Nhận thức của học viên tại trung tâm anh ngữ talky về những yếu tố ảnh hưởng tới việc nghe hiểu tiếng anh

z HANOI UNIVERSITY DEPARTMENT OF POST-GRADUATE STUDIES STUDENTS’ PERCEPTIONS OF THE FACTORS AFFECTING THEIR ENGLISH LANGUAGE LISTENING COMPREHENSION AT TALKY ENGLISH SCHOOL Nhận thức học viên Trung tâm Anh ngữ Talky yếu tố ảnh hưởng tới việc nghe hiểu tiếng Anh A dissertation submitted to the Department of Post-graduate Studies in partial fulfillment of the requirements for the Master‟s degree Student: Bui Quang Huy Supervisor: Dr Dinh Thi Bao Huong Hanoi 2019 Table of Contents ACKOWLEDGEMENTS i STATEMENT OF AUTHORSHIP ii ABSTRACT iii LIST OF ABBREVIATIONS iv LIST OF TABLES AND FIGURES v CHAPTER 1: INTRODUCTION 1.1 Statement of the problem 1.2 Purpose of the study 1.3 Research questions 1.4 Significance of the study 1.5 Scope of the study 1.6 Organization of the dissertation CHAPTER 2: LITERATURE REVIEW 2.1 Definition of listening 2.2 Listening comprehension processes 2.2.1 Top-down processing 2.2.2 Bottom-up processing 2.2.3 Combination of top-down and bottom-up processing 10 2.3 Factors influencing listening success 13 2.3.1 Cognitive factors 14 2.3.2 Affective factors 20 2.3.3 Contextual factors 23 2.4 Previous studies 25 2.5 Summary 30 CHAPTER 3: METHODOLOGY 31 3.1 Research design 31 3.2 Research setting 32 3.3 Participants 32 3.4 Data collection instruments 33 3.4.1 Justification for the use of the questionnaire and interview 33 3.4.2 Questionnaire 34 3.4.3 Interview 35 3.5 Procedure 36 3.6 Data analysis 39 3.7 Ethics 39 3.8 Summary 40 CHAPTER 4: RESULTS AND DISCUSSION 41 4.1 Answer to the first research question: What are the most common factors affecting the students‟ listening comprehension during the two listening tasks? 41 4.2 Answer to the second research question: Is there any relationship between the listening task types and the factors experienced? 48 4.3 Discussion 50 CHAPTER 5: RECOMMENDATIONS AND CONCLUSION 53 5.1 Recommendations 53 5.2 Limitations 54 5.3 Directions for future research 55 5.4 Conclusion 56 References 57 APPENDIX A: QUESTIONNAIRE (ENGLISH) 67 APPENDIX B: QUESTIONNAIRE (VIETNAMESE) 69 APPENDIX C: INTERVIEW GUIDE (ENGLISH) 71 APPENDIX D: INTERVIEW GUIDE (VIETNAMESE) 72 APPENDIX E: SAMPLE TRANSCRIPT 73 APPENDIX F: CODING TABLE 79 ACKOWLEDGEMENTS Thanks to everyone who helped me to complete this M.A program and, ultimately, this dissertation Firstly, I would like to extend my grateful thanks to Dr Dinh Thi Bao Huong for her tremendous support and guidance throughout my coursework, study, and writing of this dissertation I am also grateful for the support of the librarian staff at Hanoi University who have assisted me in searching for coursework- and research-related material, as well as supported me in the processing of statistical data Thanks in general to the Department of Postgraduate Studies for their enthusiasm and practical assistance throughout the two years I have been a student at Hanoi University I would also like to express my thanks to my friends and family for encouraging me to pursue this area of interest and providing me with valuable comments and suggestions Thanks to my students for their willingness to take part in this study and for being guinea pigs during some stages of my study Last but not least, thanks to the management at Talky English School for making it possible for me to carry out this research i STATEMENT OF AUTHORSHIP I certify that except where due acknowledgement has been made, the work is that of the author solely; and the work has not been submitted in support of another degree or qualification from this or other university or institute of learning The study in this thesis has been approved by Hanoi University Hanoi, November 2019 Bui Quang Huy ii ABSTRACT This dissertation presents an exploratory approach to investigate the factors expected to have an impact on listening skills of B1-level students at English Talky School The primary purposes of the dissertation were to explore the factors influencing learner listening comprehension with greatest frequency as well as the relationship between the listening task types and the factors experienced A mixed-methods concurrent design was employed in the study Quantitative data were collected from 33 students at B1 level according to the Common European Framework of Reference for Languages (CEFR) Qualitative data were acquired from one-on-one interviews with four participants Many of the factors reported were related to text, listener, task and environment characteristics The factors experienced by the students related to the gap-filling task type, in order of frequency of mention, were memory, attention and concentration, time available for processing, speech rate, vocabulary, physical conditions, speaker's clarity, culturally specific vocabulary and idioms, physical and psychological states, knowledge of grammar, concern about understanding every word, opportunities for second hearing and directness of text With regards to the factors influencing the students‟ listening in the other task type, in order of frequency of mention, attention and concentration, opportunities for second hearing, speech rate, memory, physical conditions, vocabulary and time available for processing were reported to be highly influential The findings also revealed that the number of factors with the highest impact was almost twice as many in the gap-filling task type as that in the multiple-choice task type Furthermore, most of the factors cited in the gap-filling task type were related to characteristics of the text and those of the listener (five each), whereas the number of factors reported in the multiple-choice task type, which were connected with the text and the listener, was rather