Aims of the study
The aims of the study are:
To investigate the difficulties that first-year students at Vietnam Maritime University encounter in learning listening skill
To find out factors that cause the students‟ difficulties in learning listening skill
To provide some suggested solutions to help students overcome these difficulties
In order to achieve these aims, the study has three research questions as follows:
What difficulties do first-year students at Vietnam Maritime University encounter in learning listening skills as perceived by themselves and by their teachers?
What are the factors causing these difficulties to the students?
What can teachers do to help students overcome these difficulties?
Scope of the study
A study at Vietnam Maritime University explores the challenges faced by first-year students in developing their listening skills It identifies key factors affecting listening comprehension, including linguistic elements, characteristics of the listening material, the speakers' attributes, and the listeners' profiles Additionally, the research provides recommendations aimed at enhancing the listening skill acquisition process for these students.
Significance of the study
Many students struggle with listening comprehension, making it crucial for researchers to explore these challenges and propose effective solutions By addressing these difficulties, students can gain confidence in their English listening skills.
Design of the study
This study is divided into five main chapters in order to get insights into different aspects of the problem Besides, there are parts of References and Appendices
Chapter 1 presents reasons for choosing the topic, aims, scope, significance and the design of the study
Chapter 2 explores essential theories in listening comprehension, defining key concepts and identifying the component skills necessary for effective listening It also examines potential challenges learners face in mastering listening skills and outlines three crucial stages in the teaching process for enhancing listening abilities.
Chapter 3 shows the procedure of carrying on the research such as the participants, data collection instruments and methods of data analysis
Chapter 4 reports and discusses the findings obtained from the data Some suggested solutions are also provided to help students overcome their difficulties in learning listening skill
Chapter 5 summarizes the whole study
CHAPTER TWO: LITERATURE REVIEW 2.1 Listening comprehension
According to Underwood (1989), listening involves actively paying attention to comprehend the meaning behind spoken words She emphasizes that a significant portion of a speaker's message goes beyond mere vocabulary; to fully grasp the discourse, listeners must also consider the speaker's mood, word choice, and tone of voice.
Rubin (1995) views listening as an active process where listeners interpret auditory and visual cues to understand the context and the intentions of the speakers.
Vandergrift (1999) defines listening comprehension as an active process that requires the listener to discriminate sounds, understand vocabulary and grammar, interpret stress and intonation, and retain this information Additionally, it involves interpreting the gathered data within the socio-cultural context of the spoken message.
In summary, listening comprehension is a multifaceted process that necessitates various sub-skills for effective understanding of spoken texts Each definition presented reflects the individual perspective of its author, yet they converge on the notion that mastering listening comprehension is essential for overall comprehension Notably, Vandergrift's definition stands out in this context.
Component skills of listening
White (1998, p 8) indicates five sub-skills that make up the overall skill of listening as below:
- Indentifying reduced forms in fast speech (for example, elision and assimilation)
- Identifying stressed words in utterances
- Identifying individual words and groups and building up possible meanings for them
- Identifying discourse markers which organize what is being said, for example, then, as I was saying, as a matter of fact, to start with
Using knowledge of the world
- Connecting groups of words to non-linguistic features such as expressions, gestures, or objects in order to get clues to meaning
- Using knowledge of a topic to guess what the speaker might be saying about it
- Using knowledge about the patterns that certain oral interactions typically take in order to predict what is being said, for example, ordering in a restaurant, making a telephone call
- Understanding gist meaning (the overall idea of what you hear)
- Understanding details, for example, train times
- Inferring information which is not explicitly stated, or which has been missed
- Coping with variations among speakers, for example, differences in speed of talking and accent
- Identifying the speaker‟s mood/attitude
- Recognizing the speaker‟s cues about things such as when to take a turn at speaking or when there is a change of topic
- Predicting what the speaker will say next
Good listeners need to be able to use a combination of sub-skills simultaneously when processing a language.
Potential problems in learning listening
Sounds
To effectively understand spoken English, learners must master sounds that are often absent in Vietnamese, leading to comprehension challenges Additionally, variations in speech, such as assimilation (sound changes), elision (sound omissions), and intrusion (sound additions), further complicate understanding A lack of phonological knowledge can significantly hinder listeners' comprehension abilities (Buck, 2001).
Rixon (1986) highlights that a significant challenge for English learners is its pronunciation, noting that while many can easily recognize words in writing, they struggle with spoken English This difficulty arises because learners are accustomed to clear and careful pronunciation, making it hard for them to identify words when they experience sound changes like assimilation or elision.
These above opinions all show that the sounds and changes in sounds in spoken language can cause many difficulties to second language learners.
Stress and intonation
According to Buck (2001), stress and intonation can also carry a great deal of communicative information
There are two main types of stress in language: word stress and sentence stress Word stress refers to the emphasis placed on certain syllables within a word, which can lead to misunderstandings if applied incorrectly On the other hand, sentence stress involves the emphasis on specific words within a sentence, highlighting the speaker's main point For instance, in the phrase "my SISTER returned yesterday," the stress on "sister" clarifies that the focus is on the person rather than the action they performed.
However, if the stress changes to: my sister RETURNED yesterday, the topic is what she did, rather than who did it
Intonation refers to the pitch variation in speech, where statements typically conclude with a falling intonation and questions with a rising intonation This variation can significantly impact the meaning of utterances According to Rixon (1986), there are three primary intonation patterns to consider.
Recognizing given and new information
Speakers often assume that their audience is already familiar with certain information, referred to as given information, while new information is what they believe the audience does not know Typically, speakers emphasize new information and downplay what is already known to effectively engage their listeners.
Speakers utilize intonation to signal a shift in subject matter, such as when a newsreader raises their voice pitch at the beginning of a new story in a radio news bulletin This vocal change is similarly observed in everyday conversations.
