PART ONE : INTRODUCTION
1. RATIONALE OF THE STUDY
It can not be denied that English is the international medium in the fields of
science, technology, culture ,education , economy and so on . It is also considered a means
to promote mutual understanding and cooperation between Vietnam and other countries . It
is widely seen as the key language toll in the integrating process in the world . With the
rapid development and expansion of informational technologies , there needs to be a
common language for people of all countries to exchange information with each other and
it is English that is used as a means of international communication. Therefore, there has
been an explosion in the need of teaching and learning English all over the world.
In Vietnam in recent years the number of people who wish to know and master
English has become more and more increasing, especially since Vietnam adopted an open-
door policy , teaching and learning English have been paid much attention to. English has
been part of the general education . It becomes a compulsory subject at high schools in
most towns and cities through out the country. Moreover , each city or province there is a
specializing school for gifted students at several subjects such as maths , literature ,
physics, chemistry and foreign languages especially English. Among these schools is the
Foreign Language Specializing School, College of Foreign Languages, Vietnam National
University. However, the teaching and learning process in FLSS seems to still focus too
much on grammar, structures and vocabularies. Our students are very good at doing
exercises of written forms, these forms of exercises mostly concern grammar , reading or
writing comprehension. The consequence is that students have much difficulty in listening.
Listening skill seems to be the most difficult to our students. We all know that in
order to learn a foreign language successfully, students should be helped to develop four
skills : listening , speaking , reading and writing. These four skills are closely interrelated
to one another and they all necessary. Of the four skills, listening is regarded as a
prerequisite to understand what is being said and to pick up the general idea of what is
being discussed. In our professional and personal life there will be situations where we will
hear and have to absorb a lot of details, facts and figures and then extract some points from
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them. In our private life we may wish to listen to talks in English about subjects we are
interested in and wish to consolidate what we have learnt in order to progress to other and
more difficult areas. Thus , it is possible to give students the chance to practise what they
have learnt in the way listening to spoken English. To listen successfully to spoken English
language need be able to work out what speakers mean when they use particular words in
particular ways on particular occasion and not to simply understand the words themselves.
As I am one of the teachers of English of this school. I would like to do something
with the hope of improving listening skill for our students and as a result, the thesis title
goes as :
“Techniques for improving listening skills of gifted students of Foreign Language
Specializing School, College of Foreign Languages, Hanoi National University.”
2. AIMS OF THE STUDY
The purpose of this study is to investigate the difficulties in listening which the
students at FLSS encounter so that some effective techniques can be given to help them
improve this skill.
These are the specific aims :
- investigating the students’ attitudes at FLSS towards listening
- finding out the difficulties encountered by the students
- suggesting techniques with the hope of helping the students improve the ability of
listening
3. SIGNIFICANCE OF THE STUDY
This study may provide insights into the process of learning listening
comprehension skill for the students. It may play a crucial role in enhancing listening skill
to the students at FLSS, CFL, HNU.
4. SCOPE OF THE STUDY
Though the study focuses on techniques to improve listening skill for gifted students
at FLSS, CFL, HNU, due to the limitation of page numbers of the minor thesis, the
researcher can only conduct a survey on the students of 10 th and 11th form to identify
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listening problems experienced by the students, after that suggest some techniques to help
them better in learning listening.
5. METHOD OF THE STUDY
In order to achieve the aims mentioned above, quantitative method is used and the
following tasks have to be done:
- doing a survey on the learning listening to English from 200 students of 10 th and
11th form at FLSS ( except for students of 12th form as there are no listening lessons for 12th
form students )
- collecting data for the analysis
- assessing the difficulties
- evaluating the best techniques that are most suitable
6. DESIGN OF THE SDTUDY
This minor thesis consists of three parts:
Part one, “INTRODUCTION”, presents the rationale, the aims , the method, subject and
design of the study. It expresses the reason why the author decided to choose this study and
the methods for the fulfillment of the study.
Part two, “DEVELOPMENT”, is divided into three chapters :
- Chapter one presents the concepts relevant to the research topic such as different
point of views of listening comprehension skill, the importance, classification of listening,
difficulties in learning listening and three stages of listening session .
- Chapter two deals with analyses on general learning situation at FLSS, learning
requirements, teachers and teaching methods, materials as well as material assessments.
Also in this chapter there is a focus on data collection, findings and discussion.
- Chapter three emphasizes the implication of the study in which certain techniques
for improving listening skills to the students at FLSS are suggested.
Part three, “CONCLUSION”, summarizes the key issues in the study, points out the
limitations and provides some suggestions for the further study
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PART TWO : DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1. INTRODUCTION
To provide a theoretical background to the study, this chapter is devoted to the
reexamination of concepts most relevant to the thesis’s topic. Firstly come the different
points of view about listening comprehension. Secondly the importance and classification
of listening comprehension are discussed. Thirdly the potential problems in learning
listening are also referred to. Finally there is a discussion of three stages of the listening
session.
1.2. LISTENING COMPREHENSION
1.2.1 Traditional point of view.
There are some traditional views that listening is considered a passive language skill
along side the reading skill. It means that learners are almost passive in practising listening
activities in the classroom. Learners just hear what they are to listen without paying
sufficient attention in the discourse such as the background knowledge of the speakers as
well as their intentions, attitude , implication and other shades of meaning etc. The learners
mainly hear the message, they only try to elicit the meaning from the individual syntactic
and semantic components of the utterance and the manner in which it is spoken. This leads
to the result that it is hard for the learners to communicate. Having this attitude, the teacher
often conducts the lesson as “tested” listening comprehension rather than teaching it. The
method of testing the comprehension of the learners is based on the ability to remember the
utterance, which they have just heard. Obviously, this method is not effective as the ability
to remember the utterance does not mean that the listener can understand the message. Just
like a child who is good at remembering songs and poems, but he does not know what they
are about. In fact the learners are not provided enough information about what they are
going to hear before the tape plays and they cope with a wide range of problems while they
are listening and the result is that they can not get any listening experience from the
teacher.
1.2.2. Present point of view.
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For the past few years some present studies on listening comprehension have to
come to another view in which the role of the listeners is thought to be active, but not
passive any more. Listening is really a receptive skill along side reading skill.
According to Littlewood (1981), listening demands active involvement from the hearer. In
order to construct the message that the speaker intends , the hearer must actively contribute
knowledge from both linguistic and nonlinguistic sources. Only by applying the knowledge
of the language , can the hearer divide the continuous stream of sound into meaningful
units and only by comparing these units with the shared knowledge between himself and
the speaker , can the hearer interpret their meaning. The nature of listening comprehension
means that the hearer should be encouraged to engage in an active process of listening for
meanings, using not only the linguistic cues but also has nonlinguistic knowledge.
From the point of view of Broughton (1978). Listening is divided into intensive and
extensive listening. Extensive listening is related to the freer, more general listening to
natural English, not necessarily under the direct guidance of the teacher whereas intensive
listening is much more concerned with just one or two specific points.
Mary Underwood (1989) divides the aural process into 3 stages and Clark (1977)
divides it into 4 stages but generally they have the same idea. There are two levels
activities of the aural process. The two levels of this activity are recognition and selection.
The first level is that the structure and the relationship between syntax and phonology of
the language are recognized. At the first stage , the sounds go into a sensory store called
the “ echoic memory”. “ Echoic memory” is just the short term memory because there is
continuous arrival of new information before the listener has opportunity to deal with it.
That is why there is the following stage which is called “selection”. In this stage, the
listener selects what he finds most interesting or important or comprehensible in the
utterance. At this point, words or groups of words are checked and compared with
information already held in the long term memory and the meaning is extracted from them
(Mary Underwood, Teaching Listening, p.2). When the meaning is grasped , the actual
words of the spoken discourse are generally forgotten and only the meaning is retained.
Therefore, the listener usually remember the meaning rather than the exact words spoken
when he has to recall what have been heard. The basis of listening comprehension is the
ability to recognize and select the specific details in the discourse. It, of course, needs a
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certain time for the learners to become used to listening and process some familiar
utterances more automatically.
Aderson and Lynch ( Listening ,1995, Oxford University Press) have another point
of view. They consider the listener as active model builder. They say that in order to listen
successfully we have to construct our own “coherent interpretation” of any spoken
message. Both parts of this term are important. First , it needs to be coherent both with
what we believe has just been said and with what we already know about the speaker, the
context, and the word in general. Second, it is an interpretation, in the sense that it is our
version of what the speaker meant, as far as we are able to assess that meaning. The two
authors use the term “ mental modal” to refer to the listener’s “ coherent interpretation” .
This emphasizes the active and personal nature of successful listening. The mental model
that we build as a representation of a spoken message is the result of our combining the
new information in what we just heard with our previous knowledge and experience.
In short, in order to be successful in listening, we should remember that : “ Listening
comprehension is not a skill which can be mastered once and for all and then ignored while
other skills are developed. There must be regular practice with increasingly difficult
material."(Rivers Wilga , M.(1986) Teaching Foreign Language Skill., The University of
Chicago Press, p. 157).
1.3. THE IMPORTANCE OF LISTENING
It is now widely accepted that oral communication can not take place without
listening and listening plays a central and possibly predominant part in the whole process
of language learning. Listening, speaking, reading and writing are the four skills of parts of
that “indivisible range called communication”. They are interrelated and interdependent .
