Some suggestions to improve listening sub skills for the third year students at faculty of english, HOU

Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU HANOI OPEN UNIVERSITY CODE: 29 FACULTY OF ENGLISH GRADUATION PAPER B.A DEGREE IN ENGLISH Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU Supervisor : Nguyễn Thanh Bình M.A Student : Nguyễn Mạnh Trung Date of birth : 17-01-1993 Class : K18A1 (2011-1015) Ha Noi – 2015 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU DECLARATION Title: Some suggestions to improve listening sub-skills for the third- year students at faculty of English,HOU (Graduation Paper submitted in Partial Fulfillment for B.A Degree in English) I certify that no part of the above report has been copied or reproduced by me from any other person’s work without acknowledgement and that the report is originally written by me under strict guidance of my supervisor Hanoi, May 4th , 2015 Student Signature Nguyễn Mạnh Trung Supervisor Signature Nguyễn Thanh Bình, M.A Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU ACKNOWLEDEGEMENTS First of all, I would like to express my profound gratitude and indebtedness to my supervisor- Mrs Nguyễn Thanh Bình, M.A, the lecture of English faculty, Hanoi Open University for her careful instructions, valuable advice, and supervision during the course of writing I also would to express my special thanks to all teachers of Faculty of English, who have provided my with not only knowledge but also the study condition during my student life, as well as their useful advice in this graduation paper I would also like to extend my thanks to 100 students of third-year students of Faculty of English, Hanoi Open University for their aid in implementing survey I would like to acknowledge my thanks to all the authors of the books and materials listed in the reference part for their ideas that have been reflected and developed in the study Finally yet importantly, I am indebted to my family and friends who have encouraged and supported me so much in the completion of this paper If there had not been great help from the above people, the study could not been fulfilled Hanoi, May 4th 2015 Nguyen Manh Trung Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU ABBREVIATION Etc : Et cetera HOU: Hanoi Open University ESL: English as the Second Language VOA: Voice of America BBC: British Broadcasting Corporation Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU TABLE OF CONTENTS PART A: INTRODUCTION 1.Rationale 2.Aims and objectives of the study Research questions…………………………………………………… ……2 4.Scope of the study 5.Methods of the study 6.Design of the study PART B: DEVELOPMENT CHAPTER I: LITERATURE REVIEW 1.The definitions of listening 2.The importance of listening 3.What makes listening difficult 4.The listening skills 11 4.1.The definitions of listening sub-skills 11 4.2.The classification of listening sub-skills 12 4.2.1.Listening for stresses 12 4.2.2.Skimming 13 4.2.3.Scanning 14 4.2.4.Listening and note-taking 14 4.2.5.Guessing meaning of words or context 15 4.2.6.Listening for total comprehension 15 4.2.7 Predicting 16 4.2.8 Inferencing 16 4.2.9 Critical listening 17 5.Summary 18 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU CHAPTER II: FINDINGS,INTERPRETATIONS AND ANALYSES…… 20 1.Subject of the study 20 2.Data collection method 20 3.Data analysis and comments 20 4.Summary of the chapter 31 CHAPTER III:SOME SUGESSTIONS TO IMPROVE LISTENING SKILLS FOR THE THIRD YEAR STUDENTS AT FACULTY OF ENGLISH, H.O.U 33 1.Strategies for learning listening 33 1.1.Pre-listening activities 33 1.2.While-listening activities 34 1.3.Post-listening activities 36 2.Applying listening sub-skills 37 2.1.Improving pronunciation by using sound-crimination, sensing styles,intonation and stress 37 2.2.Improving Skimming sub-skill 40 2.3.Improving Scanning sub-skill 41 2.4.Improving Note-taking sub-skill 43 2.5.Improving Listening Total Comprehension sub-skill 46 2.6.Improving Predicting sub-skill 48 2.7.Improving Inferences sub-skill 50 2.8.Improving Critical listening sub-skill 51 3.Summary 53 PART C: CONCLUSION 54 REFERENCES 55 APPENDIX 57 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU PART A: INTRODUCTION Rationale Over the years, English has become that sort of language – an international language in communication In some countries it is used as the mother tongue while in other countries, people learn it as second language in schools Nowadays, more and more people using English are increasing all over the world As we know, learning English has used four basic language skills There are follows: speaking, reading, writing, and especially listening It is the fact that no one can deny the role of listening Listening is not only hearing but also understanding what is being said Learners must receive and decode the information from what they hear and then, react to it Listening also paves the way for conversation to set the foundation for human beings’ communication Teaching listening skills is one of the most difficult tasks for any ESL teacher In general, listening is a complicated process for learners It demands many subskills along with and so hard to have specific methods for each particular learner So that is the reason why not few Vietnamese students of English, in general, an one at Faculty of English and Modern Languages , HOU in particular consider listening skills as their top challenges when they fail to understand what are being said in English in such an high pace In addition, they not know how to lift up their skills and use it effectively As a student of English who have been trained nearly years in Faculty of English, HOU, I would like to present the next generations my experience of learning English listening sub-skills and help them improve it