simple to complex to promote interlanguage development effectively.
Robinson (1995a) highlights the significance of task complexity in syllabus design, suggesting it is crucial for advancing comprehensive theories of second language acquisition Furthermore, Robinson and Gilabert (2007) emphasize that investigating task complexity not only informs pedagogical strategies related to task design and sequencing but also enhances our understanding of the underlying mechanisms involved in second language processing and learning.
To sum up, all the above statements highlight the significance of task complexity in implementing task-based pedagogy
1.2.3 Models to determine task complexity
Brindley (1987) suggested that the following factors will determine the complexity of what the learner has to do:
Relevance: Is the task meaningful and relevant to the learner?
How many steps are involved in the task?
How complex are the instruction?
What cognitive demands does the task make on the learner?
Amount of context provided prior to the task:
How much prior knowledge of the world, the situation or the cultural context is assumed in the way the task is framed?
Processability of the language of the task:
Is the language that learners are expected to produce in line with their processing ability?
Amount of help available to the learner:
How much assistance can the learner get from the teacher, other learners, books or other learning aids?
Degree of grammatical accuracy/contextual appropriacy:
How 'standard' does the task require learners to be?
Time available to the learner;
How long does the learner have to carry out the task?
Candlin (1987) proposed a set of criteria by which tasks might be selected and graded These are:
Cognitive load: this concerns the general complexity of the content of the task, including the naturalness of the sequence it may be required to follow
Communicative stress arises from tasks perceived as more challenging due to pressure from the interlocutor, particularly when they are native speakers or possess greater knowledge and proficiency.
Particularity and generalizability: this concerns the clarity of the goal of the task, as well as the norms of interpretation
Process continuity: this derives from the familiarity of the task as well as the learner capacity to relate the task to tasks they are familiar with
Code complexity refers to the intricacies of the linguistic code itself, while interpretative density addresses the complexity of the operations required to process that code.
Candlin and Nunan (1987) have also suggested that activities can be graded according to the general cognitive demands they make Their scheme has four levels as follows:
Attending and recognizing: the learner's ability to notice what kind of input he or she is being confronted with
METHODOLOGY
2.1 Current situation of teaching and learning English listening at Hanoi
2.1.1 The context of the study
Hanoi University of Industry (HaUI), founded in 2005 from the Hanoi Industrial College, trains thousands of skilled workers and engineers annually The university is on a journey to become one of the leading institutions in Southeast Asia.
At HaUI, non-English major classes consist of 50 students each, with all students required to complete five English courses The curriculum begins with "New Headway Elementary" for the first two courses, followed by "New Headway Pre-Intermediate" in the next two, and concludes with specialized English in the final course, each offering six credits Various teaching methods are employed, including task-based language teaching, the communicative method, and learner-centered approaches, with a strong emphasis on task-based language teaching in the English program.
The Faculty of Foreign Language employs 147 teachers aged between 23 and 45, with only 30 assigned to instruct non-English major students using the New Headway Pre-Intermediate coursebook From this group, 20 female teachers were selected for the study, all of whom graduated from Hanoi University of Language and International Studies, Vietnam National University Among them, eleven hold an M.A in English, four are pursuing postgraduate studies in the CFL, and five possess a Bachelor's degree in English The age distribution includes eight teachers aged 30-40 with over 10 years of teaching experience, while the remaining teachers, aged 24-30, have been employed at the university for approximately 2-3 years These teachers served as the subjects for the questionnaire.
Most students aged 18-22, primarily from urban areas, have studied English for 3 to 7 years but do not consider it their major, leading to a lack of interest and attention in learning the language, particularly in listening and speaking skills They are accustomed to traditional teaching methods that emphasize grammar, making it challenging for teachers to engage them effectively A study conducted at HaUI involved a random selection of 100 non-English major students, aged 19-21, from two classes using the coursebook New Headway Pre-Intermediate, who participated in a questionnaire to assess their learning experiences.
New Headway Pre- intermediate( the third edition) has been chosen as a course book for the following reasons:
Headway Pre-Intermediate, authored by Liz, John Soars, and Sylvia Wheeldon, is specifically designed for adults and young adults aiming to use English with both accuracy and fluency The course systematically develops all four essential language skills.