Speakers tend to keep their voices up in volume and pitch until they have finished what they want to say Here are two examples:
You could have tea↑ or coffee↑ or coke↓
You could have tea↑ or coffee↑ or coke↑
In the first instance, the speaker presents a complete set of offerings, while in the second instance, they indicate that there is still more to share.
The English systems of stress and intonation play a crucial role in a foreign learner's comprehension of spoken English, as they significantly affect the meaning of utterances (Ur, 1984) These elements are essential characteristics of spoken English, and a lack of understanding can result in misunderstandings for listeners.
Vocabulary
Underwood (1989) suggests that listeners often infer the meaning of words from context, a skill that is more accessible in one's native language In contrast, foreign language learners may struggle with unfamiliar words, which can disrupt their comprehension and cause them to miss subsequent parts of the conversation.
Speech rate
Foreign language listeners frequently struggle to comprehend fast speech due to insufficient processing automaticity This perception of rapid speech can hinder understanding, although research indicates that the actual rate of speech significantly influences comprehension (Buck, 2001).
Fast speakers can intimidate foreign listeners, who often struggle to keep pace and may feel overwhelmed as words seem to vanish before they can comprehend them (Underwood, 1989) This challenge arises because listeners are so focused on deciphering one segment of speech that they frequently miss subsequent information or overlook entire sections due to the rapid delivery.
Accent
Accents vary widely among different language users, often influenced by geography, with notable differences in English pronunciation between Australians and Americans, as well as between northern and southern England Encountering an unfamiliar accent can lead to misunderstandings and hinder effective communication (Buck, 2001).
Accents can significantly impact a foreign language learner's comprehension, as noted by Ur (1984) Students accustomed to their teacher's accent may struggle to understand different voices, particularly when exposed to unfamiliar accents For instance, those who primarily listen to American or British accents might find it challenging to comprehend Indian or Pakistani accents, highlighting the importance of diverse listening practice in language acquisition.
Redundancy
Redundancy in speech can manifest as repetitions, false starts, re-phrasings, self-corrections, and unnecessary fillers like "I mean" or "you know" (Ur, 1984) According to a study by Chaudron (1983), L2 learners need to achieve a certain level of proficiency to effectively utilize the redundancy that native speakers incorporate into their spoken language (Anderson and Lynch, 1984, p.51).
According to Helsegen and Brown (2007), redundancy may make listening easier but it may also make listening more difficult if the listener think it‟s just more to hear.
Speech organization
As Underwood (1989, p.11) suggests, speakers often formulate their thoughts in real-time, adapting their message based on audience reactions and their own evolving ideas This dynamic process makes it difficult to predict how a speaker will structure their speech.
The organization of information can make it easier or more difficult for the listener to gain comprehension of the listening text Underwood (1989, p.12) claims that,
“A really disorganized speaker is hard to follow even in one‟s mother tongue For the foreign listener, it can be a nightmare”.
Informal language
Many language learners often lack exposure to informal English, as their lessons primarily focus on formal language As a result, they struggle to comprehend casual spoken communication (Underwood, 1989).
Background knowledge
Background knowledge significantly impacts listening comprehension in a foreign language As noted by Anderson and Lynch (1988), learning a new language involves gaining some familiarity with its associated culture Language serves as a tool for communities to convey their cultural identity, and thus, a lack of understanding of the target culture can hinder effective comprehension.
Fatigue and concentration
Concentration plays a crucial role in listening comprehension, as even brief lapses in attention can significantly hinder understanding (Underwood, 1989) Foreign language learners often struggle to maintain focus during prolonged listening tasks, which can be exhausting While reading, writing, and speaking can also be tiring, learners have the advantage of controlling their own pace and taking breaks as needed (Ur, 1984) In contrast, listening is dictated by the speaker's tempo, and breaks may not align with the listener's needs Consequently, even engaging topics can feel overwhelming, as students must exert considerable effort to keep up with what they hear.
Psychological problems
Foreign language learners often struggle with the tendency to understand every word in a listening text, which can lead to confusion According to Underwood (1989), listeners who focus on grasping the overall meaning rather than fixating on individual words tend to achieve greater success in comprehension.
Ur (1984) emphasizes that many foreign language learners feel compelled to understand every detail, even those that are insignificant She notes that in classroom settings, students often engage with meticulously curated listening materials, which leads them to strive for complete comprehension This pressure can cause anxiety when they encounter unfamiliar words or phrases that they cannot grasp.
Number of speakers
Listening passages featuring multiple speakers present greater challenges than those with a single speaker, as listeners must connect each speaker's contributions to the overall discussion and the arguments being developed.
In addition, the listeners may find it difficult to distinguish one speaker‟s voice from another (Rixon, 1986).
Familiarity of topic
Even individuals with limited knowledge of a foreign language can engage in conversations about familiar topics, as they can draw on pre-existing concepts and ideas to aid their understanding Conversely, proficient speakers may struggle to comprehend unfamiliar or novel subjects, highlighting that even native speakers can face similar challenges (Rixon, 1986).
Confidence
Sometimes a lack of success in previous classes makes learners give up It‟s hard for the listeners to listen effectively if they have no confidence (Helgesen and Brown,
Interest and motivation
Jafari (2009) emphasizes that a lack of interest and motivation in learning can cause students to become disengaged during listening classes, resulting in a passive approach to developing their listening skills and hindering their progress in listening comprehension.
In English class, listening lessons typically consist of three distinct stages To enhance comprehension of the challenges learners face in developing their listening skills, the following section will delve into these teaching stages.
Three stages in teaching listening
Pre-listening
Just as athletes warm up their muscles before a workout, students should engage in pre-listening activities to enhance their non-native language skills (Helgesen & Brown, 2007) Providing substantial pre-listening support boosts students' confidence and improves their listening effectiveness This preparatory phase equips learners for the content they are about to encounter According to Davies (2000, p 78), implementing specific pre-listening activities can significantly benefit the learning process.