According to Pearson Ian. (1981), The Functional Notional Approach in Language
Teaching, p. 80 , listening is tied to the essential cognitive elements of comprehension and
understanding. In order to take part in oral communication, clearly, the first thing anyone
must have is the ability to absorb the pieces of information from the speaker by listening.
When nobody listens to a speaker or when a listener fails to understand the message,
communication is considered unsuccessful. Moreover , listening is an important way of
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acquiring the language , a good way of picking up vocabulary and structures. Teaching
listening to spoken language is ,therefore, of primary importance .
“ Teaching the comprehension of spoken language is therefore of primary importance if
the communication aim is to be achieved.” ( Wilga.M.Rivers, Teaching Foreign Language
Skills, The University of Chicago Press, Chicago & London, 1968, p. 135.)
1.3.1. Mother – tongue listening
It is assumed that people can listen in their mother-tongue with little or no effort.
From very young, we can understand at least the gist of what is heard. This is resulted by a
number of factors including our exposure to the large amount of language and to the great
number of different speakers over the years and our acquired knowledge of the context, the
speakers, the topic and so on. However , there are a lot of problems that sometimes we
meet when listening in our mother tongue. Particular accents can cause problems. For
instance, in Vietnam the accents of the three zones (the North, the Middle and the South)
are quite different. Someone from the North may find it difficult to understand a speaker
from the Middle or the North. Further more , sometimes bad conditions created by bad
situations also hinder our comprehension. For example, it may be hard for listener to
follow and understand what a quiet speaker is conveying when everything around him is
noisy. In spite of these minor problems, we can not deny that we generally listen and
comprehend the speech in our native language with ease.
1.3.2. Listening as the final goal of learning a language
According to Donoghue (1975), listening occupies the basic portion in the context
of the language arts and progress in reading, speaking and writing is directly governed by
listening ability. It is the most important of the four arts since nearly half of the adult
working day and more than half of the child’s classroom activity time is spent in listening.
Apart from communication interaction, much of the enjoyment in second or foreign
language use comes from listening activities like watching films and plays or watching T.V
or listening to the radio, songs or talks by the speakers. In class the students learn a lot
from their teacher, to tape or records or to each other. Moreover , the students can gain a
lot of experiences of listening to a wide variety of samples of spoken English. It also helps
the students know different varieties of language such as standard or regional, formal or
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informal language, and different text types like conversation, narrative or informative
types. The result is that there is an increase in the amount of language contact through
communication. Further more , students ,day by day ,can train their listening skill and they
can flexibly listen to everything. Students are trained to listen for the main ideas , for
specific information or to react to instruction. Therefore , listening is regarded to be among
the most important educational goals. It has a great influence on value formation and it
increases an individual’s level of vocational skills and it results in great emotional response
changes in attitude and it provides students a stimulus for other activities such as
discussion, reading and writing, which are the main language skills.
1.3.3. Listening as a means of acquiring a language
“ Listening to spoken English is an important way of acquiring the language of “
picking up” structures and vocabularies” (Adrian Doff, 1995. P :199 ). It is obvious that
developing the ability to understand the spoken foreign language is a long continuous
process and listening is a skill that must be taught and that does not happen automatically.
If students learn to listen effectively, they are able to understand, to interpret, to evaluate
and to response to what they hear. So it is very important for students to develop the ability
to understand spoken English. In daily life they can watch English programs on T.V, listen
to the radio or have direct conversations with native speakers. Thus the more frequent we
are exposed to the language, the faster and easier we can acquire it.
1.4. CLASSIFICATION OF LISTENING
1.4.1. Real - life listening
1.4.1.1. Kinds of real - life listening
Many learners of English will ,sooner or later, find themselves in a variety of
situation where they need or want to listen to English being used in real – life for a range
of purposes. However, they feel a big gap between listening activities in the classroom and
actual situations. This is because in listening materials learners listen to dialogues ,
conversations which are very grammatical and controlled in many ways. The speakers
often speak at perfectly controlled speed, with perfect voice tone , accent and correct
grammar. Whereas, in real – life conversations learners encounter various people speaking
with different accent, speed and voice tone without paying attention to grammar.
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According to Adrian (1995), there are two ways which people often listen in real – life.
They are “ casual” listening and “ focused” listening
- “ Casual” listening : In daily life we sometimes listen with no particular purpose and
often without much concentration . This kind of listening is called ‘casual” listening. For
example, a lot of students have the habit of listening to the radio while studying or the
television set is on while we are doing something else. The typical feature is that we do not
listen closely and intentionally, therefore we may not remember much of what we hear or
there may be nothing in our mind.
- “Focused” listening : When we listen for a particular purpose to get the information we
need, it is called “focus” listening. In this case we often listen with much attention, but we
do not listen to everything we hear with equal concentration. For instance, we want to
know the answer to a question, we will ask and expect to hear a relevant response. This
leads to our “listening out” for certain key phrases or words. When we ask a question like:
“ Where are you going to be?”, we then listen out for the expectation of the place. If the
answer is, for example; “I don’t know, I haven’t decided yet, it depends on what job I get,
but I expect I shall end up in Boston.” – then we shall wait for and note the last two words.
If, however, the same answer is the response to the question: “Are you definitely going to
Boston?” – then the last two words of the answer are virtually redundant, and will pay
more attention to the first part. If we listen to the news, it is from a desire to know what is
happening in the world, and we shall expect to hear about certain subjects of current
interest in a certain kind of language. Even when listening to entertainment such as plays,
jokes or songs ,we have a definite purpose (enjoyment), we want to know what is coming
next, and we expect it to cohere with what went before. There is an association between
listener expectation and purpose and his comprehension. If the listener expects and needs
are intentional ,his listening is likely accurately perceived and understood than that which
is unexpected, irrelevant or helpful.
1.4.1.2. Characteristics of real - life listening
According to Penny Ur , there is a distinct difference between the auditory effect of
a piece of spoken prose and that of informal conversation. The former is characterized by a
fairly even pace, volume and pitch. Spontaneous conversation, on the other hand, is jerky,
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has frequent pauses and overlaps, goes intermittently faster and slower, louder and softer,
higher and lower. Hesitation, interruptions, exclamations, emotional reactions of surprise,
irritation or amusement, which are all liable to occur in natural dialogue, are bound to
cause an uneven and constantly changing rhythm of speech. Even if only one person is
speaking for a relatively long period, the fact that he has not thought out carefully what he
has to say beforehand, and has not necessarily chosen the best words, means that he has to
rely heavily on vocal emphasis to make his meaning clear. And vocal emphasis does not
just mean saying a particular word or phrase louder. It means also gabbling quickly
through what is less important and slowing down over the main point, or pausing for effect
before or after a vital phrase, or raising the pitch of voice to stress one thing and then
lowering it to play something else. The overall effect of all this is perhaps more dramatic
and interesting than that of formal speech, but this does not mean that it is ,all in all, more
comprehensible or easier to listen to.
To summarize, we may say that most of our real-life listening activity is characterized by
the following features:
- We listen for a purpose and with certain expectations.
- We made an immediate response to what we hear.
- We see the person we are listening to.
- There are some visual or environmental clues as to the meaning of what is heard.
- Stretches of heard discourse come in short chunks.
- Most heard discourse is spontaneous and therefore differs from formal spoken prose in
the amount of redundancy, noise and colloquialisms, and in its auditory character.
Sometimes particular situations may lack one or more of these characteristics. for example,
when watching television we are not normally expected to respond, when listening to a
lecture we may have to hear uninterrupted speech for a very long time indeed- but it is very
rare that none of them is present at all. We seldom listen to stretches of “ disembodied”
discourse of any length.
1.4.2. Class-room listening
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According to Rixon (1986) and Hubbard, R and others (1984), there are three
kinds of listening in classroom, they are: intensive listening and extensive listening.
1.4.2.1.Intensive listening
Intensive listening is the careful, focused listening to a short passage for detailed
information or for full comprehension. For example, listening to the announcement ,
listening to the instructions or listening to the weather forecast. There may be much
concrete information for this kind of listening and learners often find it difficult to get full
comprehension in the first listening. This helps learners develop their listening skill or
knowledge of the language in their effort to do exercises or other activities. The passage
should be short so that learners have chances to get to grip with the content, , have several
tries at difficult parts and to be fitted within the time allowed of a lesson. Learners also feel
it easy, interesting and encouraging when they listen to a short passage . Therefore, they
often listen with a great concentration and stretching effort.
1.4.2.2. Extensive listening
Extensive listening is free and general listening to natural language for general
ideas, not for particular details. The listening passages for extensive listening can be long
(stories) or short ( jokes, poems). The language that is used in this type of listening is often
within the students’ current ability so that students find it pleasing and interesting when
they are listening. Students feel satisfied as they can understand the passage well. They are
not asked to do any language work and they can do their listening freely without any
pressure. Moreover the topics are various and entertaining, it ,therefore, motivates students
to develop their listening skill as well as exposes them to valuable extra contact with
spoken language.
1.5. POTENTIAL PROBLEMS IN LEARNING LISTENING
It is undeniable that listening is considered to be the most difficult among the four
skills. Numerous learners have difficulties with different aspects of listening
comprehension. Some have trouble with factual or literal comprehension. Others have
trouble with interpretation. Others have trouble with critical listening. Still others have
problems with evaluational listening. The followings are some potential problems that
should be paid attention to in order to help listeners feel self-confident to overcome them.
