Difficulties and give some solutions to improve listening skill for frist-year students at English Facult ABSTRACT ACKNOWLEDGEMENT TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF TABLES AND FIGURES CHAPTER 1 1OVERVIEW OF THE STUDY.1.1 Rationale1.2 Previous studies 1.3 Aims of the study1.4 Research subjects1.5 Scope of the study 1.6 Research methodology ...1.7 Organization of the study ....CHAPTER 2: LITERATURE REVIEW.....2.1 Listening skill ..... 2.1.1 Definition of listening skill ...2.1.2 Traditional points of view on listening skill .2.1.3 The current point of view on listening skill....2.2 The importance of listening skill.2.3 Types of listening .2.3.1 Real-life listening2.3.2 Classroom listening ...2.4 Difficulties in listening skill...2.4.1 Problems encountered during listening2.4.2 Elements that make listening skill difficult2.4.3 Listening sub-skills 2.4.4 Major factors influencing the listening skill 2.5 Summary of previous studies ..2.6 Summary CHAPTER 3: RESEARCH FINDINGS 3.1 Data analysis and discussion.3.1.1 First-year students’ attitude towards listening skills 3.1.2 First-year students’ obstacles when learning listening skills 3.1.3 First-year students’ attitude towards teaching methods 3.1.4 First year students’ self-study methods to enhance listening skills 3.2 Discussion 3.3 Summary CHAPTER 4: RECOMMENDATIONS AND SUGGESTIONS. 4.1 Suggestions for teachers. 4.2 Suggestion for students 4.2.1 Improve sub-skills while learning to listen4.2.2 Vocabulary 4.2.3 Self-studying 4.4 Summary CONCLUSION These days, the influence of English on the world is extremely significant. In Vietnam, there are an increasing number of people who wish to know and master English since English has become an international language spoken all over the world in various aspects of life, such as communication, trade, business, healthcare, education, technology, etc. Therefore, the universalization of English for Vietnamese people is absolutely necessary. Nevertheless, the competency of using foreign language English is quite difficult and time-consuming. Vietnamese people need an appropriate and effective training program, so they can quickly take advantage of the world’s common language in the period of globalization. When starting to learn a new language, most people will choose to learn by listening first. Similar to the process to learn the mother tongue, humans all abide by the voice of an adult when they are young, and then start babbling. When a child hears the voice of an adult, they can feel the emotions of adults namely: angry, happiness, shouting or cheering, etc. At this stage, the child will imitate and learn to say in a way that adults communicate with each other. That is mainly the reason why people bring the characteristic voice of the land they were born in. After entering school, children have just been learning how to read and write. Hence, listening practice is quite important in learning foreign languages in general and English in particular. Listening, on the other hand, is a difficult skill to master. Therefore, my thesis will study the listening skill of first-year English major students at Thuongmai University. 2 There are many different reasons to conduct research on this topic. The first reason comes from the reality of the English listening skill of firstyear major students who are quite weak at this skill. Most freshmen were familiar with the high school curriculum. They only care about learning grammar and vocabulary, but spend less time on practicing language skills, particularly practicing listening to English. Most freshmen are afraid to learn to listen or listen to tests so the scores in the listening skill tests at the university seem quite low. Indeed, listening is still an important and difficult skill. When learning a foreign language, listening is a skill such as speaking, reading, and writing. They are closely interdependent. We will have a perfect conversation when we understand what is said to us. If we fail to understand spoken language, we may miss important information and respond in an inappropriate way with that content. Hence, I would like to do this research to help the freshmen students pay more attention to improve their listening skills
Rationale
The impact of English on a global scale is profound, and in Vietnam, the desire to learn and master the language is growing As English has become the international language of communication, trade, business, healthcare, education, and technology, it is essential for Vietnamese people to embrace its universalization.
Mastering English as a foreign language presents significant challenges for Vietnamese learners, requiring considerable time and effort To effectively harness the benefits of globalization, it is essential to implement a suitable and efficient training program that enhances their English language skills.
When learning a new language, many people begin by focusing on listening, similar to how they acquire their mother tongue by mimicking the sounds and emotions of adults This early exposure helps children understand various emotional cues, leading them to imitate adult communication styles, which is why they retain the unique accents of their native regions As they progress to formal education, reading and writing skills are introduced, but listening remains a crucial component in mastering foreign languages, particularly English However, listening is often a challenging skill to develop This study will explore the listening abilities of first-year English major students at Thuongmai University.
There are many different reasons to conduct research on this topic
Many first-year students struggle with English listening skills, primarily due to their focus on grammar and vocabulary during high school, neglecting essential language practice This lack of emphasis on listening leads to low scores in university listening tests, as many freshmen feel intimidated by the challenge of listening comprehension Listening is a crucial and complex skill that works in tandem with speaking, reading, and writing; understanding spoken language is vital for effective communication Misunderstanding spoken words can result in missed information and inappropriate responses Therefore, this research aims to encourage freshmen to prioritize the enhancement of their listening abilities.
Learning listening skills is often the most challenging aspect of acquiring a foreign language Unlike reading, where individuals can easily refer back to the text for clarification, listening is a receptive skill that requires immediate comprehension In various contexts such as meetings, discussions, lectures, or conversations, listeners typically lack the opportunity to revisit what has been said, making it a more difficult skill to master.
