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Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University

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Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University Factors affecting the English listening skill of firstyear Business Englishmajored students at Thuong Mai University

ABSTRACT Nowadays, English is used as the language of international communication, the Internet, and the media in every corner of the world With the development of international relations among countries, English skills have an important role to play for all citizens on the planet Having a good command of English increases your chances of getting a good job in a multinational company within your home country or seeking jobs abroad Therefore, learning English is necessary for your future to be better Out of four main English skills, listening skills need to be paid special attention because it can affect other skills, especially communication skills However, it is not easy for learners to be good at English listening skill Therefore, I choose this skill as a topic for my study called factors affecting the English listening skill of first-year Business English-majored students at Thuong Mai University In order to get as objective results as possible, I applied one tool which is the questionnaire survey with 80 participants After determining which factor influents students’ English listening skill the most, I will suggest students some solutions based on the results of the survey The study is expected to all readers from solutions, teachers, university, and further researches ACKNOWLEDGEMENTS In the process of researching, I consider myself a lucky individual when receiving the valuable assistance of my teachers, friends, and family I could not overcome difficulties and complete the graduation paper without their help, guideline, and encouragement Foremost, I would like to express my deepest thanks to my supervisor, Mrs Ha Thi Vu Ha, one of the lecturers in the Department of English Skills, Faculty of English, Thuong Mai University From the beginning days, she gave me not only materials but also thorough instructions, and psychological stimulation Thanks to her valuable assistance, I can overcome several obstacles of idea development and data analysis Secondly, I would like to give my deep sense of gratitude to all of the lecturers of the English Faculty at Thuong Mai University for enthusiastically teaching during my four-year study and facilitating me to complete the Graduation Paper Furthermore, my sincere thanks are delivered to my family and friends for caring, sharing and encouraging me during the time of researching, which regularly moves me to finish this study In addition, I am grateful to the first-year English majoredstudents at Thuong Mai University for their dedicated help in expressing their opinions about my topic so that I can collect exact data For all readers, I would like to spend my last thank for being interested in this topic I hope that it will be useful for you Although there have been many attempts to implement the study, mistakes are unavoidable because of the limitations of time, knowledge, and practical experience Therefore, all comments and recommendations from teachers and friends are warmly welcome to make my Graduation Paper more perfect April 10th, 2021 Student Lai Thi Quynh TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii TABLE OF CONTENTS .iii LIST OF ABBREVIATIONS v LIST OF TABLES AND FIGURES vi CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale 1.2 Previous studies 1.2.1 Studies Abroad 1.2.2 Studies in Viet Nam 1.3 Aims of the study 1.4 Research Subjects 1.5 Scope of the study 1.6 Organization of the study .5 CHAPTER 2: LITERATURE REVIEW .6 2.1 Definition of listening .6 2.2 Classification of listening .7 2.3 The significance of English listening skill .8 2.4 The process of listening comprehension 2.5 Factors affecting English listening skill of first-year Business Englishmajored students at Thuong Mai University .10 2.5.1 Factors related to listening texts 10 2.5.2 Factors related to linguistic features 11 2.5.3 Factors related to the speaker .12 2.5.4 Factor related to listener .13 2.5.5 Factors related to physical setting 13 CHAPTER 3: RESEARCH FINDINGS 14 3.1 Methodology 14 3.1.1 Research methodology 14 3.1.3 Participants 14 3.1.4 Data collection instrument 15 3.1.5 Data collection procedures 16 3.2 Data Analysis 16 3.2.1 General information 16 3.2.2 The perception of significance of English listening skill 17 3.2.3 How students practice English listening skill 22 3.2.4 Factors affecting English listening skill of first-year Business Englishmajored students at Thuong Mai University 25 3.3 Conclusion .34 CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS 36 4.1 Recommendations for students 36 4.1.1 Practicing with the right strategies .36 4.1.2 Investing more time in practice 37 4.1.3 Expanding vocabulary 37 4.2 Recommendations for teachers 38 4.2.1 Raising students’ awareness of the importance of English listening skill .38 4.2.2 Giving more materials and advice 38 4.2.3 Recommendation for university .39 4.3 Conclusion .39 CONCLUSION 40 REFERENCES APPENDIX LIST OF ABBREVIATIONS Abbreviations EFL TMU HUFI EPU English Meaning English as a foreign language Thuong Mai