- Associate ideas with the topic
- Associate vocabulary with the topic
- Predict information about the topic
- Write questions about the topic
While-listening
While-listening activities engage students during audio comprehension tasks, aiming to enhance their ability to extract messages from spoken language (Underwood, 1989) These activities play a crucial role in developing effective listening skills in learners.
Some possible while-listening activities are:
- Identify the exact topic, or an aspect of it
- Note two to four pieces of information
- Complete a table, map, or picture
Post-listening…………………………………………………………… 14 2.5 Previous study on listening difficulties
This stage is to help the learners connect what they have heard with their own ideas and experience Davies (2000, p.78) provides some ideas for post-listening stage as below:
2.5 Previous study on listening difficulties
Research has highlighted the challenges students face in learning to listen to English Elkhafaifi (2005) found that both foreign language learning anxiety and listening anxiety negatively impacted students' listening comprehension and overall achievement The study recommends reducing anxiety and creating a less stressful classroom environment to enhance students' listening skills and improve their academic performance.
Noro (2006) explores listening anxiety through qualitative analysis of data from questionnaires and interviews with Japanese college students The study identifies key factors contributing to listening difficulties, including speech rate, vocabulary, and pronunciation To address these challenges, Noro recommends several coping strategies, such as seeking assistance, making educated guesses, understanding the overall context, and adjusting one’s mindset to focus on upcoming words or phrases.
A study by Field (2008) found that second language listeners identify English function words less accurately than content words The research suggested that this issue is not primarily due to the learner's unfamiliarity with English phonology or the influence of their first language Instead, Field concluded that the accuracy of word identification may depend on how listeners allocate their attention during the listening process.
Previous studies have identified key challenges in learning listening skills, including issues with vocabulary, pronunciation, speech rate, and learner anxiety Proposed solutions involve creating a less stressful classroom environment and implementing coping strategies This study expands on these findings by examining additional factors that contribute to students' listening difficulties, specifically relating to the listeners' linguistic competence, the nature of the listening text, the speakers, and the listeners themselves.
In this chapter, the theoretical framework for the study is presented in five main parts
Firstly, an overview of listening comprehension is given
Secondly, the component skills of listening have been discussed
Thirdly, some possible sources of difficulties in learning listening of learners have been presented
Fourthly, three stages of teaching listening are described
Lastly, some previous studies related to listening problems are presented
Chapter two has laid the essential groundwork for this study, focusing on the listening challenges faced by first-year VMU students By identifying these difficulties, the research aims to implement effective strategies to enhance their English listening skills.
The setting of the study
The study was carried out at Vietnam Maritime University which was founded in
Founded in 1956, the university specializes in training seamen and engineers in maritime economics and other fields To enroll at VMU, students must complete high school and pass an entrance exam in mathematics, physics, and chemistry While many students have studied English for three to seven years prior to university, some have only learned French, making English a new subject for them at this stage.
At VMU, English instruction is structured in two phases: the first phase focuses on General English, where students develop their language skills using the New Headway Elementary and Pre-Intermediate textbooks In the second phase, students learn English for Specific Purposes tailored to their respective majors English language education begins in the first term, with a commitment of five 45-minute classes per week over a 15-week semester.
Participants
Students
A study involving 128 randomly selected non-English major first-year students was conducted during their second term at VMU, out of a total of approximately 3,000 first-year students.
In this term, they had to finish unit 4 of New Headway Pre-Intermediate book.
Teachers
This study involved 28 English teachers, responsible for instructing first-year students, comprising 25 females and 3 males All participants graduated from reputable institutions, including Hanoi University and Vietnam National University, specifically from the English Department Among them, 16 hold Master’s degrees, 5 are currently pursuing their Master’s, and 7 possess Bachelor’s degrees Their teaching experience ranges from 3 to 30 years, reflecting their dedication and enthusiasm in assisting students to improve their listening comprehension skills.
Research methods
Data collection instruments
This study utilized a quantitative approach through two survey questionnaires to investigate the listening comprehension challenges faced by first-year students at Vietnam Maritime University, as well as the factors contributing to these difficulties.
This instrument was applied to both students and teachers.
Data analysis methods
Data gathered from responses of students and teachers in the two given questionnaires were sorted and analyzed statistically to get the answers for the research questions.
Data analysis…
Learners and teachers‟ perceptions of linguistic difficulties in
Chart 1: Learners’ perceptions of their linguistic difficulties in learning listening
Chart 2: Teachers’ perceptions of students’ linguistic difficulties in learning listening
Charts 1 and 2 reveal the perceptions of students and teachers about students‟ linguistic difficulties in learning listening
Charts indicate that a significant number of students struggle with vocabulary during listening exercises, with 41% reporting difficulties often and 24% always Similarly, a majority of teachers—32% often and 43% always—acknowledge that their students face challenges in listening comprehension when encountering unfamiliar words.
The data reveals that 43% of students frequently struggle to recognize familiar words in spoken language Additionally, 39% of teachers concur that their students often face challenges with listening comprehension.
Over half of the students struggled to identify key words in listening texts, reflecting a significant challenge in their comprehension skills This difficulty was echoed by teachers, with a similar percentage believing that their students were unable to recognize important words in spoken language.
As regards the ability to understand the meaning of intonation, 56% students said that they often could not, whereas 43% teachers shared the same idea
In general, vocabulary, sounds, stress and intonation all have a big influence on students‟ listening comprehension process.
Learners and teachers‟ perceptions of listening difficulties related to the listening text
Chart 3: Learners’ perceptions of their listening difficulties related to the listening text
Chart 4: Teachers’ perceptions of their students’ listening difficulties related to the listening text
Charts 3 and 4 show some factors related to the listening text that can cause difficulty to students
Familiarity with the topic significantly impacts comprehension, as evidenced by survey results showing that 45% of students struggle with listening to spoken discourse on unfamiliar subjects Additionally, 57% of teachers believe their students frequently encounter this challenge.
