Assignent 3 Phung Minh Thu Trang_4540731_AED5001_Ian Macdonald.pdf - 1 The Use of Authentic Video Materials in Teaching Listening Comprehension in a

Assignent 3 Phung Minh Thu Trang_4540731_AED5001_Ian Macdonald.pdf

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1 The Use of Authentic Video Materials in Teaching Listening Comprehension in a Corporate English Training class in Hanoi, Vietnam Research question How do students response to the use of authentic video materials in listening practice in GOSEI a computer program company in Hanoi, Vietnam? Participants The research will be carried out with the number of five students who are currently working in a company in Hanoi, Vietnam. They are from 25 to 35 years old and they all hold key managing positions in the organization. All the members have high level of English lexical resources because they frequently read instruction materials in this target language. They also communicate with native speakers however; their speeches are at basic level of simple sentence structures. The company undertakes business transactions with all partners come from English native speaking nations. Hence, as the key members, they are in need to improve their English proficiency, especially their listening comprehension. One of the common issue among all the learners is that they struggle with understanding partners’ needs and wants by themselves, so during all t he business transaction they too often use broken English with redundant grammatical and pronunciation mistakes, not to mention that they sometimes find it hard to comprehend their partners’ speeches. English class is held as frequent as two times per week, during which listening practice is intensively concentrated as the request of students. Listening materials are synthesized from various sources of textbook based on the relevance of the content and the level of difficulties. They often listen to CD and sometimes watch textbook DVD in English.
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2 However, the students show little improvement in their listening comprehension in the way that they could complete in-class tasks successfully; they report that they often fail to understand their partners’ speeches when there is a chance. It is claimed that there are differences between voice, intonation, speed rate or even accents in listening materials and those of the real speeches. From this present issue, changing in materials development should be taken in place. Therefore, the objective of this study is to explore the use and adaptation of authentic video materials in teaching listening comprehension and to identify whether textbook materials or the innovated materials has more positive influence on the students’ listening competency. Aiming knowledge It is assumed that there will be a difference in the level of the students’ listening performance after learning with authentic video materials. In order to find the answer, the number of questions used to evaluate the learners’ listening comprehension will be formed. First, the current study aims to identify how the learners would response to authentic video materials compared to those in the textbooks. Would this change has a positive or negative influence on the students, whether learners
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