An exploratory analysis of the listening activities in grade one to grade nine english textooks in China

Yujing Chang

Date of Publication

2014

Document Type

Master's Thesis

Degree Name

Master of Arts in English Language Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

English and Applied Linguistics

Thesis Adviser

Eden R. Flores

Defense Panel Chair

Aireen B. Arnuco

Defense Panel Member

Jennifer T. De Ramos
Marianne Jennifer M. Gaerlan

Abstract/Summary

A textbook is an essential component of the EFL classroom. Evaluation of textbooks, therefore, is of utmost importance so that its pedagogical contribution to the teaching and learning process can be assured (Wong, 2011). However, it seems that in the relevant literature, there is a lack of studies showing how listening activities presented in textbooks are evaluated based on the current educational situation in China. Hence, in this exploratory study, students listening comprehension skills are examined from Grade One to Grade Nine English textbooks in China.

This exploratory study, attempted to investigate how listening activities are compliant with Richards criteria in terms of content validity, mental processing, purposefulness and transferability, focus, and authenticity. On the other hand, it also investigated how listening activities used in Grade One to Grade Nine meet the listening competencies set by the Chinese ministry of Education (CMOE). Results have shown that all listening activities are moderately compliant with Richards criteria and these listening activities moderately meet the Listening competence standards set by the CMOE. Meanwhile, the results indicate that listening materials should be presented in various modes. For aside from dialogues, stories, speeches, lectures and news broadcasts can also be chosen as the authentic materials for practicing. Secondly, the use of songs and rhymes are effective methods that help students practice listening comprehension skills. Thirdly, according to Richards (1983), a listening activity should have specific learning purpose, and it can easily transfer to solving realistic problems. Besides that, a listening activity should focus on the listening process, rather than assessing the ability to deal with school exams or students learning memorizations.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG005685

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer optical disc ; 4 3/4 in.

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