Therefore, I decided to choose the topic “How to improve listening sub-skills for third-year students at Hanoi Open University” as the subject for my graduation paper Aims and objectives of the study This study aims at finding exactly meaning, finding problems and understanding all of situations related to teaching and learning listening sub-skills of Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU third year students at HOU as well as recommending some suggestions and some applications could be used inside and outside classroom to improve their listening skills and extend their abilities to listen effectively in a variety of situations for different purposes As mentioned above, the study aims to recommend some suggestions for the 3rd year students at Hanoi Open University, Faculty of English to improve their listening sub-skills, so it is a must to identify current situation and problems of students while listening Research questions The survey has been carried based on questions: - What difficulties the third year students face in listening skills? - What are some suggestions for students to improve their listening skills? Scope of the study Through the graduation paper, the study only focuses on issues involved in third year students at Faculty of English, HOU They have been taught English listening sub-skills for a considerable time and must have had knowledge some of typical sub-skills to some extent Methods of the study The main method used in this paper is studying books related In addition, the paper also refers to experienced teachers’ points of view and comments on the vital role of improving listening skills for foreign language students Furthermore, it is useful for the paper to use the survey questionnaire in order to collect specific or data for the study Finally, the paper will mention some suggestions some games concerning the improvement of listening sub-skills for students Design of the study The graduation paper is divided into three parts (and three chapters) Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU Part A: Introduction (Background of the research) This part includes rational, aims, research questions, scope, methods and design of the study Part B: Development This part contains three main parts: Chapter :Literature review / Theoretical background Chapter :Findings, interpretations and analyses Chapter :Some suggestions to improve listening skills for the third- year students at Faculty of English,HOU(Application; Contributions and Solutions) Part C: Conclusion This final part is to summarize or restate main points of the graduation paper Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW “Listening looks easy, but it’s not simple Every head is a world.” Cuban proverb The importance of listening in communication is enormous When you are not listening, you are not learning When you are not listening, you are preventing opportunity The fact that you not listen reveals the reality that your mind is closed When you are not listening, you are preventing intelligence When you are not listening there is nothing new, there are only your reactions If you wish to live life to its fullest, then listening is vital Listening is the most used language skill in daily communication and educational process It is really a meaning gift, to listen to someone, and plays a vital role in our society For almost learners of foreign languages, listening skill is considered the most difficult one It brings many problems through our student life In order to solve the problems, this study would provide an overview of listening issues to help students be aware of the listening sub-skills more clearly 1.The definitions of listening People can easily find many definitions of listening skills on Internet or books Although there are many definitions of listening in different ways, they have the same point of view about listening In general, listening is an invisible mental process, making it difficult to describe Listening is the process of making sense out of what we hear Listening is an active process of receiving, processing, and interpreting aural stimuli Besides, listening involves taking in meaningful sounds and noises and in some ways, retaining and using them Just as we speak for different purposes, we also listen for different purposes We listen for enjoyment, information, and evaluation Listening is a skill in a sense that it is a related but distinct process than Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU Listen to a short conversation between two friends On your answer sheet are scenes from television programs Find and write the name of the program and the channel Decide which speaker watched which program • Goal: Use Features of Sentence Stress and Volume to Identify Important Information for Note Taking Listen to a number of sentences and extract the content words, which are read with greater stress Write the content words as notes • Goal: Use incoming Details to Determine the Accuracy of Predictions about Content Listen to the introductory sentences to predict some of the main ideas you expect to hear in the lecture Then listen to the lecture as it is played Note whether or not the instructor talks about the points you predicted If she/he does, note a detail about the point 2.5 Improving listening total comprehension sub-skill For beginning students of English, the main reason why listening comprehension is difficult is that there are simply too many new and unfamiliar words So it is very important to build "listening fluency," in other words, the ability to recognize and understand English words and phrases very quickly when you hear them - without pausing to try to remember Obviously, this is a skill that is built mainly through practice - lots and lots of practice What is