After nearly four years at Thuongmai University's English Faculty, I've observed that first-year English majors often struggle with their listening skills This study aims to enhance the listening abilities of these students, as their first year presents a prime opportunity for improvement Freshmen have ample time and resources to develop their skills, and I hope the findings of this research will benefit both myself and those first-year students who face challenges in English listening comprehension.
This study aims to enhance English listening skills among freshmen at the English Faculty of Thuongmai University, addressing the critical need for effective communication in an increasingly globalized world By identifying key challenges faced by students and implementing targeted strategies, the research seeks to provide valuable insights that can improve listening comprehension and overall language proficiency.
Previous studies
The research conducted by D Renukadevi (2014) highlights the significant role of listening in language acquisition, as well as the challenges and strategies involved in teaching listening skills Additionally, the study by Naci Yildiz and Mustafa Albay examines the factors that affect listening comprehension and offers effective strategies for improvement Both studies provide valuable insights that are pertinent to enhancing language learning and teaching methodologies.
In her 2014 study titled "The Role of Listening in Language Acquisition: The Challenges & Strategies in Teaching Listening," D Renukadevi, an Assistant Professor at Erode Sengunthar Engineering College in Tamil Nadu, explores the significance of listening in the process of language learning The research highlights the challenges educators face in teaching listening skills and offers effective strategies to enhance listening comprehension among students.
Until the late nineteenth century, written skills dominated language learning, but the focus shifted towards listening, which has shown significant effectiveness in language teaching New strategies have enhanced listening comprehension, and technological advancements now support learners in developing their listening skills However, the assessment of listening abilities remains inadequate, highlighting the need for innovative approaches to improve listening instruction This study aims to emphasize the critical role of listening in language acquisition, address the challenges of achieving listening proficiency, and explore potential solutions to overcome these obstacles.
The study titled “Factors Affecting Listening Comprehension and Strategies for Improvement: A Case Study” by Naci Yildiz and Mustafa Albay (2015) investigates the elements influencing listening comprehension among Iraqi foreign language learners at Ishik University Listening comprehension, defined as the ability to understand messages from speakers, can be challenging The research identifies and ranks ten critical factors affecting this skill and provides practical strategies for enhancing listening comprehension, emphasizing the importance of tailored listening materials for learners.
Aims of the study
This study aims to assist freshmen at the Faculty of English, Thuongmai University, in understanding the challenges they face in enhancing their listening skills It offers practical solutions designed to help first-year students adopt effective strategies for improving their English listening abilities, enabling them to keep pace with natural conversation speeds and ultimately enhance their communication competence.
Research subjects
This study investigates the challenges faced by first-year English department students at Thuongmai University in developing their English listening skills Grounded in theoretical frameworks, the research utilizes a questionnaire completed by 100 freshmen, who have recently transitioned to university life and are adapting to new learning methodologies Their experiences during this critical first year enable them to better understand their listening abilities, thereby allowing them to respond more accurately to survey and interview questions Additionally, this period is crucial for students to recognize their listening skill limitations post-high school and to enhance their participation in English communication activities.
Scope of the study
Listening skills present a range of complexities, leading to varying difficulties for learners This study specifically examines the primary challenges faced by first-year students at the Faculty of English, Thuongmai University Additionally, it offers targeted suggestions to enhance their listening comprehension abilities.
Research methodology
To achieve the research objectives, a questionnaire survey was developed and administered to 100 first-year students at the Faculty of English, Thuongmai University The survey aimed to gather insights on their attitudes towards challenges in English listening comprehension and strategies for skill enhancement Data analysis of the survey results revealed key difficulties faced by these students and proposed effective solutions to improve their English listening skills.
I utilized questionnaires as the primary method for data collection to assess students' attitudes toward listening skills Designed for efficiency, these questionnaires enabled the collection of data from 100 first-year students at the Faculty of English at Thuongmai University within a short timeframe The straightforward analysis of responses to closed questions facilitated effective data interpretation, ensuring comprehensive insights into student perspectives.
Quantitative research allows for straightforward summarization, analysis, and reporting of collected data since all participants respond to the same questions This method accurately reflects learners' attitudes towards English learning while ensuring their personal information remains confidential According to Gillham (2000), respondents are not pressured by time constraints, enabling them to answer at their own pace and in an anonymous manner, which fosters comfort and encourages honest responses Consequently, questionnaires were selected as the primary data collection tool in this survey due to their reliability and objectivity.
The survey questionnaire, comprising seven questions aimed at freshman students, is designed to assess their challenges and attitudes towards listening skills The first question evaluates students' general attitudes towards listening, while the second explores their views on the significance of listening skills in relation to other competencies The third question identifies the specific sub-skills students utilize during listening exercises Additionally, the fourth question highlights key factors affecting students' listening comprehension The fifth question focuses on strategies to enhance student engagement in listening activities, and the final two questions examine the frequency and methods students employ to practice English listening skills outside the classroom.