The organization of information in listening texts appears to be manageable for students, as evidenced by the similar percentages reported in both student and teacher questionnaires, indicating minimal discrepancies in their perceptions.
A significant challenge for students in understanding listening texts is the use of informal language Data shows that 28% of students often struggle with this type of language, while 30% report difficulty on a regular basis Additionally, teachers corroborate these findings, with 36% stating that their students frequently encounter issues with informal language and 32% observing this difficulty consistently.
In short, for the factors related to the listening text, the topic is the factor that most influence the students in their listening The informal language ranks the second.
Learners and teachers‟ perceptions of listening difficulties
Chart 5: Learners’ perceptions of their listening difficulties related to the speakers
Chart 6: Teachers’ perceptions of their students’ listening difficulties related to the speakers
Charts 5 and 6 show students‟ difficulties in learning listening cause by factors related to the speakers
Research shows that speech rate poses significant challenges for students, with 53% reporting difficulty keeping up with the speed of speakers Additionally, 57% of teachers acknowledge that their students frequently struggle to comprehend fast-paced speech.
A significant portion of students, with 38% frequently and 20% consistently, reported challenges in understanding various accents in listening exercises Correspondingly, a similar percentage of teachers, 36% often and 21% always, acknowledged that their students struggled to listen effectively when faced with unfamiliar accents in audio recordings.
The number of speakers in audio recordings does not significantly hinder students' listening abilities, with only 12% reporting frequent difficulties Additionally, a small percentage of teachers, 29%, believe that the number of speakers poses challenges for their students, while only 14% assert that it is a consistent issue.
In summary, the speech rate significantly impacts students' understanding, making it the primary challenge related to speaker characteristics Additionally, varying accents further contribute to the difficulties faced by students.
Learners and teachers‟ perceptions of listening difficulties related to the listener
Chart 7: Learners’ perceptions of their listening difficulties related to the listener
Chart 8: Teachers’ perceptions of their students’ listening difficulties related to the listener
Charts 7 and 8 show the difficulties of students in learning listening caused by factors related to the listeners themselves
A significant 54% of students reported frequently feeling tired during listening lessons, while only 4% stated they never experienced fatigue Additionally, a majority of teachers acknowledged this issue, with 36% indicating that their students often felt tired and 32% confirming that this fatigue was a consistent occurrence during listening activities.
Concentration is also a source of difficulty to students with 26% often and 29% always The similar percentages were expressed by the teachers (29% often and 25% always)
45% students said that they often did not feel confident in listening A large number of teachers also agreed with this fact (32% often, 29% always)
Motivation plays a crucial role in comprehending spoken texts, with 30% of students frequently and 27% consistently feeling unmotivated during listening lessons Additionally, nearly half of the teachers surveyed reported that their students lack sufficient motivation in listening activities, with 25% indicating this occurs often and 21% stating it happens always.
44% students said that they often tried to understand every word in the listening A large number of teachers (36% often, 32% always) also agreed with this
In summary, listener-related factors such as tiredness, concentration, confidence, motivation, and the tendency to focus on understanding every single word significantly impact students' listening comprehension.
Learners‟ expectations towards their teachers and teachers‟ opinions about how they can help their students
Chart 9: Students and teachers’ opinions about solutions to overcome difficulties in listening
Chart 9 shows the students‟ expectations towards their teachers and the teachers‟ opinions about how to help their students improve their listening skills
77% students wanted their teachers to introduce listening context and 89% teachers thought that this was important in listening
Both students and teachers thought it was a good idea to provide some pictures related to the listening content (70% students and 61% teachers)
The highest percentages belong to the item of providing some key vocabulary before listening with 88% students and 93% teachers
Explaining the tasks is not a preference of students with 29% However, 54% teachers thought it was important to explain the tasks clearly before doing the activities
68% students wished to listen to the recordings as many times as possible whereas only 29% teachers agreed with this option
A significant 57% of students and 61% of teachers expressed a desire for more engaging topics in listening activities Both groups showed a strong consensus on the importance of creating appropriate activities tailored to students' levels, emphasizing the need for diverse approaches to make listening tasks more enjoyable and less monotonous.
66% students and 68% teachers agreed that teaching listening strategies was important to improve listening skills
A significant majority of students (80%) and teachers (86%) believe that educators should suggest useful listening materials and reputable websites for self-study This recommendation is crucial as self-study is essential for enhancing students' learning and academic performance.
In a nutshell, the highest numbers of students and teachers chose the options of
In the realm of language learning, introducing the listening context, offering essential vocabulary, and recommending self-study listening materials or websites are crucial components Interestingly, the survey revealed that the least number of students desired a clear explanation of tasks, while teachers showed a preference for limiting the number of times students listened to recordings Despite these differences, students and teachers exhibited similar preferences for other aspects of the listening process.
Summary
This chapter outlines the study's setting and participants, detailing the research methods employed, including data collection instruments and analysis techniques Additionally, it presents an analysis of the data collected from the survey.
CHAPTER FOUR: DISCUSSIONS AND RECOMMENDATIONS
4.1 Difficulties in learning listening encountered by first-year students at Vietnam Maritime University and possible sources of these difficulties
This section presents the findings related to the research questions regarding the challenges faced by first-year students at Vietnam Maritime University in developing their listening skills, as well as the factors contributing to these difficulties.
First-year students at Vietnam Maritime University face significant challenges in developing their listening skills, primarily due to limited linguistic competence Many struggle to comprehend listening texts that include unfamiliar vocabulary, indicating a need for vocabulary enhancement Additionally, difficulties with pronunciation hinder their ability to recognize spoken words, further complicating their listening comprehension The inability to identify stressed words in utterances prevents students from grasping the intended meaning of speech Furthermore, a lack of understanding of intonation patterns obstructs their ability to interpret the speaker's intention, resulting in an incomplete understanding of spoken discourse.