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1.5.1. Inability to control over the speed of the speaker
In learning English, the greatest difficulty in listening comprehension is that
learners are not able to control the speed of the speaker. Learners often feel that the
utterances disappear before they can sort them out or they can get the message.
“They are so busy working out the meaning of one part of what they hear that they
miss the next part. Or they simply ignore a whole chunk because they fail to sort it all out
quickly enough.”( Mary Underwood, Teaching Listening, Longman, 1989, p.16). One of
the reasons for this is that learners can not keep up with the speed and they often try to
understand everything they hear. When they fail in sorting out the meaning of one part, the
following will be missed. This can lead to the ignorance of the whole chunk of discourse.
Obviously they fail to listen.
1.5.2. Inability to get things repeated
Another problem is that the listener is not always in the position to ask the speaker
to repeat his utterance . This is the case when learners join in conversation outside the
classroom. Repetition can not be asked for when listening to the radio or watching
television. Even in classroom, when listening to lectures, learners can not frequently order
the lecturers to repeat the utterance as many times as they wish. When doing listening work
in listening lessons, it is the teacher, not the learners, who decides to stop or to replay the
record and in many situations, the teacher does not replay the exact parts that the listeners
wish to listen again. Therefore, the teacher can not judge if the learners can fully
understand what they have heard. This problem can be solved only when learners are given
the opportunity to control their own machines and proceed in whatever way they wish.
1.5.3. Inability to concentrate
It is a major problem if learners lack concentration in listening work. This can be
caused by a number of things such as : the bad quality of machines, the poor quality of
listening materials. Other reason for loss of concentration is that the topic is not interesting
or not familiar and learners find it difficult to understand. Sometimes, listeners easily lose
their concentration, as they feel tired of making a great effort to hear word by word. The
break in attention, even very short, can seriously impair the comprehension of the whole
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process of listening. Concentration of the listener is considered vitally important in a
successful listening lesson.
1.5.4. Problems in hearing the sounds
“ As a young teacher it took me some time to realize that my students actually did not
perceive certain English sounds with any accuracy because these did not exist in their own
language.” (Penny Ur , Teaching Listening Comprehension, Cambridge University Press,
P.11). The fact is that there are a lot of sound that do not exist in Vietnamese such as : the
sound / / as in “ think”. A native Vietnamese speaker may very often therefore not notice
as the first that it occurs in English. Even more difficulties is caused when the new sound
does not exist in the native language. For example: / I / (as in “pit” ) and / I: / (as in
“peep”) or “ship” and “sheep” or “fit” and “feet”. Thus learners have difficulty in
perceiving this difference as significant to meaning in English and it takes a considerable
amount of practice before they get used to distinguishing between them. Sometimes
learners find consonant-clusters particularly difficult to cope with. They may get the
consonants in the wrong order (hearing “part” for “past”), or omit one of the sounds
(“crips” for “crisps”) , or hear a vowel that is not in fact pronounced (“littel” for “little”).
Another reason why sounds may be misheard is that the learner is not used to the stress and
intonation patterns of English and the way these influence both the realization of certain
phonemes and the meaning of the utterance. The number of homophones and homonyms in
English is small, while the number of words which can be confused or misunderstood by
accurate perception is relatively large. It is ,therefore, essential for the learner to achieve
familiarity with the common phonemes of the target language as soon as possible if he is
an efficient listener. If he learns to pronounce the sounds accurately himself, it will be
much easier for him to hear them correctly when said by someone else.
1.5.5. Problems in understanding different accents
Many foreign-language learners who are used to the accent of their own teacher are
surprised and dismayed when they find they have difficulty understanding someone else.
Some of them try to get over this at first by claiming that the second speaker’s accent is
somehow inferior or wrong. But strictly speaking there is rarely such a thing as a “wrong”
accent, there are simply accent that are more or less difficult to understand- that is, broadly 13
speaking, ones that are more or less removed from the original variety learned. What we
can do is to try to give learners a reasonable familiarity with the two most useful English
accents - that is to say the British and American standard varieties- and then perhaps let
them have a taste of some others simply to open their eyes to the possibilities and give
them some practice in coping with them. Learners who have some experience in listening
to and understand a number of different accents are more likely to be able to cope
successfully with further than those who have only heard one or two and learners should
try their best to get used to different accent by listening to authentic material as much as
possible.
1.5.6. Problems in vocabulary limitation
When listening, there are words or phrases that are not known to the listeners. This
causes the listeners a lot in getting the message of the passage and this may interrupt the
listeners’ concentration or thinking. The listeners have to try to follow the speaker and
sometimes they have to guess the meaning of a word or phrase depending the context. The
listeners have to pay attention to the new words, as a result they miss chances of listening
to the following part of the speech. Teachers, therefore, should help the learners to know
that there is not equal importance for every word and there is no need for learners to
understand all the new words when listening. Sometimes listeners understand only a part of
what a speaker means but they are generally able to continue with the interaction and to
respond to it.
1.6. THREE STAGES OF THE LISTENING SESSION
There are often three main stages in the teaching of a listening text. They are : pre-
listening stage , while-listening stage and post-listening stage. Each stage has its own aims
and activities.
1.6.1. Pre-listening stage
1.6.1.1. The definition and purposes of pre-listening stage
It is true that learners will find it extremely difficult to do a listening lesson when
they have no idea of what they are going to hear. Even if the sounds or the words which 14
they hear are familiar, they may still be unable to understand because they lack certain
kinds of knowledge of the topic, setting or the relationship between the speakers. Thus the
listeners’expectation and purposes should be taken into account. These make listeners feel
as in real-life listening situation in their native language. Teachers can help their students
to arouse their expectations and see the purpose before a listening lesson. This kind of
work is described as “pre-listening activities”.
“ It would seem a good idea when presenting a listening passage in class to give students
some information about the content, situation and speakers before they actually start
listening.”(Penny Ur, 1992, P.4)
Another idea about pre-listening stage is said as following:
“ Pre-listening work can be done in a variety of ways and often occurs quite naturally when
listening forms part of an integrated skills course. When planning lessons, time must be
allocated for pre-listening activities and these activities should not be rushed.” ( Mary
Underwood, Teaching Listening, Longman 1989, P.31).
1.6.1.2. Types of pre-listening activities
Pre-listening work can be done in various ways and consists of several types of
activities. Therefore, teachers should select the most effective activities for each situation
and teachers need to find the most suitable way to provide considerable pre-listening
support for their students in order to help them to get the purposes that a listening lesson
requires.
- The teacher introducing the listening topic, giving background information.
- The students reading something relevant
- The students looking at pictures ,reading through the questions if asked
- The students discussing the topic situation
- The students following the instruction for the while-listening activity
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- The students considering how the while-listening activity will be done
Each of the above activities will help the students focus on the main points of the listening
passage. But it is very important to remember that the amount of pre-listening activities
may vary according to each class, the level of difficulty of the material and the students’
language ability.
1.6.1.3. Factors affecting the choice of pre-listening activities
The choice of pre-listening activities depends on a number of factors :
- The time available
- The material available
- The interest of the class
- The interest of the teacher
- The place where the work is being carried out
- The nature and the content of the listening text itself
It is very necessary for the teacher to consider all the factors which are mentioned above
when choosing an activity as each factor contributes an important part to the result of a
listening lesson.. However, the last item on the list, the nature of the listening text, is very
important when choosing pre-listening activities
1.6.2.While-listening stage
1.6.2.1. the purpose of while-listening activities
The While- listening stage involves activities that students are asked to do during the
time that they are listening to the text. The purpose of while-listening activities is to help
learners develop the skill of eliciting messages from spoken language.
There are ,of course, other reasons why students need to listen to the language they are
studying. The main thing is that to learn to recognize how it sounds ( the pronunciation of
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words, the stress, the rhythm, the intonation that they can use what they hear as a model for
their own speech).
When developing the skills of listening for comprehension, while-listening activities
must be chosen carefully. They must vary at different levels and in different cases. We do
not test whether or not the listener has understood and producing “right/ wrong” answer
will soon discourage the enthusiasm of the learners. To help non-native listeners to
improve their listening, teacher must have listening activities which give practice in
prediction, matching and interpretation.
“Good while-listening activities help learners find their way through the listening text and
build upon the expectations raised by pre-listening activities.” ( Underwwood, Teaching
Listening, 1990, P. 46)
1.6.2.2. Characteristics of while-listening activities
1.6.2.2.1. Interest
While-listening activities should be interesting, so that students feel they want to
listen and carry out the activities. Part of interest can stem from the topic and the content of
what is said and the listening text should be chosen with the interest of the students in
mind.
Many learners enjoy material with a “local” flavor rather more than texts setting in some
remote context. For this reason, even quite mundane topics should be given some local
relevance when possible in order to make them more familiar and motivating.
Another kind of interest is generated by activities which are in themselves interesting and
satisfying to do. Most learners enjoy trying to complete puzzle or solve problems and this
fact can be exploited in the design of the activities. It is important, however, that this kind
of activity is not too long and laborious and does not involve doing the same kind of thing
over and over again. For example, for most learners, three small crossword puzzles on
different occasions are far more satisfying to do than one every large one which occupies a
lot of time on just one occasion.
