Trang 1 FACULTY OF FOREIGN LANGUAGES --- GRADUATION PAPER FIELD: ENGLISH LINGUISTICS A STUDY ON DIFFICULTIES IN LEARNING LISTENING SKILLS OF FIRST – YEAR ENGLISH MAJOR STUDENTS AT HUNG
INTRODUCTION
Rationale of the study
Listening is essential for effective communication in daily life and education, accounting for 40-50% of communication time, according to Dr David J Mendelsohn from York University People engage in listening for various reasons, including entertainment, learning, and information gathering It is particularly vital for acquiring and developing new languages Despite its importance, many students and teachers neglect listening practice, leading to the perception that it is the most challenging skill in learning communicative English.
Listening is the most essential skill in everyday communication, as it involves both speaking (expression) and listening (reception) Effective communication relies on our ability to focus on what the other person is saying; without this focus, we risk missing important information, leading to incorrect or inappropriate responses Listening and speaking are interdependent, allowing for meaningful conversations Understanding the speaker's language is crucial to avoid misunderstandings and confusion Additionally, in language learning, listening serves as a vital tool for developing speaking skills, providing students with comprehensible input that is fundamental to the learning process.
Listening is often regarded as the most challenging skill in learning a foreign language, yet many students underestimate its significance in effective communication Despite having access to conducive environments for enhancing listening skills, such as schools and online resources, numerous students fail to capitalize on these opportunities to boost their listening comprehension With the rise of the internet, learners can engage with various media, including videos, subtitled programs, movies, and music, to practice their listening abilities However, many students struggle to truly focus on the audio content, often distracted by their thoughts or preoccupations, which hinders their understanding of the speaker's message.
The title of this graduate article highlights the listening skill as one of the most challenging aspects for freshmen While students have been learning English from elementary to high school, the focus has primarily been on grammar, neglecting essential reflexes and communication practice Additionally, a lack of confidence in their listening abilities contributes to students' fear of speaking and making mistakes, leading to self-isolation in their English usage These factors collectively create significant pressure and challenges for students in developing their listening skills.
So I want to find some difficulties and then take appropriate measures to help students improve English listening skills
In conclusion, my nearly four years of studying Foreign Languages at Hung Yen University of Technology and Education (UTEHY) have highlighted significant challenges faced by first-year English major students in developing their listening skills This observation has inspired me to explore these difficulties further, leading to the title of my graduation article: "A Study on Difficulties in Learning Listening Skills of First-Year English Major Students at Hung Yen University of Technology and Education."
The aims of the study
The study is done with the following aims:
- To find out the attitudes of the first-year English major students towards learning listening skills at UTEHY
- To investigate the common difficulties in learning listening skills for the first-years English major students at UTEHY
- To suggest some possible solutions to improve learning listening skills for first- years English major students at UTEHY.
Research questions
The aims of this study are to find out the answers to the two following research questions:
1 What are the attitudes of the first-year major students toward learning listening skills at UTEHY?
2 What difficulties in learning English listening skills are faced by the first-year English major students at UTEHY?
3 What some solutions to improve their English listening skills for the first-year students at UTEHY?
Subjects of the study
This study investigates the challenges faced by first-year students in the Faculty of Foreign Languages at UTEHY in developing their listening skills Focusing on a sample of 62 students, the research highlights the significance of listening skills as a foundational component of foreign language acquisition As first-year students transition into a new learning environment, they encounter various difficulties that hinder their listening abilities The aim of this research is to identify these challenges and provide solutions to enhance their listening skills, ultimately supporting their overall language development.
The scope of the study
This study examines the challenges faced by first-year students in developing listening skills at the Faculty of Foreign Languages at UTEHY Due to constraints in time, knowledge, and limited reference materials, the research does not encompass the entirety of the listening skills issue.
Significance of the study
Learning listening skills can be challenging for first-year students at UTEHY My research identified specific difficulties faced by these freshmen in developing their listening abilities However, the study also proposed effective solutions to enhance the listening skills of first-year English majors The findings will be beneficial for both English teachers and students, ultimately improving the teaching and learning of English listening skills.
Design of the study
The organization of this research includes four main chapters and is arranged as follow:
This study introduces its rationale, outlining the objectives and research questions that guide the investigation It details the subjects involved and defines the scope, highlighting the significance of the research Additionally, the methods and design employed in the study are presented, providing a comprehensive overview of the research framework.
This literature review encompasses a comprehensive examination of previous studies and theoretical frameworks related to listening It defines listening, traces its historical development, and highlights the significance of listening skills in effective communication The review categorizes various types of listening skills and outlines the listening process, while also addressing common challenges faced in acquiring these skills Additionally, it presents practical solutions to enhance listening proficiency, thereby underscoring the importance of developing effective listening abilities for personal and professional growth.
The Study is that includes an overview of the situation, the research methodology, data collection from the survey questionnaires and interviews, data analysis and discussion, findings, and recommendations
The conclusion which summary of the study as well as limitations of study and suggestions for further study.
LITERATURE REVIEW
An overview of listening skills
Listening is a crucial component of communication, accounting for 40-50% of our total communication time, while speaking comprises 25-30%, reading 11-16%, and writing around 9% (Mendelsohn, 1994) Various researchers have offered multiple definitions of listening, highlighting its significance in effective communication.
Listening is an active and dynamic process that involves attending, perceiving, interpreting, remembering, and responding to both verbal and nonverbal communication This definition, provided by Purdy (1997), highlights the importance of understanding the needs and concerns expressed by others in effective communication.
From another point of view, listening comprehension is an inferential process (Rost,
Listening is a multifaceted process that involves receiving spoken information, constructing meaning, negotiating with the speaker, and responding with empathy and imagination Effective listeners must decode messages, employ various strategies for understanding, and adapt their responses based on the communication's purpose This skill encompasses not only the comprehension of thoughts and intentions but also an awareness of the speaker's feelings.
According to Bowen, Madsen, and Hilferty (1985), listening is defined as the ability to understand oral language, where students hear speech, break down sounds, and categorize them into lexical and syntactic units to grasp the intended message This process involves receiving the speaker's words, interpreting and conveying meaning, engaging in dialogue to negotiate understanding, and actively creating meaning through participation, creativity, and empathy.
Listening is a dynamic process involving three key components: receiving, constructing meaning, and responding to both spoken and nonverbal messages According to Buck (2001), listening comprehension is an active endeavor where individuals construct meaning by applying their knowledge to incoming sounds This understanding can enhance training programs by emphasizing these critical segments of effective listening.