Students often struggle with listening comprehension when faced with unfamiliar topics and informal language due to limited background knowledge and insufficient exposure to colloquial expressions Their English lessons typically focus on formal language, leaving them confused when they encounter slang or informal styles of communication.
One significant weakness among students is their difficulty in understanding fast speakers and unfamiliar accents Many students struggle to keep up with rapid speech, primarily due to limited practice in listening outside the classroom, which hinders their adaptation to the natural pace of spoken language Additionally, students face challenges when confronted with accents they are not accustomed to, stemming from insufficient exposure to diverse pronunciations.
Students often struggle with listening comprehension due to both physical and psychological factors They frequently feel fatigued and find it hard to concentrate, as listening lessons require them to engage with lengthy spoken texts without breaks, unlike reading or writing activities This challenge is compounded by their lack of self-confidence stemming from weak listening skills, which exacerbates their difficulties Additionally, students tend to lack motivation in listening lessons, partly because the exercises are often repetitive and not varied enough to maintain interest Anxiety also arises when they cannot catch certain words, a situation worsened by teaching methods that emphasize understanding every word rather than encouraging effective listening strategies, such as inferring meanings from context or identifying main ideas through key vocabulary.
Some suggestions will be presented in the next section which answers the final research question: “What can teachers do to help students overcome these difficulties?”
Recommendations to help students overcome difficulties in learning listening
Helping students with vocabulary
Teachers can enhance students' listening skills by introducing key vocabulary from the text before the main task To further develop their vocabulary, students should utilize vocabulary books for self-study, such as "Boost Your Vocabulary" by Christ Barker, which is an excellent resource This series, comprising four volumes, is particularly suitable for first-year students at VMU, as it focuses on essential words and phrases for elementary and pre-intermediate learners The books offer a variety of engaging practice activities, revision sections after every four units to assess progress, space for writing translations, and detachable answer keys.
Another useful source for practice is English vocabulary in use series by Michael
The series by McCarthy and Felicity O'Dell offers four levels of vocabulary instruction, ranging from elementary to advanced Each level includes supplementary tests to enhance learning The vocabulary is carefully chosen to be current and practical, presented in natural contexts for better understanding Designed for self-study, each book features a comprehensive answer key at the end for easy reference.
Dealing with sounds, stress and intonation
Students must dedicate time to mastering sounds, stress, and intonation, particularly foreign-language learners who need to focus on the variations in natural spoken speech According to Underwood (1989), it is essential for students to understand how sounds change in continuous speech to connect what they hear with the written form of the language Furthermore, she emphasizes that becoming familiar with English sounds is crucial for successful listening By accurately pronouncing sounds themselves, learners will find it significantly easier to comprehend spoken language when it is articulated by others.
Students can practice their pronunciation through some pronunciation books
"English Pronunciation in Use" by Jonathan Marks is an excellent self-study resource designed for learners at the elementary level and above This comprehensive book addresses all aspects of pronunciation, encompassing individual sounds, connected speech, as well as stress and intonation.
Two excellent resources for improving pronunciation are Ann Baker's books, "Tree or Three?" and "Ship or Sheep?" "Tree or Three?" is designed for beginner-level students, offering enjoyable practice with sounds, stress, and intonation while focusing on minimal pairs to make learning fun and approachable In contrast, "Ship or Sheep?" serves as an intermediate-level course, catering to students looking to enhance their pronunciation skills further.
English, provides systematic practice of English pronunciation through a wide variety of interesting activities All these books have accompanying audio CDs.
Helping students get familiar with different accents
Accents can pose challenges for language learners, and while it's not feasible for teachers to cover every accent, they can focus on familiarizing students with the two primary English accents: British and American By introducing students to these standard varieties, along with exposure to other accents, teachers can enhance their understanding and adaptability in diverse linguistic environments.
Creating expectations
Ur (1984) emphasizes the importance of establishing a non-linguistic purpose for listening tasks in the classroom to enhance student engagement By doing so, teachers can clarify expectations, inform students about the type of information they will encounter, and guide their responses Implementing pre-listening activities is an effective strategy for teachers to achieve this goal, ensuring that students are better prepared and more focused during listening exercises.
Overcoming psychological problems
Foreign-language learners often experience anxiety when they struggle to understand difficult words, which can significantly impact their comprehension of spoken texts To help alleviate this fear, teachers should encourage students to relax and emphasize that it's okay to let go of missed words, as speakers frequently repeat information, providing listeners with opportunities to fill in gaps It's important for educators to reassure students that they don't need to grasp every word to comprehend the overall message; understanding key words can often suffice in conveying the meaning of the spoken content.
Using visuals
Visual aids are essential in real-life listening situations and significantly enhance language learning As noted by Ur (1984), focusing on spoken material is challenging without visual support, but becomes easier when there are relevant visuals to engage with The effectiveness of these aids increases when they are conspicuous, colorful, humorous, dramatic, or dynamic In classroom settings, visual aids can take various forms, including pictures or real objects, which facilitate better comprehension and retention of spoken language.
Another way to provide visual aids to the listener is using video As Underwood
According to research from 1989, incorporating video in education allows teachers to highlight various visual cues that enhance auditory comprehension Students gain insights into the speaker's age, emotions, and intentions, such as whether they are making a request or expressing a complaint Additionally, they can observe facial expressions, gestures, and the reactions of the individuals engaged in the conversation.
Helgesen and Brown (2007) also suggested some possible activities with video as follows:
Teachers create worksheets featuring three potential dialogues for each scene, which are then distributed to students After turning off the sound, they play the scene, prompting students to guess the storyline based on the visual cues.
Teachers turn the sound off and let students guess what the characters are saying or feeling based on their body language Then turn the sound on and check
Teachers engage students by showing a video segment and pausing at a pivotal moment, prompting learners to predict what will happen next After the discussion, students watch the segment again to check if their predictions were accurate.
