A survey research on the influences left by anxiety on listening comprehension of grade 12 students at gia vien a high school

VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LƯƠNG THỊ THÚY HẰNG A SURVEY RESEARCH ON THE INFLUENCES LEFT BY ANXIETY ON LISTENING COMPREHENSION OF GRADE 12th STUDENTS AT GIA VIEN A HIGH SCHOOL Nghiên cứu ảnh hưởng lo lắng đến việc nghe hiểu học sinh lớp 12 trường Trung học Phổ thông Gia Viễn A M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Hà Nội- 2016 VIET NAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST – GRADUATE STUDIES ***************** LƯƠNG THỊ THÚY HẰNG A SURVEY RESEARCH ON THE INFLUENCES LEFT BY ANXIETY ON LISTENING COMPREHENSION OF GRADE 12th STUDENTS AT GIA VIEN A HIGH SCHOOL Nghiên cứu ảnh hưởng lo lắng đến việc nghe hiểu học sinh lớp 12 trường Trung học Phổ thông Gia Viễn A M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc Prof Dr Phan Văn Quế Hà Nội- 2016 DECLARATION I hereby certify that the thesis entitled “A survey research on the influences left by anxiety on listening comprehension of grade 12th students at Gia Vien A High school.” is the result of my own research for the Degree of Master of Arts at the University of Languages and International Studies, Viet Nam National University, and that this thesis has not been submitted for any other degrees Ha Noi, March 2016 Luong Thi Thuy Hang i ACKNOWLEDGMENTS I would like primarily to thank Assoc Prof Dr Phan Van Que for helping me complete this study This paper would not have been possible without his constant support and encouragement His patience and helpful criticism helped me confidently express my ideas into this paper I regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and International Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge My special thanks go to the teachers at Gia Vien A High school who has helped me enthusiastically observe the classes during the listening lessons I never forget to express my thanks to 69 students in the classes 12B1, 12B3, 12B6 and 12B9 and 10 students in the classes 12B2, 12B4, 12B7 who helped me collect the data through the questionnaire and the interview Finally, I would also like to express my deep gratitude and love to my devoted parents, my husband and my lovely son who gave me time and encouraged me to complete this study ii ABSTRACT Foreign language anxiety is one of the best predictors in accounting for individual differences in language learning success in SLA, and that it is proved to be one of the most essential and influential affective factors The present study adopts English listening questionnaire( Listening Anxiety Questionnaire developed by Kim- 2000), interview and classroom observation to conduct a survey on English listening anxiety with 79 English non- majors at seven 12 classes The results show that there exist certain negative correlations both between English listening anxiety and listening achievement This thesis investigates the influence anxiety has on listening comprehension, explores the potential sources of English listening anxiety in a hope to create a low- anxiety classroom atmosphere, and help to improve students’ listening performance and proficiency in a most favorable affective state iii TABLE OF CONTENTS DECLARATION I ACKNOWLEDGMENTS II ABSTRACT III TABLE OF CONTENTS IV LIST OF ABBRIVIATIONS VI LIST OF TABLES AND FIGURES VII PART I INTRODUCTION 1 RATIONALE FOR THE RESEARCH AIMS AND OBJECTIVES OF THE RESEARCH .3 THE RESEARCH QUESTIONS SCOPE OF THE STUDY .3 METHOD OF THE STUDY SIGNIFICANCE OF THE STUDY DESIGN OF THE STUDY .5 PART II DEVELOPMENT CHAPTER LITERATURE REVIEW Definition of listening comprehension Significance of listening Process of listening comprehension Anxiety Foreign Language Anxiety Anxiety in listening comprehension 10 CHAPTER METHODOLOGY 11 Restatement of research questions 11 The fitness of the research approach 11 Context of the study 11 3.1 Setting of the study 11 3.2 Listening skills in the textbook 12 iv 3.3 Participants 13 Research instruments 14 Data collection and analysis procedure 17 Summary 18 CHAPTER DATA ANALYSIS AND FINDINGS 19 3.1 Students’ attitudes towards listening lessons and listening skill 19 3.2 The students’ anxiety when learning listening 24 3.3 Reduction of the listening anxiety 32 3.4 Concluding remarks 33 PART III: CONCLUSIONS 36 SUMMARY OF THE STUDY .36 PEDAGOGICAL IMPLICATIONS .36 2.1 Select material of general interest level 36 2.2 Use teachers’ prior knowledge of the material to guide the listeners 36 2.5 Use more teaching aids to support for listening