low (two each) Last but not least, the overlap between the factors reported in the multiple-choice task type and those in the gap-filling task type signifies that the seven factors which are attention and concentration, opportunities for second hearing, speech rate, memory, physical conditions, vocabulary and time available for processing are equally important in both of the listening tasks The results of this study are mixed in terms of corroborating and disproving the assertions in previous literature Notwithstanding differences, the findings from this paper carry a number of pedagogical implications and recommendations for those in the teaching profession, material developers and future researchers who are interested replicating this work iii C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF ABBREVIATIONS CEFR: Common European Framework of Reference for Languages EFL: English as a Foreign Language L1: First Language L2: Second Language PET: Preliminary English Test TES: Talky English School Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn iv C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an LIST OF TABLES AND FIGURES Table 1: Factors reported in the two listening task types 48 Table 2: Percentages of students reporting factors experienced in two task types 49 Table 3: Groups of factors experienced in two task types 50 Figure 1: Most common factors experienced in pilot multiple-choice task 38 Figure 2: Most common factors experienced in multiple-choice task 41 Figure 3: Most common factors experienced in gap-filling task 42 Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn v C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an CHAPTER 1: INTRODUCTION 1.1 Statement of the problem The importance of listening comprehension is increasing the world over, and the need for global communication has made listening by non-native speakers even more crucial According to Rost (2002), of the four language skills being listening, reading, writing and speaking, listening skills are considered a “primary means of L2 acquisition” (p 103) Unfortunately, this „Cinderella‟ skill is often overlooked in many ESL or EFL programs (Mendelsohn, 1994; Nunan, 1997; Vandergrift, 1997) Given the role of listening in everyday life, such neglect is surprising; Regarding the time an individual is engaged in communication, 45% is devoted to listening, while speaking accounts for only 30% (as cited in Hedge, 2001, p.228) Considering the growing importance of listening, it seems logical that language learners should be equipped with an insight into listening factors which learners usually experience in order to help them to avoid experiencing the same negative factors as well as to promote the positive ones in future listening tasks Although the practice of teaching English to second language (L2) learners has changed considerably over the last few decades, learners still find it challenging in different language tasks L2 learners continue to be faced with a plethora of problems inside and outside the classroom as they try to improve their listening comprehension skills (Vandergrift & Goh, 2012) In Vietnam, it is disappointing to see that language learners have devoted a great deal of their time to practicing their listening skills by listening to recordings of various kinds Unfortunately, it seems that no return has been achieved as students are still in the dark about the key factors which contribute to their listening success and, to complicate matters further, no explicit factors are available for the students to reflect on, based on which current pedagogical practices can be redirected in the way of helping them to overcome listening problems associated with certain factors Also, empirical findings from the existing body of L2 listening research, though informative, have done little to assist the researcher in generalizing those findings to his current research context Regrettably, within the current research context, that is Talky English School, despite the generous offer of various learning resources, the scores obtained from recent listening tasks have shown that while some gained high marks, others received low ones This leads to the researcher believing that the differences in the test results lie in the factors they experience in particular listening task types Taking this as a starting point, a study into factors affecting Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an „A little negative and a Gap-filling Passage topic little positive, I think.‟ „Listeners will get Gap-filling and Interest and bored easily and might multiple choice purpose lose concentration during a listening task if they are not interested in listening.‟ „If the listeners have a Gap-filling and Physical and headache or a runny multiple choice Psychological nose, this will make states them distracted.‟ „There are some Gap-filling and Knowledge of grammatical structures multiple choice grammar having different usage If the listeners have no knowledge of that, they might not perform very well during a listening task.‟ „If there‟s too much Gap-filling Memory information but the listeners fail to remember it if the information on the recording and that in the paper are not in the same order, this will affect their performance during a Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 87 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an listening task … since they will be distracted during the transition from one utterance to the next.‟ „They are a really Gap-filling and Attention and important factor, I multiple choice concentration think If the listeners aren‟t paying attention when there‟s a lot of information but there‟s only one main piece of information, they are very likely to be distracted.