Giving clear instruction
Effective classroom practice requires clear instructions from teachers to prevent confusion among students It is essential that all students fully understand their tasks before any recordings are played Additionally, when a listening text is repeated, each session should have a specific purpose, as highlighted by Underwood (1989) For instance, the first listening may focus on grasping the general idea, while subsequent listenings target specific details Providing clear guidance at the start of each listening session enhances comprehension and allows students to listen more effectively for each intended purpose.
Utilizing the internet
The internet serves as a valuable resource for enhancing English language skills, but mastering its effective use requires time and effort According to Helgesen and Brown (2007), several websites can aid in this learning process.
Randall's ESL Cyber Listening Lab (www.esl-lab.com), created by Utah-based ESL teacher Randall Davis, is a popular free resource offering over 150 streaming Real Media files Each lesson includes a three-part task: pre-listening exercises, multiple-choice questions during listening, and post-listening activities, with automatic answer checking available Additionally, transcripts and supporting materials are provided, and lessons are categorized by difficulty—easy, medium, or difficult—allowing learners to select content that matches their proficiency level.
Arlyn Freed's ESL/EFL listening resources (www.eslhome.com/esl/listen/) is a valuable website curated by an educator with expertise in multimedia and linguistics This site offers a comprehensive collection of links to various listening resources, highlighting the pros and cons of each Additionally, it features a well-organized list of content-based listening sites that include both authentic and semi-authentic recordings, making it a great tool for language learners.
Breaking News English (www.breakingnewsenglish.com/index.html) is an excellent resource for enhancing listening and other English skills, featuring thousands of recorded news stories accompanied by audio transcripts Each lesson offers a comprehensive range of activities, including warm-up exercises and tasks designed for before, during, and after listening Additionally, students can improve their speaking and writing skills through targeted activities in the post-listening stage, with detailed answers provided at the end of each lesson The news is presented at a manageable speed, making it suitable for learners, and serves as a valuable tool for self-study.
National Public Radio (NPR) is an excellent platform for accessing authentic news, allowing students to listen to the latest updates while reading related articles Users can incorporate news segments into their daily schedules or explore special series Additionally, NPR offers a diverse collection of English songs from the latest albums Similarly, Voice of America (VOA) provides both radio news and television programs, enhancing the listening experience with visual aids for improved learning.
Using music
Many students have a passion for music, which is readily accessible online, but the challenge lies in ensuring comprehensibility While lyrics can often be found on music-related websites, a common practice is to create cloze exercises from songs However, this approach diminishes the true essence of music, which serves as a powerful source of pleasure, emotion, and thought Reducing songs to mere activities like "listen and catch the missing words" represents a missed opportunity to fully appreciate their depth and impact (Helgesen and Brown, 2007).
Here are a few possible tasks:
- Put the sentences in the correct order
- Fill in the blanks with the words given
- Match the two halves of the sentences
An example of using songs in class is given in Appendix 3, page XI.
Providing task variety and text variety
Helgesen and Brown (2007) emphasize that learners require diverse listening experiences to stay motivated and engaged, prompting teachers to create a variety of tasks in listening lessons Additionally, exposing students to various audio samples, including conversations, lectures, announcements, and advertisements, is essential, as real-life listening encompasses a wide range of contexts.
Listening can be a challenging task for students, so it is essential for teachers to select engaging activities and topics to capture their attention By focusing on subjects that resonate with learners and steering clear of dull or overly theoretical content, educators can enhance the listening experience and foster greater interest in the material.
Helgesen and Brown (2007) also provide a list of some listening tasks that are most used in EFL classrooms for teachers to vary the listening tasks in their own classrooms
Finished the sentence based on what you heard
Identify the relationship between the speakers
Identify things talked about or done on a list
List things talked about or done
Listen and choose the correct response
Draw a picture based on a description
Find differences in text and pictures
Identify which picture the speakers are talking about
Order the pictures in a text
Write information on the appropriate place on a map
Two examples of providing task variety are given in Appendices 4 and 5, pages XV-XVI.
Encouraging self-study
To effectively enhance language skills, learners must engage in both independent study and classroom activities, taking responsibility for their own learning Teachers play a crucial role in this process by providing suggestions for self-study resources For instance, recommending listening books accompanied by CDs, such as "Listen Carefully" by Jack, can significantly aid students in their language acquisition journey.
C.Richards is a good starter for students It provides systematic and thorough practice in micro-listening skills with 15 topics-based units covering a wide variety of everyday situations such as shopping, eating out, travelling, or following instructions Each unit contains activities which focus on different aspects of the topic
Listen in by David Nunan with three volumes is also a good listening book series
The article features real-life listening practice derived from authentic sources, enhancing learners' engagement Additionally, it provides opportunities for cultural comparison and personalization through the In Focus section at the conclusion of each unit, enriching the learning experience.
The Learning to Listen series by Lin Lougheed is an engaging resource tailored for adult and young adult English learners This lively course features a variety of captivating topics and dynamic listening materials, providing students with opportunities to listen for diverse purposes and observe individuals in everyday situations.
Summary
In conclusion, this chapter has identified various factors contributing to students' listening comprehension challenges and offers several recommendations aimed at alleviating these difficulties.
Students at Vietnam Maritime University face significant challenges in learning English listening skills A major issue is their struggle to comprehend listening texts filled with unfamiliar vocabulary Additionally, many students fail to recognize the importance of sentence stress and intonation in understanding spoken discourse The use of informal language and fast-paced speakers further complicates their listening experience Moreover, factors such as fatigue, low self-confidence, and the tendency to focus on every detail in the listening material hinder their overall comprehension.
Students often face challenges in learning English listening skills due to several key factors A significant issue is their limited vocabulary, which hinders comprehension Additionally, poor pronunciation can affect their ability to understand spoken language Furthermore, a lack of familiarity with the characteristics of spoken English contributes to their difficulties Inexperience with listening exercises and ineffective learning habits also play a crucial role in the challenges students encounter during listening lessons.
