Khóa luận How to improve listening skills for second - Year english majors at hpu

Nowadays, listening plays a vital role in daily lives. People listen for different purposes such as entertainment, academic purposes or obtaining necessary information. Of the four language skills-Listening, Speaking, Reading, and Writing-that all language learners are supposed to acquire, Listening is believed to be the most challenging due to the complex and subtle nature of listening comprehension in a second or foreign language. As a researcher, I would like to present “How to Improve Listening Skills for Second Year English Majors at HPU ” for several reasons. First of all, listening is the most important skill in communication in the real life. Moreover, in learning a language, listening is a useful means of providing students with comprehensible input, which is an essential component of the whole language learning proces. Therefore, I would like to do this research to help students pay more attention to listening skill. Secondly, learning listening skill is the most difficult in learning a foreign language. Listening, like reading, is a receptive skill but it is often the most daunting for students. When reading, a reader usually has more opportunities to refer back to the text to clarify understanding, which a listener can not do in most listening contexts such as TV programs, meetings, discussion, lectures or conversations. That is the reason I would like to out some suggestion so as to help teachers motivate their students to study listening skill more excited and better.

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BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------------- ISO 9001 : 2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH: NGÔN NGỮ ANH Sinh viên : ĐÀO THỊ MAI Giảng viên hướng dẫn : ThS. BÙI THỊ MAI ANH HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------------- HOW TO IMPROVE LISTENING SKILLS FOR SECOND - YEAR ENGLISH MAJORS AT HPU KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : ĐÀO THỊ MAI Giảng viên hướng dẫn : ThS. BÙI THỊ MAI ANH HẢI PHÒNG – 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Đào Thị Mai Mã SV: 1412401122 Lớp: NA1802 Ngành: Ngôn ngữ Anh Tên đề tài: How to improve listening skills for second - year english majors at HPU NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp (về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). .. .. .. .. .. .. .. .. 2. Các số liệu cần thiết để thiết kế, tính toán. .. .. .. .. .. .. .. .. .. 3. Địa điểm thực tập tốt nghiệp. .. .. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Bùi Thị Mai Anh Học hàm, học vị: Thạc sĩ Cơ quan công tác: Trường Đại học Dân Lập Hải Phòng Nội dung hướng dẫn: How to improve listening skills for second - year english majors at HPU Người hướng dẫn thứ hai: Họ và tên:............................................................................................. Học hàm, học vị:................................................................................... Cơ quan công tác:......................................... ........................................ Nội dung hướng dẫn:............................................................................ Đề tài tốt nghiệp được giao ngày tháng .. năm .. Yêu cầu phải hoàn thành xong trước ngày . tháng .. năm Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Đào Thị Mai ThS. Bùi Thị Mai Anh Hải Phòng, ngày ...... tháng ...... năm 2019 Hiệu trưởng GS.TS.NGƯT Trần Hữu Nghị CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên: BÙI THỊ MAI ANH Đơn vị công tác: KHOA NGOẠI NGỮ Họ và tên sinh viên: ĐÀO THỊ MAI Chuyên ngành: Tiếng Anh Nội dung hướng dẫn: How to improve listening skills for second - year english majors at HPU 1. Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 2. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.T. T.N trên các mặt lý luận, thực tiễn, tính toán số liệu) ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... ....................................................................................................................... 3. Ý kiến của giảng viên hướng dẫn tốt nghiệp Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày tháng năm ...... Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-18 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên: .......................................................................................... Đơn vị công tác: .......................................................................................... Họ và tên sinh viên: ĐÀO THỊ MAI Chuyên ngành: Tiếng Anh Nội dung hướng dẫn: How to improve listening skills for second - year english majors at HPU 1. Phần nhận xét của giáo viên chấm phản biện ....................................................................................................................... ....................................................................................................................... .............................................................................................................. ......... ....................................................................................................................... 2. Những mặt còn hạn chế ....................................................................................................................... ....................................................................................................................... .............................................................................................................. ......... ....................................................................................................................... .............................................................................................................. ......... 