the best kind of listening practice? There are many good ways to practice - listening to the radio, to tapes, to native English speakers, and even to non-native speakers of English The most important thing is to find listening practice material that has the right level of difficulty If you listen to something that is very easy to understand, it will not challenge your listening skills to improve, and you will probably also become bored But if you listen to material that is too difficult, you will not be able to understand it even if you listen many times, and 46 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU you will become discouraged or frustrated First of all, remember that you are not alone Listening comprehension is probably the most difficult task (noun=exercise, job) for almost all learners of English as a foreign language So, now you know you are not alone ! OK The most important thing is to listen, and that means as often as possible The next step is to find listening resources This is where the Internet really comes in handy (idiom = to be useful) as a tool for English students First you need to: Download The RealPlayerfrom RealMedia.com The RealPlayer allows you to listen to RealAudio and use the Internet like a radio station Many sites now also provide listening using the Windows Media Player - or even have their own players on the site Once you have the RealPlayer you can begin to listen to English as it is used in everyday life The possibilities are almost unlimited You can: Listen to All Things Considered news stories on NPR Listen to the BBC., CNN, VOA Strategies Once you have begun to listen on a regular basis, you might still be frustrated (adjective=upset) by limited understanding Here is some of the advice: • Accept the fact that you are not going to understand everything • Keep cool (idiom=stay relaxed) when you not understand - even if you continue to not understand for a long time • Do not translate into your native language (synonym=mother tongue) • Listen for the gist (noun=general idea) of the conversation Don't concentrate on detail until you have understood the main ideas Some exercise will help students recognize and improve listening total 47 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU comprehension such as: • Goal: Use Knowledge of Reduced Forms to Clarify the Meaning of an Utterance o Listen to a short sentence containing a reduced form Decide what the sentence means On your answer sheet, read three alternatives and choose the alternative that is the best paraphrase of the sentence you heard Example: You hear, "You can't be happy with that." You read: "(a) Why can't you be happy? (b) That will make you happy, (c) I don't think you are happy" • Goal: Use Incomplete Sensory Data and Cultural Background Information to Construct a More Complete Understanding of a Text o Listen to one side of a telephone conversation Decide what the topic of the conversation might be and create a title for it o Listen to the beginning of a conversation between two people and answer questions about the number of participants, their ages, gender, and social roles Guess the time of day, location, tern perature, season, and topic Choose among some statements to guess what might come next 2.6 Improving predicting sub-skill Predicting in listening is a very important listening skill Students will practice predicting what will happen in different stories and understand why predicting is important while listening Students should go through predicting step before the actual listening test begins, so students are probably prepared It is important to look at the key words in the question to determine what kind of information students need to listen for Keep in mind that predicting is a developmental skill just like large muscle development or visual discrimination Initially, the children may not be able to respond to your request of “what you think will happen?” This is okay This signals that they are not developmentally ready to predict However, as a child matures, he/she will be more than eager to answer your question “What you 48 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU think will happen?” In addition, as a child matures, predictions normally become more accurate There are many different types of materials and activities designed to promote predicting skills See how many you are currently utilizing in your classroom! Paints (for mixing) Water table Sandbox Listening to stories Simple science experiments Blocks Puzzles Balance scale Each of the materials/activities mentioned above can promote the skill of predicting • Goal: Recognize Missing Grammar Markers in Colloquial Speech o Listen to a series of short questions in which the auxiliary verb and subject have been deleted o Use grammatical knowledge to fill in the missing words: ("Have you) got some extra?" o Listen to a series of questions with reduced verb auxiliary and subject and identify the missing verb (does it/is it) by checking the form of the main verb Example: '"Zit come with anything else? 