Effective listening skills are essential for success in the workplace, at home, and within society For foreign language learners, honing these skills is crucial for overall language development and fluency in English Strong listening abilities enable individuals to gather information from speakers and appreciate the nuances of pronunciation and intonation By listening to those with good pronunciation, learners can improve their own pronunciation, understand proper intonation, and identify where to place stress in words and sentences.
Listening is a multifaceted process that encompasses three key dimensions: (a) affective processes, which involve the motivation to engage with others; (b) behavioral processes, characterized by providing verbal and nonverbal feedback; and (c) cognitive processes, which include attending to, understanding, receiving, and interpreting both content and relational messages (Halone et al., 1998).
Listening has been a crucial aspect of English language teaching since the late 1800s, as highlighted by Marc Hegelsen (2003) The Direct Method, exemplified by Gouin’s Series and the Berlitz School, marked the beginning of this emphasis on auditory skills This focus was further developed with the Audiolingual Method, which prioritized oral presentation of language before introducing written forms.
Another Tricia Hedge feels that there is an overall emphasis on listening since
Contemporary society is increasingly moving away from printed media and embracing auditory forms of communication, necessitating a heightened proficiency in listening skills among its members Research statistics cited by Hedge highlight the significant role that listening plays in everyday life, underscoring the importance of developing this skill in our modern context.
“of the time an individual is engaged in communication, approximately 9 percent is devoted to writing, 16 per cent to reading, 30 per cent to speaking and 45 per cent to listening” (Hedge,
Krashen’s Input Hypothesis emphasizes that effective language learning requires learners to comprehend language input that includes elements just beyond their current proficiency level This highlights the significance of developing listening skills, as they are crucial not only for effective communication but also for acquiring a new language through comprehensible input.
Listening is a fundamental communication skill that plays a crucial role in teaching It encompasses a complex set of processes that require listeners to accurately align information By enhancing these listening skills, foreign language learners can significantly improve their language acquisition and comprehension.
2.1.3 The importance of listening skills
Effective listening is crucial for social communication, academic achievement, and language acquisition It serves as a foundational skill for students engaging in oral communication, as misunderstandings can disrupt the interaction process (Underwood, 1989) While listening is a natural human reflex, mastering it as a skill requires considerable time and practice These listening skills are essential not only in professional settings but also in personal relationships with family, friends, and colleagues Furthermore, they form the basis for success in learning foreign languages.
Listening skills are crucial in language classrooms as they significantly enhance the development of other language abilities According to Vandergriff (1997), listening not only internalizes language rules but also supports the growth of skills like pronunciation and sentence stress Students must repeatedly listen to new words to recognize them, and this practice strengthens their speaking abilities Aural input is essential for all aspects of language and cognitive development, making listening a vital component of effective communication, as it enables meaningful and substantial responses.
Numerous studies highlight the crucial role of aural input in language and cognitive development, with Krashen (1982) asserting that understanding linguistic information is essential for language acquisition Barker (1971) supports this by noting that increased listening leads to enhanced vocabulary, proficiency, and language usage Stevenson (2010) further emphasizes the importance of listening for ESL learners, stating that it is through listening that they gain insights into vocabulary, grammar, pronunciation, word order, and stress patterns Additionally, he points out that variations in accents, tone, and pitch significantly impact comprehension, underscoring the multifaceted benefits of listening in language learning.
In summary, listening is crucial for comprehending a second language, serving as a key tool for gaining additional knowledge and laying the groundwork for the development of other language skills.
There are different types of listening depending upon the situation and the environment, where the listening takes place Some important types are the following:
- Whole-person listening understanding the speaker that you are listening
- Appreciative listening-listening for appreciation and pleasure
- Causal listening- listening not very attentive, listening casually without any interest
- Attentive listening-attentively listening each and every word
- Evaluative listening-listening to evaluate or judge something
Difficulties in learning the listening skills
Listening in one's mother tongue is often effortless, but mastering listening skills in a second language poses significant challenges This difficulty arises not only from the listener's abilities but also from factors such as the speaker's delivery, the physical environment, the complexity of the listening material, and the classroom setting Consequently, students learning foreign languages frequently encounter obstacles during practical communication and in their overall learning experience.
Foreign language learners often struggle with listening comprehension due to varying accents Vietnamese students, in particular, may feel surprised or disheartened when they hear accents different from their teachers', as they are accustomed to their instructors' specific pronunciations.
Munro and Derwing (1998) argued that exposure to a wide variety of accented speech can greatly hinder comprehension for ESL/EFL learners They noted that these listeners typically become accustomed to the accent of their teachers or to standard varieties of British or American English.
Unfamiliar accents, whether native or non-native, can significantly hinder listening comprehension While some argue that British English is the standard, English is widely spoken globally, including by speakers from India, Australia, China, and Turkey.
Buck (2001) indicated that when listeners hear an unfamiliar accent such as Indian English for the first time after studying only American English will encounter critical difficulties in listening
Length and speed of the speakers
The speed of speakers significantly impedes learners' efforts to acquire English, as most individuals have average short-term memory capacity While understanding words in their native language is manageable, processing them in a foreign language proves challenging Learners often struggle to retain and organize spoken information before it fades, leading to missed content in subsequent parts of the conversation Underwood (1989) highlights that rapid speech can complicate listening comprehension, and Butt (2010) echoes this concern regarding the negative effects of native speakers on students' understanding To mitigate these challenges, students can replay recorded materials multiple times to grasp the information effectively.
Listening passages that include familiar words are generally easier for learners to comprehend, even when the topic is unfamiliar Research indicates that understanding word meanings can enhance students' interest in learning and positively impact their listening skills However, the issue of polymorphisms arises, as different meanings apply in various contexts; inappropriate usage can lead to confusion and anxiety among students Additionally, the prevalence of slang and colloquial expressions in native speakers' conversations poses further challenges for learners Brown (1992) highlights that students accustomed to standard written English may struggle with colloquial language, which often features informal expressions like "gimme," "wanna," and "lemme." Consequently, those primarily exposed to formal English may find these everyday terms unfamiliar and difficult to grasp.
Density information poses challenges for students, particularly beginners, as it often involves lengthy passages filled with substantial information (Rost, 2002) This high information density can place greater cognitive demands on L2 listeners, potentially increasing the effort required for effective listening comprehension (Gilmore, 2004).
Students often struggle with listening comprehension, especially when faced with complex recordings While simpler audio can be easily understood, complicated content can hinder their ability to grasp information and anticipate the speaker's message This challenge is exacerbated by difficulties in hearing, as listeners may find it hard to identify key words, preventing them from deducing the main ideas effectively.
