A RESEARCH ON IMPROVING LISTENING SKILL BY WATCHING ENGLISH MOVIES OF SOPHOMORE ENGLISHMAJORED AT IUHDifficulties in improving listening skill is topics which has been paid attention. However, conventional methods are still not enough to meet this need. People are interested in a newer method, that is watching English movies. But they also raise the question of whether this approach has a positive effect. So this study aims to analyze the advantages and disadvantages of using English films to improve listening skill. Therefore, the analysis can show the difficulties that students face when using the method and suggest some measures to overcome these problems. Based on the quantitative research method, the survey questionnaire was conducted with 100 secondyear students majoring in English at IUH. So, this study has collected a reliable source of statistics. From the analysis, students give vital feedback on the methods benefits in learning English, especially listening skill. However, this method has some limitations such as linguistic challenges, concentration loss, and focusing too much on the content. More importantly, the problems help the study be completed so that i can work out the right solutions to solve them. With the hope of improving studentss listening competence, i have tried my best to do this thesis by my own experiences and knowledge of English.
MINISTRY OF INDUSTRY AND TRADE INDUSTRIAL UNIVERSITY OF HO CHI MINH CITY FACULTY OF FOREIGN LANGUAGES - - GRADUATION THESIS A RESEARCH ON IMPROVING LISTENING SKILL BY WATCHING ENGLISH MOVIES OF SOPHOMORE ENGLISH-MAJORED AT IUH STUDENT NAME: ID NUMBER: CLASS CODE: COURSE: 2018-2022 SUPERVISOR NAME: HCMC, 05/2022 Abstract Difficulties in improving listening skill is topics which has been paid attention However, conventional methods are still not enough to meet this need People are interested in a newer method, that is watching English movies But they also raise the question of whether this approach has a positive effect So this study aims to analyze the advantages and disadvantages of using English films to improve listening skill Therefore, the analysis can show the difficulties that students face when using the method and suggest some measures to overcome these problems Based on the quantitative research method, the survey questionnaire was conducted with 100 second-year students majoring in English at IUH So, this study has collected a reliable source of statistics From the analysis, students give vital feedback on the method's benefits in learning English, especially listening skill However, this method has some limitations such as linguistic challenges, concentration loss, and focusing too much on the content More importantly, the problems help the study be completed so that i can work out the right solutions to solve them With the hope of improving students's listening competence, i have tried my best to this thesis by my own experiences and knowledge of English Key word English-majored, listening skill, watching English movies ACKNOWLEDGEMENT During the period of completing graduation thesis, i received a plenty of enthusiastic help and support that guide and encourage me to overcome all difficulties and finish this hard but meaningful time First of all, i would like to express thanks to the School Board of the Industrial University of Ho Chi Minh City and the Faculty of Foreign Languages creating favorable conditions for me to implement my graduation thesis Secondly, i sincerely thank to Mr Nguyen Minh Nhat, my supervisor who gave me useful guidance and advice that help me to finish my thesis successfully From these advices, i can properly orient and concretize the idea of the thesis that i pursue As well as he inspired me throughout the process of doing and completing the thesis Next, i would like to thank my group members who often shared my feelings and gave me timely advice during the thesis The enthusiasm of my group members is the source of motivation to help me to keep trying 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 In short, i wish this thesis can give valuable and useful information for the readers For all critics and suggestion, i sincerely appreciate them and will accept all of them TABLE OF CONTENTS CHAPTER I: INTRODUCTION Rationale: English is a popular language and plays an essential role in many fields such as economy, culture, politics and history Most countries use English as the second language, which also is necessary in their life after their mother tongue In the economy, international integration is an inevitable process When foreign companies rush to invest in the Vietnamese market, the importance of English becomes more and more evident English is not only a means of communication but also a measure of employees' ability when they are working In daily life, people use English for many purposes But they generally have one reason that is to communicate together so that they can contact and make friends with foreigners Because the world is changing, people try to learn more knowledge and constantly improve their language ability to develop themselves Nowadays, people are aware of the importance of English in real life and work Therefore, the number of people wishing to learn English has also increased But they have gotten many problems with four aspects of English including speaking, listening, reading and writing Of these aspects, listening is believed to be the most challenging for those studying a foreign language due to the complex and subtle nature of listening comprehension It impulses people interested in learning a language and makes continuous efforts to find a