Organization of the study
The study consists of four main chapters, organized to follow:
Chapter 1: Overview of the study: It presents the fundamental information such as the rationale, the previous studies, the aim, and objectives, the research question, the scope, the method, and also the organization of the study
Chapter 2: Literature Review: Presents contrastive views of listening skills, the importance of listening, the classification of listening, as well as difficulties in learning listening skills
Chapter 3: Research Findings: data collection, deal with analysis on the general learning situation of first-year students at the Faculty of English- Thuongmai University In addition, in the chapter, there is a concentration on data analysis, findings, and discussion
Chapter 4: Recommendations and suggestions: suggests some feasible solutions to help the first-year students at the Faculty of English- Thuongmai University to enhance their listening skills.
LITERATURE REVIEW
Listening skill
Listening is recognized as a crucial skill in mastering both a native language and a second or foreign language Increasingly, researchers are focusing on this essential ability, leading to various definitions of listening proposed by different linguists.
According to Howatt and Dakin (1974), listening is the skill of recognizing and interpreting spoken language, which includes understanding a speaker's accent, pronunciation, grammar, vocabulary, and overall meaning Consequently, an effective listener is someone who can masterfully integrate these four components at the same time.
Listening is a complex process that goes beyond simply receiving sounds; it involves the psychomotor reception of sound waves through the ear and the transmission of nerve impulses to the brain (Brown, 2001) This comprehension of listening encompasses three essential elements: the sender, the message, and the listener.
Effective listening is a challenging and time-consuming skill, as noted by Scott Shelton (2008) It requires navigating various factors such as different accents, unfamiliar vocabulary, complex grammatical structures, and background noise Additionally, listeners must consciously avoid distractions and stay engaged, all while simultaneously processing the message to grasp its meaning.
Listening skills are crucial for acquiring both native and foreign languages, as they involve identifying information and comprehending the speaker's message Researchers emphasize that effective listening is influenced by various factors, including pronunciation, vocabulary, grammar, and external noise, which can create distractions during the listening process.
2.1.2 Traditional points of view on listening skill
Listening is often viewed as a passive language skill, similar to reading, leading to the perception that learners are not actively engaged during listening activities in the classroom.
Listeners often engage with audio content without fully concentrating on the speakers' backgrounds, intentions, or implied meanings, focusing primarily on the message itself This limited engagement hinders effective communication and the ability to convey appropriate responses in dialogue Teachers frequently approach listening comprehension as a testing exercise rather than a teaching opportunity, leaving listeners without adequate context or preparation before the audio begins This lack of preparation can lead to increased pressure and anxiety, ultimately diminishing the quality of the listening experience and hindering skill development.
2.1.3 The current point of view on listening skill
Recent studies on listening skills have shifted the perspective, highlighting that listeners play an active role rather than a passive one This change emphasizes that listening skills are receptive abilities, akin to reading skills.
To master listening skills, individuals must engage actively, as it necessitates a solid foundation of knowledge Littlewood (1981) emphasizes that listening is an active skill, demanding that listeners comprehend the speaker's language and interpret the message using both linguistic and contextual knowledge Consequently, he argues that the interpretation of a message can vary significantly among different listeners.
The division of listening stages has been a topic of much debate, with some experts proposing three stages and others suggesting four For instance, Mary Underwood (1989) categorizes the listening process into three stages, while Clark (1977) identifies four Despite these differing views, both perspectives share a common understanding of the aural process, which consists of two levels of activity The second level involves recognition and selection, where recognition pertains to understanding the structure and relationship between syntax and phonology, and selection involves listeners identifying the most interesting, important, or comprehensible aspects of the spoken content.
In conclusion, effective listening requires ongoing practice and engagement, as it is not a skill that can be fully mastered and then set aside According to Rivers Wilga (1986), consistent exposure to challenging materials is essential for developing listening comprehension skills.
The importance of listening skill
Listening is one of the four essential language skills in English, alongside reading, writing, and speaking It plays a crucial role in gaining insights, obtaining information, and achieving effective communication By enhancing listening skills, individuals can better understand, translate, and evaluate spoken content, leading to stronger relationships and improved social interactions Effective listening fosters understanding and cooperation in both personal and professional settings, enabling individuals to learn and absorb information more efficiently during daily conversations.
Listening is an essential life skill that enhances our awareness of ourselves and our surroundings, providing a deeper perspective on life It is a fundamental way in which we experience the world, as people tend to listen more than they speak, read, or write in daily life Whether at home, where we absorb news, films, or conversations, or at school, where students attentively listen to lectures, it is clear that listening is vital for effective communication.
Hearing is one of the five senses, while listening is an essential skill that involves not just hearing but also understanding language As a crucial component of language learning, listening aids in acquiring new languages by providing learners with the necessary information to develop their language skills According to Nord (1980), effective listening allows learners to build a foundational knowledge that supports the growth of other language abilities (Nation, 1990) Without strong listening skills, individuals risk missing vital information Therefore, practicing listening is essential for students to transition smoothly from classroom English to real-life communication.
Types of listening
2.3.1.1 Type of real-life listening
Doff (1995) identifies two types of hearing: casual listening and concentrated listening, distinguished by their listening objectives Casual listening occurs without a specific purpose, as seen in students who often listen to music while studying or multitasking This lack of focused attention typically leads to poor retention of information, resulting in minimal recall or complete forgetfulness of what was heard.
