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Untitled BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION TECHNIQUES FOR SOPHOMORES I[.]
BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION TECHNIQUES FOR SOPHOMORES IN ENGLISH AT NONG LAM UNIVERSITY (GIẢI PHÁP HIỆU QUẢ ĐỂ CẢI THIỆN KỸ THUẬT NGHE HIỂU CHO SINH VIÊN NĂM CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC NÔNG LÂM) Mã số: TR: 2020-02/NN Chủ nhiệm đề tài: THS NGUYỄN VĂN ĐỨC Đồng Nai, Tháng 5/2021 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC CÔNG NGHỆ ĐỒNG NAI BÁO CÁO TỔNG KẾT ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION TECHNIQUES FOR SOPHOMORES IN ENGLISH AT NONG LAM UNIVERSITY (GIẢI PHÁP HIỆU QUẢ ĐỂ CẢI THIỆN KỸ THUẬT NGHE HIỂU CHO SINH VIÊN NĂM CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC NÔNG LÂM) Mã số: TR: 2020-02/NN Chủ nhiệm đề tài (ký, họ tên) Đồng Nai, Tháng 5/2021 THÔNG TIN KẾT QUẢ NGHIÊN CỨU ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CẤP TRƯỜNG (dùng cho Báo cáo tổng kết đề tài) Thông tin chung: - Tên đề tài: An Effective Way to Improve Listening Comprehension Techniques for Sophomores in English at Nong Lam University (Giải pháp hiệu để cải thiện kỹ thuật nghe hiểu cho sinh viên năm chuyên Anh trường Đại học Nông Lâm) - Mã số: TR:2020-02/NN - Chủ nhiệm đề tài: Nguyễn Văn Đức Điện thoại: 09855222667 Email: nguyenvanduc@dntu.edu.vn - Đơn vị quản lý chuyên môn (Khoa, Tổ môn): Khoa Ngoại Ngữ - Thời gian thực hiện: tháng 09/2020 đến tháng 01/2021 Mục tiêu: Nghiên cứu khó khăn kĩ nghe hiểu sinh viên chuyên ngữ năm hai ở trường đại học Nông Lâm, nguyên nhân giải pháp khắc phục Nội dung chính: Nội dung tài liệu bao gồm phần chính: Phần 1: Giới thiệu (lí chọn đề tài, mục đích nghiên cứu, câu hỏi nghiên cứu) Phần 2: Tổng quan tình hình nghiên cứu thuộc lĩnh vực đề tài ở nước Phần 3: Nội dung nghiên cứu gồm phương pháp nghiên cứu, đối tượng phạm vi Phần 4: Kết quả, thảo luận Phần 5: Kết luận Kết đạt được: Đề tài hoàn thành nội dung tuyết minh ban đầu DANH SÁCH THÀNH VIÊN THAM GIA STT HỌ TÊN ĐƠN VỊ VAI TRÒ Nguyễn Văn Đức Khoa Ngoại Ngữ Chủ nhiệm đề tài Trần Vũ Ngọc Hân Khoa Ngoại ngữ Thành viên Trần Vũ Nguyệt Hằng Khoa Ngoại ngữ Thành viên TABLE OF CONTENTS CHAPTER 1: INTRODUCTION…………………………………………….….……1 1.1 Background of the Study3…………………………………………………… … 1.2 Problem statement …………………………………………………………….… 1.3 Purpose of the study ……………………………………………………….… …2 1.4 Research questions…………………………………………………………………………………….……… 1.5 Significance of the study………………………………………………………………….………………….3 CHAPTER 2: LITERATURE REVIEW 2.1 Overview of listening………………… …………………………….………… 2.1.1 Definition of listening ………………………………………………… …… 2.1.2 The importance of listening skill……………………………………………… 2.1.3 Types of listening…………………………………………………………………………………………….6 2.2 Difficulties in learning the listening skill…………………………….……………7 2.2.1.What problems learners have with listening? ……………………….….…….7 2.2.2 What makes listening so difficult? ………………………………………… ……………………….7 2.3 Factors affecting the English listening…………………………………………….8 2.3.1 The class atmosphere…………………… ………………………………………9 2.3.2 Students’ motivation………………………………………….………………….9 2.3.3 Quality of Recorded Material……………………………………………………9 2.3.4 The effect of Accent…………………………………………………………………………………………9 2.4 Solutions to solve problems and also increase listening skill ……………….10 CHAPTER 3: RESEARCH METHODOLOGY 3.1 Context of the study………………………………………………………… ….13 3.2 Participants of the study…………………………………………… ………… 13 3.2.1.The teachers …………………………………………… ….………… ………………………………… 13 3.2.2.The students:…………………………………………… ….………… ………………………………… 13 3.3 Research tool…………………………………………… ….………… ……………………………….…….14 3.4 Data collection procedure…………………………………………… ….………14 3.5 Data analysis procedure ……………………………… …………… ….………15 CHAPTER 4: RESULTS AND SOLUTIONS 4.1 Results…………………………………………… ….…………………….……17 4.2 Solution…………………………………………… ….…………… …….……17 CHAPTER 5: CONCLUSION AND RECOMMENDATION 5.1 Conclusion……………………………… ….…………… ……………….……20 5.2 Recommendation……………………… ….………… … ……………….……20 REFERENCES ……………………………… ….…………… ……………………23 APPENDIX ……………………………… ….…………… ……………… ……24 APPENDIX ……………………………… ….…………… ……………… ……26 CHAPTER INTRODUCTION Nowadays, listening plays a vital role in daily lives People listen for different purposes such as entertainment, academic or obtaining necessary information Of the four language skills like 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 Listening skills determine 90% of success in all communication, along with speaking skills And although listening is a human reflex, but it takes time to learning and practice that we can fluent in it 1.1 Background of the study Listening skill is the most important skill to be successful in all communication As my teacher once said with the idea that:” It takes a man three years to learn to speak, but it takes a lifetime to learn to listen However, in everyday life, there are very few people who are able to listen, they accidentally lack an important communication skill and make communication becomes less effective 1.2 Problem statement Most of the students at Nong Lam university studied English for years at school However, while learning English I found that they have problems in listening English So, the study is design to yield data that would contribute to our understanding of the nature of problems our students encounter in comprehending English Through investigating the listening process, we can learn a great d about how our student approach listening and what kind of strategies they use Besides, the teachers sometimes have to face with difficulties in dealing with the students’ learning demand and newly introduced sources of materials In addition, teaching methods and teaching techniques in general, are still below the international standard of education Identifying the areas of students’ difficulty at Nong Lam university and the causes of their unsuccessful listening comprehension is necessary Therefore, these reasons have inspired the writing of a study on main causes