New Headway Pre- intermediate covers the next stage of New Headway Elementary
Each teaching unit focuses on a specific topic and is divided into sections, including Grammar, Vocabulary, Everyday English, Reading, Speaking, Listening, and Writing Listening tasks incorporate texts and discussions to engage students and activate their prior knowledge These tasks typically do not introduce new vocabulary beforehand and consist of two to three subtasks Students are required to listen to audio texts to complete exercises, and they occasionally practice speaking during this segment.
In order to evaluate the listening task complexity, the survey questionnaires were employed to answer the two following research questions:
1 What are the non- major English students‟ needs when doing listening tasks at HaUI?
2 To what extent does the complexity of the current listening tasks in New Headway Pre- intermediate meet their needs from perspectives of teachers and students at HaUI?
This study was carried out with the participation of 20 full-time teachers and
A study involving 100 second-year students at HaUI focused on the New Headway Pre-Intermediate coursebook Both students and teachers were randomly selected to participate in the research At the end of the semester, participants responded to a series of questions regarding their experiences with the coursebook.
Questionnaires are a widely used tool in applied linguistics research, offering several advantages According to Seilinger and Shohany (1989), they require less time to administer compared to other data collection methods Additionally, administering the same questionnaire to all subjects simultaneously ensures that the data collected is uniform, standardized, and accurate Furthermore, the use of multiple-choice questions allows for easy quantification of the responses These benefits make questionnaires the primary method of data collection in this study.
This study utilized two sets of questionnaires to gather insights into students' perceived needs for listening tasks and to evaluate the complexity of current listening tasks in the coursebook, as assessed by both students and teachers The questionnaires included a mix of close-ended questions designed by the author.
„open-ended‟ items The steps of constructing the questionnaires were performed as follows: (1) Constructing and piloting the questionnaires; (2) Revising the questionnaires; (3) Delivering the questionnaires
The first set of questionnaires – students’ needs in doing listening tasks
The questionnaires were developed based on the literature reviewed in chapter 2 to address the study's initial question regarding students' needs in listening tasks, specifically focusing on task complexity The first section encompasses questions 1 to 3, which aim to assess students' needs related to code complexity in listening tasks Questions 4 to 10 are designed to explore their needs concerning cognitive complexity, while questions 11 to 15 investigate the communicative stress experienced by students during these tasks.
The second set of questionnaires – an evaluation of the listening task complexity in the textbook New Headway Pre- intermediate
The second objective of this study aims to evaluate the alignment of listening task complexity with the specific needs of students.
The questionnaires for both students and teachers feature identical questions aimed at assessing the complexity of listening tasks in the coursebook, focusing on code complexity, cognitive complexity, and communicative stress The final question in the teachers' questionnaire seeks their opinions on enhancing listening tasks to determine the suitable complexity level Given that the students were non-English majors, the author translated the questions into Vietnamese to ensure better comprehension.
Interviewing is a conversational practice that generates knowledge through the interaction between an interviewer and interviewees, as noted by Brinkman (2008: 470) This method is particularly effective for gathering diverse perspectives.
This study involved conducting interviews to explore non-English major students' perceptions of their needs in listening tasks, specifically in relation to the listening tasks found in the textbook New Headway Elementary Given that the participants had relatively low English proficiency, unstructured interviews were conducted in Vietnamese to create a comfortable environment for them to express their thoughts After administering questionnaires, 10 participants were randomly selected from a pool of 100 for each interview, allowing for a deeper understanding of their experiences and insights regarding listening tasks.
Jacobsen (2002) asserts that the quantitative method begins with the premise that social reality can be quantified through various tools that yield numerical data This approach was utilized to examine the information gathered from closed-ended questionnaire items.
FINDINGS AND DISCUSSIONS
This chapter presents the data results, analysis and the discussions of these findings from the study
3.1.1 Students’ need in listening task
3.1.1.1 Students’ needs in listening tasks related to code complexity
Figure 3.1: Students’ listening needs in listening tasks related to code complexity
Figure 3.1 illustrates a strong consensus among students regarding the importance of code complexity, with the majority categorizing it as "very important" or "important." In terms of vocabulary, a significant 91% of students expressed that appropriate vocabulary for their level is either "very important" (32%) or "important" (59%), while only 2% deemed it unimportant This indicates that the vocabulary used in listening texts must be well-aligned with the students' proficiency levels.