'Zit arriving on time?" • Goal: Use Context to Build Listening Expectations o Read a short want-ad describing job qualifications in the employment section of a newspaper o Brainstorm additional qualifications that would be important for that type of job • Goal: Use the Introduction to the Lecture to Predict Its Focus and Direction o Listen to the introductory section of a lecture Then read a number of topics on 49 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU your answer sheet and choose the topic that best expresses what the lecture will discuss • Goal: Use the Lecture Transcript to Predict the Content of the Next Section o Read a section of a lecture transcript Stop reading at a juncture point and predict what will come next Then read on to confirm your prediction 2.7 Improving inferences sub-skill Inference is an important skill, but one that’s often left out of elementary level textbooks since it is considered a higher level of comprehension This is unfortunate because students really need able to “listen between the lines” from the very beginning Indeed, beginners who lack extensive vocabularies and knowledge of language functions and grammar often need to infer a lot, just to compensate for what they don’t understand.When we listen we make inferences, we get ideas about things that are not directly stated A lot of the information we get when we listen comes from not only from what is said, but the situation it is said in, the needs of the speakers, how it is said, what is said (or not said), what gestures are used when things are said, etc “Inference is neither magic nor pure imagination It is hearing meaning that is there, even when the words aren’t”_ Marc Helgesen(1998) Some advice for exercise they should pay attention • o Goal: Making Inferences Listen to a series of sentences, which may be either statements or questions After each sentence, answer inferential questions, such as: "Where might the speaker be? " "How might the speaker be feeling?" "What might the speaker be referring to?" o Listen to a series of sentences After each sentence, suggest a possible context for the sentence (place, situation, time, participants) • Goal: Make Inferences by Identifying Ideas on the Sentence Level That Lead to Evaluative Statements 50 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU o Listen to a statement and take notes on the important words Indicate what further meaning can be inferred from the statement Indicate the words in the original statement Indicate the words in the original statement that serve to cue the inference 2.8 Improving critical listening sub-skill This kind of listening requires the listener to not only pay attention to the material or information being presented, but also process the information and evaluate it Listening to a politician's pre-election speech, for instance, requires critical reasoning on the part of the voters; listeners have to process the speech to understand whether the speaker is stating the truth, whether the promises being made by her will be fulfilled, and whether her manifesto is something that will actually help her constituency or country.Critical listening is more than understanding words and sentences; it is deciding whether they are true The listener must make a judgment of the text.While experts on learning and communication almost universally demean the importance and value of critical listening, when it comes to real life, listening critically is used every day Some exercise will help students recognize and improve critical listening such as: • Goal: Analyze Discourse Structure to Suggest Effective Listening Strategies o Listen to six radio commercials with attention to the use of music, repetition of key words, and number of speakers Talk about the effect these techniques have on the listeners • Goal: Listen to Identify the Speaker or the Topic o Listen to a series of radio commercials On your answer sheet, choose among four types of sponsors or products and identify the picture that goes with the commercial • Goal: Listen to Evaluate Themes and Motives o Listen to as series of radio commercials On your answer sheet are listed four possible motives that the companies use to appeal to their customers Circle all 51 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU the motives that you feel each commercial promotes: escape from reality, family security, snob appeal, sex appeal Games for listening Developing good listening skills is important for effective communication in both personal relationships and business interactions Being a good listener is not as simple as keeping silent when someone is talking Strategies in demonstrating nonverbal signals, proper body positioning and offering relevant feedback all make a person a more skilled listener There are several games you can brush up on positive listening skills Listening cues game For the first game, split up into two-person teams Person reads a news article to Person 2, while Person displays poor listening behavior such as fidgeting, looking around, interrupting to ask questions and making inappropriate facial expressions When they are through, Person then explains the article that was just read to him, back to Person This time, Person should display positive listening skills, such as making eye contact, sitting still, making appropriate facial cues and taking notes and waiting until the end to ask questions Have each group review the article together, and identify things that Person missed because he wasn't listening closely This exercise demonstrates how important it is to use proper listening behaviors to understand the message being relayed Listening with distractions game The second game is played with a large group It's best executed without informing the group what the objective is Simply explain that you will read a story (any story will do.) Give people on the left side of the room a task For example, ask some of them to count now many times you say the word "and," and ask others to count the number of times you smile Give people on the right side of the room no 52 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU task at all, except to listen Next, read the story When you have finished, ask each group member to write down answers to three questions about your story You will find that the people who were distracted by a task may not answer the questions as easily as those who were listening without tasks Discuss how difficult it was for people to pay attention when they were not