A study on students’ difficulties in learning listening comprehension at IQ centre, hai phong

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ********************* ̀ NGUYỄN THỊ THU HĂNG A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING LISTENING SKILL AT IQ CENTER, HAI PHONG (Nghiên cứu vềnhững khókhăn của sinh viên viêcc hocc ki ̃năng nghe taịtrung tâm IQ, Hải Phòng) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 HANOI – 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES ********************* ̀ NGUYỄN THỊ THU HĂNG A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING LISTENING SKILL AT IQ CENTER, HAI PHONG (Nghiên cứu vềnhững khókhăn của sinh viên viêcc hocc ki ̃năng nghe taịtrung tâm IQ, Hải Phòng) M.A MINOR PROGRAMME THESIS Field : English Teaching Methodology Code: 60140111 Supervisor: Mai Thi Loaṇ, PhD HANOI – 2017 DECLARATION I, the undersigned, declare that this thesis is the result of my own research and has not been submitted to any other university or institution partially or wholly Except where the reference is indicated, no other person’s work has been used without due acknowledgement in text of the thesis Hanoi, 2017 Student Nguyễn Thị Thu Hằng i ACKNOWLEDGEMENTS This thesis could not have been completed without the help and support from a number of people First and foremost, I would like to send my sincere thanks to my supervisor, Dr Mai Thị Loan for her enthusiastic guidance, insightful comments, and valuable support throughout my research I would also like to thank all of the lecturers of the Department of Post Graduate Studies, Vietnam National University for their useful lectures and materials which are of great value to my thesis A special word of thanks goes to all of my colleagues and students at IQ Center for their useful information and support Last but not least, I owe my gratitude to my family for their support and encouragement ii ABSTRACT Listening skill is appreciated as a key skill in real-life communication as well as language acquisition Therefore, there have been numerous studies of this skill in different aspects The study is concerned with listening comprehension problems which the students at IQ centre have encountered It was conducted on the basis of one questionnaire and interviews The questionnaire was designed for 45 students and the interviews were carried out with both the teachers and the students at IQ centre The results of the study showed that the students dealt with various listening problems which were categorized into two types: learners’ listening difficulties related to texts and learners’ listening difficulties related to listeners Furthermore, the results of the interviews help the researcher have a clearer understanding of the difficulties and then suggest solutions as practical as possible for the students’ better listening learning iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS ii ABSTRACT iii TABLE OF CONTENTS iv LIST OF FIGURES AND TABLES vii PART A: INTRODUCTION 1 Rationale for the study Aims and objectives of the study Research questions Scope of the study Methods of the study Significance of the study Design of the study PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1.1 Review of previous related studies 1.1.1 Previous studies overseas 1.1.2 In Vietnam 1.2 Definitions of listening comprehension 1.3 The importance of listening comprehension 1.4 The process of listening comprehension 1.5 Potential problems in learning listening comprehension 11 1.5.1 Familiarity of topic 11 1.5.2 Familiarity of vocabulary 11 1.5.3 Difficult grammar structures 11 1.5.4 Pause and hesitation 12 1.5.5 Redundancy 12 1.5.6 Psychological problems 12 1.5.7 Limited memory 12 1.5.8 Predicting 13 1.5.9 Pronunciation, intonation, stress 13 1.5.11 Noise 14 1.6 Solutions to problems in learning listening comprehension skill 14 1.6.1 Using schema theory in teaching listening to EFL students 14 1.6.2 Pre-teaching and activating vocabulary 15 iv 1.6.3 Building up learners’ vocabulary 15 1.6.4 Providing authentic materials 15 1.6.5 Improving learners’ pronunciation 15 1.6.6 Encouraging prediction 16 1.6.7 Using visual aids 16 1.6.8 Encouraging learners to develop listening strategies 16 1.7 Summary 16 CHAPTER 2: METHODOLOGY 17 2.1 Restatement of the research questions 17 2.2 The setting of the study 17 2.3 Participants 17 2.3.1 Students 17 2.3.2 Teachers 18 2.4 Research types 18 2.5 Data collection instruments 18 2.5.1 Questionnaire 18 2.5.2 Interviews 19 2.6 Data collection procedures 19 2.6.1 Questionnaires 19 2.6.2 Interviews 20 2.7 Data analysis methods 20 2.8 Summary 20 CHAPTER 3: DATA ANALYSIS AND