University Ho Chi Minh City University of Food Industry Electric Power University LIST OF TABLES AND FIGURE Chart 3.1: The period of time the students have been studying English 17 Chart 3.2: Overall ranking of the importance of four English skills 18 Chart 3.3: Overall ranking of the difficulty of four English skills 19 Chart 3.4: Students’ evaluation about their English listening skill 20 Chart 3.5: The time that students spend in practicing listening .22 Chart 3.6: How many times students listen to the listening record 24 Chart 3.7: Overall influence of listening texts .26 Chart 3.8: Overall influence of linguistic features 28 Chart 3.9: Overall influence of the speaker 29 Chart 3.10: Overall influence of the listener 31 Chart 3.11: Overall influence of physical settings 33 Y Table 3.1: The importance of four English skills evaluated by the first-year Business English-majored students at TMU 18 Table 3.2: The difficulty of four English skills evaluated by the first-year Business English-majored students at TMU 19 Table 3.3: Students’ purpose of practicing English listening skill 21 Table 3.4: Students’ method of practicing English listening skill 23 Table 3.5: Techniques used by students to improve their English listening level 24 Table 3.6: Factors related to listening texts 26 Table 3.7: Factors related to linguistic features .27 Table 3.8: Factors related to the speaker 29 Table 3.9: Factors related to the listener 31 Table 3.10: Factors related to physical settings .33 CHAPTER 1: OVERVIEW OF THE STUDY 1.1 Rationale In the context that globalization is spreading its influence, the importance of English is undeniable and neglected because it is widely used in all corners of the world, not only in English-speaking countries In fact, English became a global language for most countries to communicate and trade in every industry and sector, which leads English fluency to be required for employees In that context, the emphasis on teaching and learning English is focused in all education systems, which allows students to obtain knowledge from a number of foreign materials and meet the fundamental requirement of the global labor market as well For the Vietnamese education system, an English certificate nowadays is regarded as a compulsory standard for most Vietnamese students’ graduation to ensure a quality workforce for the country to integrate with international trade For that reason, learning English is of extreme necessity for Vietnamese learners to contribute, renovate and develop the country and improve the image of the country worldwide as well Out of the most important skills when learning foreign languages, including English language, listening skill is the most important one Listening helps people receive information to enhance people’s understanding In communication, listening account for a majority of communication time, which allows listeners to understand others’ thinking to solve problems, and to have appropriate behavior As a result, it can be advised that improvement of listening skills will boost learners’ English proficiency Although the importance of English listening skills is undeniable, many students (and even teachers) often fail to devote enough attention to listening, which leads English learners to find listening hard to grasp They then have to take plenty of time to improve their English listening skills When practicing listening to English with videos, for example, many people only listen once without spending their time listening to them many times and studying the videos Not having a strategy to practice listening to English causes people to give up listening when they find themselves not improving Therefore, many English learners express their desire to access an effective method to improve their English listening skills In Vietnam in particular, instead of teaching students four English skills, middle and high schools often put emphasis on vocabulary, grammar, and sentence structures Because of that, a part of English-majored freshman at Thuong Mai University are still confused with learning to listen to English in the class and find it difficult to grasp This study will indicate factors affecting the English listening skill of first-year Business English- majored students at TMU The method of practicing listening English then will be suggested with the aim of helping TMU’s students have a clear strategy to practice English listening skills right from the time they were freshmen to make progress after a four-year course Having an excellent English listening skill will have a gorgeous impact on other English skills, which helps first-year students of the English Faculty at TMU be a confident generation of employees in the future These are the reasons why I would like to carry out this study to help the first-year English students find the recommendation for the issues 1.2 Previous studies Listening skill is a vital skill for language learners to gain mastery of language Therefore, it is understandable when there have been a number of Vietnamese and foreign researchers choosing English listening skills as a research topic Before getting up to study “Factors affecting the English listening skill of first-year Business English-majored students at Thuong Mai University”, I will review some of the previous studies related to this topic 1.2.1 Studies