variety of methods to improve listening skill As a student who has a passion for English and particular listening skill, i would like to introduce "A research on improving listening skill by watching English movies for IUH's sophomore English-Majored" for several reasons First of all, listening skill is the most critical communication skill In dialogue, listening skill helps people understand the speaker message because it is not easy to penetrate the thoughts and feelings of the speakers Moreover, in a learning language, listening skill is a valuable meaning for improving the ear pronunciation and an essential component of the whole language learning process Therefore, this study can help students be concerned about their listening skill Second, watching English movies is a method that pays more attention to several teachers and students But they only concentrate on the benefits of the technique Less study points out the other aspects to help people understand the method Finally, this method has many difficulties in applying in teaching and learning The learners face more problems because they will be confused about using it effectively and what ways of watching movies are suitable That is why i would like to put out some suggestions to help students study listening skill by watching English movies more excitedly and better Research objective: The study follows three main aims: - To discover the students’difficulties and explore the factors of students’ listening difficulties when they learn English - To analyze the effectiveness of watching English movies when they practice improving listening skill - To find the difficulties of watching English movies to improve listening skill and suggest solutions to overcome them Research question: This research is conducted on IUH’s sophomore English – Majored to answer the following questions: - What are the English-majored sophomores' difficulties in learning listening skill at IUH? - How effective is watching English movies in improving listening skill for English-majored sophomores at IUH? - What are the advantages and disadvantages of watching English movies in improving listening skill for English-majored sophomores at IUH? Scope of the study: The author identifies the difficulties and practicing listening skill of the second-year students in the Faculty of Foreign Languages at IUH Because of the limitations of time and knowledge, the study cannot cover the whole issue of listening skill It focuses on exploring the challenges that students face in listening skill and suggesting a method that is watching English movies to overcome them Moreover, the study could not touch upon all the students at IUH It is confined to the second-year students in English Department at IUH only The study will be conducted using a quantitative method including the survey questionnaires for 100 second-year students only of English-majored After getting the result, the author will use the charts to present the collected data CHAPTER II: LITERATURE REVIEW: Definition key of concept: 1.1 What is listening skill? Listening is one of the essential skills that people interpret messages in the conveyance process When people miss listening, it leads to missing the speaker's message Because listening is of paramount importance in learning a language since it provides language input, so listening skill can be practiced as the skill in understanding the meaning behind the spoken language Listening has several of the definitions proposed by many experts Irvan Bagus Aji Pamungkas and Sugeng Susilo (2020) acknowledged that listening is listening to speakers to receive, interpret, and understand the information." Underwood (1989) said, "Listening is the activity of paying attention to and trying to get meaning from something we hear." 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, though not fully realized, the listening skill is essential in acquiring language proficiency" According to Yagang (1993), "It is the ability to identify and understand what people are saying This embraces understanding a speaker's accent, grammar, vocabulary and the main part is to understand his meaning." Listening skill is the active process of receiving and responding to spoken messages Michael Purdy acknowledged that "the process of listening often contrasted with hearing Lundsteen considered hearing a physical act and listening to a mental act" Listening skil are very active because listeners can think and understand things at higher levels than what they have heard In the communication process, they talk about more topics about what they hear and connect it with other information they have already known, which keeps them engaged with others 1.2 The types of listening: According to Brown (2007), there are two types of listening: micro-skills and macroskills The macro-skill isolates those skills that relate to the discourse level of organization, while those that remain at sentence level continue to be called micro-skill Micro-skill attends to the smaller bits and chunks of languages It means that listeners will synthesize information from words, phrases or syllables to infer the meaning of the content being heard Otherwise, macroskill indeed focuses on the more significant elements like fluency, discourse, function, style and coherence This skill helps listeners get the common idea of information, follow instructions or directions, and involve many terms and complex processes Micro-skills and macro-skills are new methods of teaching languages Due to learning, learners can choose one or both to improve their listening skill Brown (2007) said that this skill has four aspects: discrimination among sounds, recognition of vocabularies, detecting keywords, and recognition of grammatical structure In teaching, macro-skills and micro-skills are applied parallel through specific listening exercises Using the two skills above has helped learners become more aware of the learning holes in the usual way of learning 1.3 The importance of listening skill: Listening is an essential skill for people to communicate, which has two main activities receiving the input information and interpreting the output information by messages In Rost’s book, listening is defined as one of the processes of communication which include four types of orientation, which are receptive, constructive, collaborative and transformative orientation The listening process occurs by receiving meaning, representing meaning, negotiating to mean and creating sense Moreover, people spend more time listening than any skills They listen for several different goals like entertainment, academic goals and obtaining the necessary information We hear it every time, everywhere We listen to anything, anybody For instane, people hear to the news, film, or converse with someone at home At school, students listen to the lecture The employees listen to the plans and reports that the manager carries out at the company so listening is an important skill in real life People mentioned the difference between hearing and listening to understand the communication process clearly “Hearing deals with sense but listening deals with minds and thinking” (Pratama, Zezenz, 2017) Although they have the same context of performing many activities, which is an ear, listening plays a vital role in learning a language According to Nord (1980), “It gives the learners information to build up the knowledge necessary for using the language.” When the human knowledge is built up, the learner can start to speak While reading and writing skills are a passive process covering grammar and vocabulary, good listening will illustrate that learning a language has achieved a successful result because it provides input for learners if they not understand information at the right level, the learning activity cannot begin 1.4 Difficulties in learning the listening skill: Nobody can deny the importance of listening skill in learning a language, but it also has challenges for learners Listening skill are a “nightmare” because they have dealt with many problems when they study Ur (1996, p111) mentioned the following difficulties in listening First, learners cannot catch the pronunciation of the foreign language Second, missing understanding something in the audio makes learners feel frustrated and stressed Third, it is difficult to remember all the information they are getting Fourth, they barely focus if the listening task is long Moreover, Underwood (1989) identifies the problems listeners encounter, including lack of control over the speed at which speakers speak, not getting things repeated, limited vocabulary, failure to recognize the signals, problems of interpretation and inability to concentrate, and established learning habits Brown and Yule (1983) suggested four factors that can affect the difficulty of oral language tasks: the speakers, the listeners, content and support text Being a language learner, i realize that most students find it some difficulties to listen to a message than to read the same message written in their textbook or elsewhere Because they cannot control the listening speech while they can read the statement many times, stopping and going back over the message at will They can even refer to a dictionary if they no choose In the recording, students can misunderstand the exact sound of words or they fail to hear the final sound, leading to getting the wrong meaning For example, these words have the same sound /nai/, but it is unlike the last sound, such as “night” sounds like /nait/, “nice” sound like /nais/, or “knife” sound like /naif/ Another problem is liaison- the linking of words in rapid speech “I like it” sounds like /ailiekit/ makes students is difficult to follow the speech Students who are learning a foreign language often spend more time reading and less time listening, thus lacking exposure to different types of hearing Over time, it will be tiring to learn another language That is why proposing other methods to improve listening skill is inevitable 1.5 Methods of teaching listening skill: Teaching methods are effective ways of the teaching-learning process There are many methods of teaching English methods used by the lecturer 1.5.1 Direct methods: According to Richards & Rodgers (2001), "Direct method is a method of teaching to be conveyed directly in the target language through demonstration and action." In this method, the role of a teacher is a partner to teach and encourage students to be active and creative The goal of the direct method is that the students can learn to communicate in the target language Techniques of direct methods According to Larsen-Freeman (2000), in Direct Method, there are some techniques usually used by teachers, such as: Reading aloud: Reading aloud is a method in which students read a section of a paragraph, dialog, or play aloud And teachers use gestures, pictures and examples to explain grammar and words to make meaning clear Conversation practice: Conversation practice directs to the components of interaction that make the discussion successful Teachers will give examples of dialogue or questions which provide complete grammar and vocabulary about the target language Then, students will be able to answer individually and practice with their partners Getting