1.6.2.2.2. Levels of difficulty
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While-listening activities should be things most people can do. Failure here very
rapidly leads to demotivation, and activities with potential “sticking point” , where students
are likely to get into difficulties, should be used very sparingly in the early stages. In time,
of course, it will be necessary to include activities which present potential “ sticking
point”, so that students learn not to be put off and persevere in spite of the problems.
According to Mary Underwood, the level of difficulty of a while-listening activity can be
adjusted by giving support. Some while-listening activities are successful with groups of
varying levels of ability and provide a challenge for the more advanced students but not
discouraging those who only gain little success.
1.6.2.2.3. Factors affecting the choice of while-listening activities
In addition to the factors which apply equally to while-listening activities, other
points need to be considered when selecting while-listening activities. They include:
- The possibilities for varying the level of difficulty if required.
- The inconvenience of carrying out activities which require individuals to give their
responses orally in the classroom. This kind of work is best done in a language
laboratory. Classroom while-listening activities generally have to be limited to those
which can be done without the need for each student to respond by speaking.
- Whether the work is to be done by the students with the teacher present or whether it is
to be done as private study, either in the classroom or at home. This will influence the
teacher’s choice of activity as he may want to give his students different work
according to their levels of ability, to provide additional instructions , or to select
activities which generate little or no marking.
1.6.3. Post-listening stage
1.6.3.1. Definition and purpose of post-listening activities
Post-listening activities are the activities which are done after the listening is
completed. Some post-listening activities are extensions of the work done at the pre-
listening and while-listening stages and some relate only loosely to the listening text itself.
The purposes of post-listening activities are :
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- to check whether the learners have understood what they need to or not.
- to see why some students have missed parts of the message or fail to understand the
message.
- to give the students the opportunity to consider the attitude and manner of the speakers
of the listening text.
- to expand on the topic or language of the message and to transfer learned things to
another context.
- to make introduction for the planned work
1.6.3.2. Factors affecting the choice of post-listening activities
Mary Underwood says that the attention should be given to the following factors in
selecting post-listening activities:
- the amount of language work the teacher wish to do in relation to the particular
listening text.
- The time which is allowed to do post-listening work.
- The speaking, reading or writing skills should be included in the post-listening work.
- The students should work in pair or in groups.
- The chosen activity should be made motivating.
1.7 .SUMMARY
In short , this chapter focuses on the concepts useful for the accomplishment of the
study. First comes an overview on the different views of listening comprehension. Then
the importance and classification of listening are stated. What is more in this chapter is the
potential problems in learning listening. Last comes in the chapter is three stages of the
listening session.
CHAPTER TWO :
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PRACTICAL SITUATION OF TEACHING AND LEARING LISTENING TO
ENGLISH AT THE FOREIGN LANGUAGE SPECIALIZING SCHOOL,
COLLEGE OF FOREIGN LANGUAGES, HANOI NATIONAL UNIVERSITY
2.1. INTRODUCTION
To realize the objective of this study, it first starts with an overview on F.l.S.S,
C.F.L, H.N.U, in which background, facility, trend of development of the school is mainly
presented. Then, for a better understanding about the school, some information about the
students and leaning requirements are addressed. In addition, an analysis on teachers,
teaching methods, materials and material assessments will be very important for the
realization of the study, without it, the researcher will find it impossible to sort out
reasonable techniques to improve listening skill for the students.
2.2. AN OVERVIEW ON F.L.S.S
F.L.S.S is a school for gifted students of foreign languages. Among these languages
are English, French, Chinese, Russian, Japanese and German, the majority are students of
English. This school is one of the members of College of Foreign Languages, Hanoi
National University. It was established in 1968 and it has become a reliable address for the
students all over the north of the country and for those who are interested to major in
foreign languages. Currently there are 27 English classes with nearly 700 students . they
are 10th, 11th and 12th form students who are aged from 15 to 18. In order to become one of
the students of this school, the students who have finished 9 th year classes with good
results have to take part in a very hard examination of 3 subjects : maths, literature and
English. If their results are good enough ,they become 10 th form students of the school. At
this high school, the students have to try their best to study social and natural subjects, but
English is considered the main one. There are 7 periods per week, it means that the
students of our school have 4 more periods per week than those at other high schools.
Normally, there are 50 students in classes of social and natural subjects, when they have
English lessons, the class is divided into two groups with about 25 students in each one and
two teachers of English are in charge.
As far as the materials are concerned “ English 10, 11 and 12” , workbooks 10, 11, 12
written by the teachers of our school and two listening books : “Listening And Speaking”
20
by Tran Ngoc Oanh and Vu Quynh Nhung (10th form), by Kieu Hong Van and Vu Phuong
Anh (11th form). The students are equally taught the four language skills. Among them,
listening seems to be the toughest one for the students. Besides reading, listening serves as
an indispensable skill in learning English as it provides students with necessary input. In
spite of the importance of listening, the students’ and teachers’ effort, listening skill
remains the greatest obstacle in their way for success.
2.3. STUDENTS AND LEARNING REQUIREMENTS
Most of the students have been learning English since they were 6 th form students. It
means that they have had four years of English in junior secondary schools. The objective
of the junior secondary school curriculum is that after four years of English, the students
should have general knowledge of grammar and an active vocabulary which they can use
mostly in written form. They hardly say a couple of sentences intelligibly in the target
language and their listening skill is almost not paid any attention to, their listening ability is
hardly developed during that long period of time. So when they become the gifted students
of English of FLSS, they have to deal with a lot of difficulties in learning to listen to
English. However, the majority of the students have strong and clear motivation and as a
result of the awareness of the importance of learning how to listen in a foreign language in
general and English in particular, the rest of the students have positive attitude towards
learning listening. They all realized that learning listening is not just to get good results but
it is also a good way to develop their communication. Moreover, they need English for
their further study or for their future use, so they are always trying to work on listening as
much and effectively as they can to master this skill. They are , step by step, used to
listening to the teachers’ explanation in English and listening and understanding the
familiar topics which their teachers or classmates talk about. They are used to listening to
the tape-recorder and doing the listening exercises such as : filling the missing words,
choosing the correct answers or answering the questions etc. In a short time at this school,
the students can meet requirements of learning listening.
2.4. TEACHERS AND TEACHING METHODS
In FLSS, there are totally 14 teachers of English aged 25 to 51. All of the teachers
were trained in English department, CFL, HNU. Eight of them finished MA course in Post
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Graduate Department, CFL, HNU and two of them got MA degree in Australia. The oldest
teachers have nearly 30 years of teaching experience, and the youngest just have three
years. FLSS has a good relationship with Presbyterian Ladies’ College (PLC) in Sydney,
so every year there is an exchanging visit between these two schools in order to exchange
experience in teaching and studying, the teachers and students, turn by turn , are allowed to
spend four or six weeks in PLC, Sydney. During the time staying there the teachers and
students have a good chance to talk to or listen to native speakers of English and they have
time to live , work and study in a native English environment. Most of the teachers of
FLSS are well aware of the important role of the ability to listen to English and the
teachers play a very important part in forming students’ ability of listening. Therefore, the
teachers have done much to improve the method of teaching listening and help the students
to overcome the difficulties. As a result, the students’ ability to listen to English is much
better in comparison with this of the students in other high schools.
The fact is that not all the teachers use the same techniques and activities to teach
listening skill. Some of the teachers choose to use “ getting the students to predict” as the
most effective techniques or “giving feed back after each time of listening “ others may
take some other techniques into consideration such as : “ using authentic and suitable
listening texts”, “ directing students’ listening activities” etc. The teachers have tried to
choose the activities that are suitable to their students. It is good for the students to get used
to as many types of activities as possible. In order to find out the effective way of
implementing the activities, the teachers have to spend a lot of time and have to work hard
to choose and design the listening activities that the students can do properly. The
following activities are often used : true or false exercises, answering the questions, filling
in the blanks, choosing the correct answer, etc
The method of teaching listening skill and the listening activities are considered to
be the effective way to test and to improve the students’ ability of listening and the quality
of teaching and learning listening of the school is improved day by day.
2.5. MATERIALS AND ASSESSMENTS
Teaching language skills is not the focus of language study for high school students .
The textbooks, thus, do not include materials for listening comprehension. For many years the
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teachers have had a lot of difficulties to find out the suitable listening materials for the students
of FLSS. In the past, it took the teachers much time to choose and design a listening lesson for
the students from any source of material available as materials for listening comprehension,
from such books as : Streamline, Listen Carefully, Interchange 1, 2, 3 etc. In fact, some of the
listening lessons met the demands of the students, but the others still did not. Frankly
speaking , The teachers of FLSS coped with a lot of difficulties in teaching listening . Recently
things have changed for both teachers and students in teaching and studying listening skill.
Due to the fact that the English textbooks have changed from time to time to catch up with the
up-to date information, which is seen as a greatest motivation for the students. A group of the
teachers consisting of four made an effort to write two listening books : “Listening and
Speaking, English 10 and 11”, the listening lessons in the two books were taken from different
sources like Active Listening, Tactics For Listening, New Headway (Intermediate ,Upper-
Intermediate) , True To Life, Landmark, Lifelines, etc from Cambridge and Oxford University
Presses. There are 15 units in book 10, and 10 units in book 11, the students have two periods
of listening per week. The topic of each listening lesson is related to the topic of the text in the
books : “English 10, English 11”, for example : the text of unit one in book “English 11” is “
Motion Pictures”, the listening lesson of unit one in “Listening And Speaking English 11” is
“Films”. There are often four parts in a listening lesson : Getting ready, Let’s listen 1, Let’s
listen 2 and Songs. In general, the listening books provide different kinds of activities as well
as interesting and useful contents. The listening lessons are well-organized, the topics are
interesting and similar , so the students can catch and understand the ideas in details. The
students feel pleasing , entertaining whenever they have listening lessons and they can improve
not only their listening skill but they can also widen their social knowledge .