Abroad The thesis with the topic “A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement” by Abbas Pourhosein Gilakjani and Mohammad Reza Ahmadi in 2011 indicated listening comprehension problems of EFL learners and teaching methods and teaching listening activities used by teachers The author bases on Underwood’s theory to show seven potential obstacles to efficient listening comprehension Firstly, listeners cannot control the speed of delivery Secondly, listeners cannot always have words repeated Thirdly, listeners have a limited vocabulary Fourthly, listeners may fail to recognize signals when speakers move from one point to another Fifthly, listeners lack contextual knowledge Next, listeners find it difficult to concentrate on listening Finally, listeners may have certain learning habits The study then suggests several approaches to English listening comprehension teaching for EFL learners The second study abroad about English listening skills that I refer to is “A study on listening skills and perspective to first-year students at English Department of the Academic year 2015- 2016” by Sitti Hadijah, Kata Kunci, Kemampuan Menyimak, Dan Perspektif in 2016 This study aims to gather information about the students’ challenges in English listening activities, their perspectives on English listening subjects and positive factors on the students’ success in listening The findings of this study revealed that the students faced problems in English listening skills in the test Furthermore, most of them considered that the listening classes are challenging for them due to some problems and difficulties during the teaching and learning activities Moreover, the study summed up five main factors influenced the students’ listening skill In addition, the students realized the importance of listening activities, but assistance from the teachers and some other students were still needed during teaching and learning activities It concluded that having an excellent English listening skill still appeared as a challenge for the first-year students of the English Department 1.2.2 Studies in Viet Nam The first study in Viet Nam that I am interested in is “Improving Foreignservice Officials’ Listening Comprehension Abilities in English for International Relations” by Kieu Thi Thu Huong in 2014 The aim of this study is to find out the status of English listening level specialized international relations of foreign-service officials, to discover influencing factors to learning to listen, and offer some potential solutions for this issue The findings of this study show that very few foreign-service officials practice English listening with a regular degree although they realized that this skill directly affects the quality of their work The internal and external challenges that they encountered are then listed in this study The second study “Enhancing EPU first-year students’ listening skills by using Podcasts in the classroom” by Nguyen Thi Nguyet Minh, Electric Power University in 2019 illustrates that the method of teaching listening comprehension with Podcasts is much more effective than traditional teaching methods with board and chalk The study reaffirms the effectiveness of the application of information technology in foreign language teaching and learning and shows that the use of Podcasts in the classroom improves learning outcomes, increases motivation for students to learn English Teaching English listening with Podcasts improves students’ listening comprehension skills because this technology provides English learners with a diverse resource of material, stimulates the students’ interest in learning English The author then highlights few strong points that need to notice when using Podcasts to have a great result Another study which provides me more insight about factors affecting English listening skill is “Factors affecting English listening comprehension: Perceptions of English- major students at Ho Chi Minh City University of Food Industry” by Nguyen Thi Xuyen, 2018 From the beginning of the thesis, the author clearly shows the significance of listening skills in learning a language as well as in a reallife through affirmations of prestigious researchers From pointing out problems related to listening comprehension skills, the author indicates the factors that affect English-major students of HUFI through her observations and experiences The author has read and researched more than ten different studies to show that the factors affecting English listening skills are classified in different ways Each classification method covers most of the factors that need concerned Finally, the author chooses to classify the factors based on five aspects: listening text, linguistic features, speaker, listener, and physical settings Collected data are analyzed very clearly, which makes a noticeable contribution to the implication of the study 1.3 Aims of the study The study is carried out with the following aims: First of all, the factors influencing the English listening skill of Business English-majored freshmen at TMU would be figured out and in this study Secondly, the study would like to recommend several strategies of practicing English listening for first-year Business English-majored students at TMU from the most influential factors words from the listening text by themselves after