To enhance students' listening skills, teachers must refine their teaching methods, particularly by incorporating engaging pre-listening activities that prepare students for listening tasks Additionally, improving students' overall English proficiency is crucial for better listening comprehension Most importantly, encouraging students to engage in self-directed study outside of the classroom can significantly boost their listening abilities.
In conclusion, this study aims to engage both students and teachers of English at Vietnam Maritime University, as well as others facing similar challenges in their educational journey.
5.2 Limitations and suggestions for further study
This study acknowledges several limitations that may impact its findings Firstly, the research is based on a small sample size, which raises concerns about the reliability of the results; future studies should aim to include a larger participant pool Secondly, the exclusive use of questionnaires as the data collection method may limit the accuracy of the information gathered; incorporating interviews and classroom observations could provide deeper insights Lastly, while this study focuses on the challenges students face in learning English listening skills, it highlights the need for further research to explore the difficulties teachers at VMU encounter in teaching these skills.
This study aims to assist VMU students in overcoming challenges related to listening acquisition and is intended for anyone interested in this topic The researcher appreciates the readers' understanding regarding any shortcomings in the study.
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3 Baker, A (2006) Tree or Three? (Second Edition) Cambridge: Cambridge
4 Barker, C (2001) Boost your vocabulary United States: Pearson Education
5 Buck, G (2001) Assessing listening Cambridge: Cambridge University Press
6 Chaudron, C (1983) Foreign talk in the classroom – an aid to learning?
7 Davies, P (2000) Success in English teaching Oxford: Oxford University
8 Elkhafaifi, H (2005) Listening comprehension and anxiety in the Arabic language classroom The Modern Language Journal, 89, 206-220
9 Field, J (2008) Bricks or mortar: Which parts oof the input does a second language listener rely on? TESOL Quarterly, 42, 411-432
10 Helgesen, M & Brown, S (2007) Practical English Language Teaching: Listening New York: McGraw Hill
11 Jafari, S M (2009) On the relationship between listening comprehension motivation and listening comprehension among the Iranian EFL learners
College of Literature and Humanities Shiraz Azad University
12 Lougheed, L (2004) Learning to listen United Kingdom: Macmillan
13 Marks, J (2007) English pronunciation in use Cambridge: Cambridge
14 McCarthy, M & O‟Dell, F (2003) English vocabulary in use Cambridge:
15 Noro, T (2006) Developing a construct model of “listening stress”: A qualitative study of the affective domain of the listening process Annual
Review of English Language Education in Japan, 17, 61-70
16 Nunan, D (2003) Listen in Hong Kong: Cengage Heinle
17 Richards, J C (1990) Listen carefully Oxford: Oxford University Press
18 Rixon, S (1986) Developing listening skills London: Modern English
19 Rubin, J (1995) A guide for the teaching of second language listening San
20 Soars, L & J (2007) New Headway (Third Edition) Oxford: Oxford
21 Underwood, M (1989) Teaching listening London: Longman
22 Ur, P (1984) Teaching listening comprehension Cambridge: Cambridge
23 Vandergrift, L (1999) Facilitating second language listening comprehension: Acquiring successful strategies ELT Journal Volume 53/3 Oxford University
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APPENDICES APPENDIX 1 Questionnaire for students
KHÓ KHĂN TRONG VIỆC HỌC NGHE CỦA SINH VIÊN NĂM THỨ NHẤT TRƯỜNG ĐẠI HỌC HÀNG HẢI VIỆT NAM VÀ GIẢI PHÁP KHẮC PHỤC
Kính gửi các bạn sinh viên năm nhất trường Đại học Hàng hải Việt Nam, tôi là giảng viên Bộ môn tiếng Anh và đang tiến hành nghiên cứu về những khó khăn trong việc học nghe tiếng Anh của các bạn Tôi rất mong nhận được sự hỗ trợ từ các bạn thông qua việc điền vào bảng câu hỏi dưới đây Sự tham gia của các bạn là yếu tố quan trọng góp phần vào thành công của nghiên cứu này.
Tôi chân thành cảm ơn sự cộng tác của các bạn
I Dưới đây là một số khó khăn trong việc học nghe tiếng Anh Hãy khoanh tròn đáp án phù hợp nhất với bạn
1 Em thấy việc nghe hiểu khó khăn vì trong bài nghe có nhiều từ mới
2 Có những từ em đã biết nhưng khi nghe em lại không nhận ra
3 Em không biết cách phân biệt từ ngữ nào quan trọng, từ ngữ nào không quan trọng trong bài nghe
4 Em không hiểu ý nghĩa của ngữ điệu trong bài nghe
5 Em thấy bài nghe khó vì chủ đề của bài nghe không quen thuộc
6 Em thấy bài nghe khó vì em không hiểu được cấu trúc của bài nghe
7 Em thấy bài nghe khó vì bài nghe có phong cách dân dã
8 Em thấy bài nghe khó vì tốc độ của người nói quá nhanh
9 Em thấy bài nghe khó vì người nói không phải người bản xứ hoặc do người nói có giọng địa phương
10 Em thấy khó nghe vì có nhiều giọng nói trong cùng một bài nghe
11 Em cảm thấy mệt mỏi khi học nghe
12 Em không thể tập trung trong khi nghe
13 Em không thấy tự tin khi nghe
14 Em không thấy hào hứng khi học nghe
15 Em thấy lo lắng khi không hiểu được một chi tiết nào đó trong bài nghe
II Dưới đây là một số việc giáo viên có thể làm để giúp bạn học nghe tốt hơn
Hãy đánh dấu vào những điều đúng nhất với mong muốn của bạn (Bạn có thể chọn nhiều hơn một câu trả lời)
Giáo viên giới thiệu ngữ cảnh của bài nghe
Giáo viên cung cấp một số hình ảnh liên quan đến nội dung của bài nghe
Giáo viên cung cấp một số từ vựng và cấu trúc ngữ pháp quan trọng trong bài nghe
Giáo viên giải thích rõ ràng yêu cầu của bài nghe
Giáo viên cho nghe nhiều lần
Giáo viên cho nghe thêm những bài nghe có nội dung hấp dẫn đối với sinh viên
Giáo viên tự thiết kế thêm những bài nghe phù hợp với trình độ của sinh viên
Giáo viên tự thiết kế thêm các bài nghe có hình thức đa dạng, phong phú
Giáo viên hướng dẫn sinh viên một số phương pháp để nghe tốt hơn
Giáo viên khuyến khích sinh viên tự nâng cao kiến thức và rèn luyện kỹ năng nghe thông qua một số trang web và tài liệu học phù hợp với trình độ của họ Việc sử dụng các nguồn tài liệu này sẽ giúp sinh viên cải thiện khả năng nghe hiểu và phát triển ngôn ngữ hiệu quả hơn.