Understanding grammatical structures is essential for effective listening tasks, as evidenced by 80% of students agreeing on its importance Many learners struggle to accurately perceive certain English sounds that are not present in their native languages, leading to difficulties in comprehension Consequently, over 81% of students expressed a strong desire to improve their listening skills.
A significant majority of students, 81%, believe that following sound instructions is either important or very important, with 63% rating it as important and 18% as very important Notably, none of the students considered following sound instructions to be unimportant.
3.1.1.2 Students’ listening needs in listening tasks related to cognitive complexity
Figure 3.2: Students’ needs in listening tasks related to cognitive complexity
A significant majority of students, over 80%, expressed a preference for familiar topics, highlighting their importance in cognitive complexity As illustrated in Figure 3.2, 24% of students rated familiar topics as very important, while 66% considered them important, underscoring the value of engaging with known subjects in their learning process.
A significant 90% of students considered familiar topics important for listening tasks, with none rating them as unimportant This indicates that incorporating familiar subjects into listening activities is essential for effective learning.
In a recent survey, students expressed strong approval for familiar topics and task types, with 27% deeming them very important and 50% considering them important Notably, none of the respondents found these aspects unimportant, highlighting a clear preference for familiarity in their learning experiences.
Very important Important Neutral Not very important Unimportant
The sequencing of tasks is essential for effective task completion According to a survey, 86% of HaUI students believe that arranging tasks by difficulty level is necessary, as illustrated in Figure 3.2 of question 6.
In a survey on information organization, a significant majority of students (77%) expressed a preference for well-structured listening tasks, while only 23% remained neutral or considered it of lesser importance Notably, none of the respondents deemed the organization of listening tasks as unimportant.
In response to inquiries about activity instructions, 67% of students expressed optimism, indicating that they would perform better if all tasks were clearly outlined, with a significant number selecting "important" as their response.
No one supposed it “unimportant” Moreover, 21% thought “very important” Few of them chose “neutral” (7%) and “not very important” (5%)
A significant 97% of students considered the provision of background knowledge and linguistic context by teachers during pre-listening activities to be "very important" or "important," indicating a positive impact on their comprehension of the listening text Notably, no students deemed these activities unimportant, with only 3% remaining neutral on the matter.
Effective listening tasks rely heavily on well-designed exercises during and after listening activities A survey revealed that 27% of students preferred option 1, while 67% favored option 2, with only 5% selecting option 3 and 1% opting for option 4.
In all seven questions, none of students found them unimportant
3.1.1.3 Students’ needs in listening tasks related to communicative stress
Figure 3.3: Students’ needs in listening tasks related to communicative stress
Figure 3.3 illustrates the responses to five key questions regarding the time allocated for listening tasks A majority of students, 85%, indicated that they felt they had sufficient time to complete these tasks, with 28% deeming it very important and 57% considering it important Only 15% of students selected neutral or less significant options, and none perceived the time allocation as unimportant.
The speed of the listening passage presents a significant challenge for students, as evidenced by the 87% agreement rate regarding their ability to keep up with the listening material in question 12 Notably, similar to question 11, none of the students selected option number 5, indicating a consistent struggle with the pace of the audio content.
The presence of multiple speakers in listening passages often hinders students' ability to complete listening tasks effectively, as illustrated in Figure 3.3 This can lead to confusion when distinguishing between different voices A limited number of speakers can simplify listening exercises for students According to student feedback, 21% deemed this issue very important, while 61% considered it important.
Very important Important Neutral Not very important Unimportant
A significant 85% of participants expressed a preference for listening texts that match their proficiency level in terms of length Notably, none of the respondents chose options indicating excessively long texts.
CONCLUSION
Conclusion of the study
Evaluating task complexity is crucial in language teaching and learning, as it helps identify the suitability of tasks for specific contexts This evaluation process ensures that tasks are selected based on their complexity levels and organized effectively to enhance the learning experience The motivation behind this study is to explore these aspects of task complexity evaluation further.
The findings indicate that while the listening tasks in the book generally meet students' needs, there are several areas for improvement Many students found the vocabulary load too challenging for their level and struggled to follow audio instructions Additionally, cognitive complexity was an issue, as students often encountered unfamiliar topics, and pre-listening activities failed to connect with their background knowledge Furthermore, the while-listening and post-listening activities were deemed unsuitable for their level Students also expressed dissatisfaction with the speed and length of the listening passages, as well as the formats and lengths of the required responses.