Lack of vocabulary and background knowledge
Lack of socio-cultural, factual, and contextual knowledge of the target language can pose an obstacle to comprehension because language is used to express its culture (Anderson & Lynch,
Understanding the world is crucial for effective listening comprehension, as a rich vocabulary allows individuals to grasp key messages more easily Those with extensive vocabulary face fewer challenges compared to those with limited word knowledge When students encounter unfamiliar words or topics, they may feel panic and confusion, hindering their ability to listen effectively A significant barrier to listening comprehension is a lack of background knowledge, which can diminish understanding even for those skilled in analyzing speech Additionally, Hedge (2000) emphasizes the importance of connecting newly heard information to existing knowledge for improved comprehension.
Students’ motivation is one of the crucial factors that affect listening comprehension It can be difficult for students maintaining the concentration in a foreign language learning classroom
Listening comprehension can be significantly hindered by even brief lapses in attention While an engaging topic can facilitate understanding, many students still perceive listening activities as tedious This is largely due to the substantial effort required to grasp the meaning without missing key information.
According to Oxford (1990), strategies play a vital role in language learning as they facilitate active and self-directed engagement, which is crucial for achieving communicative competence Additionally, students' psychological states, such as anxiety and health issues, significantly impact their listening comprehension Consequently, maintaining concentration in a foreign language classroom can be challenging for students.
Habits are developed over time, making it challenging for learners to change their listening skills Many students tend to listen and mechanically translate content into Vietnamese, which leads to missing important details and focusing on unnecessary information Additionally, the practice of listening to each word individually can create further difficulties in achieving effective listening comprehension.
The current curriculum for listening skills often neglects dedicated listening lessons, with educators prioritizing grammar, structure, vocabulary, and pronunciation instead As a result, theoretical instruction frequently overshadows practical application, limiting students' development in effective listening abilities.
Traditional language instruction methods, particularly in listening and comprehension, can hinder effective learning Listening involves receptive skills where learners often lack prior context and do not receive immediate feedback While some educators recognize the need for change in their teaching approaches, the constraints of limited classroom time make it challenging to implement effective strategies to improve the situation.
Creating an optimal teaching environment is crucial for effective foreign language (FL) instruction According to Chaugule (2009), establishing a conducive physical and psychological atmosphere in classrooms is essential Special conditions and facilities must be in place to foster teaching and encourage students to learn a foreign language Classroom organization should promote interaction through pairing and grouping, as large classes hinder effective listening instruction (Eltaib, 2011) Additionally, restricting students from utilizing local teaching equipment, such as labs and audio resources, limits their learning potential Instead of relying on outdated devices, teachers should encourage the use of modern technology and equipment to enhance students' listening skills in foreign language learning.
Some common solutions of listening skill
To enhance students' pronunciation skills, it is essential to practice the rules of pronunciation, enabling them to adapt to the acoustic patterns of fast, natural speech Engaging students with quickly spoken colloquial phrases and encouraging them to mimic native speakers' pronunciation can significantly improve their fluency.
It's essential for students to familiarize themselves with various native-speaker accents, as recognizing the distinctions between American, British, and other accents enhances their listening skills and comprehension Understanding these differences not only aids in effective communication but also enriches their overall language learning experience.
When grading listening materials, it's essential to align them with students' proficiency levels and utilize authentic content instead of idealized samples Natural speech presents challenges, as it can be difficult for learners to discern various voices and manage overlapping dialogue.
Provide students with different kinds of input, such as lectures, radio news, films,
TV plays, announcements, everyday conversation, interviews, storytelling, English songs, and so on
Provide background knowledge and linguistic knowledge, such as complex sentence structures and colloquial words and expressions, as needed
Teachers should create engaging listening tasks that captivate students' interest and support the development of their listening skills and strategies Providing constructive feedback on students' performance is essential, as it fosters error correction and boosts motivation.
Incorporating a diverse range of exercises, tasks, and activities tailored for each stage of a listening lesson—pre-listening, while-listening, and post-listening—can significantly enhance comprehension Effective classroom activities serve as valuable solutions to common listening challenges, fostering improved student engagement and understanding.
THE STUDY
Overview of the situation in the current situation of teaching and learning listening skill
Table 3.1 Developing Tactics for Listening (2nded.)
First-year English major students are utilizing key resources such as Richards' "Developing Tactics for Listening" and "Expanding Tactics for Listening," along with Falla and Davies' "Solutions Elementary Student’s Book," to enhance their listening comprehension skills This foundational module focuses on essential listening techniques, including identifying main ideas, noting details, and making inferences, building on skills acquired in previous semesters Additionally, it integrates speaking, writing, and reading activities related to everyday topics like family, shopping, and work, thereby enriching students' understanding of local cultural behaviors The course spans 3 credits, with each 45-minute class covering various topics across 15 units, facilitating comprehensive language development.
The research methodology
To tackle the research challenges, both qualitative and quantitative methods were employed to gather and analyze data, ultimately identifying difficulties and proposing solutions This approach involved administering survey questionnaires to students and teachers, along with conducting interviews.
The study employs questionnaires as the primary method for information collection, tailored for both students and lecturers Researchers carefully considered the advantages and disadvantages of this tool before making their decision.
Questionnaires are widely recognized in research for their effective construction and versatility, allowing for the rapid collection of extensive information While they offer significant advantages in data gathering, poorly designed questionnaires can lead to unrealistic and invalid results.
A survey questionnaire was created to gather data on listening difficulties and potential solutions It was distributed to 62 college students in the K18 cohort at UTEHY, with the first four questions aimed at collecting general demographic information The remaining questions were categorized into three sections: students' attitudes toward learning listening skills, challenges faced in developing these skills, and proposed solutions for improvement Additionally, questionnaires were sent to three teachers who instruct first-year English majors at FFL, UTEHY, comprising 13 questions that evaluated their perspectives on information, attitudes, challenges, and solutions related to teaching listening skills, along with their suggestions for students Overall, the questionnaires served as a valuable tool for researchers to collect data to address the research questions effectively.
To address the limitations of questionnaires, researchers can utilize the interview method, which allows for the collection of in-depth information regarding personal feelings, perceptions, and opinions To enhance the effectiveness of this method, it is essential to prepare interview questions and the setting in advance.
An interview was carried out with 4 students in 2 classes of K18 in Faculty of
Hung Yen University of Technology and Education offers foreign language programs, with interviews conducted to gather insights These interviews were audio-taped and supplemented with notes to capture essential information The analysis of the interview data will be integrated with findings from questionnaires in each section.
A statistical analysis was conducted to obtain detailed statistics from a study involving 62 first-year students at the Faculty of Foreign Language at UTEHY The research focused on identifying the challenges faced by first-year English major students at Hung Yen University of Technology and Education in developing their listening skills.