checking the available answers and reading the text Do not just stop at memorizing what the meaning of the word is Students should determine which context that word is used in the listening text By trying to learn 10 or 20 new words each day, students’ source of vocabulary will be expanded, which gives them the confidence to listen to each other and start a conversation In addition to this, there are various sources that students can learn vocabulary from such as e-book, TV shows, music, the internet, radio, or English-speaking friends 4.2 Recommendations for teachers 4.2.1 Raising students’ awareness of the importance of English listening skill Although most first-year students of the English Faculty at TMU have proper awareness of the significance of English listening in every corner of life, teachers should underline it to move students not to stop trying Giving examples to demonstrate how important English listening skill is in students’ future is necessary Thanks to a good command of the English language in general and English listening skills in particular, a great number of young people grasped an opportunity to go abroad, to work in a global company with a dream salary, to work with many foreign talents who taught them a lot Teachers cannot always be by the side of the student to urge them to try, however, their encouragement partly helps students to realize what they should to make themselves better 4.2.2 Giving more materials and advice Teachers’ advice is valuable information that helps students improve English listening skill Because teachers are people who have accumulated many years of experience in learning and practicing English listening skills to be able to teach others Firstly, from the investigation, it is undeniable that most students usually have troubles with listening comprehension tasks because of the lack of listening strategies and listening skill training It is advisable that students should be taught more tactics and techniques for listening before starting to exercises Especially, for the first-year students, it is necessary for teachers to advise students to access the recordings with a slower speed of speech at first, and then they can choose the higher level of difficulties when their skills are more proficient In addition to this, it is suggested that teachers activate students’ background knowledge of the listening topic and provide students some topic vocabulary before listening By doing so, students can imagine what they will listen and can predict the message Finally, it is clear that the majority of students often feel confused with the pronunciation of native English speakers and foreigners Teachers should recommend students to some prestigious online dictionaries to hear the exact pronunciation of words such as Cambridge, Macmillan, Oxford, so on Teachers and students nowadays have various ways to connect, not just communicate in the classroom Students can contact with teachers first to seek advice when they get in trouble over the smartphone or the Internet because most students currently are allowed to bring smart phones with themselves 4.2.3 Recommendation for university The physical setting of listening is one of five factors affecting the English listening skill of first-year Business English majored-students at TMU The majority of students complained about faulty equipment and noises around the classroom that interfere with listening activities Thus, it is vital for the university to equip the classroom with high-quality loudspeakers Soundproofing a door is also necessary to help students concentrate on the listening text 4.3 Conclusion In this chapter, the researcher proposed some recommendations and solutions for students, teachers, and university after discussing and studying factors affecting English listening skills of first-year Business English majored-students at Thuong Mai University Because of the limitation of time and knowledge, this paper has got some shortcomings that need to be improved Therefore, for further studies, the author suggests other researchers conduct a direct interview with participants to collect more objective and specific opinions for their study In addition to this, more valuable suggestions would be expected to propose for the improvement of students’ English language level at Thuong Mai University in particular and in Viet Nam in general CONCLUSION This study attempts to identify and categorize the factors affecting the English listening skill of first-year Business English majored-students at Thuong Mai University This study is carried out with the participation of 80 students to give some potential solutions for their improvement of English listening skills Chapter I provides a general overview of the study which consists of rationale, previous studies abroad and in Viet Nam, aims of the study, research subjects, scope, and organization of the study The author hopes that readers will have a clear overview of this study Chapter II shows the readers literature review of the study which is about the basic theory and concepts such as definition and classification of listening, the significance of English listening skill, the process of listening, and common factors affecting English listening skill This chapter would help readers more clear about the concepts of listening The author collected and