Focused listening involves actively listening with a clear purpose, aiming to confirm specific information This requires heightened concentration to extract as much relevant data as possible For instance, when asked, “Where are you off to?” we listen for the expected location, such as “to the library for a History exam.” Similarly, when consuming news, we anticipate updates on current events and relevant topics Even in entertainment, our listening is driven by purpose, highlighting the connection between a listener's expectations, their objectives, and overall comprehension.
2.3.1.2 Characteristics of real-life listening
In the book “Teaching listening comprehension” (1984, P.9), the author Penny
Ur, indicates some characteristics of real-life listening:
We listen on purpose with obvious expectations
We make prompt responses to what we hear
We see the person we are listening to
The meaning of what is heard can be deduced from visual or contextual cues
Stretches of heard discourse come in short chunks
Most heard discourse is spontaneous, therefore, it differs from formal spoken prose in the amount of redundancy, noise, and the colloquialism and in its auditory character
Certain scenarios may not exhibit all the typical characteristics of effective listening For instance, while watching television, audience engagement is not usually required, and during lectures, individuals often need to focus on prolonged, uninterrupted speech This highlights the rarity of listening to extended periods of detached verbal communication.
Michael Rost states that “Intensive listening refers tolistening closely- for precise sounds, words, phrases, grammatical units, and pragmatic units” (2002,p.182)
Intensive listening involves focused and careful attention to short audio passages to extract detailed information or achieve full comprehension, such as during announcements, instructions, or weather forecasts This approach requires learners to engage deeply with the material, allowing them to tackle challenging sections multiple times within the time constraints of a lesson By keeping the passages brief, learners can effectively grasp the content and enhance their listening skills, leading to improved language proficiency through concentrated effort.
Extensive listening involves engaging with natural language in a relaxed manner, focusing on overarching themes rather than minute details This practice can include both long narratives and shorter pieces, such as jokes or poems, tailored to the learner's current language proficiency As a result, students find the material enjoyable and comprehensible, leading to a satisfying listening experience without the pressure of language tasks The diverse and entertaining topics not only motivate learners but also enhance their listening skills and provide valuable exposure to spoken language.
Rob Waring, a key advocate of extensive listening, asserts that implementing an extensive listening program can yield immediate benefits for learners He offers valuable background information and resources to help educators guide students through the program, along with practical troubleshooting tips to maintain student engagement This approach demonstrates that even those who struggle with English can effectively participate in extensive listening activities.
Difficulties in listening skill
Students today represent a dynamic and evolving generation, particularly in language learning, where they actively seek to enhance their skills However, in Vietnam, where English is not the primary language, learners face significant challenges in acquiring foreign language proficiency.
One significant limitation in learning English in Vietnam is the lack of vocabulary and weak grammar skills Although the Latin alphabet provides some advantages over hieroglyphic systems, it also presents challenges in mastering English Many students struggle with listening comprehension due to their limited vocabulary and sentence structure Surveys indicate that while many begin learning English in elementary school, their vocabulary and grammatical skills remain insufficient by the time they reach higher education This is largely because traditional note-taking methods are ineffective for memorization and communication To improve, students should focus on enhancing their vocabulary through active communication and practicing natural reflexes in real-life situations.
A lack of understanding of English structure can significantly hinder your listening skills This includes difficulties with vowels, consonants, stress, and intonation, which often leads students to forget how to properly stress English sounds Consequently, when hearing native speakers, they struggle to recognize words, as their mental recall differs from the actual pronunciation This miscommunication also affects their ability to express themselves, resulting in native speakers misunderstanding their intent and leading to failed communication.
Many students struggle more with listening to messages than with reading them in textbooks or other materials This challenge arises because they cannot regulate the pace of listening, making it harder to comprehend In contrast, reading allows them to take their time, pause, and revisit content as needed Additionally, students often have difficulty hearing the past tense of regular verbs that end in voiceless sounds.
“work wish, or watch.'' The final /t/sound of the “ed” sound is usually omitted when taking dictation so that the sentence, “I worked hard yesterday.” Comes out as
Many students struggle with the pronunciation of final voiceless consonants, such as the "t" in "worked hard yesterday," which often goes unheard Additionally, the phenomenon of liaison, or the linking of words during rapid speech, can complicate understanding; for example, the phrase "What are you going to do tonight?" can be pronounced as /Whadiyagunnadotanight/? This highlights the challenges learners face in mastering fluent spoken English.
2.4.2 Elements that make listening skill difficult
There are eight characteristics of spoken language that make it difficult to understand (Brown, 2001,p.252)
In spoken language, with memory limitations, we will divide speech into smaller groups of words They are called clustering For example, "a great deal of,"
During listening exercises, learners should focus on identifying manageable clusters of words rather than attempting to catch every single word spoken This approach not only enhances comprehension but also prevents distractions, allowing students to engage more effectively with the material.
Spoken language often includes many redundancies, such as rephrasing, repetitions, and elaborations, which can lead to confusion for learners Phrases like "As I already stated" exemplify these insertions, making it challenging for new speakers to grasp the intended meaning.
Spoken language often features reduced forms, including phonological, morphological, syntactic, and pragmatic variations, such as "you're" for "you are," "won't" for "will not," and "can't" for "cannot." These reductions can pose substantial challenges for learners, particularly beginners, as they begin to navigate the complexities of the English language.