students to self-correct: The teacher has the students self-correct by asking them to select between what they said and an alternative answer they supplied So the student has known the wrong answer 1.5.2 Audio Lingual Methods: Audio Lingual Method is a style of teaching using the behaviorist story, which uses dialogues as the primary form of language presentation and drills as the primary training techniques Audio Lingual Methods aims to enable students to respond quickly and accurately to spoken language According to Richards & Rodgers (2001), "The teacher's role is like an orchestra leader who is directing and controlling the language behavior of the students The teacher also replies by providing the students with a good example." Techniques of Audio Lingual methods: According to Larsen-Freeman (2000), there are some procedures usually used by teachers, such as: Repetition drill: Students must accurately repeat what is heard, provided by the teacher's model, like sentences, phrases or works Chain drill: Chain drill is the chain of talk that forms around a space as students, one by one The teacher begins the chain drill by greeting a particular student or asking him a question That student responds, then turns to the scholars sitting next to him This activity allows the teacher to check each student's speech 1.5.3 Grammar-Translations Methods: Grammar-Translations Methods taught founded on grammar rules and translation This strategy helps students read and translate literature written in the source language and furthers students' general intellectual development In this case, the teacher's role is to guide and provide the material like grammar and vocabulary to be taught to the students Techniques of Grammar- Translation Methods According to Larsen-Freeman (2000), in Grammar Translation Methods, there are some techniques usually used by teachers, such as: Fill-in the blanks: Fill-in the blanks is an exercise in which students should fill in the missing words about a new vocabulary or a particular grammar type Memorization: Memorization is a method that eases the retention of information processes over time It requires students to be given lists of target language vocabulary words and asked to memorize According to the results from the chart, the number of people using the above method accounts for 98% In contrast, the number of people who have never used the method accounted for only 2% Meanwhile, using English movies to improve listening skill is a method that many people are interested in Somebody said that they are attractive in this method because some enjoyable space is created They even use this method more than any ways 1.9 Student’s websites used to watch English movies (Part 3, Q2) Chart 9: Student’s websites used to watch English movies The tools have brought many conveniences to students in learning English For this question, students who used youtube to watch English movies scored 89% Students watching English movies on Netflix accounted for 58% Moreover, students watching English movies at Studymovie accounted for 17% and Popcorn-time accounted for 3% In addition, some students suggest some other channels such as Phimmoi.com, HPO, Flim+ accounted for 4% This channel is also a tool that makes it easy for learners to use anywhere Agencies are more and more popular among people Because when people use tools to support learning English, it brings efficiency and improves skills 1.10 Some movie types frequently watched to improve listening skill (Part 3, Q3) Chart 10: Some movie types frequently watched to improve listening skill The purpose of the question is to explore students' preferences in film genres There are several different answers because each person has various movie types of hobbies However, the number of students who prefer watching action movies is about 56% Students watch animated cartoons accounting for 53% Furthermore, romantic movies are about 49% and comedy movies about 46% There are four types of movies that students love watching to develop listening skill in their free time because the content has more content like loving, culture that is closely in daily life Someone said these kinds of movies have exciting content that makes her always focused While they watch these kinds of movies, they feel comfortable However, they cannot understand all of the very textures of a performer's voice Moreover, science fiction movies are about 37%, horror movies are 23%, and others are the kinds of movies people watch when they have more time But these movies give them a hard time understanding the contents if they not put on the subtitles In summary, the kinds of movies influence a lot of the effectiveness of watching movies Some movies make students hardly have time because the contents are not easy to comprehend immediately So they can not concentrate on a film 1.11 Some listening methods commonly used to watch movies by students (Part 3, Q4) Chart 11: Some listening methods commonly used to watch movies by students The listening methods also play the leading role in developing listening skill through watching English movies So this question finds some ways that students usually use to watch English movies Based on the chart above, students have many approaches to use while watching movies Listening to key points is commonly used, accounting for 48% They consider that this method helps to catch the gist of the content So they will focus on listening word by word Listening word by word is applied by some students, about 27% They are people who are good at vocabulary and have the ability to listen So they not take more time to understand the contents and