lessons 37 2.6 Be sympathetic and sensitive to student anxiety about LC and FL learning 37 LIMITATIONS OF THE STUDY AND SUGGESTIONS FOR FURTHER RESEARCH .38 REFERENCES 39 APPENDICES I v LIST OF ABBRIVIATIONS SLA: second language acquisition ESL: English as a second language EFL: English as a foreign language LC: Listening comprehension FLLAS: Foreign Language Listening Anxiety Scale FLLCAS: Foreign Language Classroom Anxiety Scale FL: Foreign language vi LIST OF TABLES AND FIGURES Table 1: Categories and items of fllas 16 Table 2: Students’ attitudes towards listening skill 19 Table 3: Students’ ideas towards listening lessons and listening skill 21 Table 4: Factors making students not like listening 21 Table 5: Lack of the confidence in english listening 26 Table 6: Insufficient background knowledge 28 Figure 1: Students’ attitudes towards learning listening skill 20 Figure 2: Students’ motivation of learning listening 23 Figure 3: The reasons of listening anxiety 30 Figure 4: How to reduce listening anxiety 32 vii PART I INTRODUCTION Rationale for the research English is the most popular language in the world It plays an important role in our social- economic life of human beings Indeed, it is no longer an issue They argued that English has become a world knowledge by the virtues of the political and economic progress made by English speaking nations in the past 200 years It is now the main of language books, newspapers, airports, international business and academic conferences, science technology, medicine, diplomacy, sports, international competitions, music and advertising Nowadays we live in the age of globalization so we need English language because it is the language of this age The number of foreign language learners is increasing, and foreign language educators and researchers have been putting efforts into teaching English more effectively Along with the desire to find more effective ways of teaching English, concern over dealing with learners’ negative feelings and attitudes while learning English has also increased This concern over learners’ negative feelings and attitudes is based on a few language learning theories proposed by a number of language researchers( i.e., Krashen, 1988; Onwuegbuzie, Bailey, & Daley, 1999; Young, 1991) A number of factors influence foreign language learning, and anxiety when learning a foreign language has been identified as one critical factor interfering with foreign language learning and achievements( Horwitz, Horwitz & Cope, 1991) Among the many skills required to use a language( i.e., speaking, listening, reading, and writing), listening comprehension is at the heart of language learning Language learners are expected to understand what the interlocutor is saying in order to continue the conversation When learners have difficulty with listening comprehension, it is likely that their listening anxiety will increase, which in turn will negatively affect their performance Being exposed to a natural context and an authentic environment is claimed to be desirable for foreign language learning Hadley( 2001) asserted that learning 36 Naizhao Guo.(2005) An investigation of factors influencing English comprehension and possible measures for improvement Paper presented at the AARE annual conference parramatta 37 Phillips, Elaine (1992) The Effects of Language Anxiety on Students‟ Oral Test Performance and Attitudes The Modern Language Journal, 76 (1), 1426 38 Saito, Y., Horwitz, E K & Garza, T J (1999) Foreign language reading anxiety The Modern Language Journal, 83(2), 202-218 39 Scarcella, Robin C., and Rebecca L Oxford (1992) The Tapestry of Language Learning: The Individual in the Communicative Classroom Boston: Heinle & Heinle 40 Scovel, T (1978) The effect of affect on foreign language learning: A review of the anxiety research Language Learning, 28, 129-142 41 Sellers, V (2000) Anxiety and reading comprehension in Spanish as a foreign language Foreign Language Annals, 33(5), 512-521 42 Shabnam Amini Naghadeh, Mansour Amini Naghadeh, Naser Amini Naghadeh, Hasan Aminpour (2013) The relationship between anxiety and Iranian EFL learners’ listening comprehension International Journal of Applied linguistic Studies, 2(4), 84- 90 43 Shengli Wang (2010) An Experimental Study of Chinese English Major Students’ Listening Anxiety of Classroom Learning Activity at the University Level Journal of Language Teaching and Research,1(5), 562568 44 Strother, Deborah Burnett.