Performance variables are a key aspect of spoken language, often arising from unplanned speech This spontaneous nature leads to hesitations, such as "er" and "uhm," along with false starts, pauses, and corrections, which can confuse listeners.
Colloquial language poses challenges for listeners in real-life communication, as it often includes idioms, slang, and reduced forms that can obscure meaning In both monologues and dialogues, the use of shared cultural language is prevalent, making it essential to consider the impact of informal speech on understanding.
Effective listening requires learners to understand speech delivered at different speeds and with minimal pauses, as they often lack the chance to replay recordings or revisit the material multiple times.
English is classified as a stress-timed language, making it crucial for listeners to grasp its prosodic features By understanding stress, rhythm, and intonation, listeners can decode nuanced messages such as sarcasm, affection, insults, requests, and praise.
Interaction plays a crucial role in comprehending spoken language It involves mastering essential skills such as processing signals, managing turn-taking, nominating topics, maintaining discussions, and effectively concluding conversations.
Understanding the characteristics of spoken language is crucial for language learners, as it enhances their overall interaction skills and improves their listening comprehension.
Successful listening involves various sub-skills, as identified by Martin Parrott (1993) These sub-skills are essential for effective communication and comprehension.
Summary of previous studies
Numerous studies have explored issues in students' listening learning processes, notably the research by Gilakjan and Ahmadi (2011), titled "A study on factors impacting EFL learners' English listening comprehension and suggestions for improvement." Their findings identified key challenges faced by learners, such as difficulty controlling the speed of audio input, limited vocabulary, insufficient contextual knowledge, and weak signal recognition from speakers The study outlines various teaching activities across three stages: pre-listening, while-listening, and post-listening To enhance students' listening comprehension skills, the authors recommend strategies like developing listening skills, utilizing textbook-based learning, incorporating cultural knowledge, combining intensive and extensive listening, and integrating listening with other language skills.
A study conducted by Dwi Raza Saraswaty at Universitas Muhammadiyah Palembang explored the challenges learners face in English listening comprehension Key difficulties identified include the quality of listening materials, cultural differences, accents, the length and speed of audio, and unfamiliar or complex vocabulary Saraswaty emphasized that unfamiliar words, intricate grammatical structures, and lengthy spoken passages significantly hinder comprehension He also noted that issues such as unclear audio, lack of interest, and the need for comprehensive answers to comprehension questions further complicate the learning process To address these challenges, he provided recommendations for teachers to support students in enhancing their listening skills.
English listening skills and was a reference for readers to consult difficulties in paying attention to English
In conclusion, the research highlights several common challenges in English listening, including insufficient vocabulary, limited social and cultural knowledge, pronunciation issues, and the quality of listening materials Additionally, factors such as accents, listening speed, and length can further complicate comprehension It is hoped that this thesis will guide freshmen in identifying effective strategies to enhance their English listening skills.
Summary
This chapter explores key aspects of listening skills, highlighting their significance in second language acquisition It begins by defining listening in various contexts and contrasting traditional views with contemporary perspectives The discussion categorizes listening into two main types: real-life listening and classroom listening Furthermore, it outlines the sub-skills associated with listening Finally, the author identifies several challenges learners face in developing listening skills, including vocabulary limitations, lack of background knowledge, phonological issues, speech rate variations, and environmental factors.
RESEARCH FINDINGS
Data analysis and discussion
3.1.1 First-year students’ attitude towards listening skills
Chart 3.1: Students' Assessment of English Listening Skill
The charts reveal that a significant portion of first-year students, 36% and 40%, find listening skills either very difficult or as challenging as other skills This indicates that freshmen view listening as a notable challenge In contrast, only a moderate number of students perceive listening skills as normal, somewhat easy, or very easy, with percentages of 8%, 16%, and 3%, respectively Recognizing the challenges and the significance of listening skills can empower first-year students to enhance their listening abilities.
Chart 3.2: Student’s Opinions on the Importance of Listening Skill
A recent survey reveals that 69% of first-year students at TMU view listening skills as extremely important, with an additional 35% considering them vital Notably, no students believe that listening skills are unimportant in learning a foreign language This data underscores that listening is one of the four essential skills for developing English proficiency among freshmen.
3.1.2 First-year students’ obstacles when learning listening skills
Chart 3.3: Common Obstacles in Learning Listening Skill
First-year students often struggle with predicting what a speaker will say, with 72% admitting they find this challenging, while only 7% have experience in making such predictions This difficulty stems from their tendency to listen word-for-word rather than focusing on cues that facilitate forecasting Effective listening tasks provide cues, such as themes or visual aids like photos and charts, which help experienced listeners anticipate upcoming points Additionally, formulating questions related to the listening topic can enhance engagement and motivation, keeping students focused on the task In summary, using prediction questions during the pre-listening stage can significantly improve comprehension by aligning students' expectations with the actual content of the listening task.
A significant challenge for first-year students in listening comprehension is the difficulty in understanding unknown words or phrases, with 79% reporting this issue consistently Only 2% of students find it easy to handle new vocabulary Many students believe that understanding unfamiliar words is crucial, leading them to focus on finding definitions rather than inferring meaning from context To tackle this, learners can utilize contextual clues found in subsequent words and phrases, but they must be cautious not to spend excessive time guessing, as this may cause them to miss important points from the speaker Additionally, speakers often provide clarification through synonyms, antonyms, or appositives, which can aid in comprehension.