3. Ý kiến của giảng viên chấm phản biện Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày tháng năm ...... Giảng viên chấm phản biện (Ký và ghi rõ họ tên) QC20-19 i ACKNOWLEDGEMENT To fulfill this assignment, I have received a lot of help from supervisors, family and friends. First of all, I would like to show my sincere thank to my supervisor Mrs Bui Thi Mai Anh, M.A who supports me with useful advice, valuable guide to finish this study. Second, my thanks also go to other teachers of Foreign Laguage Department, HaiPhong Private University for their valuable lectures and instructions during the four years, which help me much in completing my research. Next, special thanks send to all the second year students of English majors at HPU for their enthusiasm in finishing the survey questionnaires and interview questions. Finally, I am grateful for my family and friends who have always been beside and encourage me during the time I carried out this study. ii ABSTRACT Listening skill is one of the most necessary skills to communicate in the real life. In learning a foreign language, it is more and more important to learn this skill. Everybody knows that to listen to a message is not as simple as hearing it, so the listener has to understand the message and respond in the right manner. The thesis will study how to improve Listening Skills for second year English Majors. Therefore, I applied the qualitative and quantitative methods to do the research. So the collecting data instruments like questionnaires, interviews were used to do the study. The results of the research will help improve listening skills for English Majors. More importantly, the study helps me find out the causes of those difficulties so that I can work out the right solutions to the problems. With the hope of improving students’ listening competence, I have tried my best to do this thesis by my own experiences and knowledge in English teaching methodology. iii TABLES OF CONTENTS ACKNOWLEDGEMENT .................................................................................... i ABSTRACT ........................................................................................................ ii TABLES OF CONTENTS ................................................................................. iii PART I: INTRODUCTION ............................................................................. 1 1.1 Rationale of the study .................................................................................... 1 1.2 Aims of the study ......................................................................................... 2 1.3 Research questions ....................................................................................... 2 1.4 Scope of the study ........................................................................................ 2 1.5 Methods of the study .................................................................................... 3 1.6 The organization of the study ....................................................................... 3 PART II: DEVELOPMENT............................................................................. 4 Chapter I: Literature review ............................................................................... 4 1.1 Listening skill: An overview ...................................................................... 4 1.1.1 Definition of listening................................................................................ 4 1.1.2 Nature of listening comprehension ............................................................. 6 1.1.3 Significance of listening ............................................................................. 6 1.1.4 Types of listening ...................................................................................... 9 1.2 Difficulties in learning the listening skill ................................................... 9 1.2.1 What problems do students have with listening ? .....................................10 1.2.1.1 The class atmosphere ............................................................................. 10 1.2.1.2 Studens have problems with different accents ...................................... 11 1.2.1.3 Quality of Recorded Material. ............................................................... 11 Chapter II: The Study ........................................................................................ 13 2.1 Participants ................................................................................................13 2.1.1 The students ............................................................................................. 13 2.1.2 Teachers .................................................................................................. 13 iv 2.2 The survey questionnaires ........................................................................14 2.2.1 The interview. ........................................................................................... 14 2.2.2 Design of the survey questionnaires ........................................................ 14 2.3 Data and analysis .......................................................................................14 2.3.1 Students’ attitude toward learning English in general and listening skill in particular (Q1) ................................................................................................... 15 2.3.2 The students' assessment of learning the listening skill (Q2)................... 17 2.3.3 Students’ opinions toward the role of listening skill (Q3) ....................... 20 2.3.4 Studying on practicing listening skill of students (Q4) ............................ 21 2.3.5 Difficulties students encounter when listening in class (Q5) .................... 22 2.3.5.1 The factors have influence in English listening skill (Q6) ..................... 24 2.3.6 Ways to Improve Listening Skills for students English Majors (Q7) ....... 25 2.3.7 The kinds of listening text which students expect to practice more (Q8) . 26 2.3.8 The activities students should do before and while listening class (Q9) .. 27 2.4 Findings and discussion of findings .........................................................29 2.4.1 Opinions of students about English listening skill. ................................... 29 2.4.2. Current situation in teaching and learning English listening skill. ........... 29 2.4.3. Suggestions for improving English listening skill. .................................. 30 2.5 Recommendations techniques and tips to learn English listening effectively ..........................................................................................................31 PART III: CONCLUSION ......33 1.1. Conclusion .................................................................................................33 1.1.1 Summary of the study ............................................................................... 33 1.1.2 Limitation of the study ............................................................................. 33 1.1.3 Suggestions for the further study .............................................................. 