( 1987) Practical applications of research: on listening Phi Delta Kappan, 68 (8), 625-628 45 Seligman, M.E.P; Walker, E.F; Rosenhan, D.L Abnormal Psychology(4th ed) New York: W.W Norton & Company 46 Young, Dolly Jesuita (1990) “An Investigation of Students‟ Perspective on 42 Anxiety and Speaking.” Foreign Language Annals, 23(6), 539-553 47 Young, D J (1991) Creating a low anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75(4), 426-437 48 Zhou, Dandan (2003) Listening anxiety and affective strategies the in second language classroom Foreign Language Teaching Abroad, 3, 56-58 43 APPENDICES APPENDIX 1: SURVEY QUESTIONNAIRE A Questionnaire on Foreign Language Listening Anxiety( FLLAS) developed by Kim( 2000) Background Information Please provide us with some basic background information on you and your study of English What’s your name? Which class are you in? What is your gender? □ Male □ Female How long have you been studying English? Below is a list of statements dealing with your Foreign Language Listening Anxiety Please indicate whether you (1) strongly disagree, (2), disagree, (3) neither agree nor disagree, (4) agree, or (5) strongly agree Please read each statement carefully, give your first reaction to each statement, and mark an answer for every statement When listening to English: ITEMS 1 I get stuck with one or two unfamiliar words I get nervous if listening test passages are read just once It is difficult to understand people with English pronunciation that is different from mine I worry that I might not be able to understand when people talk too fast I am nervous when I’m not familiar with the topic It is easy to make guesses about the parts I missed I I worry that I might have missed important information while I was distracted I am worried when I cannot see the lips or facial expressions of the person I get nervous and confused when I don’t understand every word in listening test situations 10 It is difficult to differentiate words 11 I feel uncomfortable listening without a chance to read the tran-script of the speech 12 I have difficulty in understanding oral instructions 13 It is difficult to concentrate on and hear a speaker I not know well 14 I feel confident when listening to non- native people through radio, 15 I often get so confused that I cannot remember what I have heard 16 I fear I might have an inadequate knowledge about the topic 17 My thoughts become jumbled and confused in listening for important information 18 I get worried when I have little time to think about what I have heard 19 I often end up translating word by word without understanding what I’m listening to 20 I am nervous when listening to English over the phone 21 I feel comfortable when listening to a speech about II English 22 I tend to think that other people understand the content well enough 23 I get upset when I’m not sure whether I have understood well 24 I am worried I might not understand when the person lowers their voice while speaking in English 25 I have no fear of listening to public speeches in English 26 I only worry about not passing the listening exams 27 I feel tense when listening to, or imagining myself listening to a lecture 28 The listening exam is coming, I not feel stressed 29 I am unfamiliar with the culture of English 30 I get annoyed when I meet some complex sentences again and again 31 I not care about teachers or friends’ comments on my listening level 32 I not like attending our listening lesson 33 I usually cannot concentrate on listening lesson Thanks for your answer! III APPENDIX 2: THE DATA ON SURVEY QUESTIONNAIRE Below is a list of statements dealing with your Foreign Language Listening Anxiety Please indicate whether you (1) strongly disagree, (2), disagree, (3) neither agree nor disagree, (4) agree, or (5) strongly agree Please read each statement carefully, give your first reaction to each statement, and mark an answer for every statement When listening to English: ITEMS I get stuck with one or two unfamiliar words 5 12 16 31 23.2% 45% 7.2% 17.4% 11 12 31 11 5.8% 15.9% 17.4% 45% 15.9% 15 15 34 2.9% 21.7% 21.7% 49.3% 4.4% 11 17 27 12 2.9% 15.9% 24.6% 39.2% 17.4% 18 34 14 4.4% 26.1% 49.2% 20.3% 0% 22 21 17 5.8% 31.9% 30.5% 24.6% 7.2% 11 19 25 12 2.9% 15.9% 27.6% 36.2% 17.4% 20 18 21 It is difficult to understand people with English pronunciation that is 7.2% I get nervous if listening test passages are read just once different from mine I worry that I might not be able to understand when people talk too fast I am nervous when I’m not familiar with the topic It is easy to make guesses about the parts I missed I worry that I might have missed important information while I was distracted I am