Unfamiliar topics can significantly hinder listening comprehension, as evidenced by a survey of first-year students at the Faculty of English, Thuongmai University, where 87% reported difficulties with unfamiliar themes Listening materials often present diverse perspectives, such as business reports, daily conversations, or political issues, which can confuse listeners due to the presence of unfamiliar terminology This challenge underscores the importance of practice; by engaging with a variety of topics, students can enhance their listening skills and become more comfortable with diverse content.
First-year students often struggle with listening comprehension due to the wide variety of English accents they encounter, as indicated by data showing that 45% of students report frequent difficulties and 15% experience them occasionally For example, students may find it challenging to understand Australian English due to its distinct intonation To improve comprehension, it is essential for learners to gain exposure to various accents, as familiarity with specific accents, such as standard British or American, may hinder their ability to understand other accents, including Indian, Canadian, and Australian.
Chart 3.3 indicates that nearly 89% of freshmen struggle with fast speaking speeds, highlighting their difficulty in keeping up with the pace and comprehending the speaker's message Only 11% report no issues, suggesting that the majority face limitations in their ability to process information effectively when speech is rapid.
First-year students often face significant language barriers due to specific linguistic features, such as elision and liaison A study reveals that 44% of students identify the linking of words, particularly when the following word begins with a vowel, as a common obstacle in listening comprehension Additionally, 41% frequently encounter these issues, while only 15% report never facing them, leading to misunderstandings of the intended meaning Another challenge is the elision of sounds or syllables within words, which becomes particularly problematic when messages are delivered rapidly, making it difficult for students to recognize spoken words As first-year students are typically more familiar with structured written language, they struggle to discern individual words in the flow of speech.
First-year students at the Faculty of English, Thuongmai University often struggle with understanding sentence structures, leading to confusion with unfamiliar formats Research shows that 42% of students frequently face this issue, while 37% encounter it occasionally, particularly during listening comprehension tasks The complexity of structural components in texts contributes to these difficulties, as students find it challenging to focus when sentences are altered or simplified Additionally, dialogues may contain ungrammatical structures due to speakers' nervousness, resulting in omitted or redundant elements that further hinder listeners' understanding.
Long listening texts pose a significant challenge for beginners, with 57% of students often feeling overwhelmed and 43% sometimes or always experiencing boredom and pressure Extended listening sessions can hinder performance, particularly if students lack effective note-taking skills, which are crucial for capturing important information Unfortunately, many first-year students struggle with note-taking as they have not received adequate training in high school Mastering this skill can greatly benefit beginners, enabling them to remember key points and details during lengthy listening tasks To enhance their note-taking efficiency, students can develop personal symbols or shorthand, which can help them quickly jot down ideas without missing critical content.
In addition, difficulties not only appear in messages but are also affected by the environmental elements of the first-year students
A significant 43% of first-year students frequently encounter noise distractions, with 30% experiencing it consistently and only 4% unaffected Such noise, whether from conversations or street traffic, negatively impacts their listening tasks, leading to poor outcomes The primary reasons include persistent distractions that hinder focus, and the overwhelming mix of sounds that disrupt the clarity of the audio being played, preventing students from fully engaging with the material.
The quality of tapes and disks significantly impacts listening experiences, often due to background noise during recording or prolonged use leading to wear Fortunately, the tapes used in the Faculty of English at Thuongmai University are generally of high quality, resulting in minimal difficulties for first-year students Survey results reveal that 45% of learners report never encountering issues with the tapes, while 30% experience problems occasionally, 15% often, and 10% consistently.
Poor equipment significantly hampers freshmen's listening practice, with inadequate headphones, poorly soundproofed classrooms, and malfunctioning audio devices affecting their ability to develop listening skills effectively According to a recent survey, 50% of freshmen report never encountering issues with their devices, while 26% experience problems occasionally and 24% frequently Despite these challenges, I believe the school is committed to providing optimal listening equipment and facilities to enhance students' learning experiences.
In conclusion, the results of the investigation show that the majority of students have difficulty forecasting what the speaker is referring to or understanding extended listening texts
In conclusion, the results of the investigation show that the majority of students have difficulty anticipating what the speaker is referring to or understanding long listening texts
3.1.3 First-year students’ attitude towards teaching methods
Chart 3.4: Teacher's Activities to Create Interest in the Listening Lesson
The pie chart indicates that a significant majority of teachers, 61% of learners, engage students in listening lessons by introducing new vocabulary and structures Conversely, a smaller portion, only 16%, reports that their teachers focus on clarifying the purpose of the listening material.
A significant portion of first-year students (11%) believe that teachers frequently use guiding questions to encourage critical thinking about the text, while only a small percentage (12%) feel that teachers provide task-related suggestions This analysis indicates that the lecturers' support in vocabulary and structure enhances students' motivation and interest in developing their listening skills.