A total of 62 survey questionnaires were distributed to students, along with 3 copies sent to teachers, while four additional students were invited for interviews The collected data was then visually represented in charts and graphs to enhance clarity and conciseness in the study.
Data analysis and discussion
3.3.1 Results and discussion from questionnaires
3.3.1.1 Teachers’ and students’ opinion about listening skill of the first-year students in
There are 3 questions (from question 1 to question 3) discussing about the attitudes of students about listening skill
The 62 copies of the survey questionnaires were first sent to the students and 3 copies of the survey questionnaires were sent to the teachers The data are analyzed in this part of study in below tables and charts which show the response for the question in the questionnaires The first question with a result from the student's point of view listening is a difficult skill
Chart 1: The difficulty of English speaking skills
The analysis of two pie charts reveals varying perceptions among students regarding the difficulty of listening skills in learning English Nearly 50% of students consider listening to be a difficult skill, while 35% view it as very difficult, and only 18% feel it is manageable This highlights the significant role listening plays in English language acquisition Additionally, all three teachers surveyed unanimously agree that developing listening skills poses challenges for students, with no one perceiving it as an easy task In summary, both students and teachers share the consensus that listening skills are notably difficult to master.
Chart 2: Students’ and teachers’ interest in listening skill in English
The survey data presented in Chart 2 reveals diverse student opinions on learning listening skills in English Notably, 53% of students expressed being "Interested," while 34% reported feeling "Very Interested," and 13% indicated they were "Quite Interested." In contrast, teachers showed a stronger inclination towards listening skills, with 67% finding them "Interesting" and a significantly lower percentage expressing "Very Interested." Remarkably, neither students nor teachers selected "Not Interested." Overall, the findings suggest that a majority of students view English listening skills positively.
Chart 3: The importance of English listening skill
The two pie charts illustrate the attitudes of students and teachers regarding the importance of English listening skills Both groups unanimously recognize listening skills as essential, with 100% of teachers affirming its significance Among students, 70% consider it "very important," while an additional 30% deem it "important," with no responses indicating lesser importance This consensus underscores that listening skills are crucial for effective communication and language acquisition, particularly for first-year students who rely on these skills to engage with foreign languages.
3.3.1.2 The difficulties in learning listening skill of the first-year students in FFL at
Chart 4: The common difficulties learning students' listening skills
Always Often Sometimes Rarely Never
A recent survey revealed that the most significant challenges students face while learning listening skills stem from learners, speakers, and listening texts Notably, 40% of students reported that speaker-related difficulties always affect their learning, with 50% indicating this occurs often Listener-related issues followed, with 28% citing them as a constant challenge and 46% as frequent Additionally, 23% of students identified content-related difficulties as always problematic, while 43% noted them often Physical settings also posed challenges, with 7% of students stating they always hinder listening and 45% noting this occurs often In contrast, teacher-related difficulties were less frequently reported, with only 50% of students acknowledging them as a problem sometimes Overall, the primary factors impacting students’ listening skills are attributed to the learners, speakers, and content, highlighting the diverse sources of listening comprehension challenges The data will be analyzed in detail in the following sections.
Chart 5: The difficulties from the speakers
The bar chart illustrates the challenges speakers present that affect students' listening skills It is evident that students encounter four significant factors: linguistic features, various accents, speaker speech patterns, and unclear pronunciation These factors show a consistent agreement rate among students, ranging from 62% for the highest to 46% for the lowest Additionally, 28% to 32% of students strongly agree with these difficulties, indicating a common experience among them Conversely, a neutral response rate of 8-20% reflects the least perceived difficulty.
In general, all of the difficulties are mentioned in the bar chart affecting the learning listening skills of students
Strongly agree Agree Neutral Disagree Strong disagree
Chart 6: The difficulties from the listeners (learners)
The researcher categorizes listening problems into five areas based on participant perceptions, highlighting that students significantly influence their own listening abilities The accompanying chart reveals that all identified issues received over 50% agreement, indicating a consensus among learners Notably, a lack of vocabulary emerges as the most challenging factor for freshmen in developing listening skills Psychological factors, such as stress and concentration, also impact listening effectiveness, with 60% agreement among students Additionally, 52% of respondents recognize the importance of background knowledge and listening habits, underscoring a shared understanding of how vocabulary, psychological factors, and prior knowledge contribute to effective listening.
A significant portion of students, ranging from 8% to 28%, express various difficulties in developing their listening skills, highlighting the urgent need to address these challenges to enhance their learning experience Commonly identified limitations include insufficient background knowledge and vocabulary, along with detrimental learning habits Additionally, psychological factors and issues with incorrect pronunciation are frequently reported as obstacles faced by students.
Chart 7: The difficulties from the content
According to Chart 8, which analyzes factors affecting students' listening skills, over 60% of students report facing difficulties with listening texts The highest challenges arise from item density and unfamiliar topics, both at 65%, while 60% find complicated content particularly challenging Conversely, 15% strongly agree and 20% are neutral about feeling overwhelmed by excessive information in recordings Additionally, 14% strongly agree and 20% are neutral regarding unfamiliar topics, with 22% remaining neutral about complex content.
The density of information in listening text
Unfamiliar topic The complex content Others
Many students struggle with listening to texts on unfamiliar topics, as well as dealing with excessive information in recordings and complex content.
Chart 8: The difficulties from the teachers
The graph illustrates how the difficulties posed by teachers impact students' listening skills A significant 55% of students identified teaching methods and strategies as the primary challenges they face Additionally, 36% attributed difficulties to pedagogical skills, while 41% noted psychological factors Other aspects received neutral responses, and the percentage of students who disagreed with these challenges ranged from 5% to 15% Ultimately, the findings indicate that the challenges stemming from teaching methods and strategies have the most detrimental effect on students' listening skills.
Pedagogical skills Teaching methods and teaching strategies.
Strongly agree Agree Neutral Disagree Strongly disagree
Chart 9: The difficulties from the physical setting
The bar chart illustrates the prevalence of listening problems in educational settings, highlighting that 78% of respondents agree that poor quality equipment significantly impacts students' listening performance Additionally, 58% of participants reported issues with noisy environments, while 20% strongly agreed with this concern, indicating that background noise modestly affects information retention Furthermore, 65% of students expressed dissatisfaction with the lack of proper classroom equipment, with 20% strongly agreeing, emphasizing the importance of quality tools for effective listening Overall, the findings suggest that inadequate apparatus in schools detrimentally influences students' ability to develop their listening skills.
Poor quality of equipment (CDs, speakers, pictures, projectors).
Strongly agree Agree Neutral Disagree Strongly disagree
3.3.1.3 The solutions in learning listening skill of the first-year students in FFL at UTEHY
The table below presents the solutions for improving English listening skills among first-year students in the Faculty of Foreign Languages at UTEHY The focus of the second question is to explore the listening strategies utilized by the participants.