worried when I cannot see IV the lips or facial expressions of 13% 29% 26% 30.5% 1.5% 18 26 13 4.4% 26.1% 13% 37.7% 18.8% 12 23 14 13 17.5% 33.3% 10.1% 20.3% 18.8% I feel uncomfortable listening 24 24 18 without a chance to read the tran- 4.4% 34.8% 34.8% 26% 0% 20 34 11 1.5% 29% 49.2% 15.9% 4.4% It is difficult to concentrate on 19 11 24 10 and hear a speaker I not know 7.2% 27.1% 15.9% 34.8% 15% 15 17 26 21.7% 24.6% 37.7% 11.6% 4.4% I often get so confused that I 18 15 28 cannot remember what I have 5.8% 26.1% 21.7% 40.6% 5.8% 12 21 26 4.4% 17.4% 30.4% 37.7% 10.1% My thoughts become jumbled 20 24 16 and confused in listening for 4.4% 29% 34.9% 23.1% 8.6% 16 35 the person I get nervous and confused when I don’t understand every word in listening test situations It is difficult to differentiate words script of the speech I have difficulty in understanding oral instructions well I feel confident when listening to non- native people through radio, heard I fear I might have an inadequate knowledge about the topic important information I get worried when I have little V time to think about what I have 7.2% 23.1% 8.6% 51% 10.1% I often end up translating word 14 20 31 by word without understanding 4.4% 20.3% 29% 44.8% 1.5% 20 24 14 13% 29% 34.8% 20.3% 2.9% 17 18 22 4.4% 24.6% 26.1% 31.9% 13% 15 24 19 10 1.5% 21.7% 34.8% 27% 15% I get upset when I’m not sure 16 20 28 whether I have understood well 4.4% 23.1% 29% 40.6% 2.9% I am worried I might not 10 32 22 0% 14.7% 46.3% 31.8% 7.2% 10 17 28 13 14.7% 24.6% 40.5% 18.7% 1.5% 19 25 18 5.9% 27% 36.4% 26.3% 4.4% I feel tense when listening to, or 17 23 21 imagining myself listening to a 4.4% 24.6% 33.3% 30.5% 7.2% 11 18 11 23 heard what I’m listening to I am nervous when listening to English over the phone I feel comfortable when listening to a speech about English I tend to think that other people understand the content well enough understand when the person lowers their voice while speaking in English I have no fear of listening to public speeches in English I only worry about not passing the listening exams lecture The listening exam is coming, I VI not feel stressed 15.9% 26.2% 15.9% 33.3% 8.7% 28 22 4.4% 10.2% 40.6% 31.8% 13% I get annoyed when I meet some 10 15 17 21 complex sentences again and 14.5% 21.7% 24.6% 30.5% 8.7% 11 24 13 20 15.9% 34.8% 18.8% 29% 1.5% 21 16 22 5.8% 30.6% 23.1% 31.8% 8.7% 12 16 32 4.4% 17.4% 23.1% 46.4% 8.7% I am unfamiliar with the culture of English again I not care about teachers or friends’ comments on my listening level I not like attending our listening lesson I usually cannot concentrate on listening lesson VII APPENDIX 3A: INTERVIEW QUESTIONS FOR THE STUDENTS Q1 Your opinion about the importance of listening skill in comparison with other skills? Q2 Do you like listening lessons and listening skill? Q3 What motivates you study listening?( was given to students who like listening) Q4 Điều khiến bạn khơng thích môn nghe?( was given to students who not like listening) Q5 Tại bạn lại cảm thấy lo lắng nghe?( was also given to students who not like listening) Q6 How you reduce the anxiety when listening?( was given to students who like and neither like nor dislike listening) Thanks for your cooperation! VIII APPENDIX 3B: TRANSCRIPTS OF THE STUDENTS INTERVIEW Interviewer: Good morning! I’m conducting a research on the influences left by the anxiety on listening comprehension You have been learning listening for some years So could I ask you some questions? Students: Yes, of course! Interviewer: Let’s start with the first question Your opinion about the importance of listening skill in comparison with other skills? Student 1: I think that it’s as important as other skills Student 2: Obviously, it is as important as other skills Student 3: I think it’s not so important as others Student 4: In my opinion, listening skill is very important and it’s as important as others Student 5: From my point of view, listening is as necessary as speaking, reading, writing But, it’s so difficult Student 6: I think that it’s not as important as other skills Student 7: Personally, it’s as difficult and important as other skills Student 8: Certainly, listening is a very necessary skill However, I think it’s less important than other skills Student 9: I think because it’s not easy and other skills are not, so; it’s important and others, too Student 10: Absolutely, it’s as important as other skills I sometimes think it’s more important Interviewer: Do you like listening lessons and listening skill? S1: Surely, I like it It’s so interesting that I spend so much time