Ý kiến khác (hãy ghi vào đây)
Cảm ơn sự giúp đỡ của các bạn!
DIFFICULTIES OF FIRST-YEAR STUDENTS IN LEARNING LISTENING SKILLS IN ENGLISH AT VIETNAM MARITIME UNIVERSITY AND
I am conducting research on the challenges faced by first-year students at Vietnam Maritime University in developing their English listening skills I kindly request the English faculty's assistance in answering specific questions regarding these listening skills Your honest and informed responses will significantly contribute to the success of this study Thank you for your cooperation.
Please share your opinions on the following statements by selecting the option that best reflects your students' perspectives Your feedback is greatly appreciated.
1 Students find it difficult to understand the listening text when there are a lot of unfamiliar words in it
2 Students cannot recognize some familiar words when they hear them spoken
3 Students cannot recognize key words in the listening text
4 Students do not understand the meaning of intonation in the listening text
5 Students find it difficult to understand the listening text when the topic is not familiar to them
6 Students find it difficult to understand the listening text when it is not well-organized
7 Students find it difficult to listen to the informal language
8 Students cannot catch up with the speed of the speakers
9 Students find it difficult when listening to different accents
10 Students find it difficult to listen when there are many speakers in the recording
11 Students feel tired when learning listening
12 Students cannot concentrate during the listening
13 Students are not confident when learning listening
14 Students do not feel motivated in listening lessons
15 Students try to understand everything in the listening text and they get nervous when they cannot
II In the following section I would like you to put a tick in any boxes indicating your opinion You can choose more than one options
What do you think teachers can do to help students overcome the difficulties in learning listening skills in English?
Give some pictures relating to the topic
Provide some key vocabulary and grammatical structures in the listening
Explain clearly what students will have to do (i.e the listening tasks) after the
Let students listen to the recordings many times as they require
Give some extra listening texts with interesting topics
Give some extra listening activities which are more suitable to the students‟ level
Teach students some listening strategies
Recommend some listening websites or materials suitable to students‟ level for them to study at home
APPENDIX 3 Activities with the song “Unbreak my heart” by Toni Braxton
Listen and number the sentences:
_ Come and take these tears away
_ Don‟t leave me out in the rain
_ Come back and bring back my smile
_ Don‟t leave me in all this pain
_ Bring back those nights when I held you beside me
_ The nights are so unkind
_ I need your arms to hold me now
Fill in the blank with the words in the box
Say you'll me again
When you walked out the
My door nights love life unbreak tears heart hurt
Take back that bad/sad word good-bye
Bring back the joy/toy to my life
Don't leave me here with these fears/tears
Come and kiss this paint/pain/ away
I can't forget the day you left /get
Dime/Time is so unkind
And life is so cruel without your/you here beside me
Match the two halves of the lines:
Don't leave me _ out in the rain
Don't leave me _ when I held you beside me Bring back the nights _ in all this pain
Unbreak my heart, _ I just can't go on
Come back and _ sweet darling
Unbreak my heart _ say you'll love me
Don't leave me in all this pain
Don't leave me out in the rain
Come back and bring back my smile
Come and take these tears away
I need your arms to hold me now
The nights are so unkind
Bring back those nights when I held you beside me
Say you'll love me again
Undo this hurt you caused
When you walked out the door
And walked outta my life
Unbreak my heart, my heart
Take back that sad word good-bye
Bring back the joy to my life
Don't leave me here with these tears
Come and kiss this pain away
I can't forget the day you left
And life is so cruel without you here beside me
Don't leave me in all this pain
Don't leave me out in the rain
Bring back the nights when I held you beside me
Unbreak my heart, oh baby
Come back and say you love me
Without you I just can't go on)
APPENDIX 4 Adapted listening task on page 29, unit 4, New Headway Elementary student’s book
Listen to Ceri and decide whether the following statements are true or false:
3 Every lunchtime she has a walk in the park
4 She often goes swimming with her son
6 On Tuesday and Friday mornings she goes to the gym after work
7 She trains with her team at the club on Wednesday morning
8 On Friday evenings she usually goes shopping
10 She always goes out on Saturday evenings
I love my job as a family lawyer, because I like helping people But I love playing rugby, too, so my life is busy!
Every lunchtime I go running in the park near my office On Monday and Thursday evenings I go to the swimming pool with my boyfriend Alex
On Tuesday and Friday mornings I get up at 5.30 and go to the gym before work And on Wednesday evenings I train with my team at the club
On Friday evenings, I unwind after a long week, often visiting my sister who lives in central Cardiff Alternatively, I enjoy cooking a delicious dinner at home with Alex, as we both share a passion for culinary adventures After our meal, we frequently relax by watching a DVD together.
We never go out on Saturday evenings, because I always play in a match on Sundays I want our team to win the next World Cup!)