the very texture of a performer's voice Next, increasing vocabulary is an excellent way to develop listening Students use this way to say that they focus on learning new words much because of improving vocabulary According to the chart, focusing on the news word accounts for 21% Last but not least, 4% of students use other channels to improve their listening skill better when they watch English movies, like watching short films or watching movies many times They notice that using more methods together will be adequate to improve listening However, using more methods also means taking more time to have seen a movie 1.12 Student’s opinion about the advantages of watching English movies to improve listening skill (Part 3, Q5) The question five of part three of the questionnaire for students mentioned the advantages of watching English movies to improve listening skill The collected data has shown in the below chart: Chart 12: Student’s opinion about the advantages of watching English movies to improve listening skill As seen from the above bar chart, most of the students agreed that watching movies brings some benefits to improving listening It is approved by 47 % of the student agreement and about 27% of the students' strong agreement Only 4% of students disagree Students strongly disagree with about 9%, because they think watching movies is an entertaining activity to relax more than improving listening, although this method has some advantages in learning English Next, 45% of students agreed and 27% strongly agreed that watching movies helps students learn more vocabulary and idioms They show that they can easily remember vocabulary because these words repeat many times in the films Some news words can know the meaning due to the context and the character's gesture In a while, the level of students who disagreed with about 6% and strongly disagreed with about 8% Watching movies makes listening to English more interesting I was surprised when about 44% agreed, especially 29% of students who strongly agreed with it Almost of students realize that they spend more free time on movies than other activities Some other people feel when they are at home They enjoy eating snacks while watching movies It helps them feel more relaxed than ever Watching movies helps students gain knowledge about native speakers' cultures About over 29% strongly agreed, 44% agreed and only over 5% strongly disagreed Subtitles in movies not affect listening comprehension About 10% strongly agreed and 44% of students agreed that subtitles help them understand what characters are saying, but students lose their concentration in the films The number of students who disagree is about 10% They are the kinds of people who tend to watch English films with subtitles and not want to take more time to watch with non-subtitles In general, students always watch films for any purpose They know the benefit of this way They feedback optimistic about this method and subject some ideas to contribute to it better 1.13 Difficulties by watching English movies to improve listening skill (Part 3, Q6) Chart 13: Difficulties by watching English movies to improve listening skill What difficulties students face in improving listening skill by watching movies raised for students who care more about this method? According to this question, we know that 69% of students are meeting with difficulties of linguistic challenges, including different accents and dialects, speed of speech and unclear pronunciation It interferes with listening and understanding what actors are saying In contrast, students have limited cultural and social knowledge about 51% Students report that this difficulty prevents them from keeping up with the film's content and the actor's implications Both focus on movie content and the inability to concentrate accounts for the same 38% It means that the main problem is not in this method It belongs to a student's listening ability Students often use less effective methods because of differences in flowcharts and limitations in knowledge Some students believe that their rules make it difficult to improve their listening skill When they don't understand, they start to feel depressed and tired Some other students also said that choosing a movie genre with uninteresting content also puts pressure on maintaining concentration In short, students also face many difficulties when applying the method of watching movies to improve listening skill The problem needs to be solved immediately Whether the effective way used depends a lot on applying the technique correctly and understanding one's ability to prepare well while listening So we have to find new directions to perfect the method 1.14 Student’s opinion about applying what they hear in English movies to real-life communication (Part 3, Q7) Chart 14: Student’s opinion about applying what they hear in English movies to real-life communication The decisive factor that this method is beneficial in improving listening skill is that the listener can apply the knowledge learned from the movie such as vocabulary, grammar, and idioms Based on the chart, 72 students agreed that they could use them in real life after watching the film They said that words repeated in the movie made them remember them longer Furthermore, the exciting details in the film help them focus on the movie a lot They will retain the content they heard more Moreover, 22 students said they could apply the information they heard in the movie in certain situations because the characters' lines are often close to life and communication However, six students said they could not apply what they heard in the