(LUẬN văn THẠC sĩ) an exploratory study on 10th form students’ listening anxiety at thuong cat high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGESAND INTERNATIONAL STUDIES FACULTY OF POST – GRADUTAE STUDIES ******************** NGUYỄN MINH NGUYỆT AN EXPLORATORY STUDY ON 10TH FORM STUDENTS’ LISTENING ANXIETY AT THUONG CAT HIGH SCHOOL (MỘT NGHIÊN CỨU THĂM DÒ VỀ SỰ LO LẮNG TRONG VIỆC HỌC KỸ NĂNG NGHE CỦA HỌC SINH LỚP 10 TRƯỜNG THPT THƯỢNG CÁT) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 HANOI – 2017 TIEU LUAN MOI download : skknchat@gmail.com VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGESAND INTERNATIONAL STUDIES FACULTY OF POST – GRADUTAE STUDIES ******************** NGUYỄN MINH NGUYỆT AN EXPLORATORY STUDY ON 10TH FORM STUDENTS’ LISTENING ANXIETY AT THUONG CAT HIGH SCHOOL (MỘT NGHIÊN CỨU THĂM DÒ VỀ SỰ LO LẮNG TRONG VIỆC HỌC KỸ NĂNG NGHE CỦA HỌC SINH LỚP 10 TRƯỜNG THPT THƯỢNG CÁT) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 Supervisor: Dr Vũ Thị Thanh Nhã HANOI – 2017 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby certify the thesis entitled “An exploratory study on 10th form students’ listening anxiety at Thuong Cat high school” as my own study in the fulfillment of the requirements for the Degree of Master of Arts at the University of Languages and International Studies, Vietnam National University, Hanoi Hanoi, 2017 Nguyễn Minh Nguyệt i TIEU LUAN MOI download : skknchat@gmail.com ACKNOWLEDGEMENT This thesis could not have been completed without the help, encouragement and support of a number of people who deserve my sincere gratitude Firstly, I would like to express my deep gratitude to my supervisor, Dr Vu Thi Thanh Nha Without her careful guidance and her encouragement, I could not have been able to finish this study Secondly, I would like to express my sincere thanks to my respectful professors of the Faculty of Post-Graduated Department at University of Languages and International Studies for their devotion and their interesting lectures I also want to give my big thanks to students from three classes 10D1, 10D2, 10D6 who participate in this research Last but not least, special thanks go to my family who are always by my side and support me during the time I carry out this study ii TIEU LUAN MOI download : skknchat@gmail.com ABSTRACT Anxiety is a common feeling that learners have to face when learning a foreign language, especially with a difficult skill like listening This study aims at exploring the listening anxiety of grade 10 students at Thuong Cat High school There are 130 students from three classes participated in this survey The researcher used both quantitative and qualitative The survey questionnaire was used to examine the existence of listening anxiety and factors causing students’ anxiety The informal interview further looked at the sources of students listening anxiety and found out some suggested solutions The findings showed that the majority of participants experienced high listening anxiety Factors causing listening anxiety were divided into three categories: factors related to listening process, factors related to listening text and factors related to students’ learning habits From the students’ suggestions in the interview, some solutions were proposed for both teachers and students.On the part of teachers, they should pay more attention to choose appropriate listening materials, help students raise their language proficiency and teach them listening strategies Students also need to build their self-confidence and have more practice to reduce listening anxiety and improve their listening comprehension iii TIEU LUAN MOI download : skknchat@gmail.com TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF ABBRIVIATION vi LIST OF TABLES AND CHARTS vii LIST OF APPENDICES viii CHAPTER 1: INTRODUCTION 1.1 Rationales of the study 1 Purpose of the study Research questions .2 Significance of the study Scope of the study Structure of the study CHAPTER 2: LITERATURE REVIEW 2.1 Overview of listening comprehension 2.1.1 Definition of listening comprehension 2.1.2 The listening comprehension process .5 2.2 Overview of anxiety 2.2.1 Definition and types of anxiety 2.2.2 Foreign language anxiety 2.2 Listening anxiety 2.2.4 The previous studies of listening anxiety 10 CHAPTER 3: METHODOLOGY 13 3.1 Overview of current teaching and learning listening at Thuong Cat High School 13 3.2 Participants 15 3.3 Research method 15 iv TIEU LUAN MOI download : skknchat@gmail.com 3.4 Data collection instruments 16 3.5 Procedure .17 3.6 Data analysis method 17 CHAPTER 4: THE FINDINGS .19 4.1 Students’ background information 19 Reliability