of difficulties faced by second-year English majors at school as well as some suggested solutions It is hoped that the study will make some contributions to improve learning English in general, and listening in particular among the 2nd year English majors at Nong Lam university The author also hopes that it will be possible to make useful suggestions for the teachers to improve the situation of teaching and learning listening 1.3 Purpose of the study: The overall aim of this study is to find common difficulties when learning the listening skills of second-year language major students encountered at Nong Lam university Moreover, because of the difficulty, many students are not interesting in learning and training this skills, so that the study would like to suggest more effective methods for learnings to help them solve those issues 1.4 Research questions 1) What are some difficulties of listening to English? 2) Solutions to solve problem and also increase listening skill ? 1.5 Significance of the study Listening improves your communication skills with people around you With the listening process, you can get the problem, gather information, thereby improving the interaction between you and your partner Listening helps you to share sympathy with others, and at the same time you can understand the other person better As a researcher, I would like to present the thesis title " An effective way to improve listening comprehension skills for sophomores in English at Nong Lam university " for several reasons First of all, listening and speaking are two major parts of communication They are closely interdependent We are able to talk sensibly when we understand what is said to us If we fail to understand spoken language, we may miss important information and respond in a funny way 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 process, And leaching listening skill in classroom helps students make transition from classroom Engsh to real-life English more easily and effectively Therefore, I would like to this research to help the students and teachers 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 carrify understanding, which a listener can not in most listening contexts such as TV programs, meetings, discussion, lectures or conversations Last but not least, reason for choosing this thesis title is that many students are not interested in learning listening skill They find listening classes boring On the other hand, practicing listening skill is difficult and takes long time That is the reason I would like to work out some suggestion so as to help teachers motivate their students to study listening skill more excited and better CHAPTER LITERATURE REVIEW 2.1 Overview of listening 2.1.1 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) 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 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 an aspect of skills: involves neurological response and interpretations of sounds to understand and to give meaning by reacting, selecting meaning, remembering, attending, analyzing and including previous experience” Bentley and Bacon (1996) stated that listening, an important part of the second language learning process has also been defined as an active process during which the listener constructs meaning from oral input 3.3 Research tool To improve the quality of information, it is expedient that data is collected so that we can draw inferences and make informed decisions on what is considered factual The instrument is survey questionares The questionares were designed both for students and teachers because the research finds them easy to summarize and analyze the collected data We made a questionaire from three to five level depent on the importance of the information of the question was devided into two parts At first part was aim to asking of the frequency about Student’s learning style with options for each question and the last one is the most important that realated to the difficuties of student when listening English including questions with main problems: (1) Problems from the listeners to identify problems, students are asked to put their answer on as scale of frequency ranging from never to always Problems are classified into two different categories, namely problems from the listeners and listening materials and equipment (2) Problems from the listening material (3) Problems result from physical settings Not only the difficulties come from the message, the listener or the speaker but also come from the environment surrounding the students 3.4 Data collection procedure When the data collection was accomplished, the data analysis was initiated The results of survey questionares revealed students’ techniques they use in listening skill The participants were asked to fill out the close-ended questionnaire within 10 to 15 minutes Hence, Microsoft Excel 2013 was conducted for data analysis For each measure, percentage was used to determine the overall patterns of the sophomores’ English listening difficulties and speaking strategy uses To analyze the sophomores’ difficulties in listening English, the analysis focused on the items that were arranged in increasing order of frequency as “ Never”, “Sometimes”, “Often”, “ Always” “ Once”, “Twice”, “ Three times”, “” more than three” “ Rarely” focused on Student’s learning style and problem sophomores encounter when listening English We 14 ... UNIVERSITY (GIẢI PHÁP HIỆU QUẢ ĐỂ CẢI THIỆN KỸ THUẬT NGHE HIỂU CHO SINH VIÊN NĂM CHUYÊN ANH TẠI TRƯỜNG ĐẠI HỌC NÔNG LÂM) Mã số: TR: 20 20- 02/ NN Chủ nhiệm đề tài (ký, họ tên) Đồng Nai, Tháng 5 /20 21 THÔNG... University (Giải pháp hiệu để cải thiện kỹ thuật nghe hiểu cho sinh viên năm chuyên Anh trường Đại học Nông Lâm) - Mã số: TR :20 20- 02/ NN - Chủ nhiệm đề tài: Nguyễn Văn Đức Điện thoại: 0985 522 2667 Email:... vị quản lý chuyên môn (Khoa, Tổ môn): Khoa Ngoại Ngữ - Thời gian thực hiện: tháng 09 /20 20 đến tháng 01 /20 21 Mục tiêu: Nghiên cứu khó khăn kĩ nghe hiểu sinh viên chuyên ngữ năm hai ở trường đại