2.6. DATA COLLECTION, FIDINGS AND DISCUSSION
2.6.1. Data collection
2.6.1.1. The subject
The survey was carried out with the participation of 200 students of 10 th and 11th forms
at FLSS, including 8 classes. The questionnaire was prepared in order to get information to
fulfill the aims of the study. Measurement instrument was designed for data collection:
responded questionnaire. The questionnaire consists of both multiple-choice and open-
23
questions. There are 20 questions from which I can find out the real situation of learning
listening of the students, their attitudes towards listening skill, the factors that make the
students find it difficult when learning listening and from which I can get students’ opinion
about the effectiveness of my suggested techniques for teaching and studying listening skill.
All of the students doing the survey have been learning English for 5 or 6 years, they are very
good at grammar and doing exercises in writing, but it was only when they became the
students of this school that they started to be taught listening skill. However, the survey will
surely be reliable as the students are well-aware of their mission, and have enough knowledge
of English to answer the questions given.
2.6.1.2. Instruments for data collection
To have a good understanding of the issues under discussion, it is essential to refer to an
important source of data collection associated with the literature review. All the questions in the
survey were designed with a hope that the researcher can get the students’ opinion about
listening material they are using, the teachers they are contacting with, and the methods of
teaching listening they are adapting to. These questions are close to the techniques that can be
worked out to improve the current teaching and learning listening skill at FLSS by means of
literature comparison and by cross-checking with information obtained from the responded
questionnaire.
2.6.2. Findings and discussion
2.6.2.1. Students’ attitude towards listening skill ( Question 1, 2 & 3 )
Option
Question
a b c d
1 82% 10% 2% 6%
2 70% 20% 0% 10%
3 25% 55% 12% 8%
Table 1
24
As shown in the above table, most of the students of FLSS learn English in order to pass
the exams (82%), only 10% of the students learn English with an aim of communicating,
2% for entertaining and 6% for studying abroad.
As for the students attitude towards listening skill, a large number (70%) think that
listening skill is the most difficult skill, no students consider listening as difficult as
speaking , reading and writing ,a small number of them (10%) find it easy to learning
listening, maybe these students used to live in the English speaking countries with their
parents when they were little or perhaps they have already attended courses of learning
listening
Another observation from the table above is that most students see the importance and
necessity of learning listening , 25% (very important), 55% (rather). They realize that it is
necessary to learn listening for not only listening to the teachers’ explanation, for
communicating with teachers and classmates , but also for their long term purposes :
successfully communicating in English.
It can be concluded that the students of FLSS are interested in learning listening skill, they
would like to get some listening improvement and they have good attitudes to listening
skill.
2.6.2.2. Students’ attitude towards class- listening practice ( Question 4, 5 & 6)
Option
Question
a b c d e f g h
4 10% 20% 40% 12% 6% 4% 8% 0%
5 20% 8% 22% 12% 16% 20% 2%
6 85% 15% 0% 0%
Table 2
From table two we can see that the teachers of English of FLSS have been using various
types of listening texts, such as : stories (10%), conversations (20%), songs/poems(40%),
descriptions (12%), news(6%), instructions(4%) and announcements(8%). It is true that
25
apart from using the two listening books of the school, the teachers have also used listening
lessons from other books which they feel suitable to their students. In some extend , it is a
good way to create the students’ motivation and it is certain that the students will feel
excited to listen to different topics.
Table two also indicates that the students have had a lot of opportunities to cope with
different kinds of listening activities in the class-room and their types of listening activities
are various, the most popular forms are : true/ false (20%), answering questions (22%),
identifying and correcting mistakes (20%), the smaller numbers are : following interactions
(8%), gap-filling(12%), chart/form completion (16%). Clearly that the teachers at FLSS are
well-aware of the importance of choosing different types of listening activities in order to
make the listening lessons less boring and encourage the students to listen effectively.
The data in question 6 about the times per week which the students have listening lessons
at school show that most of the teachers have obeyed the school curriculum (two periods a
week or once per week). The figures in table two are once a week (85%), twice a week
(15%).
In conclusion, the teachers and students at FLSS are willing to spend their time to improve
their method of teaching and learning listening skills. They take advantages of
opportunities to practise listening in class.
2.6.2.3. Students’ attitude towards home-listening practice (Question 7, 8 & 9)
Option
Question
a b c d
7 12% 16% 18% 54%
8 42% 10% 12% 36%
9 75% 25% 0%
22% 38% 26% 14%
Table 3
26
With the question about the time the students spend listening English at home, the rest rarely listen
to English at home, the biggest number (54%) and the number of students who listen to English
every-day, 2-3 times a day, once a week is nearly similar , (12%), (16%), (18%).
Being asked about the question : “At home, what do you often do if you do not clearly understand
the text you are listening?”, 42% of the students listen to the text once more, 10% listen sentence
by sentence, the students who listen again until they understand the text are 12%, it is a big surprise
that many students (36%) see the tape-script when there is something that they do not clearly
understand.
To compare the difficulty between record-listening and authentic listening, most of the students
find it more difficult to listen to the records ( 75%) than authentic language (25%). It can be
calculated from table 3 about the reason for this , the majority of the students (38%) give the reason
that they can not see the face and the lip movement of the speakers and 26 % of the students have
difficulty in concentrating on a listening session. 22% of them say that they can not ask the speaker
to repeat what they do not catch and The others (14%) try to understand every word they hear.
It can be drawn from the data above that a lot of students at FLSS are not aware of the self-study of
listening at home. Only a few of them spend some time listening to it every-day, most of them have
no habit of self-listening practice .Obviously, a lot of students do not have right methods to improve
their listening skill , they are not able to concentrate on the process of listening , many students seem
to approach listening as task primarily requiring comprehension on a word-by-word basis. The
teachers ,therefore ,should give the students some guidance of practising listening at home .
2.6.2.4. Students’ attitude towards their teachers creating listening interest and
motivation (Question 10, 11)
Option
Question
a b c d
10 10% 30% 52% 8%
11 6% 32% 52% 10%
Table 4
27
In table 4 it can be realized that most of the teachers usually create interest for
their listening lessons by providing some new words and structures (52% students
agree that). The smaller number (30%) say their teachers often present some
information by giving guiding questions to help them think about the texts before
they go ahead. Not a large number (8%) think that their teacher give them some
suggestions for doing the tasks and just a few students ( 10%) suppose their
teachers attempt to help their students understand the purpose of the listening text.
Perhaps the teachers think that new words and structures usually remain the
obstacles to their students. However, when the students are asked about their
interest in the way their teachers motivate them before, while and after listening
lessons, there are only 6% students say they are much interested and 32% rather
interested in comparison with 52% say just little and 10% not at all.
The figures show that most of the teachers try to motivate their students every
listening lesson , they realize the importance of motivation for their students, but
the figure shows that the ways the teachers motivate the students seem not to be
effective. It can be inferred that maybe the teachers apply the traditional way of
teaching listening by providing any new words and structures. This is not able to
activate the students to guess the words meaning or to predict the content of the
listening texts, as a result ,the students become very passive. Thus, there must be
certain changes in the way the teachers create listening interest for their students.
2.6.2.5. Factors that cause difficulties in learning listening (Question 12)
Option
Question
a b c d e f g h
12 0% 10% 4% 38% 20% 26% 0% 2%
Table 5
According to the figure in table 5 the most difficult thing facing most of the
students is the speaking speed of the speaker (38%). Limited vocabulary and
structures cause difficulty for 26% of the students. The following is that they have
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problem in understanding the accent. There are only a few students (10%, 4%, 2%)
saying that the factors of large classes, unfamiliar topics and the context cause them
fewer difficulties in listening learning. Finally, all of the students agree that the
listening equipment is quite good and the grammar causes them almost no problem.
It can be drawn from the above figures that there are three main problems facing the
students when they have to listen to the tapes, native speakers or their teachers.
Among these keeping up with the speaking speed of the speaker is the most difficult
for them. This is not surprising at all as the high school students in general and the
students at FLSS in particular tend to work out the meaning of every utterance they
hear in the second language, to do this they have to make sure that they can hear all
the words within an utterance. They are so busy trying to work out the meaning of
one part that they miss the following part, consequently , they fail to grasp the
overall meaning of the listening text. That is why the teachers should choose the
appropriate materials (tapes with slow speed – for example) and should speak
clearly and slowly for the students to understand. Further more, a lot of the students
think that their vocabularies and structures are not good enough to comprehend what
they are listening to. They often try to catch everything they hear, so they feel panic
when they fail to recognize a word or a structure. Therefore , the teachers should
give them opportunities to guess the meaning from the relevant clues or work out
the meaning from the context or co-context. Moreover the teachers should present
some key words and structures and sometimes explain the meaning of the words
before allowing the students to do their listening. Together with the two major
problems above, another factor which is worth mentioning in learning to listen to
English is strange voices and accents. Most of the students say they find it difficult
to listen to radio, watch English programmers on TV. In order to help the students
get used to listening to different accents, the teachers should encourage them to
keep on listening and should use recorded materials in which different accents are
presented.