of the FLLA .22 Descriptive analysis .22 4 Exploratory Factor Analysis (EFA) 23 4.5 Participants’ suggested solutions for reducing listening anxiety 34 CHAPTER5: CONCLUSION 38 5.1 Summary of the main findings .38 5.2 Implication .40 5.2.1 Recommendation for teachers 40 5.2.2 Recommendations for learners .46 5.3 Limitations and suggestions for further study 47 REFERENCES 48 APPENDICES I v TIEU LUAN MOI download : skknchat@gmail.com LIST OF ABBRIVIATION ELT: English Language Teaching FLA: Foreign language anxiety FLLA: Foreign language listening anxiety FLLAS: Foreign language listening anxiety scale SPSS: Statistical Package for the Social Sciences vi TIEU LUAN MOI download : skknchat@gmail.com LIST OF TABLES AND CHARTS Chart 1: Students’ time of starting learning English……………………………….17 Chart 2: Students’ judgment about listening skill in comparison with other skills…… 18 Chart 3: Student’s level of interest in listening skill………………………………18 Chart 4: Student’s practice outside class………………………………………… 19 Table 1: Listening anxiety related to Listening process……………………………22 Table 2: Listening anxiety related to Listening text……………………………….25 Table 3: Listening anxiety related to Student’s learning habits ………………….29 vii TIEU LUAN MOI download : skknchat@gmail.com LIST OF APPENDICES APPENDIX 1: ROTATED COMPONENT MATRIX……………………………48 APPENDIX 2: DESCRIPTIVE STATISTICS OF FLLAS……………………….50 APPENDIX 3: THE FOREIGN LANGUAGE LISTENING ANXIETY SCALE 52 APPENDIX 4: SURVEY QUESTIONNAIRE (Vietnamese version)……………54 APPENDIX 5: SURVEY QUESTIONNAIRE (English version)……………… 56 APPENDIX 6: INFORMAL INTERVIEW……………………………………….58 APPENDIX 7: TABLE CONTENTS OF TEXTBOOK TIENG ANH 10……….59 APPENDIX 8: UNIT 1- TIENG ANH 10…………………………………………60 viii TIEU LUAN MOI download : skknchat@gmail.com 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 em bỏ lỡ ý quan trọng Khi nghe tiếng Anh, em cảm thấy lo lắng em khơng thấy biểu hiện, cử chỉ, nét mặt người nói Em nghe từ khơng biết viết từ Em cảm thấy không thoải mái phải nghe mà không đọc nghe Khi nghe tiếng Anh em thường bị bối rối nên không nhớ vừa nghe Em lo khơng có đủ kiến thức tảng vài chủ đề nghe Suy nghĩ em trở nên lộn xộn rối bời nghe thông tin quan trọng tiếng Anh Em trở nên lo lắng em có it thời gian để nghĩ vừa nghe Khi nghe tiếng Anh, em ln dịch từ mà khơng hiểu tồn nội dung Em nghĩ tất người, ngoại trừ em, hiểu hết điều mà người nói tiếng Anh nói Khi nghe tiếng Anh, em thường hiểu từ không hiểu điều mà người nói muốn diễn đạt Em cảm thấy khó nghe có tiếng ồn xung quanh Trong q trình nghe, em thấy khó chịu em gặp từ mà em Em không quen với trọng âm ngữ điệu tiếng Anh Em lo lắng em khơng có đủ thời gian để hồn thành tập nghe khó Trong kiểm tra nghe, em thấy lo lắng bối rối em không hiểu từ Em cảm thấy lo lắng gặp cấu trúc ngữ pháp nghe Em thấy lo ngại em không hiểu nghe từ lần nghe Những nghe dài làm em thấy chán nản lo âu Em thấy lo lắng nghe em khơng luyện tập đủ Sau hồn thành bảng câu hỏi này, em sẵn sàng tham gia vào buổi vấn, em cho biết tên số điện thoại liên lạc Họ tên: ………………………………………………………… Lớp: ……………………………………………… Số điện thoại: ……………………………………………………… Cảm ơn hợp tác em! VIII TIEU LUAN MOI download : skknchat@gmail.com APPENDIX SURVEY QUESTIONNAIRE (English version) This survey questionnaire is designed to investigate the grade 10 students „anxiety when learning listening skill at Thuong Cat High school The data collected will be used only for the aims of the study, not for any other purposes Your assistance in completing the questionnaire is highly appreciated Thank you very much! I Personal information Please give the answers for following questions Your gender: Male Female When did you start learning English? ……………………………………………………………………………………………… In your opinion, listening skill is _ the most difficult skill as difficult as other skills the easiest skill as easy as other skills How you enjoy listening to English? very much Quite much 3.Little Not at all How often you listen to English outside class? Always Often 3.Sometimes II Your experience in listening Put a tick (√) in the appropriate columns SD= Strongly Disagree (1) D = Disagree (2) N= Not sure (3) A = Agee (4) SA = Strongly Agree (5) I feel unconfident whenI am listening in English I get nervous if a listening passage is read only once during English tests When someone pronounces words differently from the way I pronounce them, I find it difficult to understand When a person speaks English very fast, I worry that I might not understand all of it I am nervous when I am listening to English if I am not familiar with the topic If I let my mind drift even a little bit while listening to English, I