Discussion
Through surveys, the researcher can figure out the causes as well as suitable solutions for the listening skills of first-year students
First-year students recognize the significance of listening skills in learning a foreign language, as effective listening enhances communication and creates numerous career opportunities, especially when negotiating with international partners However, they also perceive listening as one of the four challenging skills that necessitate determination and persistence to master.
Students encounter several challenges while learning to listen, including lengthy audio texts and rapid speech, which complicate their ability to predict speakers' topics Additionally, insufficient background knowledge and a lack of social awareness can lead to difficulties with unfamiliar themes, diverse accents, and the nuances of linking and elision in spoken language.
Self-study is essential for mastering a foreign language, yet many individuals do not utilize this effective method This lack of awareness regarding the benefits of self-study may contribute to students' struggles in enhancing their listening skills.
To sum up, after identifying the specific difficulties of students, I will try to come up with useful solutions that they can apply in the learning process.
Summary
In conclusion, Chapter 3 highlights the challenges faced by first-year students in the English Department at Thuongmai University regarding their English listening skills The survey data has been meticulously analyzed, revealing that many students encounter various obstacles during listening practice in class These difficulties stem not only from the learners themselves but also from several external factors Despite the challenges associated with mastering this skill, it remains an essential component of language learning that requires daily cultivation and practice Therefore, Chapter 4 will propose effective methods to enhance the listening skills of first-year English majors.
RECOMMENDATIONS AND SUGGESTIONS
Suggestions for teachers
Teachers are crucial in enhancing students' listening skills, as their engaging teaching activities significantly capture students' interest A recent survey revealed that students have suggested various effective activities that can help motivate and encourage the development of their listening abilities.
To improve students' listening skills, teachers should provide essential background knowledge, including relevant vocabulary and structures, prior to the listening activity This preparation will enhance students' comprehension during the while-listening phase.
Teachers can enhance vocabulary practice by organizing engaging games for students This approach not only boosts excitement in the classroom but also creates an enjoyable learning environment As a result, students experience less pressure when tackling vocabulary, leading to more effective listening and memorization skills.
Teachers can enhance student engagement by designing interactive activities that encourage participation After listening lessons, dividing the class into small groups allows students to summarize and present the content in their own words Rewarding successful groups fosters a positive learning environment, while providing constructive feedback to those who struggle helps them improve This approach not only develops listening skills but also hones presentation and critical thinking abilities, promoting overall skill enhancement among students.
Suggestion for students
4.2.1 Improve sub-skills while learning to listen
Chapter 3 reveals that many freshmen struggle with long listening texts and fast speech To improve their listening skills, it is essential for freshmen to develop additional strategies, such as predicting content and taking notes, which can aid them in grasping the main information presented in lessons.
This tool is not applicable during the pre-listening or while-listening phases Instead, it encourages students to anticipate the content and direction of the speaker's message By predicting the topic of the listening lesson and the speaker's potential statements, students can engage their imagination and forecasting skills Additionally, they can identify likely grammar structures used in the text and compile a list of relevant words and phrases that may appear during the listening activity.
Before engaging in the listening stage, learners should reflect on the text's topic, identify and underline key terms, and highlight essential keywords from headings Additionally, considering the text type—whether it be a news report, article, or lecture—and making predictions about the content can significantly enhance the listening experience.
When listening, students should concentrate on semantic markers:
Markers that signal something negative will follow: I’m afraid …., actually, in fact,…
Markers introduce an idea that runs against what has been said, or is going to be said such as but, yet, nevertheless, although,…
Markers used for listing, namely firstly, in the first place, secondly, lastly,…
Markers that represent the cause and effect relationship between one idea and another, namely so, because, since,…
Markers indicate that the speaker or writer is going to depict his opinions by giving examples, saying as an example, for instance,…
Markers which indicate what the speaker or writer is about, to sum up, his messages or part of it: to summarize, what I have been saying is this…
Semantic markers such as "then," "next," and "when" are essential for expressing time relationships in spoken texts By familiarizing students with key definitions and vocabulary beforehand, they can boost their confidence and enhance their listening skills This preparation enables them to engage more effectively with the material.
Effective note-taking is essential for students to retain lecture material for future study and review This article presents various techniques to enhance note-taking skills, including the use of mapping strategies.
There are some recommendations for note-taking of freshmen:
Students should use ink Notes in pencil will smear and are hard to read anyway Be sure to use a large notebook to serve notes
Leave wide margins and do not crowd lines together Plenty of white space is significant so as to illustrate the relationships of ideas to each other
Use note-taking shorthand to dwindle as many ideas as possible
Reduce vital words – do not use complete sentences
Use symbols as substitutes for words
Use abbreviations such as using initials, half-words to portray keywords
Do not attempt to note everything the lecturer said
Listen for the signals The speaker is almost sure to say something like “the first point I want to discuss today…”
Underline the first main theme Then write down, in list form but without including numbers, the most important things the speakers discuss
Read the notes over as soon after class as possible to mend handwriting, spelling, and clarity
By combining anticipation and note-taking skills, students can confidently tackle lengthy listening texts and fast-paced speeches This approach simplifies problem-solving by enabling them to grasp the overall content and identify key keywords essential for understanding the material.
Many first-year students experience confusion and fear when encountering sentences or texts filled with unfamiliar vocabulary, leading to significant challenges in their listening practice This highlights the importance of building a strong knowledge base to enhance listening skills effectively.