(1= Strongly agree, 2= Agree, 3= Neutral, 4= Disagree, 5= Strongly agree
Table 3.2: The students’ opinion the solutions in learning English listening skills
Some suggested solutions from the speakers
Items Strongly agree Agree Neutral Disagree Strongly disagree
Find reliable listening sources that have the accent of native speakers such as BBC, CNN,
Give practice familiarize their students with the rules of pronunciation
Make students aware of different native-speaker accents
Watch entertainment channels, movies, music, reality shows, videos on
Youtube of the UK and
Some suggested solutions from the listeners
Spend at least 25 minutes each day for listening and do it for a long time, review the lesson after learned
Improve the background knowledge and linguistic knowledge by reading books, news to find out the culture of different countries and territories
Use a note-taking skill by short characters, sign to find out the specific methods, listening keywords
Prepare psychologically comfortable, ready before listening, make the lesson become more fun by study with a partner, participate in group, club
Memorize phrases instead of single words, increase reflexes skill, ignore less important words
Some suggested solutions from the content
Improve vocabulary by note, pictures, mind maps, learn new words in many different fields
Grade listening materials according to the students’ level, low to high
Choose a variety of listening topics (such as lectures, radio news, films,
TV plays, announcements, everyday conversation, interviews, storytelling,
English songs, and so on)
Focus on keywords, important phrases, main ideas
Some suggested solutions from the teachers
Exchange and learn skills with other colleagues, increase classroom
16 70 58 30 26 0 0 0 0 0 observation, take part in training courses, pedagogical training
Create situations related to the topic of study, group activities, playing games to warm up, choose a variety of exercises
Use the lab regularly to ensure each student will have a separate computer
Ensure the health status as well as a spirit before starting the lesson, regularly connect with students, help to solve problems when they have difficulties friendly and enthusiastically
Some suggested solutions from the physical setting
Organize listening activities in groups, pairs
Investment policy proposal for the physical facilities, replace and maintain computers, headphones, and
Each student consciously keeps quiet and highly focused during the listening process
Survey findings indicate that a significant majority of students actively employ various learning strategies, with 72% agreeing that daily English listening offers substantial benefits Teachers unanimously support this approach, highlighting a consensus on the importance of daily listening for language acquisition akin to a mother tongue Additionally, students recognize the need to enhance their foundational knowledge and utilize effective listening strategies, including note-taking and memory techniques, while maintaining psychological stability during listening activities Furthermore, over 60% of respondents prefer diverse listening inputs, such as songs, news, and films, likely due to the Internet's accessibility Students emphasize the necessity of exposure to different native speaker accents, with teachers fully endorsing this need Ultimately, to navigate unfamiliar accents and topics, learners should engage with various online resources, including YouTube, movies, and music, to improve their listening skills.
To enhance students' listening skills, addressing content-related difficulties is essential A significant 60% of students agree that improving their vocabulary is key, with 35% strongly supporting this notion Teachers also fully endorse various methods to enhance vocabulary, recognizing that diverse strategies can lead to better listening abilities Additionally, 55% of students and all teachers agree on the effectiveness of underlining keywords as a learning strategy There is also strong consensus on the importance of selecting appropriate topic levels and incorporating a variety of listening subjects to facilitate practice.
Findings for the study
3.4.1 Attitudes of students about learning English listening skill
Data indicates that both students and teachers at UTEHY face challenges regarding listening skills, particularly for freshmen in Foreign Language Learning (FFL) While students acknowledge the significance of listening in mastering a foreign language, they also view it as an engaging skill Additionally, they believe that teachers hold a crucial responsibility in facilitating their development of this essential skill.
3.4.2 The difficulties perceived by students
The study investigates first-year students' challenges in English listening comprehension, identifying speaker accents and speech rates as primary difficulties Both students and teachers emphasize the importance of utilizing reliable listening resources featuring native accents, such as BBC, CNN, and VOA Additionally, students report that psychological factors and incorrect pronunciation hinder their listening abilities They unanimously agree that a lack of background knowledge and limited vocabulary are significant obstacles in their listening comprehension.
Unfamiliar topics and dense information in recordings are significant barriers to effective listening, while complex grammatical structures further restrict students' comprehension Additionally, learners often struggle to absorb new and unfamiliar content during the listening process.
The challenges faced by teachers in delivering effective listening lessons significantly impact student engagement and learning outcomes Students unanimously agree on the necessity of teacher motivation in the classroom, as educators play a crucial role in guiding them through the listening process Therefore, it is essential for teachers to employ strategies that enhance student comprehension and knowledge retention during lessons.
In the listening skills classroom, students widely acknowledge the significant influence of listening devices on their ability to learn effectively To enhance English listening skills, implementing advanced listening tools and strategies is essential for improving student performance.
In conclusion, the challenges faced by students significantly impact their learning experience, highlighting the various difficulties encountered by both teachers and learners It is evident that three key elements—listeners, speakers, and listening texts—play a crucial role in influencing students' development of listening skills.
3.4.3 Some suggestions for improving learning English listening skill
From analyzing the difficulties of learning listening skills and interviews with some students, I have gathered some suggestions from students to overcome the following possible difficulties as follow:
To enhance their understanding of diverse fields and accents, students should engage with a variety of mainstream sources, allowing them to experience standard voices from different regions as well as non-standard accents like Indian and French Additionally, expanding vocabulary can be achieved through reading newspapers, English literature, watching films, and exploring various themes Incorporating visual aids such as pictures and mind maps can further support vocabulary development across different subjects.
Understanding the significance of vocabulary is crucial for students learning foreign languages, as it directly impacts their listening skills Effective vocabulary acquisition strategies are key to student success Engaging with English movies and news broadcasts can significantly enhance vocabulary Additionally, daily listening practice, whether intentional or incidental, serves as a natural method for mastering English.
Students can enhance their listening skills by employing effective strategies such as note-taking, short-term memorization, and filtering relevant information By focusing on key points and minimizing distractions, they can better track what speakers are saying, which ultimately aids in their comprehension and retention of the material.
In conclusion, this analysis highlights the challenges that students face in improving their listening skills, while also presenting effective solutions tailored to each identified difficulty The research provides a comprehensive table of survey results, reflecting the insights and preferences of both teachers and students, aimed at enhancing listening proficiency.
Recommendation
Based on the findings, Literature survey questionnaires, and participants’ interviewed answers, the researcher proposes some suggestion for teachers, students for the difficulties in studying listening skill
To achieve positive results in listening skills, students must possess a high level of autonomy in their learning approach, making regular practice at home essential.