listening everyday S2: Listening skill is very important It takes me so much time to practice, so I don’t know when I like it IX S3: No S4: No S5: Well,…uhm It belongs to the content and the theme of these lessons If they are interesting and familiar with me, I will like them and vice versa S6: No, because it’s so difficult S7: Sorry, no S8: Uhmm….No S9: Although it’s very difficult, I like it S10: Oh! I’m not sure whether I like it or not When listening to the attracting lessons, I listen effectively But, I feel bored when listening to the boring lessons Interviewer: What motivates you study listening? S1: To get a good job with the high salary in the future, to have a good listening mark, to increase my Enlish level Uhm…Yes, they are S2: There are many reasons to make me like listening They seem to be my motivation To get a good job, to improve my English ability, to understand and communicate with the foreigners; especially Enlish and American, to get a good mark in Enlish Ha ha!!So many reasons S9: What motivates me study English? uhm! Maybe….Because English is a compulsory subject at school, to have a good job when I graduate from university, and to understand Enlish songs, films,… Interviewer: Điều khiến bạn khơng thích mơn nghe? S3: Mỗi nghe em thấy căng thẳng, không nghe thấy nên em khơng thích kĩ này, trường lớp khơng đầu tư nhiều sở vật chất tập nghe sách giáo khoa không thật lôi cuốn! S4: Em học Tiếng Anh năm rồi, học kĩ nghe nhiều điểm nghe em khơng cao nên ln làm em sợ hãi, mà thực X thân em không hiểu yêu cầu nội dung nghe, em phải nhờ bạn bên cạnh hướng dẫn, chủ đề tập nghe không thu hút, gần gũi! S6: Em sợ lo lắng phải học nghe Lớp học không trang bị đầy đủ để phục vụ cho nghe: Loa đài chất lượng, lớp đơng nên gây nhiều tiếng ồn,….Giáo viên chúng em không sử dụng nhiều công cụ hỗ trợ dạy kĩ nghe, dạy không lôi cuốn! S7: Em sợ học nghe nhất!Đúng em lo lắng nghe, tập nghe không thực lôi em không hiểu yêu cầu S8: Em cảm thấy căng thẳng học nghe Điều kiện sở vật chất yếu tố làm em tăng nỗi sợ hãi khơng thích học mơn nghe hơn! Interviewer: Tại bạn lại cảm thấy lo lắng nghe? S3: Lí khiến em cảm thấy lo lắng nghe có lẽ em khơng thường xuyên cập nhật thông tin , thiếu kiến thức xă hội ,…có lẽ c ̣n em phát âm từ không chuẩn nên nghe người ngữ nói em phải ngẫm nghĩ lúc lâu hiểu người ta nói khơng hiểu cả! S4: Chắc em thiếu kiến thức cần thiết, điều dẫn đến thiếu tự tin để nghe tốt! S6: Qua nhiều năm học kĩ nghe, em thấy lí để em lo lắng nghe em phát âm từ không chuẩn, em hay bị phát âm lẫn số phụ âm, điều dẫn đến việc em thiếu tự tin để nghe Em sửa chữa! S7: Không thường xuyên cập nhật tin tức xã hội, người kiến thức bước nghe để nghe cho tốt,…là nguyên nhân dẫn đến việc lo lắng nghe em! S8: Yếu điểm lớn em nghe nói Tiếng Anh em thiếu tự tin!thế nên lớp phải kiểm tra hai kĩ em lại lo lắng không thôi! Interviewer: How you reduce the anxiety when listening? XI S1: To reduce the anxiety, you should use the appropriate listening strategies! Knowing more, using fluently, exactly will help you overcome the anxious emotion! S2: Knowing your listening level is the key to help you reduce your anxiety when listening! S5: Being more autonomous and don’t be too self- confident of your listening ability! S9: You can watch films in English, listen to English songs! Right! S10: Should use the listening steps exactly! Interviewer: Oh!they’re good ideas I hope that students will know how to appy your advice to reduce their anxiety when listening Thank you for your cooperation! XII APPENDIX 4: CLASSROOM OBSERVATION SHEET In-class Observed Component Observation The class was  Students’ attitudes: observed in listening lessons Each lesson was 45 minutes Students’ enjoyment of English Students’ enjoyment of listening lessons  Students’ anxiety Students’ involvement in the listening activities Students’ persistent attention to listening lessons and activities Students’ concentration on the listening lessons Others:  Teachers’ method XIII ... qualitative and quantitative result of the research The generalization of the conducted data was expected to provide relatively exact information about real teaching situation at Gia Vien A High. .. research on the influences left by anxiety on listening comprehension of grade 12th students at Gia Vien A High school. ” is the result of my own research for the Degree of Master of Arts at the. .. in an interactive conversation On the other hand, interview is relatively short, and the researcher can collect 16 quantitative data as well as qualitative data Also, depending on the type of the