Students can enhance their vocabulary by engaging with peers and exploring various themes discussed in class Utilizing voice recognition technology alongside spaced repetition techniques can further aid in vocabulary acquisition Additionally, incorporating a dictionary into their learning routine is beneficial for discovering new words, understanding their meanings, and improving pronunciation, ultimately enhancing their speaking skills.
Students can enhance their vocabulary by establishing weekly goals for new words to learn By aiming for a specific target and incorporating these words into their speech and writing, they can improve retention and recall This approach not only boosts their language skills but also promotes longer-lasting memorization of vocabulary.
Building vocabulary: With the explosion of digital technology, there are many useful applications that help students learn vocabulary effectively as well as help them save time and expense
Students can enhance their active and passive listening skills by downloading audio versions of books, which also helps them quickly access new vocabulary Many students currently prefer using applications like Quizlet or Anki to effortlessly learn English vocabulary, as these tools enable them to take notes on new words and provide timely reminders for effective learning.
Finally, by improving vocabulary with different topics, I believe students will reduce encounter difficulties with unfamiliar themes listeners
Listening is a skill that requires consistent practice and exposure to key principles until they become second nature This process takes time and demands perseverance from learners Therefore, in addition to classroom instruction, first-year students should cultivate a self-study habit to develop discipline and enhance their skills effectively.
Self-study is an effective approach for students to identify their strengths and weaknesses, enabling them to set specific goals and plan their learning schedules to enhance their listening skills Many students fall into the habit of trying to comprehend every word in audio materials, leading to boredom and frustration, which often results in guessing answers instead of truly understanding the content To improve this, learners should focus on grasping the main message rather than fixating on individual words Additionally, taking notes and summarizing key ideas during listening exercises can significantly aid in understanding the information presented.
After attending the lesson, students should actively listen to the audio again, jot down keywords, and engage in related exercises With perseverance, they can also summarize the content in their own words This approach not only reinforces new vocabulary but also enhances speaking skills By adhering to a daily schedule, what begins as a challenge on the first day can evolve into a practice on the second and ultimately become a habit by the third day Consequently, first-year students will recognize their progress, and listening skills will transform from a barrier into a stepping stone for learning foreign languages.
Listening anxiety is a common challenge for freshmen, often stemming from their limited understanding of spoken language Many students struggle with recognizing words due to previous mispronunciations To alleviate this anxiety, freshmen should focus on building confidence, carefully reading instructions, and honing their listening sub-skills Regular reading practice can enhance their sensitivity to phonetic nuances, while targeted phonetic exercises, such as sound discrimination and elision, will help them master spoken English features Additionally, understanding the stress, rhythm, and intonation of words and sentences is crucial for overcoming phonetic listening barriers.
To improve listening skills in English, students should focus on developing good listening habits and enhancing their background knowledge There are numerous effective methods available today, such as dedicating 5 to 10 minutes daily to listen to short English news segments from reputable sources like BBC, CNN, or The New York Times Alternatively, watching movies with English subtitles can also be beneficial Students can choose to listen to news programs at their convenience, allowing them to learn at their own pace.
Summary
Effective listening skills are crucial for foreign language learners, serving as a key goal in achieving fluency Prioritizing appropriate learning methods is essential for students aiming to excel in speaking a second language Additionally, enhancing students' motivation, fostering learning autonomy, and focusing on background knowledge and listening strategies are vital for improving fundamental skills like vocabulary and sentence structure.
Listening plays a crucial role in effective communication, making it one of the most challenging skills to teach and learn in English With the rise of regional and international economic integration, the popularity of English has surged in Vietnamese colleges, highlighting the importance of developing listening skills in this context.
This article aims to provide effective strategies and activities to enhance listening skills among first-year students at TMU's Faculty of English Through data analysis, various listening challenges were identified, leading to a range of recommendations for improving students' listening abilities Emphasizing the importance of active listening as a key communication skill, the article encourages students to engage more effectively in their learning process Ultimately, it is hoped that this resource will assist first-year students in strengthening their listening skills.
Experts have identified common learning challenges faced by students, including difficulties with various accents and limited vocabulary To help students overcome these obstacles, researchers recommend practical strategies such as enhancing skills, broadening vocabulary, and engaging in daily listening practice.
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A STUDY ON HOW TO IMPROVE ENGLISH LISTENINGS SKILLS FOR FRESHMAN AT ENGLISH FACULTY, THUONGMAI UNIVERSITY
My name is Trang, and I am conducting research on enhancing English listening skills among first-year students at the English Faculty of Thuongmai University The data collected will be used solely for this study, and your information will remain confidential We appreciate your support in this survey Thank you!
Question 1: What do you think about listening skills?
Question 2: How do you rate the importance of listening skills?
Question 3: How often do you encounter these following problems? ( Put a tick in an appropriate column)
Making predictions what speaker talk about
Guessing unknown words or phrases
Poor equipment ( lack of headphones, classroom is not well soundproof, error audio, etc.)
Question 4: Can you recommend some activities for teachers to improve students' listening skill?
Question 5: What are your teachers’ activities to create interest before listening?
A Helping the learners to understand the purpose of listening text
C Providing new words and structures