movie to life because students focused too much on the content than what they heard from the actors In general, this question shows that the percentage of students who can apply what they hear to life is high This means that the method positively affects learners from the content that is close to life They can use them in many cases, especially in communication 1.15 Some suggestions of solutions about improving listening skill through watching English movies (Part 3, Q8) How to improve listening skill through watching movies has raised a difficult question for us Students realize that this method has some limitations, so they want to suggest some tips to help this method better For beggin, some students will indicate that learners can prepare vocabulary related to movie content to apply the technique better It is also a good idea to help review the contents so students can focus less on subtitles while watching movies Next, some other students suggested that to make watching films more effective, learners could watch the movie without subtitles first and subtitles the second time This way helps to decrease the habit of watching films with subtitles They should focus on listening more than reading But if learners don’t understand the first time, they can watch again with subtitles to check the level of understanding and the missing words Last but not least, learners should choose an attractive film with a vocabulary that is not too difficult Sometimes, students can be under pressure when watching a movie having more new words, idioms and slang They will quickly not catch up with the speed of speech To improve listening skill, they should practice at our level and watch their favored topic to maintain enjoyably Moreover, this way will suit students whose listening ability is not too good So they can make a habit of listening more In general, all of the contributions make the study completion and successful We have many ways to learn English better and improve their listening skill better The authhor highly appreciates the spirit of students' learning when facing challenges Discussing: Generally, it is very clear from the data analysis that students have plenty of advantages in learning listening skill by watching English movies Most second-year students study at IUH that the method is applied (98% of students) Most students (72%) still like it and use what they heard in the movies in real life The results of the survey have demonstrated the benefits that the method brings Many students choose it to improve their listening skill at home This is an exciting method and equally beneficial if students apply it correctly Therefore, this study has the same results as previous studies when it hypothesized that the process is effective for learners and received positive feedback Thus, some previous studies on improving listening skill by watching English movies have often focused on the factors that make this method successful However, this method also has disadvantages for learners According to the result of a survey questionnaire, 69% of students meet difficulties of linguistic challenges including different accents and dialects, speed of speech and unclear pronunciation The students have limited cultural and social knowledge of about 51% Focusing on content and the inability to concentrate is the same among 38% of students The above results show that students are still limited when applying the method This factor is related mainly to the ability of learners and skills to use practical ways This difference has brought a new research direction when implementing this study However, it helps learners have a better overview of both advantages and disadvantages of the method, which is rarely mentioned in previous studies CHAPTER V: CONCLUSION The study has demonstrated the effectiveness of the method of watching English movies as well as the advantages and disadvantages of the method Therefore, the method completely brings positive effects to the learners that they can be applied not only in class but also at home Although the study has specific strong points, such as collection methods, namely interviews and survey questionnaires for students, it is evident that it has made many aspect mistakes First of all, due to the limited time and experience, the researcher could not conduct other methods such as classroom observation or interviews, making the results more accurate Secondly, due to the restriction of the scope of the study, the author only focuses on a small number of students at IUH who are second-year students with English majors Moreover, the techniques suggested in this research are selected from different reliable sources Because of not cover all the aspects of solutions, the result of the study can be unspecified Despite the mentioned limitations, i hope that this exploratory research will contribute to improving better English at IUH Because of the limitation, this study could not cover all study aspects The study only focused on the effectiveness of using watching English movies and the disadvantages and advantages of this method for second-year students at IUH to help them improve their listening skill Moreover, to get better results for further studies, the author should invite more participants and the data collection method like using survey questionnaires and interviews and observation to get more persuasive conclusions In general, the limitations of the study are hard to avoid However, this is an opportunity for future studies to contribute to improving the research topic All the data collected is the basis for 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