In conclusion, these are the only some of the problems among various ones the
students encounter when listening. However, it is not simple to find a solution to
them, it requires the teachers’ support as well as the students’ efforts.
29
2.6.1.6. Students’ pre-listening activities (Question 13, 14 & 15)
Option
Question
a b c d e f
13 6% 10% 2% 82%
14 10% 8% 30% 10% 42% 0%
15 30% 50% 20% 0%
Table 6
For the question number 13 about the activities the students would like their
teachers to do before listening to make the listening less difficult, most of the
students (82%) agree that it is necessary and effective for the teachers to present
essential terms or to give the students some background information about the
topic or use visual aids .
When asking the students about the activities which their teachers often do
before listening, it is clear to be seen from table 6 that most of the teachers allow
the students to read the tasks (42%), the number of the teachers who present new
words or structures is 30%. Showing pictures and giving background information
are not popularly used for the teachers as there is only 10% percent for this.
The result of question number 15 about the students’ interest in the way used by
their teachers to create listening interest before listening task, the majority of the
students like it: much (30%), rather (50%), just little (20%).
From the figures shown in table 6 ,we see that most of the teachers do something
to lead to while-listening stage. The teachers realize the importance of setting up
the activities before listening, the fact is that all the activities given before
listening are looked upon as those closely linked with while-listening activities.
It is a good way to have an effective listening lesson, thus the students should be
helped to focus on what they are going to hear.
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2.6.1.7. Students’ while listening activities (Question 16 & 17)
Option
Question
a b c d
16 16% 38% 46% 0%
17 6% 60% 18% 16%
Table 7
When asked the question : “While you are listening, what do you often do when
there are unfamiliar words or structures?”, the rest of the students (46%) say that
they ask the teacher for the meaning and the number of the students who can guess
the meaning is 38%, the others (16%) often ignore the new words when they are
listening.
Question number 17 is about the activities which the students often do in while-
listening stage, 60% of the students usually take notes. The number of the students
who pay attention to pronunciation, stress and intonation and who try to grasp the
overall meaning is the same (18% & 16%), very few students (6%) try to hear and
get every word.
The work of choosing suitable activities for the students in while listening stage sounds
easy but in fact, it is very difficult as each type can be suitable in this situation but it is not
in the others. To some extent, it is good for the students to get used to as many types of
activities as possible, but the problem is that it is hard for the teachers as the teachers can
not just take out the activities from books but also have to design them in a way that every
students can do. From the data above it can be seen that the students are still not good at
finding out how to learn listening effectively. In fact it is unnecessary and impossible to
hear and understand every word, whereas the students just need to grasp the overall
meaning with some key information. Stress, rhythm and intonation are important, but there
are only few of them paying attention to these, therefore , the result they get is not
satisfactory.
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2.6.1.8. Students’ post-listening activities (Question 18,19 & 20)
Option
Question
a b c d
18 18% 22% 50% 10%
19 26% 40% 34% 0%
20 40% 60% 0% 0%
Table 8
When discussing the question : “How much can you retain after a listening lesson?”, the
result is that 60% of the students understand some of the main ideas, for all the main ideas
of the listening text there are 22% of the students, 18% say they only get the theme and
10% of them can not get any of the details.
Regarding the activities after the students finish listening , the students are often allowed to
summarize the texts (40%), the second popular activity is working in group or in pair
(34%), the following is discussing the text.
About the matter of the students’ attempt to improve their listening skill, most of them say
“ yes” to the question . It means that they all wish to get and widen their knowledge by
learning listening.
The collected data show that most of the students at FLSS have a great desire to improve
their spoken language by carrying out the activities after finishing listening. The students
express their preference for summarizing what they have just listened, this kinds of activity
not only activates their knowledge but arouse their interest as well. Another interesting
finding is that the students enjoy working in group or in pair. This is called co-operative
learning. It is believed that co-operation is very necessary for communicative activities and
it is effective in language learning as the students can benefit from working in small
groups, it provides them opportunities to express themselves, to share experience and to
exchange ideas freely and creatively.
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2.7. SUMMARY
From the above analysis of collected data, we can see the current situation of
teaching and learning listening to English at FLSS, CFL,HNU, and this school proves itself
to be a potential school in which the teachers and students are focus of the development, it
is understandable that the teachers’ techniques may be partially be accessing to up-dating
with modern teaching techniques .
However, it can be inferred from the data that there exist a lot of difficulties in
teaching and learning listening. There are some reasons for this : first, the students spend
most of their time doing written work which focuses mainly on grammar and vocabulary as
their first and important duty is to do well the written-form examinations to universities.
Second, the students seem not to have appropriate learning method and have little
experience in learning listening. The last but not least, the teachers do not spend much of
their time to design successful and effective listening lessons, thus, it seems for the
teachers that teaching listening comprehension is not more than testing.
From the survey we need to keep in mind that there are still mismatches between the
teachers and the students in the way the teachers create listening interest or motivation.
Actually the teachers need to diversify the activities to activate the students and make full
use of communicative approach in teaching listening in order to increase interest for the
students in listening section.
Also in chapter two, findings from the survey show that most of the students are active
and well-aware of what they need to do every listening lesson. However, what they have
done seem not efficient enough to improve their listening skill.
To solve and overcome all the problems and difficulties is not easy, this is a matter of time
and effort of both the teachers and students in the process of teaching and learning
listening. In the next chapter I am going to suggest some possible techniques based on my
knowledge, experience as well as what I have found in the survey with the hope that they
would be of some help to improve the quality of teaching and learning listening skill for
the teachers and the students of FLSS.
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CHAPTER THREE:
SUGGESTED TECHNIQUES TO IMPROVE LISTENING SKILL TO
STUDENTS AT FLSS
3.1. INTRODUCTION
What have been discussed and analyzed in chapter two show that the students at
FLSS more or less know something about listening skill and that they utilize it in dealing
with the listening tasks. However, the number of the students being effective listeners is
modest while the rest of the students seem to be ineffective ones. Based on the findings in
the preceding chapter about the students’ employment of listening skill as well as their
difficulties, this chapter will aim at giving some suggestions and some practical solutions
to overcome the difficulties in order to improve the quality of teaching and learning
listening. The suggestions consist of : building up listening interest and motivation for the
students, training students to become efficient listeners, improving three stages of listening
skill and developing the listening materials.
3.2. AROUSING STUDENTS’ MOTIVATION AND INTEREST
There is no doubt that motivation and interest play an important role in doing
anything. Obviously when we are highly motivated to do anything, the chance of touching
success is more secure. The latest research findings suggest that there is a circular cause
and effect relationship between motivation and success in second language learning, the
greater motivation the students build up, the more effort they try to reach success and this
is also true in learning listening. Only when the students themselves feel eager and anxious
to do listening comprehension, do they actively take part in the listening lessons. This can
be done by getting students to think, to discuss the topic, the content of the lesson. They
are called lead-in activities. Lead-in activities are those that help involving students in the
topic of the listening text. For example , if there is a listening text about “film”, one of the
lead-in activities is asking students to discuss : kinds of film, actors and actresses, directors
etc. If the students know something about what they are going to listen, they will definitely
pay more attention to it.
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Varying lead-in activities is certainly a remedy for forming interest and motivation.
Different activities should be given every listening lesson so that the students feel happy
and eager to involve in. Teachers should avoid making students become bored by asking
them to do the same activities every lesson.
In short, lead-in activities are really essential and useful. It is a good way to create
motivation and interest before listening, thus the students can be successful at the
following stage : while-listening.
3.3. TRAINING STUDENTS TO BECOME EFICIENT LISTENERS
3.3.1. Making students aware of the nature of listening process
It is the teachers who should help their students to realize the nature of listening.
There are two points: first, listening is an active rather than a passive process which
involves using a large number of skills and strategies at the same time, and second, there is
both a top-down and a bottom-up process in listening comprehension.
Listening is active as there is a great difference between what is said or what the listeners
hear. This is sometimes described as an interact process. Language units include
intonation, tress, words , grammar, sentences or other types which listeners use in
understanding language. These units of meaning are the propositions which an utterance or
speech expresses. Listeners make use of two kinds of knowledge to identify propositions:
knowledge of the syntax of the target language and real world knowledge, or systemic
(linguistic and schematic (non-linguistic) knowledge. Syntactic knowledge enables the
students to segment the incoming discourse into chunks or constituents. Whereas ,
knowledge of the structure of noun phrases, verb phrases and grammatical devices enable
us to segment discourse into appropriate chunks and thus identifying the propositions
underlying what is actually uttered.
Listening also contains bottom-up and top-down processes. Bottom-up processing is the
listener’s grammatical and lexical knowledge which is used to extract the meaning of the
text. Top-down process focuses on the overall meaning of a passage, and the application of
schemata . Thus, central to the top-down processing is the importance of background
knowledge. If a listener can not make use of background knowledge, the incoming
message may be incomprehensible. Therefore , teachers need to show students how to
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make use of schemata properly to increase their comprehension. In general, bottom-up
exercises are more useful for beginners, and top-down exercises are more necessary for
intermediate and advanced students, however, both types should be used for all levels, and
it is a good way to improve listening skill.
