Statement of the problem and rationale for the study 1
English proficiency tests, such as TOEIC, TOEFL, and IELTS, are increasingly popular in workplaces and universities, with the TOEIC test being particularly prominent Many colleges and universities now grant credits for English courses based on test scores, while companies often use these scores to evaluate potential hires and promote existing employees In Haiphong, major universities like Vietnam Maritime University, Haiphong University, and HaiPhong Private University require students to achieve a minimum TOEIC score of 450 for graduation, with HPU setting a target of over 700 for English teachers Additionally, local companies, including the Vietnam Register of Shipping and the Internal Relations Office, expect employees to have at least a TOEIC score of 380 However, many students struggle with the listening component of these tests, which is a common challenge for those who fail TOEIC, TOEFL, or IELTS, highlighting the importance of mastering all four language skills.
Haiphong Foreign Language Centre has built a strong reputation for offering reliable English courses, attracting thousands of learners to its TOEIC programs since their launch in 2010 To address the specific challenges faced by pre-intermediate students during the TOEIC listening test, the study titled “Common Errors Made by Pre-Intermediate Students in the TOEIC Listening Test and Some Suggested Solutions” was conducted This research aims to identify common listening difficulties and provide insights that can enhance TOEIC teaching strategies at Haiphong Foreign Language Centre and other educational institutions in the region.
The purpose of the study is to explore the following objectives:
To explore the students’ perceptions of the TOEIC listening test
To investigate the errors that pre-intermediate students at Haiphong Foreign Language Center often make when taking the TOEIC listening test
To suggest solutions to avoid errors based on the results of the study The research questions, therefore, are addressed as below:
1 What are pre-intermediate students’ perceptions of the TOEIC listening test?
2 What strategies do these students often apply when doing TOEIC listening test?
3 What are the common errors when taking the TOEIC listening test made by pre-intermediate students?
This study aims to provide valuable insights into the errors made by pre-intermediate students and their challenges or strategies in listening to TOEIC The findings are expected to be beneficial for both TOEIC instructors and learners, enhancing their understanding and approach to the exam.
This study primarily analyzes data gathered from TOEIC listening test papers and survey questionnaires administered to students at the Haiphong Foreign Language Centre.
The study employs both quantitative and qualitative methods to gather data, primarily focusing on quantitative analysis It begins with an examination of students' TOEIC listening test papers to identify common errors and assess the current state of their listening skills Additionally, data is collected through survey questionnaires and informal interviews with TOEIC learners to enrich the findings.
Part A- Introduction describes the study’s rationale, aims, objectives, research questions, scope, methods and significance
Part B- Theoretical Background lays the theoretical foundation for the research
Part C- Methodology details the research methods that have been used and the procedures of conducting the study
Part D - Results and Discussion outlines the findings of the research regarding the listening errors made by pre-intermediate students during the TOEIC test, followed by an analysis of the underlying causes of these errors This examination will also highlight potential implications derived from the findings.
Part E- Conclusions ends the study by summarizing its main points, implications, limitations and suggestions for further studies
Moreover, the thesis includes Appendices where the study’s bibliography, sample questionnaires and interview transcription are attached for reference
This part attempts to provide the framework within which the research is carried out
Listening is a crucial aspect of communication, recognized by linguists as essential in both native and second languages According to Rost (2002), listening involves a mental process where individuals construct meaning from spoken input This perspective highlights the importance of effective listening skills in facilitating interaction and understanding in various linguistic contexts.
Listening is an active and intentional process that involves making sense of auditory information, rather than merely decoding sounds This understanding emphasizes that listeners engage deeply with the material they hear, going beyond passive reception to actively interpret and comprehend the content.
To effectively learn a second or foreign language, individuals must enhance four fundamental language skills that native speakers possess According to Harmer (1998), these skills are categorized into two groups: productive skills, which include speaking and writing, and receptive skills, encompassing listening and reading.
Listening is a crucial receptive skill that involves active comprehension, with each listening experience serving a specific purpose In conversations, effective listeners must pay attention to various factors beyond just auditory signals, such as visual cues like facial expressions, posture, and overall appearance For instance, in the TOEIC Listening Part 1, visual stimuli are incorporated through photographs to enhance understanding.
Listening in discourse is inherently linked to comprehension, as understanding is often regarded as the primary objective of listening According to Rost (2002), comprehension is viewed as the highest priority for listeners and can even be seen as the sole purpose of their listening efforts.
Especially for the L2 learners who are acquiring a new language, the term
Listening comprehension encompasses all facets of listening, serving as a crucial foundation for learners to process a new language Research on second language (L2) listening has primarily concentrated on the comprehensive aspects of academic listening However, Rost (2002) argued for a more precise use of the term "comprehension" in the context of listening studies.
Listening comprehension is an active process of constructing meaning by applying both linguistic and non-linguistic knowledge to incoming sounds (Buck, G 2001: 31) Developing strong listening skills is essential, not only for its intrinsic value but also for enhancing other language abilities, including reading and speaking.
Listening comprehension is shaped by a listener's world knowledge, linguistic knowledge, text structure knowledge, and metacognitive knowledge The process involves the interplay between systematic linguistic knowledge, which includes phonological, syntactic, and semantic components, and schematic non-linguistic information This integration makes it challenging to distinguish between the actual spoken words and the meanings constructed by the listener based on their own knowledge and experiences.
- how language is used in discourse
Knowledge of co-text context
- what has been/ will be said
Knowledge of the language system
Figure 1 Information sources in comprehension (Anne Anderson & Tony Lynch, 1988, p.13)
Like reading comprehension, listening comprehension involves two stages: (1) apprehending linguistic information (text-based: low level) and
(2) relating that information to a wider communities context ( knowledge- based: high level) and there are two processing models for comprehension:
(1) bottom-up and (2) top down
1.3 Factors affecting learners’ listening comprehension
Dunkel (1991) identifies five primary research areas related to listening, with two key lines particularly relevant to the listening challenges faced by learners These areas explore the factors contributing to difficulties in comprehension and retention during listening activities, shedding light on the obstacles that impede effective listening skills in educational settings.