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Tạp Chí Nghiên Cứu Nước Ngoài TẠP CHÍ NGHIÊN CỨU NƯỚC NGOÀI VNU JOURNAL OF FOREIGN STUDIES ISSN 2525-2445 Xuất bản 01 kỳ/02 tháng Ấn phẩm của Tạp chí Nghiên cứu Nước ngoài, Trường Tổng biên tập/Editor-in-Chief Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội. Bản quyền Lâm Quang Đông đã được bảo hộ. Nghiêm cấm mọi hình thức sao chép, lưu trữ, phổ biến thông tin nếu chưa được Tạp chí Nghiên cứu Nước ngoài cho phép bằng văn bản. Tuy nhiên, việc Phó tổng biên tập/Deputy Editor-in-Chief sao chép độc bản các bài báo nhằm mục đích học tập hoặc nghiên cứu có thể không cần xin phép. Việc sao Nguyễn Hoàng Anh chép các hình ảnh minh họa và trích đoạn bài báo phải được sự đồng ý của tác giả và phải dẫn nguồn đầy đủ. Việc sao chép số lượng lớn bất kỳ nội dung nào của tạp Hội đồng biên tập/Editorial Council chí đều phải được Tạp chí Nghiên cứu Nước ngoài cho Lâm Quang Đông (Chủ tịch/Chairman) phép theo đúng qui định của pháp luật Việt Nam. Nguyễn Hoàng Anh Lê Hoài Ân Mai Ngọc Chừ Diana Dudzik Published by the VNU Journal of Foreign Studies, Lê Hoàng Dũng University of Languages and International Studies, Nguyễn Văn Hiệp Vietnam National University, Hanoi. All rights reserved. Nguyễn Hòa No part of this publication may be reproduced, stored Phan Văn Hòa in a retrieval system or transmitted in any form or by Đinh Thị Thu Huyền any means, electronic, mechanical, photocopying, Nguyễn Văn Khang recording or otherwise without the written permission Bảo Khâm of the VNU Journal of Foreign Studies. However, single Phạm Quang Minh photocopies of single articles may be made for private Đỗ Hoàng Ngân study or research. Illustrations and short extracts from the Park Ji Hoon text of individual contributions may be copied provided Trần Hữu Phúc that the source is acknowledged, the permission of the Trần Văn Phước authors is obtained and the VNU Journal of Foreign Nguyễn Quang Studies is notified. Multiple copying is permitted by the Trịnh Sâm VNU Journal of Foreign Studies in accordance with the Shine Toshihiko Vietnamese Laws. Ngô Minh Thủy Nguyễn Lân Trung Hoàng Văn Vân Nguyễn Ngọc Vũ Zhou Xiaobing Giấy phép hoạt động báo chí in Ban Trị sự/Administration Board Số 550/GP-BTTTT ngày 09/12/2016 Triệu Thu Hằng (Thư ký Tòa soạn/Secretary) của Bộ Thông tin và Truyền thông Trần Thị Hoàng Anh Tạp chí Nghiên cứu Nước ngoài, Tầng 3, Nhà A1, Trường Đại học Ngoại ngữ, Đại học Quốc gia Hà Nội, Phạm Văn Đồng, Cầu Giấy, Hà Nội, Việt Nam * ĐT.: (84-24) 62532956 * Email: [email protected] / [email protected] * Website: https://js.vnu.edu.vn/FS/ VNU JOURNAL OF FOREIGN STUDIES Vol.35, No.6, 2019 CONTENTS RESEARCH 1 Nguyen Chi Duc, Pham Xuan Tho, Examining the Effects of Three Jigsaw Listening Activities on Text Comprehension: An Exploratory Study 1 2 Cao Thi Hong Phuong, Pham Xuan Tho, Turn-Taking Strategies Used in a New Zealand Radio Interview Programme and Pedagogical Implications in Language Classrooms 16 3 Nguyen Quang Ngoan, Le Huu Loc, Affect in Expressive Speech Acts by the Judges of The Voice UK versus The Voice Vietnam 28 4 Nguyen Thu Hien, Engagement with Language: A Potential Construct in Peer Interaction Research 47 5 Ngo Thi Nhan, Conceptual Metaphors Using English Nautical Expressions 59 6 Dang Thi Mai Nga, Language and Power in a WTO Director-General’s Speech – A Critical Discourse Analysis 75 7 Dinh Thu Hien, Teacher Characteristics: What do EFL Pre-service Teachers Expect? 