‟ [They might fail to focus on the main information but focus on minor details instead] „This also affects one‟s Gap-filling Concern about performance during a understanding listening task If he or every word she comes across too many new words, he or she might pay great attention to the words he or she already knows, based on which he or she can work out the meaning of those new words Plus, he or she might try hard to Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 88 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an understand every new word so they can ask his or her peers for its meaning later on.‟ „If my pronunciation is Gap-filling and Accuracy of incorrect, I might not multiple choice pronunciation get what a word really is on the recording.‟ „If there‟s too little Gap-filling and Time available time for the listener to multiple choice for processing process what he or she has heard, he or she might get distracted They might reflect on some piece of information they heard a short time ago In case there‟s too little time for reflection, they might use all the amount of time that is available for processing the latest utterance to work on the previous one.‟ „If the listening task Gap-filling Opportunities contains many things for second that are new to the hearing listeners, second hearing might help them understand the Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 89 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an things that they found hard to understand during the first hearing But if the listening task contains the material that they are already familiar with, they might get bored, killing time And this leads to them getting distracted from the listening task.‟ „This matters because, Gap-filling and Physical uh, consider, as an multiple choice conditions example, the sound system if the volume is too low or if the sound from the stereo speakers themselves and that from the speakers are uttered at the same time, this might have a negative impact on the listeners‟ performance during a listening task.‟ „Here at Talky, my Multiple teacher, Denis, seems choice Speaker‟s accent to speak in a BritishEnglish accent … so if I‟m often exposed to Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 90 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an the British-English accent, it will be easier for me to handle listening tasks with that accent But for listening tasks with a British-English or American-English accent, it might be a bit of a challenge.‟ „Greatly Well, if the Gap-filling and Background speaker is speaking, multiple choice noise but another sound such as that of a car comes in, and another speaker is speaking too to distract the listener, this makes it quite hard to understand what is being said „ „Well, this affects me a Gap-filling Speaker‟s clarity great deal I can‟t get anything I can‟t … work out the exact words I mean the individual words [if the speaker assimilates sounds].‟ „This was tough at first Gap-filling Hesitation and but now it‟s not a pause problem anymore as Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 91 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an you have given me a hint on how to deal with that So this „uh‟ and „er‟ doesn‟t matter much now.‟ „A great deal Gap-filling and Speech rate Significantly If the multiple choice speaker speaks fast, I can‟t get what he says So, if he speaks fast, I won‟t be able to get everything correct.‟ „Well, greatly If the Multiple Repeated correct information is choice information „If the question says Multiple Words with „what doesn‟t he like choice negative repeated, I mean the information rephrasing the option given, this is really helpful as I can double check the answer But if the incorrect answer is repeated, it makes me think that it can be a correct answer So I would change my original answer, ending up with an incorrect one.‟ to do‟ and then the meaning Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 92 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an speaker says „no‟ or „never‟ or something like that, I‟ll work out the correct answer But if the question says „what does he like‟, but on the recording, the speaker says „he doesn‟t like‟, this would make me think this is the correct answer This is somehow related to the speech rate If the speaker speaks slowly, I‟ll catch those negative words But it‟s not the case if the speaker speaks quickly.‟ „Greatly If the speaker Gap-filling Sentence means the future but structure speaks about the past, I will get my answer incorrect because I will listen and choose a different option And as for grammar, if I haven‟t been taught a grammatical structure For this, intuition would be my last resort.‟ Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 93 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an „Dramatically Gap-filling and Culturally Because I don‟t know multiple choice specific much about Western vocabulary and … cultures and idioms idioms.‟ „If the speaker Gap-filling and Directness of expresses her ideas multiple choice text explicitly, I can still understand But if she keeps beating around the bush, adding some extra information, I don‟t think I will understand.‟ „If the topic isn‟t of Gap-filling Passage topic interest to me, I would feel reluctant to deal with the task associated with it I have to work on the task though.‟ „Greatly This more or Gap-filling and Discourse less has to with the multiple choice markers speed of delivery If the speaker give some piece of information before words like „however‟ or „in fact‟, I would think that information is correct, and therefore, note that Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 94 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an down But if he uses discourse markers such as „however‟ or „in fact‟, this means that the first half of the utterance contains misleading information, but the second half doesn‟t But to me, I‟m not in the habit of keeping on listening to the rest of the utterance if my answer is „settled‟ This is likely to lead to me getting the answer incorrect.