3.5.1.1 Recommendations for students who have problems with speakers
To enhance listening skills, students should select sources featuring the standard accents of native speakers, such as BBC, CNN, and VOA, which provide clear and professional broadcasts These channels help familiarize learners with native accents Additionally, incorporating entertainment sources like music and movies can enrich the learning experience While news broadcasts deliver serious and articulate speech, movies offer a more natural use of intonation, slang, and idioms Music, with its catchy melodies, can also reinforce language retention Services like Netflix provide instant access to a vast array of TV shows and films, making it easier for students to immerse themselves in authentic language contexts.
To make listening practice engaging, students should select audio materials that match their proficiency level and gradually increase the difficulty Listening to content with local accents can be challenging, so starting with slow, clear audio is beneficial Combining standard materials with enjoyable content enhances excitement and concentration When students enjoy what they listen to, they are more motivated to continue and less likely to lose focus It's essential to be selective and dedicate practice time to audio that aligns with personal interests and goals Reality TV shows from the US, UK, and Australia, along with diverse programs in music, entertainment, education, cooking, and travel, can be particularly appealing Additionally, technology allows easy access to valuable videos on social media and popular YouTube channels.
3.5.1.2 Recommendations for students who have problems with listeners
Students often struggle with listening skills due to limited vocabulary and grammar To improve, they must actively enhance their vocabulary through consistent practice One of the most effective strategies is dedicating time to daily English listening at home, which can yield significant benefits Haynes (2005) emphasizes that the initial phase of language acquisition involves a silent period; thus, by regularly receiving information, learners can assimilate English similarly to their native language.
To enhance listening skills, learners should employ various techniques such as note-taking, writing keywords, and focusing on essential information It's crucial for students to review what they've learned, especially new vocabulary, ensuring its application in diverse listening contexts Developing self-awareness in vocabulary improvement is essential, and engaging with English newspapers, magazines, and educational television programs can be effective strategies Additionally, cultivating the habit of checking new words in an English dictionary from the outset of their learning journey is beneficial Students are encouraged to guess new words, underline key terms in advance, and note main ideas Furthermore, addressing pronunciation challenges can be supported by utilizing diverse listening resources and online methods like link reading and shadowing, which help students match the speed of speakers.
Many students tend to translate word by word or pause to ponder unfamiliar terms, often leading to missed information Additionally, English learners frequently attempt to grasp every word in recordings without identifying main ideas versus supporting details Butt (2010) argues that trying to understand every single word is both unnecessary and impractical for foreign language learners Therefore, students should focus on memorizing key phrases rather than individual words, allowing them to skip over missed information and capture the overall message.
To enhance the listening process, both teachers and students can consult Appendix 3 (Unit 2) for engaging and practical strategies designed to support freshmen in developing their listening skills within the curriculum.
3.5.1.3 Recommendations for students who have problems with content
If you're struggling to understand English conversations, it may be due to limited vocabulary To enhance your listening skills, it's essential to complement your listening practice with reading in English, which can help you quickly acquire commonly used words and phrases For reading recommendations, visit this resource (https://engfluent.com/english-reading-material/) Additionally, students can improve their grammar and vocabulary by exploring online resources like Grammar Bytes, Daily Grammar, and the Oxford English Grammar Course It's also beneficial to start with simple listening lessons and gradually progress to more complex topics that introduce a wider range of vocabulary.
For teacher learning, it is an indispensable part of the student's educational process especially the first-years English major students, the teachers should pay attention to the following recommendations
Teachers play a crucial role in enhancing students' awareness of the significance of listening in language learning By selecting relevant topics and activities, they can offer supplementary exercises from various sources to facilitate practice Additionally, recommending useful websites can further improve listening skills Furthermore, incorporating pronunciation into the teaching of speaking, reading, and writing is an effective strategy for mastering this essential aspect of language.
To enhance the appeal of listening topics for teachers, it is essential to employ diverse methods that enable students to grasp lessons quickly A significant challenge educators face is fostering student engagement and attentiveness during instruction.
Pre-teaching vocabulary by encouraging students to underline key words and deduce the meanings of new terms enhances their familiarity with the topic, activates prior knowledge, and boosts their confidence.
CONCLUSION
Summary of the study
To address the three research questions posed at the outset, this study analyzed data gathered from surveys and semi-structured interviews Utilizing both qualitative and quantitative methods, the research focused on first-year English major students at FFL, incorporating insights from questionnaires and interviews to draw meaningful conclusions.
In the process of concluding the study, although the research has made a great effort, but the mistake and shortcomings are inevitable
Due to time constraints and limited access to relevant literature, this study was conducted with a small sample size of 62 students and 3 teachers, along with interviews from 3 students, which may impact the validity and reliability of the findings The limited number of interview participants restricts the ability to generalize results to the entire student population For future research, it is recommended to include a larger and more diverse group of students to explore various listening techniques Despite these limitations, the researcher aims to highlight the challenges faced by first-year students in developing listening skills, ultimately providing insights for improvement.
This study acknowledges its limitations due to its small scale, but it aims to expand participation among students and teachers in future interviews It not only addresses the challenges faced in developing listening skills but also proposes detailed solutions While the research primarily focuses on the difficulties encountered by first-year students at UTEHY, it also seeks to enhance their overall knowledge Despite constraints related to time, expertise, and external factors, the study remains open to feedback and suggestions for improvement.