FINDINGS 21 3.1 Questionnaire 21 3.1.1 Learners’ perceptions of listening difficulties related to texts 21 3.1.2 Learners’ perceptions of difficulties related to speakers 21 3.1.3 Learners’ perceptions of difficulties related to listeners 22 3.1.4 Learners’ perceptions of difficulties related to physical setting 25 3.1.5 Learners’ opinions of solutions to listening difficulties 26 3.2 Interviews 27 3.2.1 The teachers’ answers about teaching listening 27 3.2.2 The teachers’ and the students’ answers about the listening problems 28 3.2.3 The teachers’ and the students’ suggestions about solutions 31 3.3 Summary 31 CHAPTER 4: DISCUSSIONS AND RECOMMENDATIONS 32 4.1 Difficulties in learning listening comprehension encountered by the students at IQ centre, Hai Phong 32 v 4.2 Recommendations to help the students overcome difficulties in learning listening comprehension 33 4.2.1 Improving teachers’ performance in their listening lessons 33 4.2.2 Assisting students to build up rich vocabulary 35 4.2.3 Teaching pronunciation with spoken features 35 4.2.4 Developing listening materials 36 4.2.5 Using different kinds of input 37 4.2.6 Training students to become active listeners 37 4.2.7 Encouraging self-study 38 4.3 Summary 38 PART C: CONCLUSION 39 Recapitulation 39 Conclusions 39 Limitations of the study 40 Suggestions for further study 40 REFERENCES 41 APPENDIX I APPENDIX .V APPENDIX VIII APPENDIX IX APPENDIX .X APPENDIX XII vi LIST OF FIGURES AND TABLES Figure 1: Learners’ perceptions of their listening difficulties related to texts Figure 2: Learners’ perceptions of their listening difficulties related to speakers Figure 3: Learners’ perceptions of their listening difficulties related to listeners’ listening competence Figure 4: Learners’ perceptions of their listening difficulties related to listeners’ psychology Figure 5: Learners’ perceptions of their listening difficulties related to physical setting Table: Learners’ opinions about solutions to difficulties in learning listening comprehension vii PART A: INTRODUCTION Rationale for the study It is undeniable that listening plays a vital role in human being’s communication Communication will not take place unless people understand the language to which they are exposed Listening is also the skill which is used most frequently in verbal communication Furthermore, listening skill is of primary importance in foreign language learning and acquisition The development of other language skills can be enhanced through this receptive skill Nevertheless, English teaching in Vietnam has put emphasis on boosting vocabulary and grammar through reading texts for many years This leads to the fact that a great number of English learners cannot listen to native speakers as well as communicate in English The students who join English communication courses at IQ center are no exception Most of them have a great desire to master listening skill for the general purpose of proficiency in communication However, from my own teaching experience as well as my observation of English communication classes at IQ center, it can be found that many students had difficulty in learning listening skill It is my responsibility to help the students at IQ center to overcome those difficulties In addition, the researchers of previous related studies suggest that more listening difficulties should be found out Therefore, it is necessary for me to carry out a study on “The students’ difficulties in learning listening comprehension at IQ Center” Aims and objectives of the study The aim of the study is to help the students to overcome the difficulties which they have encountered in learning listening comprehension at IQ centre The objectives of the study are: - To investigate the difficulties that the students have encountered in learning listening comprehension; - To suggest some solutions to help the students overcome the difficulties Research questions The study is intended to explore the difficulties which the students have encountered in learning listening comprehension and then suggest solutions to these difficulties 16 Nadig, A (2013) Listening Comprehension Encyclopedia of Autism Spectrum Disorders, 1743 (Afrah, 2015) 17 Nowrouzi, Shu Sim Tam, Gholamreza Zareian, Vahid Nimehchisalem (2015) Iranian EFL Students’ Listening Comprehension Theory and Practice in Language Studies, 5, 263-269 18 Phạm Thị Phượng (2014) Problems experrienced by non- major students of English at Hai Phong Foreign Language Center Hanoi University of International Language and Studies 19 Pourhosein Gilakjani, A., & Sabouri, N B (2016) Learners' listening Comprehension Difficulties in