This study offers recommendations aimed at enhancing listening tasks within the course book, with the goal of ensuring that these tasks possess appropriate complexity for specific contexts.
Recommendation to improve listening tasks in the book
To enhance code complexity and improve learning outcomes, it is essential to minimize the vocabulary load in educational materials Research indicates that task complexity correlates with the amount of lexis present in the input text During the teaching process, it has been observed that the vocabulary provided often does not align with the students' proficiency levels Consequently, it is strongly advised that the vocabulary used in instruction be tailored to effectively meet the needs of the students.
Cognitive complexity significantly impacts listening task difficulty, with students generally expressing satisfaction with the factors involved However, it is crucial that listening topics align more closely with students' prior knowledge to reduce perceived complexity The listening process is influenced by three key stages: pre-listening, while-listening, and post-listening The pre-listening stage is essential for preparing students by introducing relevant vocabulary and background knowledge, which enhances comprehension and expands linguistic skills Incorporating engaging visuals can also aid in familiarizing students with new concepts During the while-listening stage, it is important to tailor activities to match the students' language proficiency, offering a variety of tasks such as gap-filling and true/false exercises to maintain engagement and support learning.
To enhance communicative stress in listening tasks, three key adjustments are necessary First, the speed of listening passages should be reduced, as faster speech can complicate comprehension for students Second, shorter texts are recommended to better accommodate non-English major students Finally, the complexity of listening tasks correlates with the length and detail of responses; therefore, it is essential to ensure that listening responses are structured in an appropriate format and length to facilitate understanding.
Limitations and suggestions for further studies
Despite various efforts, certain limitations persist in the research process Notably, the listening tasks in the book have been taught to non-major English students at HaUI over several years However, the respondents for this thesis were exclusively from the 2015-2016 cohort, who had recently completed the book Consequently, their perspectives on the complexity of the listening tasks may not accurately reflect the views of all students who previously studied the book at HaUI.
In addition, this thesis is an insider who has taught the book in the classroom
So her close involvement may result in subjective judgments of the evaluation
Time and scope constraints inevitably lead to limitations and shortcomings in this study Data collection relied solely on survey questionnaires, and the research focused exclusively on evaluations from learners and teachers, excluding insights from course designers and external stakeholders for a more comprehensive perspective Future research endeavors are anticipated to achieve greater success in addressing these areas.
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APPENDIX 1 LISTENING NEEDS ANALYSIS SURVEY QUESTIONNAIRE
This questionnaire aims to assess your needs related to listening tasks Your participation in completing the items is invaluable and greatly appreciated Rest assured, all information you provide will be used exclusively for research purposes, and your identity will remain confidential in any discussions regarding the data.
What do you think of the importance of needs in doing listening tasks? Please tick
1: Very important 4: Not very important
1 Provided vocabularies are suitable to your level 2.New grammatical structures are easy to understand
3.You follow instructions of sounds(i.e vowels, consonants) easily
4.Topics are familiar to you
5.Types of task are familiar to you
6.Tasks are arranged level 7.Listening texts are well- organized
9.Pre- listening can access background knowledge of topic 10.Activities in while and post- listening are suitable to your level
11.You have enough time to fulfill listening tasks
The listening passages are tailored to match your proficiency level, ensuring an appropriate speed for comprehension With a limited number of speakers, you can easily distinguish between their voices, enhancing your listening experience Additionally, the texts are of suitable length, allowing for effective engagement without overwhelming you The response formats and lengths are also designed to align with your level, facilitating a smoother learning process.
BẢNG CÂU HỎI PHÂN TÍCH VỀ NHU CẦU CỦA SINH VIÊN KHI LÀM
CÁC HOẠT ĐỘNG NGHE HIỂU
Bảng câu hỏi này nhằm mục đích khám phá nhu cầu của bạn trong việc thực hiện các hoạt động nghe hiểu Sự hỗ trợ của bạn trong việc hoàn thành các câu hỏi sẽ được trân trọng và mang lại giá trị lớn.
