Rationale
English serves as the global language in various fields such as science, technology, culture, education, and economy, facilitating mutual understanding and cooperation, particularly between Vietnam and other nations As the key language in the global integration process, English is essential for effective international communication, especially with the rapid advancements in information technology This has led to a significant increase in the demand for English teaching and learning worldwide.
In recent years, the demand for English proficiency in Vietnam has surged, particularly following the country's open-door policy, which has led to a greater focus on English education English is now a compulsory subject in high schools and universities across the nation At Thai Nguyen University of Technology (TNUT), English instruction is heavily influenced by traditional teaching methods that prioritize the mastery of grammar and vocabulary over practical language use Consequently, many first-year students at TNUT find listening to be their most challenging skill.
Many students struggle with listening tasks due to a lack of effective strategies and vocabulary, which hampers their ability to grasp the meaning from audio materials Additionally, their fear of listening and a general discomfort with the activity further complicate their learning process To address these challenges, it is crucial for teachers to implement methods that help students feel more at ease and improve their listening skills in English.
It is also essential to note that listening is an efficient channel to provide comprehensible input for learners, so teachers should pay attention to it from the very beginning
After completing a master course focused on methodology, I discovered that the bottom-up process, along with its techniques and characteristics, is particularly effective for first-year non-major students in developing their listening skills This approach significantly aids students in enhancing their listening abilities.
All in all, the above has encouraged the writer of the thesis to carry out the study entitled:
“A study on using bottom – up techniques in teaching listening skill to the first – year students at Thai Nguyen University of Technology.”
This study is designed to test the following hypothesis:
“Bottom-up techniques can be used to enhance TNUT first-year English learners’ listening comprehension”
In order to test the above-named hypothesis, this study is aimed at:
- Experimenting and investigating the effects of using bottom-up techniques in teaching listening to first-year students
- Investigating the learners’ perceptions regarding listening activities using bottom-up listening strategies
- Formulating pedagogical implications and making suggestions for improving the teaching and learning of the listening skills at TNUT
This study aimed to implement bottom-up techniques to assist first-year students at TNUT in overcoming listening difficulties, deliberately excluding top-down approaches Over a 17-week term, these techniques were applied across three stages of listening lessons: pre-listening, while-listening, and post-listening The research involved a sample population of 70 freshmen from two classes, 47Y and 47K1.
To achieve the study's objectives, a quantitative method was selected, ensuring that comments, remarks, comparisons, suggestions, and conclusions are grounded in factual research The data analyzed in this study was obtained from various reliable sources.
- Pre-test, mid-term test and post-test
This minor thesis consists of 3 parts:
Part A: Introduction, presents the rationale, hypothesis, aims, scope, methodology and design of the study
Part B: Development, which is divided into 3 chapters:
- Chapter 1: “Literature review”, sets up theoretical background that is relevant to the purpose of the study
Chapter 2, titled "The Study," outlines the research setting, subjects involved, and methodologies employed It details the data collection process and the implementation of bottom-up techniques for enhancing listening skills at TNUT The chapter also presents the findings and engages in discussions regarding their implications.
Chapter 3, titled “Implications,” explores the findings of the study and presents actionable suggestions aimed at enhancing listening skills among students at TNUT This chapter emphasizes the significance of effective listening and offers strategies that educators can implement to foster improvement in this essential skill.
Part C: Conclusion, summarizes the key issues in the study, points out the limitations and provides some suggestions for further study
This chapter offers a theoretical foundation for the study by reexamining key concepts related to the thesis topic It begins with an overview of listening theory, followed by an exploration of the challenges faced in both learning and teaching listening skills Lastly, it presents the bottom-up processing approach and its associated techniques for effective listening instruction.
Traditional views often regard listening as a passive language skill, similar to reading, leading learners to engage in listening activities without sufficient attention to the discourse, including the speakers' background knowledge, intentions, and nuances As a result, learners primarily focus on extracting meaning from individual words and phrases, which hinders their ability to communicate effectively Teachers frequently approach listening lessons as mere assessments of comprehension, emphasizing rote memorization rather than genuine understanding This method is ineffective, as remembering an utterance does not equate to comprehending its message, much like a child who can recite songs without grasping their meaning Additionally, learners often lack adequate context before listening, facing numerous challenges that prevent them from gaining valuable listening experience from their instructors.
Recent studies on listening comprehension have shifted perspectives, highlighting that listeners play an active role rather than a passive one Listening is recognized as a receptive skill, akin to reading, and is considered a crucial area for development in both native and second languages.
Therefore, there have been numerous definitions of listening which present different views of scholars towards the concept
Listening comprehension is a theoretical process where individuals concentrate on specific elements of auditory input, derive meaning from spoken passages, and connect what they hear to their prior knowledge (O’Malley, Chamot, & Kupper, 1989).
According to Nunan (1998, as cited in Jonathan Newton, 2009), listening is a fundamental skill in language acquisition, essential for effective communication He emphasized that learners dedicate more than 50% of their time using a foreign language to listening activities, highlighting its critical role in the learning process.
Listening is a complex process essential for understanding spoken language, as noted by Rost (1994) Harmer (2004) classifies listening as a receptive skill, highlighting how individuals extract meaning from the discourse they hear or see.
According to Buck (2001), listening is an active process that involves constructing meaning by applying various types of knowledge to incoming sounds, including both linguistic and non-linguistic knowledge.