analyzed data in chapter III which includes groups of factors affecting the English listening skill of first-year students of Business English Major at Thuong Mai University Based on the results of this survey, the author has discovered problems that students have to deal with and gave them some solutions to improve their English listening level in chapter IV The researcher would like to maintain that English listening skill is a key to have a good communication skill in English and to be good at language acquisition Having a good command of English benefits students much in their future path Thus, the author hopes some suggestions in this study may help them achieve good results in the university in the next semesters Due to the limitation of time and knowledge, this paper still has some shortcomings Therefore, readers’ feedbacks and comments are appreciated to make this graduation paper more perfect I hope that the information from this paper could be useful for readers and any further researcher into this topic in the future REFERENCES Anderson, A & Lynch, T (1988), Listening, New York: Oxford University Press Anderson, K & Lynch, T (2003) Learner/non-teacher interact the contribution of a course assistant to EAP speaking classes Interaction and Language Learning TESOL Case Studies in Practice Series Alexandria, VA: TESOL Carrell, P L., & Eisterhold, J C (1983), “Schema theory and ESL reading pedagogy”, TESOL Quarterly, No 17, pp 553-573 Feyten, C M (1991), “The Power of Listening Ability: An Overlooked Dimension in Language Acquisition”, The Modern Language Journal, No 75, pp 173-80 Ferris, D., & Tagg, T (1996), “Academic listening/speaking tasks for ESL students: Problems, suggestions, and implications”, TESOL Quarterly, No 30, pp 297-320 Gilbert, M B (1988), “Listening in school: I know you can hear me But are you listening?”, Journal of the International Listening Association, No 2, pp 121-132 Grabe, William (1991) Current developments in second language reading research Gordon, Ronald D (1985) Empathy: the state of the art and science Paper presented at the International Conference of the World Communication Association, 16pp 260-470 Goh, C C M (2000) A cognitive perspective on language learners' listening comprehension problems 10 Mendelsohn (1994) Learning to listen: A strategy-based approach for the second-language learner Dominie Press, San Diego, CA 11 Morley (2001) Aural Comprehension Instruction: Principles and Practices In Teaching English as a second or foreign language Boston: Heinle & Heinle, 6985 12 Murphy, J M (1991), “Oral communication in TESOL: Integrating speaking, listening, and pronunciation”, TESOL Quarterly, No 25, pp 51-75 13 O‘Malley, J M & Chamot, A U (1989) Listening comprehension strategies in second language acquisition Applied Linguistics, No 10(4), pp 418437 14 Rost (1994) Introducing Listening Harmondsworth: Penguin 15 Rost (2001) Teaching and Researching Listening London: Longman 16 Rubin, J (1994), “A review of second language listening comprehension research”, The Modern Language Journal, No 78, pp 199-221 17 Saul McLeod (2018) Questionnare: Definition, Examples, Design and Types Symplypsychology.org 18 Thomlison, T Dean (1984), “Relational listening: theoretical and practical considerations”, Paper presented at the Annual Meeting of the 5th International Listening Association, 30pp 257-165 19 Underwood (1989) Teaching listening New York: Longman 20 Wing, B H (Ed.) (1986) Listening, reading, writing: Analysis and application Middlebury, VT: Northeast Conference on the Teaching of Foreign Language 21 Wolvin, A D., & Coakley, C G (1988) Listening (3rd ed.) Dubuque, IA: Wm C Brown 22 Yagan F (1993) Listening: Problems and solutions In English Teaching Forum Teacher Development, Making the Right Movies, Vol 31, No 2, pp 16-19 23 Abbas Pourhosein Gilakjani and Mohammad Reza Ahmadi (2011) A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement 24 Kieu Thi Thu Huong (2014) Improving Foreign-service Officials’ Listening Comprehension Abilities in English for International Relations 25 Nguyen Thi Xuyen (2018) Factors affecting English listening comprehension: Perceptions of nglish- major students at Ho Chi Minh City University of Food Industry 26 Nguyen Thi Nguyet Minh (2019) Enhancing EPU first-year students’ listening skills by using Podcasts in the classroom Electric Power University 27 Sitti Hadijah, Kata Kunci, Kemampuan Menyimak, Dan Perspektif (2016) A study on listening skills and perspective to first year students at English Department of Academic year 2015- 2016 Website https://en.wikipedia.org/wiki/Listening https://en.wikipedia.org/wiki/Listening_behaviour_types https://www.skillsyouneed.com/ips/listening4 https://www.aare.edu.au/data/publications/2005/guo05088.pdf https://www.academypublication.com/issues/past/jltr/vol02/05/05.pdf http://thesis.univ-biskra.dz/1696/11/chapterII.pdf file:///C:/Users/Admin/Downloads/288-305.pdf APPENDIX Hi my friends, my name is Quynh This questionnaire survey was conducted to collect data for my graduation paper entitled “A study on factors affecting the English listening skill of first-year Business English-majored students at Thuong Mai University” Your participation would be useful for the findings of this study, therefore, I would be grateful if you could take part in this survey Thank you in advance for your cooperation I The significance of English listening skill Question 1: How long have you studied English?  