English Language Learning: A Literature Review English Language Teaching, 9(6), 123-133 20 Richard, J (1990) The language teaching matrix Cambridge University Press 21 Rost, M (2002) Teaching and Researching Listening Longman 22 Selamat Suzanah , Sidhu Gurnam Kaur (2013) Enhancing Listening Comprehension: The role of Metacognitive Strategy Instruction (MetSI) Social and Behavioral Sciences, 90, 421-430 23 Tilahun, T (2008) Factors that contribute to the problems EFL learners face in the listening skills classroom Addis Ababa University 24 Trịnh Vinh Hiển (2013) Difficulties encountered by first-year major English students at Lac Hong Uniersity Lac Hong University 25 Underwood, M (1989) Teaching listening Longman 26 Ur, P (1984) Teaching listening comprehension Cambridge 27 Vandergrift, L (2007) Recent development in second language listening comprehension research In Graeme Porte (Ed.), Language Teaching: Surveys and Studies (pp 291-210) Cambridge University Press, Canada 28 Van Duzer, C (1997) Improving ESL Learners' Listening Skills: At the Workplace and Beyond Washington D.C.: National Clearinghouse for ESL Literacy Education 29 Walker, N (2014) Listening: the Most Difficult Skill to Teach Encuentro, 23, 167-175 42 APPENDIX QUESTIONNAIRE A STUDY ON STUDENTS’ DIFFICULTIES IN LEARNING LISTENING SKILL Dear students, This questionnaire is designed for the purpose of collecting data for my research into students’ difficulties in learning listening comprehension at IQ Centre in Hai Phong I desperately hope to get your help in answering the following questions fully and honestly Your participation plays an important role in the success of the research Thank you very much for your cooperation PART I: FREQUENCY OF STUDENTS’ PROBLEMS IN LEARNING LISTENING COMPREHENSION SKILL Instruction: The following is a list of statements that will help you to identify the difficulties you face while you are engaged in listening comprehension skill Read each statement and put the mark (X) under the column which best represents your opinion: Items Stateme I find a listening text difficult when its topic is unfamiliar I comprehension when a text contains many new words I find understand unfamiliar structures I understand I find full of hesitations and pauses I find it difficult to understand a text which lacks redundant phrases such as “I mean”, “you know” I cannot listen well when I am sick or exhausted I listening I concentrate during listening I am unable to concentrate anymore when I have a problem while listening 10 understand a text which is not interesting to me 11 I quickly forget the words or the phrases I have just heard I find it difficult to guess the 12 meaning of an unknown word while listening At the time of listening, I 13 find it difficult to predict what will come next I understand most words but 14 not intended message I cannot recognize the words 15 I know pronunciation, because my stress, and intonation are limited II I find it difficult to recognize 16 the that from one point to another I understand the meaning of 17 all of the words of a sentence, understand the sentence I find a listening text difficult 18 without visual clues It is difficult for me to 19 concentrate around 20 Others (please specify) PART II: SOLUTIONS TO STUDENTS’ LISTENING PROBLEMS Instruction: The following is a list of solutions that your teacher and you can to improve your listening skill You can choose more than one answer Students discuss the topic before listening Students identify their purposes before listening Teacher provides tasks to help students improve their pronunciation Teacher gives students experience in litening to spoken language rather than recordings of written text Teacher teaches listening through songs, films or funny stories when students are tired Teacher designs warm-up activities, pre-teaches new words and important grammar structures before listening Teacher activates students’ background knowledge before listening III sig Teacher provides images or pictures relating to listening Teacher gives extra texts with interesting topics Teacher teaches students listening strategies Teacher closes the doors of the classroom during listening Others (please specify): THANK YOU FOR YOUR TIME! IV APPENDIX BẢNG CÂU HỎI KHẢO SÁT Các bạn học viên thân mến, Bảng câu hỏi thiết kế nhằm mục đích thu thập thơng tin phục vụ cho nghiên cứu khó khăn việc học kĩ nghe học viên trung tâm IQ, Hải Phịng Tơi mong nhận hợp tác giúp đỡ bạn cách trả lời câu hỏi sau cách thành thật đầy đủ Sự tham gia bạn đóng vai trị quan trọng thành công đề tài PHẦN I: MỨC ĐỘ THƯỜNG XUYÊN CỦA NHỮNG VẤN ĐỀ MÀ HỌC VIÊN GẶP PHẢI