3.3.2. Promoting students to be fully aware of their purpose of listening
One approach to develop listening skill is to help students to understand their
purpose of listening. Gavin (1985) identifies four categories of listening , with typical
corresponding purposes: transactional (learning new information); interactions
(recognizing personal component of message); critical (evaluating reasoning and
evidence); recreational (appreciating an event)
Gavin proposes that in any listening situation students need to select an appropriate role
and purpose to guide them as they listen. The role helps them to understand what their
desired degree of involvement with the speaker should be. The purpose helps them select
appropriate strategies for seeking specific clarification, for noting down certain details and
for trying to understand the intent of the speaker. Effective listening instruction will define
listening activities that place the students in different roles so that they learn expected types
of responses, and do not become passive as listeners. Effective listening instructions will
also help students to focus on their purpose for listening and provide a task that will check
if they have achieved their listening purpose.
To improve the students’ listening skill, teachers must be sure that their students are
provided with a range of listening purposes such as: expressing agreement or
disagreement, taking notes, making a picture or diagram according to instructions,
answering questions. If the student knows in advance that he is going to have to make a
certain kind of response, he is immediately provided with a purpose in listening, and he
knows what sort of information to expect and how to react to it.
3.3.3. Activating students to work in different stages of listening
We know that to have a successful listening lesson, students should willingly join in
three stages of listening. When doing listening work in the current context of the teaching
and listening English at FLSS, CFL, the teachers should bear in mind the following things
to help the students develop their confidence and skills . Firstly, the teachers are required
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to make sure that the students clearly understand what they are expected to do before
starting to listen so that they can go on the journey confidently and reach the finishing line
successfully. Therefore, techniques should be varied to get the students happily involved in
the first listening stage, it means that the students are to do plenty of pre-listening work of
an appropriate type so that they will succeed in what ever listening tasks they are asked to
do. It is clear that this stage is aimed at getting their mind around the topic of the listening
passage. So to help them to be active in this stage, the teachers should:
- give the students clear instructions.
- warm them up with some related questions or relevant topics.
- allow the students to predict what they might hear and make connections with
what they already know, increasing the relevance of the information.
- provide them with key concepts and vocabulary to aid their comprehension.
Secondly, in the while-listening stage, the teacher should not do a lot of teaching as
students will do the “while” listening tasks by themselves, in pairs or in groups. It is time
for students to construct clear, accurate meaning and they interpret the speaker’s verbal
message and non-verbal cues. During this process students verify and revise their
predictions. One thing to keep in mind is that listening skill lesson is task-based, students
make interpretations and judgments based on what they know, and assess what they need
to know, thus teacher should do less up-front teaching. To activate the students in while-
listening stage , the teachers should:
- set up and vary listening tasks at different levels and different cases
- encourage the students to work independently to comprehend the speaker’s
language and ideas and the topic.
- give students help whenever it is needed, but not inflicting help on those who
do not need it.
- encourage the students to help each other, so that the emphasis is on the
successful completion of the tasks rather than on who got it “right” or “wrong”.
- not treat the activities as tests to be marked and scored.
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- encourage students to alter their answers if they wish to, perhaps after listening
for a second time.
- help students know when to request clarification of what they do not
understand.
- encourage students’ critical reactions and personal responses to the speaker’s
ideas and use of language.
The last stage is post-listening, it is important for teachers to encourage students to reflect,
and to clarify and extend their thinking about what they have heard by making concrete
responses which may be written, spoken, visual ,or dramatic. Many of the same means
used to help students extend and clarify their reading experience can be used to extend and
clarify their listening experience.
3.3.4. Encouraging students to have extensive listening habit.
Familiarizing the students with extensive listening is a way to encourage them to learn
English. Extensive listening is the general listening to natural language for greneral ideas,
not for particular details. The level of language is propriate to the students’ current ability
so that the students feel like listening to get pleasure or interest. The listening passage for
extensive listening can be long (stories) or short (songs, poems ,jokes). Students are, in
general, not asked to do any language work when they do extensive listening. However, it
helps enrich their vocabulary, strengthen their understanding of language. Nuttal (1982)
states that “ The best way to improve your knowledge of a foreign language is to go and
live among its speakers.” To motivate the students to have extensive listening habit ,
maybe the following principles should be kept in mind:
- listening materials are easy to understand, with few unfamiliar items of
vocabulary.
-listening materials are various, with a wide range of topics.
- students can choose what they actually enjoy listening.
- extensive listening can be assigned as homework and their doing must be
checked the following period.
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In short, there are various inputs which offer students with an aim of becoming proficient
at using a language. Extensive listening is one of the selected approaches as it create
pleasure, key factor to a successful lesson.
3.4. IMPROVING THREE STAGES OF LISTENING SKIL
3.4.1. Techniques for pre-listening
When students sit in classroom and the teacher says: “Listen to this!” and then
switches on the cassette recorder or begins to read aloud, the students may have no idea of
what to expect. Even if the sounds and words they hear are familiar, they may still unable
to understand because they lack certain kinds of knowledge necessary for them to
comprehend . So , before listening , students should be “turn-in” so that they know what to
expect, both in general and for particular tasks. For teachers , when planning lessons, time
must be allocated for pre-listening activities and these activities should not be rushed. The
techniques of offering support or instruction before listening are varied and depend on a
number of factors: time, material, the ability of the class, the interest of the class, the nature
and content of the listening text itself etc. The followings are some suggestive pre-listening
techniques drawn from the knowledge of theories and the reality of teaching and learning
listening at FLSS.
3.4.1.1. Introducing the topic
This is a very common form of pre-listening activity, particularly when students are
about to hear a recorded text. Teachers generally give their students some background
information, begin to talk about the topic and indicate what the students should expect to
hear. However, it does require preparation as teacher need to know in advance what must
be included in this talk, otherwise it is easy to go off at a tangent and fail to clarify or
establish significant points. The teacher’s saying about this is not too short or too long as
the shortage may cause difficulties to the students understanding and the redundancy may
lead to the students’ boredom and no longer want to listen by the time the actual listening
text is played. On the other hand, teacher can use this time to motivate the students by
making them feel that the actual listening text is real interesting , exciting or amazing.
Introducing the listening topic often comes well from the teacher, who, in any case, is able
to adjust the nature and level of the talk discussion to suit the students.
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3.4.1.2. Giving listening tasks
It is unfair to plunge students straight into the listening text, even when testing
rather than teaching listening comprehension, as this makes it extremely difficult for them
to use the natural listening skills of matching what they hear with what they expect to
hear . So before listening , students should be ‘turn in” so that they know what to expect,
both in general and for particular tasks.
3.4.1.3. Asking students to look at a list of items/thoughts
This type of activity is particularly helpful for practicing newly learned vocabulary
with early students (10th students). The teacher presents a list of words , phrases that he
thinks it causes the students’ “blockage” in listening work , or , then asks the students to
look at the list for a few minutes before listening. They can discuss or ask the teacher for
the meaning of some words/ phrases or the message of some ideas/ thoughts.
3.4.1.4. Asking students to look at pictures
The students are asked to have a look at or describe a picture (or pictures) and the
teacher checks that the students can name the items which will feature in the listening text.
This can be done by questions and answers or by general or group discussion. Actually,
pre-listening “looking and describing or talking about” is an effective way of reminding
students of lexis which may have been forgotten and of focusing attention on the topic to
be listened to
3.4.1.5. Using visual aids
Visual materials are really useful in developing listening comprehension, especially
for high school students . Using visual aids really attracts students’ concentration , and it is
believed that the more striking and stimulating visual aids are, the greater motivation and
concentration are likely to be. Teacher can ask students to look at the picture(s), graphs, or
maps and predict something relating to the content of the listening text or the students can
realize the situation due to some environment clues.
3.4.2. Techniques for while-listening
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From the findings of the survey, there are series of things that should be done to aid
students in the phase of while-listening. Teachers should select or combine different
activities to assist their students as using one preferred technique all the time can not be
advantageous for it is impossible to have “one dish that suits all taste.” In order to help
students to do well in while-listening-stage, teachers must have listening activities which
give practice in prediction, matching and interpretation. Prediction occurs at the while-
listening-stage (students decide what words or ideas will follow immediately), and
matching is related to prediction in that the students make a series or predictions, then
match them again what is actually said. The two activities seem to go on concurrently as
one part is being matched while other micro predictions are being made. At the same time,
interpretation has to be carried out, as the interpretation of one part of a message can affect
the prediction of what the next part will be. The fact is that most of the teacher’s work
related to a listening lesson has been done in pre-listening stage. During the lesson, the
teacher should exceed his role of supervising, and only give help to the students when
really necessary. The teacher’s mission is to create and maintain an encouraging
atmosphere in class. During the stage of while-listening, the teacher should:
- be willing to help students whenever necessary.
- be sure that the aim of the work is to teach rather than to test.
- encourage the students to take note of necessary things for later use.
- ask students to leave out less necessary parts of the work rather than rushing.
- pause the tape and ask students if they can follow , understand and get the necessary information of the passage.
- encourage co-operation among the students by asking them to work in pairs or in groups.
- ask students to check their work.
- ask students to give feedback when every-thing is still fresh in students’ mind.
- play back parts of the text if there is something that is not clear.
3.4.2.1. First listening
This is the continuance of the last step in pre-listening stage, and it is time for
students to listen for main ideas. The teacher will play the tape for the first time while
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students listen to the passage and try to find out the answers for guiding questions or
decide true or false for the given statements.