Less than years  3-7 years  7-10 years  More than 10 years Question 2: How would you rate the importance of listening skill compared to other skills? Most Second Third Least important important important important Listening o o o o Reading o o o o Speaking o o o o Writing o o o o Question 3: How would you evaluate the listening skill compared to the other skills? Most difficult Second Third difficult Least difficult difficult Listening o o o o Reading o o o o Speaking o o o o Writing o o o o Question 4: How would you rate your English listening skill overall? o Excellent o Good o Average o Poor Question 5: What you practice listening to English for?  To serve entertainment needs  Listening is a compulsory object  To get English certificates (TOEIC, IELTS, )  To be able to communicate with foreigners  To get a job in an international company  To go abroad to study (because you will be taught in English)  Other answer:……………………………………………………… II How you practice listening skill? Question 1: How much time you spend to practice listening to English per week? o No practice at all o 1-3 days o 3-5 days o Every day in a week Question 2: What you to practice listening to English?  Listen to music, news in English  Watch movies, reality TV shows, talk shows,… in English  Talk to native English speaker or foreigners  Do online listening tests  Do some listening tasks in your class  No practice at all  Other answer: ……………………………………………………… Question 3: How many times you listen to the listening record?  Only time  2-3 times  3-5 times  More than times Question 4: Do you practice listening with text/ subtitle? o Yes o No Question 5: Do you use the shadowing technique when listening? o Yes o No Question 6: Do you take dictation when listening? o Yes o No Question 7: Do you take notes when listening? o Yes o No III Factors affecting your English listening skill Question 1: Factors related to listening texts Not Minor Partly Mostly Totally influential influential influential influential influentia l Difficulties with understanding new words Difficulties with understanding texts which have complex grammars Difficulties with unfamiliar topics Difficulties with long listening texts o o o o o o o o o o o o o o o o o o o o Question 2: Factors related to linguistic features Not Difficulties with Minor Partly Mostly Totally influential influential influential influential influential o o o o o recognizing unfamiliar pronunciation Difficulties with o o o o o o o o o o o o o o o recognizing connected speech, linking sounds, swallowing sounds, Difficulties with slangs and idiomatic expressions Difficulties with following the text which has too long and complex sentences Question 3: Factors related to the speaker Not Difficulties with Minor Partly Mostly Totally influential influential influential influential influential o o o o o unclear pronunciation of the speaker Differences between o o o o o o o o o o o o o o o o o o o o speakers’ pronunciation and the listener’s pronunciation Problems with the speed of delivery Difficulties with various accents of the speaker Difficulties with recognizing signals when speakers move from one point to another Question 4: Factors related to the listener Not Difficulties with Minor Partly Mostly Totally influential influential influential influential influential o o o o o recognizing key words Difficulties with o o o o o o o o o o o o o o o o o o o o o o o o o predicting the meaning of new words Problems with taking notes for long sentences Lack of listening strategies Lack of contextual knowledge Difficulties with following the text which is no interest to the listener Question 5: Factors related to physical settings Not Minor Partly Mostly Totally Faulty equipment influential influential influential influential influential o o o o o Noises around o o o o o No visual clues (slide, o o o o o picture, video, etc.) Question 6: Which factors influence your English listening skill the most? Not Factors related to Minor Partly Mostly Totally influential influential influential influential influential o o o o o the listening text Factors related to o o o o o o o o o o o o o o o o o o o o linguistic features Factors related to the speaker Factors related to the listener Factors related to physical settings Question 7: In addition to the above factors, which other factors can affect your English listening skill? ………………………………………………………………………………… IV Private Information Question 1: What is your name? ………………………………………………………………………………… Question 2: Which class are you in? ………………………………………………………………………………… ... perception of the significance of the English listening skill, the status of learning this skill of freshmen at the English Faculty of TMU, as well as the factors affecting their English listening skill. .. Based on the rationale and the aims of the study, the subject of this study is ? ?Factors affecting the English listening skill of first-year Business Englishmajored students at Thuong Mai University? ??... main matters of the study: the perception of the significance of English listening skill, how students practice their English listening skills, and factors affecting their listening English skills

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