‟ „A lot If it is my Gap-filling favorite listening task, Interest and purpose or, uh … I mean for the listening tasks that I‟m familiar with, I can get over them easily If the listening task appeals to me, I will dedicate myself to it.‟ „Dramatically If my Gap-filling and Prior knowledge background multiple choice knowledge is limited, I can‟t deal with the task successfully.‟ Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 95 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an „I‟ll lose my Gap-filling and Psychological concentration if I‟m multiple choice and physical tired, which leads to states me being unable to handle the task efficiently And I will end up with an incorrect answer.‟ „Materially Well, my Gap-filling and Knowledge of grammar is not good multiple choice grammar If the speaker uses grammatical structures that I don‟t understand, I would freak out and get my answer incorrect.‟ „Greatly If my brain is Gap-filling and Memory working well, I will multiple choice remember everything well I will remember what has been said so I can work out the correct answer But if my memory is bad, I can only base my answer on the information given at the time.‟ „A lot If I'm focusing Gap-filling and Attention and on the task, but then multiple choice concentration there‟s this distracting Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 96 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an noise, I would turn my attention to the source of the noise, which results in my being unable to hear what‟s being said That can be important information, but I skip it And in case I‟m not given a chance to listen again, I fail the task then.‟ „If I mispronounce Gap-filling and Accuracy of some words, but I multiple choice pronunciation think I pronounce them correctly, for example … well, if the same words are on the recording and they are correctly pronounced, but I think they are mispronounced, I can‟t get those words So I would be in a complete daze, not knowing what to [the listener and the speaker pronounce certain words correctly, but the listener thinks those words are incorrectly pronounced So that Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 97 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an affects her listening comprehension].‟ „Greatly The fact that Gap-filling and Time available the speaker goes from multiple choice for processing one utterance to the next gives me more time to work on my answer, and I might end up with a correct answer after all But if the speaker goes on to the next utterance too quickly, I wouldn‟t be able to handle that.‟ „If the facilities are of Gap-filling good quality, my Physical conditions listening will be facilitated.‟ „Sometimes I don‟t Gap-filling Speaker‟s clarity understand due to the sounds being linked together.‟ „If the speech rate is Gap-filling and Speech rate too fast, it‟ll be multiple choice difficult for me to catch up and it‟s easy for me to be confused too.‟ „Because words like „not‟ and „never‟ Gap-filling Words with negative Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 98 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an emphasize the answer meaning which comes right after them, or they themselves are the correct answers.‟ „Since we may not Gap-filling know the structures, Sentence structure we can only base our comprehension on their word-for-word translation.‟ „Well, if we don‟t Gap-filling and Vocabulary know the synonym of multiple choice the answer, we cannot handle the task successfully.‟ „Well, I might focus Gap-filling too much on what was Directness of text said earlier [when the speaker was beating around the bush].‟ „Words like these Gap-filling signal that what comes Discourse markers after them is what we‟re looking for and what comes before them is not what we‟re looking for.‟ „Using previous Multiple Prior knowledge experience can help Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 99 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an me develop strategies choice of my own, based on which I can work out the answers more quickly.‟ „I would not handle a Gap-filling and Psychological listening task multiple choice and physical successfully if I were states sleepy.‟ „If the speaker speaks Gap-filling and Memory too fast, I‟ll have to multiple choice remember details well so I can catch up Plus I won‟t be able to make notes as fast.‟ „If we didn‟t pay Gap-filling and Attention and attention, we would multiple choice concentration miss the answer.‟ „Because British Gap-filling accent and American Accuracy of pronunciation accent seem to be different, or in case we don‟t pronounce some words correctly, we might not recognize [the sounds of] those words.‟ „We‟ll have more time Gap-filling and Time available to analyze what we‟ve multiple choice for processing heard if there is more Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn 100 C.33.44.55.54.78.65.5.43.22.2.4 22.Tai lieu Luan 66.55.77.99 van Luan an.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.C.33.44.55.54.78.655.43.22.2.4.55.22 Do an.Tai lieu Luan van Luan an Do an.Tai lieu Luan van Luan an Do an Stt.010.Mssv.BKD002ac.email.ninhd 77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77.77.99.44.45.67.22.55.77.C.37.99.44.45.67.22.55.77t@edu.gmail.com.vn.bkc19134.hmu.edu.vn.Stt.010.Mssv.BKD002ac.email.ninhddtt@edu.gmail.com.vn.bkc19134.hmu.edu.vn