worry that I will miss important ideas When I’m listening to English, I am worried when I can’t Never SD D N A SA (1) (2) (3) (4) (5) IX TIEU LUAN MOI download : skknchat@gmail.com 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 watch the lips or facial expression of a person who is speaking I can listen to the sounds but I not know how to spell the words I feel uncomfortable in class when listening to English without the written text When I’m listening to English, I often get so confused that I can’t remember what I have heard I fear I have inadequate background knowledge of some topics when listening in English My thoughts become jumbled and confused when listening to important information in English I get worried when I have little time to think about what I hear in English When I’m listening to English, I usually end up translating word by word without understanding the contents I keep thinking that everyone else except me understands very well what an English speaker is saying When listening to English, I often understand the words but still can’t quite understand what the speaker means It’s difficult for me to listen to English when there is even a little bit of background noise I get annoyed when I come across words that I don’t know while listening to English English stress and intonation seem unfamiliar to me I get worried when I not have enough time to complete difficult listening tasks During English listening test, I get nervous and confused when I not understand every word I feel nervous when I encounter new grammar structures in listening text I get upset when I cannot understand the text from the first listening Long listening texts make me feel tired and anxious I feel worried when listening to English because I not have enough practice If you are willing to participate in an interview after completing this questionnaire, please give me your name and your contact number Your name: …………………………………………………………… Class: ………………………………………………………………… Mobile phone: …………………………………………………… Thank you very much for your cooperation! X TIEU LUAN MOI download : skknchat@gmail.com APPENDIX Informal interview Em thấy lực ngoại ngữ em ( Tốt, hay …) Em có tự tin với khả nghe tiếng Anh hay khơng? Em có trọng đến việc học nghe cịn học cấp khơng? Vì sao? Em có thường cảm thấy căng thẳng học nghe khơng? Vì em cảm thấy vậy? Em có nghĩ khả nghe bạn khác tốt khơng? Điều có làm em lo lắng không? Kiến thức từ vựng kiến thức em nào? (Tốt hay không tốt) Điều có ảnh hưởng đến việc học nghe em hay khơng? Em phát âm có tốt khơng? Việc nghe tiếng Anh người ngữ có gây căng thẳng cho em khơng? Em có áp dụng chiến lược việc học nghe hay không? Việc áp dụng chiến lược nghe có làm em cảm thấy lo lắng căng thẳng không? Những đặc điểm văn nghe gây khó khăn căng thẳng cho em? (bài nghe dài, nghe nhiều từ mới, nhiều cấu trúc ngữ pháp …) 10 Em có gặp khó khăn với tập nghe khơng? Dạng nghe làm em lo lắng căng thẳng? 11 Em có luyện nghe ngồi học lớp khơng? Em thường nghe gì? 11 Khi luyện nghe tiếng Anh em thường nghe lần? 12 Em quen với tốc độ nghe nhanh hay chậm? Tốc độ nghe q nhanh có khiến em lo lắng hay khơng? 13 Khi nghe em có dịch từ sang tiếng Việt khơng? Điều có gây khó khăn cho em khơng? 14 Khi nghe em có thường nhìn vào văn nghe khơng? Nếu khơng nhìn vào nghe em có thấy lo lắng khơng? 15 Em có thường bị tập trung nghe khơng? Điều có làm em lo lắng khơng? XI TIEU LUAN MOI download : skknchat@gmail.com APPENDIX TABLE CONTENTS OF TEXTBOOK TIENG ANH 10 XII TIEU LUAN MOI download : skknchat@gmail.com APPENDIX UNIT 1- TIENG ANH 10 XIII TIEU LUAN MOI download : skknchat@gmail.com XIV TIEU LUAN MOI download : skknchat@gmail.com XV TIEU LUAN MOI download : skknchat@gmail.com XVI TIEU LUAN MOI download : skknchat@gmail.com XVII TIEU LUAN MOI download : skknchat@gmail.com XVIII TIEU LUAN MOI download : skknchat@gmail.com XIX TIEU LUAN MOI download : skknchat@gmail.com XX TIEU LUAN MOI download : skknchat@gmail.com XXI TIEU LUAN MOI download : skknchat@gmail.com XXII TIEU LUAN MOI download : skknchat@gmail.com ... Thanh Nhã HANOI – 2017 TIEU LUAN MOI download : skknchat@gmail.com DECLARATION I hereby certify the thesis entitled ? ?An exploratory study on 10th form students’ listening anxiety at Thuong Cat. .. Anxiety can be experienced at three perspectives: trait anxiety, state anxiety and situation-specific anxiety 2.2.2 Foreign language anxiety Foreign language anxiety is a situation specific anxiety. .. apprehension, test anxiety, and fear of negative evaluation Communication apprehension is characterized by fear and anxiety in communicating with people Test anxiety is a type of performance anxiety which