1 Anderson, A & Lynch, T (1988) Listening Oxford: Oxford University Express
2 Barker, L.L (1971) Listening Behavior Englewood Cliffs, NJ: Prentice-hall.Bowen,
J D., Madsen, H., & Hilferty, A (1985), TESOL Techniques and Procedures Boston, MA: Heinle & Heinle Publishers
3 Brown, G (1992) Listening to Spoken English London: Longman Press
4 Buck, G (2001) Assessing Listening Cambridge: Cambridge University Press http://dx.doi.org/10.1017/CBO9780511732959
5 Burleson, B R and Samter, W 1996 Similarity in the communication skills of young adults: Foundations of attraction, friendship, and relationship satisfaction
6 Butt, M.N (2010) “Listening Comprehension Problems Among the Student’s,
European Journal of Social Sciences,18(2), pp 311-315
7 Chaugule, S.S (2009) The Communicative Approach to Language Teaching Articles Base.com Retrieved on June 20, 2010 from http://www.articlesbase.com
8 Dr David J Mendelsohn from the Department of Linguistics, Literature and Linguistics, York University
9 Eltaib, A S (2011) Difficulties of Teaching Listening Skill in Large Classes
10 Gilmore, A (2004) A comparison of textbook and authentic interactions, ELT
11 Halone, K., Cunconan, T M., Coakley, C G., & Wolvin, A D (1998) Toward the establishment of general dimensions underlying the listening process International Journal of Listening, 12, pp 12–28
12 Haynes, J (2005) Retrieved April 24, 2013 from http://www.everythingesl.net/inservices/language_stages.php
13 Hedge, T 2000 Teaching and learning in the language classroom Oxford: Oxford
14 Helgesen, M (2003) “Listening” in Nunan, D (Ed.) Practical English language teaching New York: McGrawHill/Contemporary
15 Krashen, S D (1982) Principle and Practice in Second Language Acquisition
16 Mendelsohn, D J (1994) Learning to listen: A strategy-based approach for the second language learner San Diego: Dominie Press
17 Munro, M J., & Derwing, T M (1999) Foreign Accent, Comprehensibility and Intelligibility in the Speech of Second Language Learners, Language Learning, 49(1), pp 285-310 http://dx.doi.org/10.1111/0023-8333.49.s1.8
18 Nunan, D (2001) Designing Tasks for the Communicative Classroom Cambridge:
19 Purdy, M & Borisoff , D (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp 1-20) Lanham, MD: University Press of
20 Oxford, R (1990), Language Learning Strategies: What Every Teacher Should Know
21 Richards, J C 1985 The context of language teaching Cambridge: Cambridge
22 Rost, M (2002) Teaching and Researching Listening London, UK: Longman
23 Stevenson, L (2010) The importance of listening for the English language learner
Retrieved February 13, 2012 from http://www.helium.com/items/2042239- theimportance-of-listening-for-the-english-language-learner
24 Tricia Hedge (1998) Managing Evaluation and Innovation in Language Teaching: Building Bridges (pp 27)
25 Underwood, M (1989) Teaching listening London: Longman
26 Vandergrift, L (1997) The comprehension strategies of second language (French) listeners: A descriptive study Foreign Language Annals, 30 (3), pp 387-409
APPENDICES APPENDIX 1 SURVEY QUESTIONNAIRES FOR STUDENTS
My name is Luu Thi Thu Uyen from class TAK15.1 at the Faculty of Foreign Languages, Hung Yen University of Technology and Education This survey questionnaire is part of my graduation research focusing on the challenges faced by first-year English major students in developing listening skills I kindly request your participation in this survey to aid my research Your honest responses are greatly appreciated; please circle the first letter of each answer, check the relevant items, or provide your thoughts in the designated spaces Rest assured, all information collected will be used solely for this study, ensuring your anonymity in any data discussions Your input is invaluable to the success of my research.
Finally, I really want to thank you so much for your help and cooperation!!
Fill in the information where appropriate
4 How long have you been studying English? ………… Year(s)
5 How long have you been learning listening skills in English? …………Year(s)
A Student's attitude toward learning English listening skills at UTEHY?
6 In your opinion, English listening skill is ………
7 How much interested do you feel in English listening skills?
8 What do you think about the important of English listening skills for the first year English major students?
B The difficulties in learning listening English skill at UTEHY
9 What are the difficulties often you facing your learning listening skills?
Items Always Often Sometimes Rarely Never
10 What are the difficulties from the speakers in your learning English listening skills?
Agree Neutral Disagree Strongly disagree Difficult to understand when speakers use various accents
Difficult to collect and understand well when speakers speak too fast
Difficult to understand the meaning of the words which are not pronounced clearly, elision sounds, linking sounds
Difficult to understand things related to linguistic features (reduced forms, slang, idioms, signal to move new sentences, paragraphs)
11 What are the difficulties from the content in your learning English listening skills?
Agree Neutral Disagree Strongly disagree The density of information in listening text
12 What are the difficulties from the listener in your learning English listening skills?
Agree Neutral Disagree Strongly disagree Lack of vocabulary
Lack of concentration (nervous, worried, attention, concentration, health)
The habit of listening (translate into
Vietnamese, listen to a word by word, stop to think about the unfamiliar words)
13 What are the difficulties from teachers in your learning English listening skills?
Agree Neutral Disagree Strongly disagree Lack of pedagogical skills
Lack of innovation in teaching methods and teaching strategies
Don't use the listening laboratory
Psychological (lack of motivation, concentration, health)
14 What are the difficulties from physical setting in your learning English listening skills?
Agree Neutral Disagree Strongly disagree Unclear sounds resulting from poor classroom conditions
Unclear sounds resulting from poor quality of equipment such as (CDs, speakers, pictures, projectors)
Difficult for me to listen with noises around
C Some suggested solutions to improve learning English listening skills
15 What are some suggested solutions from the speakers to improve learning English listening skills?
Agree Neutral Disagree Strongly disagree
Find reliable listening sources that have the accent of native speakers such as BBC, CNN, VOA, etc
Give practice familiarize their students with the rules of pronunciation
Make students aware of different native-speaker accents
Watch entertainment channels, movies, music, reality shows, videos on
Youtube of the UK and US
16 What are some suggested solutions from the content to improve learning English listening skills?
Agree Neutral Disagree Strongly disagree Improve vocabulary by note, pictures, mind maps, learn new words in many different fields
Grade listening materials according to the students’ level, low to high
Choose a variety of listening topics
(such as lectures, radio news, films, TV plays, announcements, everyday conversation, interviews, storytelling,
English songs, and so on)
Focus on keywords, important phrases, main ideas
17 What are some suggested solutions from the listeners to improve learning English listening skills?
Agree Neutral Disagree Strongly disagree Spend at least 25 minutes each day for listening and do it for a long time, review the lesson after learned
Improve the background knowledge and linguistic knowledge by reading books, news to find out the culture of different countries and territories
Use a note-taking skill by short characters, sign to find out the specific methods, listening keywords
Prepare psychologically comfortable, ready before listening, make the lesson become more fun by study with a partner, participate in group, club
Memorize phrases instead of single words, increase reflexes skill, ignore less important words
18 What are some suggested solutions from the teachers to improve learning English listening skills?
Agree Neutral Disagree Strongly disagree Exchange and learn skills with other colleagues, increase classroom observation, take part in training courses, pedagogical training
Create situations related to the topic of study, group activities, playing games to warm up, choose a variety of exercises
Use the lab regularly to ensure each student will have a separate computer
Ensure the health status as well as a spirit before starting the lesson, regularly connect with students, help to solve problems when they have difficulties friendly and enthusiastically
19 What are some suggested solutions from the physical setting to improve learning English listening skills?
Agree Neutral Disagree Strongly disagree Organize listening activities in groups, pairs
Investment policy proposal for the physical facilities, replace and maintain computers, headphones, and projectors regularly
Each student consciously keeps quiet and highly focused during the listening process
20 What other suggestions can you give to improve learning listening skills in English?
APPENDIX 2 SURVEY QUESTIONNAIRES FOR TEACHERS
My name is Luu Thi Thu Uyen from class TAK15.1 at Hung Yen University of Technology and Education, and I am conducting a survey for my graduation research on the challenges first-year English major students face in developing their listening skills I kindly request your participation in this survey questionnaire to aid my research Your honest responses are greatly appreciated, and please select answers by circling the first letter or checking the appropriate items Rest assured, all information will be used solely for this study and your anonymity will be maintained in any discussions of the data Your input is invaluable to my research process.