focused on the message itself Feedback Game This game will take some preparation beforehand Ask people to each prepare a small presentation on a debatable issue using three to five focus points Now have the group members partner up Ask Person to make her presentation to her partner When she is through, the partner must give feedback, either positive or negative Person has the opportunity to change her message based on the feedback Next, have everyone switch partners, and Person delivers her presentation again to a new partner Discuss with the group how feedback changed their messages and made them either more efficient or more garbled Summary In summary, when you practice this level of listening, you will provide people around you with a gift that they have rarely been given in their lifetime Becoming a better listener requires improving behavior and attitudes We have to understand our listening mistakes so that we can learn to be a sbetter listener Suggestion for improving listening can help a student correct poor habits and practices good ones 53 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU PART C: CONCLUSION Listening skill is very necessary in our real life and it plays an important role in successful communication Therefore, teaching and learning listening in English is considered as the most difficult skill to achieve among the four skills Moreover, in the trend of regional and international economic integration, learning of English has been popularized in Vietnam’s universities However, many students have difficulties in listening that are barriers to communicate well This paper was carried out with the purpose of finding some difficulties in the process of learning listening of the third year students at Faculty of English, Hanoi Open University and giving some suggestion to learning listening sub-skills for them in order to improve listening skills for the third-year students at FOE, HOU The author begins the paper with literature review which sets an academic background of listening.The second chapter looks at the third year students’ situation of studying and developing English listening skill as well as difficulties during listening through the survey.Based on the survey’s analysis, Chapter III suggest listening strategies and sub-skills to help students come over difficulties and make their listening more effective Through my study, I find that many of the third year students at Faculty of English, HOU have various reasons for their poor listening skills such as laziness, unconcentration, problems in phonetics, grammatical structure, vocabulary,etc The purpose of this study is just help students in our Faculty realize their weaknesses and find out suitable methods for studying this subject However, listening is a long-term skill so students should be patient to master this skill Within about fifty pages of the study, I have tried my own best to fulfill the work However, some imperfections are unavoidable, and I hope to get sympathy from readers I would like to get feedback from teachers and friends about any shortcomings of this study 54 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU References Anderson, A and Lynch (1998).Listening, OUP Bynes, H.(1984) The role of Listening Comprehension : A theoretical base Foreign Language Annals David Nunan (2007).Listen in, Book 3, Second editions, Nhà Xuất Bản Tổng Hợp Thành Phố Hồ Chí Minh Fang, L (1990) Listening: Problem and Solution English Teaching Forum Galvin K, (1985).Listening by doing-Developing Listening Effective listening Skills Lincoln Wood, Illinois: National Textbook Co Galvin, K, (1985).The practice of Language Teaching, Longman Harmar J, (1985).The practice of Language Teaching , Longman Lei Fang, ( December 1999).An Approach to Improve the Teaching of Listening, Teaching English in China, Issue 36, Beijing, Foreign Language Teaching and Research Press Little Wood, W (1995) Communicative Language Teaching.CUP 10 Lund Steen, Sara W.(1979).Listening: Its Impact at All level on Reading and Other language Arts ( Revised ed) Urbana, Illinois: ERIC Clearninghouse on Reading and Communication Skill; National Council of Teachers of English, 179pp 11 Nunan, D and Miler, L, Editors (1995).New way in Teaching Listening Teachers of English to Speakers of Other Language, Inc(TESOL) 12 Paulson, C.B and Bruder, Mary N (1976).Teaching English as a Second Language: Techniques and Procedures, Boston: Little, Brown and Company 13 Penny Ur (1984) Teaching listening comprehension, Cambridge University 14 Rankin, paul T (1928).The importance of Listening, English Journal, 19, October, pp, 623-630 15 Rixon,S (1986) Developing listening skills London Longman 55 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU 16 Rost,M (1993) Listening in Language Learning, Longman 17 Steil, L, K Barker (1983).Effective Listening, Mc Graw-Hill, inc 18 Vy, Le Thi, (2007) Listening in the Process of Language Learning and Teaching, Hanoi Open University, Scientific Research in Open University 19 Wilson,Asher (2003) Listening Skills Oxford University Press Sources from Internet http://www.selfgrowth.com/articles/The_Gift_of_Listening.html http://www.sacredlistening.com/tlc_listening101.htm http://www.cambridge.org/other_files/downloads/esl/booklets/RichardsTeaching-Listening-Speaking.pdf http://iteslj.org/Articles/Saricoban-Listening.html http://www.espworld.info/articles_18/teaching_listening_skills_at_tertiary_level.htm http://www.icpna.edu.pe http://learnenglish.britishcouncil.org/en/uk-culture/new-words http://ifa.amu.edu.pl/fa/files/ifa/papers/pospiesz.htm http://www.ehow.com/way_5183464_games-learning-effectivecommunication-skills.html 10 http://craigsenglish.com/blog/how-important-is-pronunciation 56 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU APPENDIX SURVEY QUENSTIONNAIRES Questionnaires are designed for the third-year students at Faculty of English, Hanoi Open University Your assistance in completing the following items is highly appropriated How long have you learnt English? A.Under 10 years (from grade 6) B Over 10 years (from grade 3) How you find listening skills? A.Difficult C.Very difficult B A little bit difficult D Not difficult Which factors affect you the most in listening skill? A New words B Grammar structure C Unconcentration D Different accents of speakers E Listening speed F Pronunciation 57 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU Do your teachers give you some techniques/advice for you to listen effectively? A Often B Sometimes C Rarely D Never What types of listening exercises you find interesting? A True/false statement B Gap filling C Summarizing D Answering comprehension questions E Finding and correcting mistakes F Dictation and repetition G Prediction Which sub-skills you often use while listening in class? (choose more than one) A Predicting B Skimming C Summarizing D Scanning E Listening for total comprehension F Listening and note-taking G Sound discrimination H Sensing styles and tones I Guessing the meaning of word 58 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU J Comprehending structure K Inferencing L Critical listening How are your listening results in first-term, second-term and third-term tests? A Good (8-10) B Average (5-7) C Bad ( under 5) Which you prefer to work in class? A Individual B Pair-work C Group work D The whole class Do you want to play some games in post-listening process? A.Yes, absolutely B Not sure C I not think so 10 How often you practice listening at home? A.Often B Rarely 59 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub-skills for the third-year students at Faculty of English,HOU C Sometimes D Never 11 Do you listen to CNN, BBC, VOA news at home? A Yes, always B No, always C Sometimes 12 Which materials you want to apply for listening skills in class? A Textbook only B Textbooks and supplementary materials C Sources of internet D Other 60 Nguyễn Mạnh Trung – K18A1 [...]... which there was contradictory information in the text and on the map In the next section we look in detail at the construction of a listening task which exploits these features 10 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU 4 .The listening skills 4. 1The definitions of listening sub- skills Listening is the ability to identify... K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU 1 The organization of information ( text in which the order in which the information was presented matched its chronological sequence in real life were easier than texts in which the information was presented out of sequence) 2 The familiarity of the topic 3 The explicitness and sufficiency of the. .. close attention to what is being said beneath the words You listen not only to the “music”, but to the essence of the person speaking You listening not 5 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU only for what someone knows, but you what he or she is, Ears operate at the speed of sound, which is far slower than the. .. designed to help learners to have generalknowledge on listening skill and now, the writer turns to chapter II for 18 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU analyzing survey learning listening of the third year students at Faculty of English, Hanoi Open University 19 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve. .. learners' listening skills, they should be allowed to: (1) adopt a positive attitude, (2) be responsive, (3) shut out distractions, (4) listen for the speaker's purpose, (5) look for the signals of what is to come, (6) look for 11 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU summaries of what has gone before, (7) evaluate the. .. features of speech that they noticed as being different from the type of “standard” English they were familiar with In fact, the first accent affected students most is the one of their teachers They have got used to listening to their 23 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU teachers’ accents since they were at. .. improve listening sub- skills for the third- year students at Faculty of English ,HOU As being showed in the table, the third year students prefer group work the most(45%) and following pair-work(38%) This result proves that there should be a wide variety of listening activities to suit students listening desires Therefore, students can have opportunities to practice different listening skills to improve listening. .. without any doubt that for teaching purposes this is a useful concept For example, Brazilian Portuguese is traditionally put into the syllable timed category of ratatat ratatat 12 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU ratatat languages along with Italian, whereas in Portugal the rhythm is more like the daDA dadiDAdaDAdadidadiDA... get the frequency of practicing listening at home Question 12 finds out what kind of materials students usually use to practice listening skills 3 Data analysis and discussion In survey questionnaires, some questions are designed to find out the situation 20 Nguyễn Mạnh Trung – K18A1 Some suggestions to improve listening sub- skills for the third- year students at Faculty of English ,HOU of learning listening. .. graded for difficulty can be illustrated by the task of “trace the route” In the task, students listen to a description of the journey, route or tour and have to trace this route on a map The task designers systematically varied the type of map, the completeness of information, whether the start or end is given, the number of features and the congruence or otherwise of the information presented in the