TRONG VIỆC HỌC KĨ NĂNG NGHE Hướng dẫn: Dưới khó khăn mà học viên gặp phải việc học kĩ nghe Hãy đọc đánh dấu (X) cột phù hợp với quan điểm bạn: Những vấn đề học viên gặp phải Em thấy nghe khó chủ đề nghe khơng quen thuộc Em thấy việc nghe hiểu khó khăn chứa nhiều từ Em thấy khó hiểu nghe với cấu trúc ngữ pháp khơng quen thuộc Em thấy nghe khó người nói thường xuyên ngập ngừng ngắt quãng Em thấy nghe khó hiểu thiếu cụm “I mean”, “you know” Em nghe tốt em ốm mệt mỏi Em cảm thấy lo lắng, hồi hộp trước nghe Em tập trung nghe Em tập trung gặp vấn đề nghe 10 không thú vị Em nhanh quên từ 11 cụm từ vừa nghe Em thấy khó đốn nghĩa 12 từ khơng quen thuộc nghe Em thấy khó đốn ý 13 người nói nói Em hiểu hầu hết từ 14 khơng hiểu ý người nói Em nhận 15 từ em biết phát âm, trọng âm ngữ điệu em cịn hạn chế Em thấy khó nhận 16 dấu hiệu mà người nói chuyển ý Em hiểu nghĩa tất từ 17 câu, em khơng thể hiểu nghĩa câu VI Em thấy việc nghe hiểu khó 18 khơng có tranh ảnh Em khơng thể tập trung có 19 tiếng ồn xung quanh 20 Các khó khăn khác (vui lòng nêu rõ) PHẦN II: NHỮNG GIẢI PHÁP CHO NHỮNG VẤN ĐỀ NGHE HIỂU CỦA HỌC VIÊN Hướng dẫn: Dưới loạt những giải pháp mà giáo viên người học có thể làm để cải thiện kĩ nghe hiểu Hãy đánh dấu () vào những điều với mong muốn của bạn Bạn có thể chọn nhiều câu trả lời Học viên thảo luận chủ để trước nghe Học viên nhận biết mục đích trước nghe Giáo viên tập giúp học viên phát âm tốt Giáo viên để học viên trải nghiệm việc nghe ngôn ngữ nói nhiều ngơn ngữ viết Giáo viên dạy nghe qua hát, phim, truyện cười học viên mệt mỏi Giáo viên thiết kế hoạt động khởi động, dạy trước từ cấu trúc ngữ pháp quan trọng trước nghe Giáo viên kích hoạt kiến thức học viên trước nghe Giáo viên cung cấp hình ảnh tranh liên quan đến nghe Giáo viên dừng lại học viên gặp vấn đề nghe Giáo viên thêm nghe với chủ đề thú vị Giáo viên dạy học viên kĩ thuật nghe Các giải pháp khác (vui lòng nêu rõ): Cảm ơn giúp đỡ bạn! VII APPENDIX INTERVIEW QUESTIONS FOR TEACHERS What teaching activities you use to teach your students? What teaching materials you prepare for your students? - Do you prepare authentic materials for your students? Which difficulties your students often encounter when learning listening skill? - Do your students encounter these problems? What are the causes of these problems? What should you to help your students improve their listening skill? VIII APPENDIX CÂU HỎI PHỎNG VẤN CHO GIÁO VIÊN Những hoạt động bạn sử dụng cho việc dạy nghe? Những tài liệu bạn chuẩn bị cho học viên bạn? - Bạn có chuẩn bị tài liệu thực tế cho học viên bạn khơng? Những khó khăn mà học viên bạn thường gặp phải học nghe? -Học viên bạn gặp phải khó khăn phải khơng? Ngun nhân khó khăn gì? Bạn nên làm để giúp học viên cải thiện kĩ nghe? IX APPENDIX INTERVIEW QUESTIONS FOR STUDENTS How these difficulties affect your listening comprehension? - Do your teachers activate background knowledge and new words or difficult grammar structures before listening? - Could you guess the meaning of a new word? - Do you think that your poor pronunciation makes you to quickly forget the words or the phrases you have just heard? - Could you explain more about your focus loss when encountering a problem while listening? - Do you know the signals speakers use to move from one point to another? - Could you predict what will come next? - Are your classroom quiet? - Are your listening tasks often attached with pictures? What measures you think should be taken to solve the listening problems? X APPENDIX CÂU HỎI PHỎNG VẤN CHO HỌC VIÊN nào? - Những khó khăn ảnh hưởng đến việc nghe hiểu em Cơ giáo em có khởi động kiến thức từ vựng cấu trúc ngữ pháp khó trước nghe khơng? - Em đốn nghĩa từ khơng? - Em có nghĩ phát âm khơng tốt khiến em nhanh quên từ cụm từ em nghe khơng? vấn Em giải thích nhiều việc em tập trung gặp đề nghe khơng? - Em có biết dấu hiệu người nói chuyển ý khơng? - Em đốn ý người nói nói chưa? - Lớp học em có n tĩnh khơng? - Bài nghe em có thường gắn liền với tranh ảnh khơng? Theo em giải pháp nên thực để giải vấn đề nghe? XI ... solutions The research goals are achieved by means of both quantitative and qualitative data The qualitative data (interviews with both teachers and students) was obtained after the quantitative data... difficulties in learning listening comprehension It is conducted at IQ centre, Hai Phong The students participating in the study are at pre-intermediate level Methods of the study The study was carried... being’s communication, language learning, and second language acquisition According to Devine (1982: 7), listening is “the primary means by which incoming ideas and information are taken in? ?? Thus,