Finally, I really want to thank you so much for your help and cooperation!!
Fill or circle in the information where appropriate
3 How long have you been teaching English? ………… Year(s)
A Teacher's attitude toward learning English listening skills at UTEHY?
4 In your opinion, English listening skill is ………
5 How much interested do your students feel in English speaking skills?
6 What do you think about the important of English listening skills for the first year English major students?
B The difficulties in learning listening English skill at UTEHY
7 What are the difficulties often you facing your students learning listening skills?
Items Always Often Sometimes Rarely Never
C Some suggested solutions to improve your students learning English listening skills
8 What are some suggested solutions from the speakers to improve your students learning English listening skills?
Agree Neutral Disagree Strongly disagree Find reliable listening sources that have the accent of native speakers such as BBC, CNN, VOA, etc
Give practice familiarize their students with the rules of pronunciation
Make students aware of different native-speaker accents
Watch entertainment channels, movies, music, reality shows, videos on
Youtube of the UK and US
9 What are some suggested solutions from the content to improve your students learning English listening skills?
Agree Neutral Disagree Strongly disagree Improve vocabulary by note, pictures, mind maps, learn new words in many different fields
Grade listening materials according to the students’ level, low to high
Choose a variety of listening topics
(such as lectures, radio news, films, TV plays, announcements, everyday conversation, interviews, storytelling,
English songs, and so on)
Focus on keywords, important phrases, main ideas
10 What are some suggested solutions from the listeners to improve your students learning English listening skills?
Agree Neutral Disagree Strongly disagree Spend at least 25 minutes each day for listening and do it for a long time, review the lesson after learned
Improve the background knowledge and linguistic knowledge by reading books, news to find out the culture of different countries and territories
Use a note-taking skill by short characters, sign to find out the specific methods, listening keywords
Prepare psychologically comfortable, ready before listening, make the lesson become more fun by study with a partner, participate in group, club
Memorize phrases instead of single words, increase reflexes skill, ignore less important words
11 What are some suggested solutions from the teachers to improve your students learning English listening skills?
Agree Neutral Disagree Strongly disagree Exchange and learn skills with other colleagues, increase classroom observation, take part in training courses, pedagogical training
Create situations related to the topic of study, group activities, playing games to warm up, choose a variety of exercises
Use the lab regularly to ensure each student will have a separate computer
Ensure the health status as well as a spirit before starting the lesson, regularly connect with students, help to solve problems when they have difficulties friendly and enthusiastically
12 What are some suggested solutions from the physical setting to improve your students learning English listening skills?
Agree Neutral Disagree Strongly disagree Organize listening activities in groups, pairs
Investment policy proposal for the physical facilities, replace and maintain computers, headphones, and projectors regularly
Each student consciously keeps quiet and highly focused during the listening process
13 What other suggestions can you give to improve your students learning listening skills in English?
APPENDIX 3 INTERVIEWS QUESTION FOR STUDENTS
1 In your opinion, which difficulties often you facing your students learning listening skills? Why?
2 What are some suggestions to improve your students learning listening skills?
In the "Described in Silence" game, students are divided into four groups, each represented by a designated student The teacher presents images of various modes of transportation, and the challenge is for each group to identify the characteristics of the transportation shown The group that responds most accurately and quickly wins the game.
Listen to the audio and complete the exercises in the book from pages 6 to 8 The teacher instructs students to make their choices and then compare them with a partner in Task 1 on page 6 In Task 2, students are asked to describe the pictures and answer questions regarding the location, unique features, activities, and vehicles depicted before listening.
Students should familiarize themselves with vehicle names and vocabulary related to activities, using adjectives effectively The teacher encourages discussion on the pros and cons of public transportation If time permits, the teacher may revisit Topic 1 for additional instruction or assign it as homework.
TOPIC 1 PARTY INVITATIONS Pre-Listening Exercise:
What are the advantages and disadvantages of traveling by bus on a trip over flying or driving?
“hit the road” = start to travel
It’s getting late Let’s hit the road before it gets dark I don’t like driving at night
“off the beaten path” = an area that people usually don’t visit
When the bus stops in the next city, I want to take you to a restaurant off the beaten path The food is great
Woman: Excuse me Is this seat taken?
Man: It is now Take a seat
Woman: Thanks I had been waiting for over two hours for the bus to come
The bus broke down approximately 50 miles back due to the driver losing control after spilling hot chocolate on himself In his attempt to regain control, he hit a rock, resulting in a blown tire.
Woman: Uh Are you sure this bus is safe?
Man: I’m not sure if it’s safe, but you can’t beat the price of the trip
Woman: So, where are you from?
Man: To tell the truth, I really don’t know
Woman: Uh, what do you mean?
Man: Well, you see, I was adopted when I was a baby I was told that I was born in New York
City, but I can’t be sure about that Then, my new parents raised me in a small town in Texas I’m sure you’ve never heard of it
Man: My parents, Fred and Norma, had a farm, so I grew up milking cows and herding sheep Actually, I’m on my way to visit them now
Woman: You mean back to Texas?
Man: Oh no They sold that farm years ago when they discovered oil on their property They live on a ranch right outside of Las Vegas Beautiful place with a pool
Woman: Las Vegas Las Vegas? I thought this bus was heading to Chicago in the opposite direction!
Man: Ah You’re on the wrong bus
Woman: I got to get off
Man: Hey, relax Spend a weekend with me and my parents on the ranch I can teach you how to milk a cow or something
Woman: I have to get off
Once the bus departs, it won't stop for three hours, so it's best to sit back and relax The driver becomes frustrated with passengers who make mistakes, as seen with the last one Let me share some interesting stories about the farm to pass the time.
1 The bus was late because
A the bus driver got sick
C it was involved in an accident
2 The man grew up in _
3 The woman wants to go to on her trip
A the bus driver isn't paying attention to the road
B the bus isn't going to her destination
C she and the man are distant cousins
5 The bus is going to make its next stop in _
• Is this seat taken? (adjective): being used or occupied
– I’m sorry, but this seat is taken My wife is using the restroom right now, but she’ll be back in a minute.