Bạn nghĩ sao về tầm quan trọng của những nhu cầu này trong việc làm các hoạt động nghe trong giáo trình Hãy tích √ vào ô tương ứng
1: Rất quan trọng 4: Không rất quan trọng
2: Quan trọng 5: Không quan trọng
Nhu cầu liên quan đến sự phức tạp của ngôn ngữ và từ vựng trong các hoạt động
1 Từ vựng trong bài nghe phù hợp với trình độ
2 Các cấu trúc ngữ pháp mới trong bài dễ hiểu
3 Nắm bắt được các âm dễ dàng ( nguyên âm, phụ âm)
Nhu cầu liên quan đến sự phức tạp thuộc về nhận thức
4 Các chủ đề nghe quen thuộc
5 Các dạng hoạt động nghe quen thuộc
6 Các hoạt động được sắp xếp từ dễ tới khó
7 Thông tin của bài nghe được tổ chức tốt
8 Phần hướng dẫn trong các hoạt động nghe tốt
9 Tiếp cận được với kiến thức căn bản liên quan đến chủ đề thông qua hoạt động trước khi nghe
10 Các bài tập trong phần nghe và phần sau nghe phù hợp với trình độ
Nhu cầu liên quan đến áp lực giao tiếp
11 Có đủ thời gian để thực hiện các hoạt động nghe
12 Tốc độ bài nghe phù hợp với trình độ
13 Có thể phân biêt được giọng của từng người trong bài nghe vì số lượng người nói ít
14 Độ dài của bài nghe phù hợp với trình độ
15 Độ dài và dạng của câu trả lời trong bài tập phù hợp với trình độ
APPENDIX 2 SURVEY QUESTIONNAIRE FOR STUDENTS
This questionnaire aims to assess the complexity of listening tasks in the New Headway Pre-Intermediate coursebook, specifically for non-majored English students at HaUI Your participation in completing this survey is invaluable and greatly appreciated.
This checklist is designed to assess the complexity of listening tasks in the New Headway Pre-Intermediate textbook, specifically aimed at enhancing listening skills for non-majored English students at HaUI Please indicate your evaluation by ticking the appropriate box.
1 Provided vocabularies are not suitable to your level 2.New grammatical structures are difficult to understand 3.You cannot follow instructions of sounds(i.e vowels, consonants) easily
4.Topics are unfamiliar to you 5.Types of task are unfamiliar to you
6.Tasks are not arranged according to difficulty level
7.Listening texts are not well- organized
8.Tasks are not well- instructed
9.Pre- listening cannot access background knowledge of topic 10.Activities in while and post- listening are not suitable to your level
11.Listening time allowance is limited 12.The speed of listening passages is too fast for you to catch up with
13.There are so many speakers that you cannot differentiate the voice of each one
14.Listening texts are so long
15.Formats and the length of responses are not suitable to your level
BẢNG CÂU HỎI NGHIÊN CỨU CHO SINH VIÊN
Bảng câu hỏi này nhằm thu thập đánh giá của bạn về độ phức tạp của các hoạt động nghe trong sách New Headway Pre-intermediate, phục vụ cho việc cải thiện kỹ năng nghe tại Đại học Công Nghiệp Hà Nội Sự hỗ trợ của bạn trong việc hoàn thành các câu hỏi này rất quý giá và hữu ích Vui lòng đánh dấu √ vào cột phù hợp để thể hiện ý kiến của bạn.
2: Thường xuyên 5: Không bao giờ
Sự phức tạp của các hoạt động nghe liên quan đến ngôn ngữ và từ vựng
1 Từ vựng trong bài nghe không phù hợp với trình độ
2 Các cấu trúc ngữ pháp mới khó hiểu
3 Khó nắm bắt đươc các âm ( nguyên âm, phụ âm)
Sự phức tạp liên quan tới nhận thức
4 Chủ đề nghe không quen thuộc
5 Các dạng bài tập lạ, chưa từng gặp
6 Các hoạt động không được sắp xếp từ dễ tới khó
7 Thông tin của bài nghe không được tổ chức tốt
8 Phần hướng dẫn trong các hoạt động không tốt
9 Không thể tiếp cận được với kiến thức căn bản liên quan đến chủ đề thông qua hoạt động trước khi nghe
10 Các hoạt động/ bài tập ở phần nghe và phần sau nghe không phù hợp với trình độ
Sự phức tạp của hoạt động nghe liên quan đến áp lực giao tiếp
11 Thời gian nghe bị giới hạn
12 Tốc độ của bài nghe quá nhanh
13 Có nhiều người nói trong bài nghe nên không thể phân biệt được giọng của từng người
15 Độ dài và dạng câu trả lời không phù hợp với trình độ
APPENDIX 3 SURVEY QUESTIONNAIRE FOR TEACHERS
This questionnaire aims to assess the complexity of listening tasks in the New Headway Pre-Intermediate coursebook, specifically for non-English major students at HaUI Your valuable input in completing the following items is greatly appreciated and will significantly contribute to this evaluation.