34 1.2 Appendices ..................................................................................................35 1.3 References ...................................................................................................38 1 PART I: INTRODUCTION 1.1 Rationale of the study Nowadays, listening plays a vital role in daily lives. People listen for different purposes such as entertainment, academic purposes or obtaining necessary information. Of the four language skills-Listening, Speaking, Reading, and Writing-that all language learners are supposed to acquire, Listening is believed to be the most challenging due to the complex and subtle nature of listening comprehension in a second or foreign language. As a researcher, I would like to present “How to Improve Listening Skills for Second Year English Majors at HPU ” for several reasons. First of all, listening is the most important skill in communication in the real life. Moreover, in learning a language, listening is a useful means of providing students with comprehensible input, which is an essential component of the whole language learning proces. Therefore, I would like to do this research to help students pay more attention to listening skill. Secondly, learning listening skill is the most difficult in learning a foreign language. Listening, like reading, is a receptive skill but it is often the most daunting for students. When reading, a reader usually has more opportunities to refer back to the text to clarify understanding, which a listener can not do in most listening contexts such as TV programs, meetings, discussion, lectures or conversations. That is the reason I would like to out some suggestion so as to help teachers motivate their students to study listening skill more excited and better. After studying at the Faculty of Foreign Languages, Hai Phong Private University (HPU), for nearly four years, I realize that the second-year students of English major still have many difficulties in their listening skill. In the hope of finding out the solutions learning listening , a study : “How to Improve Listening Skills for Second Year English Majors at HPU” has been conducted because of all above mentioned reason. 2 1.2 Aims of the study The study is done with the following aims: Firstly, the study is carried out in order to survey the real state of learning English listening skill in HPU so that I could work out the solutions. Secondly, most students find it difficult to learn listening skill so I would like to find the common difficulties that the students face when they English listening skill at HPU. Finally, because of the difficulties, many students are not interested in learning and practicing this skill in class, therefore the study would like to suggest some possible solutions to improves listening skill. These solutions also aim to help the students catch up with the speed of a normal conversation in the real life so that they can improve their communication competence. 1.3 Research questions 1. What are the real situations of learning English listening skill for the second- year students in Faculty of Foreign Languages at HPU? 2. What are the difficulties of listening to English at HPU? 3. What are solutions to improve listening skills for the second-year students in Faculty of Foreign Languages at HPU ? 1.4 Scope of the study The study is about learning listening skill for second-year students in Foreign Languages faculty at HPU. Because of the limitations of time and knowledge, the shortage of reference materials, this study can not cover the whole issue of listening skill. It only focus on solutions help students improves listening skill. Moreover, the study could not touch upon all the students at HPU. It is confined to the second-year students in English faculty at HPU only. 3 1.5 Methods of the study The study will be conducted using quantitative and qualitative methods. The study includes survey questionnaires for both teachers and students, interview questions for students only of K21 at the HPU. After getting the results, the researcher will use the tables and charts for presenting the collected data. 1.6 The organization of the study The study includes 3 Parts mainly organize as follows: Part I: Introduction Part II: Development Chapter 1: Literature Review Theoretical background related to English listening skill What problems do students have with listening Solutions in English listening skill Strategies of English listening skill Chapter 2: The study Discussion about the result of study Suggestion improves listening skill Part III: Conclusion Summaries of the study The limitations of the study Suggestions for further studies 4 PART II: DEVELOPMENT Chapter I: Literature review 1.1 Listening skill: An overview Beginning in the early 70’s, work by Asher, Dostoevsky, Winitz, and, later, Krashen, brought attention to the role of listening as a tool for understanding and emphasized it as a key factor in facilitating language learning. Thus, listening has emerged as an important component in the process of second language acquisition. (Feyten, 1991). Listening is the skill that students will be judged most, in real life situation. It is important part of everyday interaction. According to Howatt and Dakin (1974) listening in the ability to identify and understand what other are saying. This process involves understand a speaker’s grammar an vocabulary, and comprehension of meaning. 1.1.1 Definition of listening Listening is considered as one of the most important skills in acquiring both a native language and a second or foreign language. It is being paid more and more attention to. So far, there have been a number of definitions of listening by different linguists such as Howatt and Dakin (1974); Wolvin and Coakley (1982); Pearson (1983); Hirsch (1986); Scarcella and Oxford (1992); Bentley and Bacon (1996), Brown (2001), Gary Buck (2001), Scott Shelton (2008). Howatt and Dakin (1974) defined listening as the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, his grammar and his vocabulary, and grasping his meaning. 5 Wolvin and Coakley (1982) regarded listening: “the process of receiving, attending to and assigning meaning to aural stimuli”. Pearson (1983) stated “Listening involves the simultaneous organization and combination of skills in Phonology, Syntax, Semantics, and knowledge of the text structure, all of which seem to be controlled by the cognitive process. Thus it can be said that though not fully realized, the listening skill is essential in acquiring language proficiency”. Hirsch (1986) gave another definition: “Listening as
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