After the first time listening , teachers should check through all the students’ answers. If
their answer is inexact, the teacher should provide them with some suggestions relating to
the right answer. This helps all the students to grasp the overall meaning of the listening
text before continuing with the second time listening. Thereby, students will gain more
confidence and find it easier to deal with other more challenging tasks. As a result, the
tasks will be finished successfully.
In general, this step is very important and cannot be excluded from listening process.
Teachers should not ask students to go straight into listening for detailed information as it
will cause difficulties for students and lower the process of listening. The further
consequence is that students will be demotivated and discouraged from learning and
practicing listening.
3.4.2.2. Second listening
If in the first time listening, students have to grasp the overall meaning of the
listening text, in the second time, they have to deal with more complicated work – listening
for specific details.
Before allowing students to listen for the second time, one thing the teacher should bear in
mind is that students have to be given specific task, and the teacher should set the purpose
for them to listen. If there is no task for students to do, the teacher can not ensure that their
students will concentrate on listening. As a result, the listening work will become
inefficient.
Tasks for students to do in the second time are various. They can be: filling the
missing word, completing form/chart, labeling, arranging items in patterns etc. More
simulating are tasks supported by visual aids such as matching the descriptions with
pictures, putting pictures in order and so on. The students should be given the handouts, so
that all of them can know what the tasks are. Teachers should also make sure that students
really understand what they are required to do, what information they need to grasp while
listening to the tape by asking them to underline the requirement, the key words as well as
to discuss and anticipate the answers.
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One thing should be noted here is that a listening lesson is not a test, but a training
session. The teacher, therefore, should not ask the students to find out all the answers
immediately, but give them time to reconsider. The teacher should allow students to listen
again (listen for the third time), so that they can check the answers as well as finish the
parts they have not done yet. It is also very useful for the students to compare their answers
with each other without commenting on what or who is right or wrong before listening
again. By setting up doubt and discontent among students with regard to their own
answers, this can motivate more careful and closer listening in the following listening.
3.4.2.3. Third listening
Giving feedback is the next essential step in while-listening stage. Whatever
listening activities the teacher choose for students to carry out, giving feedback is very
important, it is time for the teacher to see how well his students have done the tasks. This
will help students to assess their ability, recognize their strong points and weak points and
to find out the reason why they have not perform the tasks so that they will make an effort
and get better results in the next listening lessons.
When giving feedback, there are two points that teachers should bear in mind:
- First, feedback should be given right after the students have finished their
work. It is extremely difficult to provide useful feedback at a later lesson as it is generally
necessary to replay the listening text in order to refer to the points which students have not
been very clear. The more important thing is that much of the value of discussing why
students have missed things or made errors is forgotten if the discussion is not held
immediately when relevant thoughts are still fresh and uppermost in students’ mind.
- Second, the teacher’s feedback should be positive as it is given immediately after the
students have finished their tasks, it can greatly affect them . Positive feedback,
therefore, is specially important. If students performed the tasks successfully, the
teacher should compliment them on their good work. It helps generate more
confidence, motivation and interest. It encourages them to make greater effort in
dealing with other listening tasks and overcome any difficulties. In case the
students’answer is inexact, giving them such feedback as “Good, but…” . Positive
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feedback will save the students from being hurt and encourage them to try so that they
can do better in the next time.
3.4.3. Techniques for post- listening
Apart from the techniques for pre and while listening stages, techniques for post –
listening is very necessary and important. The purpose is to see whether the students have
understood what they have just listened, or to give the students the opportunity to expand
the topic. These are the suggested techniques which I think they are suitable to the students
of FLSS:
3.4.3.1. Discussion
Although the students can identify the relationships between speakers while they are
listening to them, it is sometimes useful, at post-listening stage, to consider what features
of the listening text made the relationships clear. By discussion of these features, the
students' awareness of how language is used in social settings will be improved and they
will gradually appreciate how far, and in what ways, English differs from Vietnamese in
this respects. In order to ask the students to do a post -listening discussion , the teacher can
give the students notice by giving a question or two before listening so that they will focus
on this while they are listening.
3.4.3.2. Role-play
Role-play or simulation can be carried out after the students listen to a conversation
or some other types of listening text that involve more than one speaker. The attraction of
this activity is that it can provide the students with a selection of language appropriate to
the role and the situations . Even if the situation in the listening text is different from the
one to be used in role-play, the students can use relevant language functions and forms
when their turn comes to speak. To do this activity, the teacher asks the students to work in
pairs or groups according to the numbers of roles in the situation. After the work is
finished, if there is enough time, the teacher can tell one or two pairs or groups to perform
their play in front of the class.
3.4.3.3. Summary
After finishing while-listening stage, students have already got the main ideas and a
certain amount of the information of the listening text. So the teacher can ask students to 44
summarize the listening text by extending notes at the while-listening stage or simply
depending on memory. students can do either oral or written summary work. This activity
should be done in groups so that the students who have not been very clear about the
passage can have a chance to understand it . After that the teacher asks the group leader to
present their summary.
In short, to have an effective listening lesson, the teachers need to vary their activities to
make full use of the strengths and avoid the weaknesses.
3.5. DEVELOPING LISTENING MATERIALS
As shown in table 2, except for listening the texts in the two books (listening And
Speaking, English 10 and 11), the students of FLSS have chances to listen to the extra
listening texts which are selected by their own teachers and which are taken from different
sources. It is important to have criteria for teachers to make decisions to choose recorded
texts , when selecting supplementary materials, teachers should care for the following
criteria:
3.5.1. Language
Using listening texts of the right level will not only develop listening skills but also
contribute to students’ overall language learning. Stephen Kraskhen has identified listening
as a valuable source of what he calls “comprehensive input” and he maintains that students
need both to acquire a language and to learn a language, so it is good for students to be
faced with language which they should be capable of understanding although it is slightly
above their current level of use.
3.5.2. Length
The length of the listening text should be taken into consideration. There is no doubt
that it is difficult for high school students to listen attentively for a too long text, whereas,
teachers will not motivate students if the text is too short. If there is a text which teachers
want to use but find rather too long, teachers should plan to stop the tape from time to time,
and use it in more manageable sections and introduce pauses to give the students time to
think.
3.5.3. Content
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The content of the listening text is not less important as all students need material
which will involve them and make them want to listen. It is ,therefore necessary for
teachers to identify appropriate material which does interest their students. Ordinarily,
texts which deal with up-to-the-minute news and the very latest ideas are of consideration
interest, funny stories and amusing pictures can be exploited to great effect in language
teaching, but they should not be the sole type of material used , teachers should vary the
topics and style to avoid making boredom to the students
In conclusion, to ensure the success of the teacher in activating his students and improving
their listening skill, teachers have to note the importance of finding well-recorded material
of the right length, with interesting content, and with suitable level.
3.6. SUMMARY
In this chapter, I have presented some suggestive techniques to improve listening skill
to the students at FLSS. Listening interest and motivation are the first factors to help the
teachers to improve their students’ listening skill. The second is that the teachers, with their
active role, need to train their students to become efficient listeners. It is essential for the
teachers to help their students be aware of the nature of listening process, promote their
students to know the purpose of listening. Activating their students to work in different
stages of listening, and encouraging their students to have extensive listening habits are
also the techniques that can train efficient listeners. The following technique is to improve
activities in three stages of a listening lesson. The teachers have to adjust the time and
efforts to manage the class and make their students involve in the listening lesson.
Moreover they need to vary strategies to aid the students in three phases of a listening
lesson . Finally, supplementary listening materials should be carefully selected and
provided, in addition, the two books: “Listening And Speaking, book 10, 11” must be
made full use of.
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PART THREE: CONCLUSION
1. SUMMARY OF THE STUDY
Being one of the teachers at FLSS,CFL,HNU, I can clearly see the current situation
of teaching and learning English. Listening skill is by both the teachers and the students
considered the most difficulty to achieve among the four skills. This ,therefore, drove me
to conduct this study. This study is done in the hope of contributing some suggestive
techniques and activities for teaching and learning listening and it is carried out with the
purpose of finding the answers to the two research questions:
- What are the factors that cause the difficulties to the students?
- Which techniques should be applied by the teachers to help the students to
overcome their difficulties in listening lessons?
In order to answer these two questions, the study is based on the existing of listening skills
(the work of other writers ) and the status of teaching and learning English at FLSS in
general and teaching and learning listening to English in particular. By reading, analyzing
and summarizing materials and books relating to the thesis in combination with doing the
survey questionnaire, the solutions to the thesis questions are found.
2. LIMITATION AND SUGGESTIONS FOR FURTHER STUDY
In any research papers, limitations are unavoidable. The study presented in this
minor thesis is of no exception.
Firstly, the study has already dealt with the difficulties of learning listening skill of the
students of 10th and 11th form, but there should be a research conducted to confirm what
difficulties the teachers at FLSS have met in teaching listening skill.
Secondly, the techniques and activities suggested though prove to be useful and effective,
they are likely to be subjective and incomplete. There should be some more techniques and
activities to help high school students in general and gifted students in particular make
good advance in listening skill.
Thirdly, listening is only one of the four basic skills in teaching and learning English, but
up till now there has been only this study on improving listening skill for the students of
FLSS. It is ,therefore, important that studies on reading, speaking and writing for better
English teaching and learning at FLSS should be carried out .
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