90 8 Tran Thi Ngan, The Connectedness between Organizational Time/Space and Experienced Time/Space from the Perspective of an Online Distance Student 106 9 Nguyen Thuy Lan, Nguyen Thuy Nga, The Role of Learner’s Test Perception in Changing English Learning Practices: A Case of a High-Stakes English Test at Vietnam National University, Hanoi 122 DISCUSSION 10 Trinh Thi Van, Nguyen Hong Van, Nguyen Thi Thu Phuc, The Vietnam Syndrome in Forrest Gump Movie Script 135 11 Ngo Thi Thanh, Promoting Learner Autonomy through Self-Assessment and Reflection 146 INFORMATION 12 Nguyen Thi Thuy Linh, Research Methods in Intercultural Communication. A Practical Guide by Wiley Blackwell 154 TẠP CHÍ NGHIÊN CỨU NƯỚC NGOÀI Tập 35, Số 6, 2019 MỤC LỤC NGHIÊN CỨU 1 Nguyễn Chí Đức, Phạm Xuân Thọ, Đo hiệu quả nghe hiểu của ba hoạt động Jigsaw điển hình 1 2 Cao Thị Hồng Phương, Phạm Xuân Thọ, Cách sử dụng chiến lược lượt lời trong chương trình phỏng vấn phát thanh của New Zealand và ý nghĩa trong việc giảng dạy tiếng Anh 16 3 Nguyễn Quang Ngoạn, Lê Hữu Lộc, Đánh giá cảm xúc thông qua hành vi biểu cảm của giám khảo The Voice UK so với The Voice Vietnam 28 4 Nguyễn Thu Hiền, Sự gắn kết với ngôn ngữ: Một khái niệm tiềm năng cho các nghiên cứu về việc tương tác giữa những người học ngôn ngữ 47 5 Ngô Thị Nhàn, Ẩn dụ ý niệm sử dụng từ ngữ tiếng Anh ngành Hàng hải 59 6 Đặng Thị Mai Nga, Ngôn ngữ và quyền lực trong bài phát biểu của Tổng giám đốc Tổ chức Thương mại Thế giới – Phân tích diễn ngôn phê phán 75 7 Đinh Thu Hiền, Phẩm chất nhà giáo: Sinh viên Sư phạm tiếng Anh kỳ vọng điều gì? 90 8 Trần Thị Ngân, Sự kết nối giữa thời gian/không gian tổ chức và thời gian/không gian trải nghiệm, qua góc nhìn của một học viên trực tuyến từ xa 106 9 Nguyễn Thúy Lan, Nguyễn Thúy Nga, Cảm nhận của người học về bài thi ảnh hưởng tới hoạt động học tiếng Anh như thế nào ? Một nghiên cứu tại Đại học Quốc gia Hà Nội 122 TRAO ĐỔI 10 Trịnh Thị Vân, Nguyễn Hồng Vân, Nguyễn Thị Thu Phúc, Hội chứng Việt Nam trong kịch bản phim Forrest Gump 135 11 Ngô Thị Thanh, Thúc đẩy sự tự chủ của người học thông qua việc tự đánh giá và phản ánh 146 THÔNG TIN KHOA HỌC 12 Nguyễn Thị Thùy Linh, Research Methods in Intercultural Communication. A Practical Guide của tác giả Wiley Blackwell 154 RESEARCH EXAMINING THE EFFECTS OF THREE JIGSAW LISTENING ACTIVITIES ON TEXT COMPREHENSION: AN EXPLORATORY STUDY Nguyen Chi Duc*, Pham Xuan Tho VNU University of Languages and International Studies Pham Van Dong, Cau Giay, Hanoi, Vietnam Received 14 October 2019 Revised 19 December 2019; Accepted 22 December 2019 Abstract: 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. Keywords: jigsaw listening, text comprehension, metacognitive listening strategies, advance organizers 1. Introduction cases, learners are also provided with the opportunity to actually listen to the section 1The idea of jigsaw listening dates back to of the listening text that their classmates have the 1970s (e.g., Geddes and Sturtridge, 1978). told them about or to the whole listening text. In this listening procedure, an input text is Jigsaw listening was first introduced into often divided into smaller sections, which the language classroom mainly as a tool to are subsequently assigned as a listening task promote learner autonomy and cooperative to different groups of L2 learners. After the learning (see Harlim (1999) for a detailed first round of listening, learners are regrouped review). However, this classroom activity to share the content with those who have may be beneficial for text comprehension (for not listened to the same section yet. In some reasons discussed further below). Effects of jigsaw activities on text comprehension have been relatively well- * Corresponding author: Tel.: 84-346816302 researched in the context of L2 reading, but Email: [email protected] 2 N.C.Duc, P.X.Tho / VNU Journal of Foreign Studies, Vol.35, No.6 (2019) 1-15 are surprisingly under-researched in the relatively small. Nevertheless, it is still clear context of L2 listening. Such research would from the above studies that jigsaw activities be welcome for at least three reasons. First indeed foster the development of L2 reading and foremost, it may provide instructors of ability. Such a positive effect is often attributed L2 listening courses with evidence regarding to the following factors. First, as jigsaw whether jigsaw listening has merits other than reading often requires L2 learners to read only fostering learner autonomy and cooperative a section of an input text, they can focus their learning.
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