ĐO HIỆU QUẢ NGHE HIỂU CỦA BA HOẠT ĐỘNG JIGSAW ĐIỂN HÌNH

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Tác giả: Chí Đức Nguyễn, Xuân Thọ Phạm

Ngôn ngữ: Vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Nghiên cứu Nước ngoài 2019

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Bộ sưu tập: Metadata

ID: 400039

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Chủ đề

Nghiên cứu này nhằm so sánh hiệu quả của ba tiến trình nghe hiểu theo hình thức jigsaw. Ở tiến trình thứ nhất, người học sẽ được chia làm hai nhóm, mỗi nhóm nghe nửa đầu hoặc nửa sau của một văn bản, sau đó bắt cặp và kể lại cho nhau nội dung vừa được nghe (Jigsaw 1). Ở tiến trình thứ hai và thứ ba, người học thực hiện tương tự các bước trên, tuy nhiên sau đó họ được nghe lại nửa văn bản mà bạn họ vừa kể (Jigsaw 2) hoặc toàn bộ văn bản (Jigsaw 3). Mức độ nghe hiểu của họ được so với hai nhóm đối chứng, những người được nghe cùng văn bản nêu trên một (đối chứng 1) hoặc hai lần (đối chứng 2). Kết quả chỉ ra rằng các nhóm Jigsaw đều có kết quả nghe hiểu tốt hơn so với nhóm đối chứng 1. Nhóm Jigsaw 2 và 3 nghe hiểu tốt hơn so với nhóm đối chứng 2. Kết quả phỏng vấn 03 cặp học viên được lựa chọn ngẫu nhiên từ ba nhóm Jigsaw cho thấy các học viên này sử dụng rất nhiều chiến lược nghe hiểu bậc cao trong các tiến trình nghe hiểu kể trên và chính các chiến lược này đã giúp họ nghe hiểu tốt hơn., Tóm tắt tiếng anh, This exploratory study examined the relative effects on L2 listening comprehension of three different jigsaw procedures: having learners listen to either the first or the second half of an input text and then share the content with a classmate who did not listen to the same half (Jigsaw-Listening 1), or having them implement the same procedure as above, but followed by their actual exposure to either the remaining content (Jigsaw-Listening 2) or the whole listening passage (Jigsaw-Listening 3). Their text comprehension as gauged by ten multiple-choice content questions was subsequently compared to that obtained by learners who listened to the same complete input text, either once (One-time Listening) or twice (Repeated-Listening). The quantitative results showed that all Jigsaw Listening groups obtained better text comprehension than the One-time Listening group. The learners in Jigsaw-Listening 2 and 3 were also found to outperform those in the Repeated-Listening group. Follow-up interviews with some participants randomly selected from the Jigsaw-Listening groups revealed that these learners carried out different metacognitive strategies to complete their assigned listening procedures and the more strategies they used the better listening outcome they produced. These findings have implications for both L2 listening instructors and course designers.

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