To evaluate the listening task complexity in the textbook New Headway Pre-Intermediate for non-majored English students at HaUI, please use the provided checklist and mark the appropriate boxes.
1 Provided vocabularies are not suitable to learners‟ level
2 New grammatical structures are difficult to understand
3 Learners cannot follow instructions of sounds(i.e vowels, consonants) easily
4 Topics are unfamiliar to learners
5 Types of task are unfamiliar to learner complexity arranged according to difficulty level
7 Listening texts are not well- organized
8 Tasks are not well- instructed
9 Pre- listening cannot access background knowledge of topic
10 Activities in while and post- listening are not suitable to learners
11 Listening time allowance is limited
12 The speed of listening passages is too fast for learners to catch up with
13 There are so many speakers that learners cannot differentiate the voice of each one
14 Listening texts are so long
15 Formats and the length of responses are not suitable to learners‟ level
16 How should listening tasks in the textbook be changed in order to meet your students’ need?
APEENDIX 4 INTERVIEW QUESTIONS FOR STUDENTS
Question 1: What do you need when doing listening tasks?
Question 2: How would you like to change listening tasks in the coursebook New Headway Pre- intermediate to help you study better?
Câu hỏi 1: Nhu cầu của em khi làm các hoạt động nghe hiểu là gì?
Câu hỏi 2: Em muốn thay đổi các hoạt đông nghe trong giáo trình New Headway Pre intermediate như thế nào để có thể học tốt hơn?
APEENDIX 5 Câu 1: Nhu cầu của sinh viên khi làm các hoạt động nghe hiểu trong sách
S1: Em muốn được làm các bài tập nghe trong sách phù hợp với trình độ của mình
Số lượng từ mới trong bài nghe vừa phải để bọn em có thể nhớ và học được
S2: Em muốn được tiếp cận với các bài tâp nghe phù hợp với trình độ của bọn em
Em nghĩ là cần những chủ đề phong phú hơn và đòi hỏi phải đưa vào những từ mới
Việc học từ vựng có thể khó khăn nhưng cần phải gần gũi và phục vụ cho cuộc sống, giao tiếp hàng ngày của chúng ta Mục tiêu là nâng cao vốn từ vựng, không chỉ học những từ khó để nghe trong bài học mà còn để áp dụng trong thực tiễn.
S3: Em muốn được học các chủ đề nghe quen thuộc với chúng em hơn
S4: Em mong trước khi nghe được giới thiệu nhiều hơn về nội dung sắp nghe và từ mới trong đoạn nghe
Em hy vọng các thầy cô sẽ thiết kế những bài nghe phù hợp với khả năng của chúng em và có tốc độ vừa phải để chúng em dễ dàng tiếp thu.
S7: Em muốn bài nghe ngắn hơn để chúng em tập trung nghe
S8: Em muốn các câu hỏi trong bài tâp nghe phù hợp với chúng em Câu trả lời kiểu chọn đáp án thì em thích làm hơn
Giáo viên nên tổ chức thêm các hoạt động sáng tạo cho học sinh nhằm kích thích phong trào học tập, chẳng hạn như sử dụng các bài hát để làm cho bài học trở nên thú vị và hấp dẫn hơn.
S10: Em muốn được nghe các bài nghe có tốc độ không nhanh quá, từ mới trong các bài nghe vừa phải để em có thể nhớ đươc ạ
Câu 2: Các hoạt đông nghe trong giáo trình nên có những thay đổi gì để giúp em học tốt hơn?
Để cải thiện trải nghiệm học nghe, em nghĩ rằng nên đa dạng hóa các dạng bài nghe, không chỉ giới hạn trong hội thoại Việc nghe nhạc sẽ giúp em cảm thấy thoải mái hơn và giảm bớt căng thẳng trong giờ học.
Các bài tập nghe nên được điều chỉnh để phù hợp hơn với trình độ của học sinh Em nhận thấy rằng các dạng bài như chọn đáp án đúng/sai và điền từ là rất hữu ích, nhưng tiếc là chúng không có trong phần nghe hiện tại.
