VIET NAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES & LNTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES 9W KH HC tt 9C LUONG TH] THUY HANG ASURVEY RESEARCH ON THE INFLUENCES LEFT BY ANXIETY ON LISTENING COMPREHENSION OF GRADE 12° STUDENTS AT GLA VIEN A. Nghiên cứu ảnh hưởng của sự lo lắng dến việc nghe hiểu của học sinh lớp 12 trường Trung học Phổ thông Gia Viễn Á. Minor Programme Thesis Field: English Teaching Methodology Code: 60140111 VIET NAM NATIONAL UNIVERSITY, HA NOT UNIVERSITY OF LANGUAGES & LNTERNATIONAL STUDIES FACULTY OF POST — GRADUATE STUDIES 9W KH HC tt 9C TƯƠNG THỊ THÚY HÃNG ASURVEY RESEARCH ON ‘THE INFLUENCES LEFT BY ANXIETY ON LISTENING COMPREHENSION OF GRADE 12” STUDENTS AE GIA VIEN A HIGH SCHOOL. Nghiên cứu ảnh hướng cửa sự lo lắng dén vige nphe hiéu cita hoc sinh Wp 12 trường Trung học Phổ thông Gia Viễn A.
Minor Programe Thesis Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Phan Vin Qué Hà Nậi- 2016 DECLARATION Thereby certify that the thesis entitled “A survey research on the influences left by anxiety on listening comprehension of grade 12™ students at Gia Vien A Tligh school.” is the result of my own research for the Degree of Master of Arts at the Universily of Languages and Irdemallomal Studies, Viel Nam National University, and that this thesis has not been submitted for any other degrees. Ha Noi, March 2016 Luong Thi Thuy Hang ACKNOWLEDGMENTS 1 would like primarily to thank Assoc. Phan Van Que for helping me complete this study.
This paper would not have been possible without his constant support, aud eneouragement. His patience and helpful critic helped me confidently express my ideas into this paper. 1 regard myself extremely fortunate in having him as my dissertation supervisor. I would also like to cxpress my sincere thanks to all my Iccturors at the Faoulty of Post-graduate Studies.
University of Languages and International. Studies for their valuable lectures which have helped me a great deal in gaining @ lol of theoretical as well as practical knowledge My special thanks go to the teachers at Gia Vien A High school who has helped me enthusiastically observe (he classes during the listening lessens I never forget to express my thanks to 69 students in the classes 1281, 1233, 12B6 and 12B9 and 10 students in the classes 1282, 12B4, 12B7 who helped we collect the data through the questionnaire and the interview. Finally, T would also like 10 express my doop gratitude and Jove to my devoted parents, my husband and my lovely sou who gave me time and encouraged me to complete this study. ACKNOWLEDGMENTS 1 would like primarily to thank Assoc.
Phan Van Que for helping me complete this study. This paper would not have been possible without his constant support, aud eneouragement. His patience and helpful critic helped me confidently express my ideas into this paper. 1 regard myself extremely fortunate in having him as my dissertation supervisor.
I would also like to cxpress my sincere thanks to all my Iccturors at the Faoulty of Post-graduate Studies. University of Languages and International. Studies for their valuable lectures which have helped me a great deal in gaining @ lol of theoretical as well as practical knowledge My special thanks go to the teachers at Gia Vien A High school who has helped me enthusiastically observe (he classes during the listening lessens I never forget to express my thanks to 69 students in the classes 1281, 1233, 12B6 and 12B9 and 10 students in the classes 1282, 12B4, 12B7 who helped we collect the data through the questionnaire and the interview. Finally, T would also like 10 express my doop gratitude and Jove to my devoted parents, my husband and my lovely sou who gave me time and encouraged me to complete this study.
LIST OF ABBRIVIATIONS SLA: second language acquisition ESL: English as a second language FFI.: English as a foreign language LC: Listening comprehension FLLAS: Foreign Language Listening Anxiety Scale FLLCAS: Foreign Language Classroom Ansicty Scale I'L: Voreign language vi LIST OF TABLES AND FIGURES. 'Table 1; Categories and items of flas. oi Table2: Students’ attitudes towards listening skill. Students’ ideas towards listening lessons and listening skill.
Table 4: Factors making students not like listening Table 5: Lack of the confidence in english listening ‘Table 6: Insufficient background knowledge. so sec, Figure 1: Students’ attitudes towards learning listening skill. Figure 2: Students’ motivation of learning listening, Figure 3: The reasons of ksloning anxieiy Figure 4; How to reduce listening anxiety ACKNOWLEDGMENTS 1 would like primarily to thank Assoc. Phan Van Que for helping me complete this study.
This paper would not have been possible without his constant support, aud eneouragement. His patience and helpful critic helped me confidently express my ideas into this paper. 1 regard myself extremely fortunate in having him as my dissertation supervisor. I would also like to cxpress my sincere thanks to all my Iccturors at the Faoulty of Post-graduate Studies.
University of Languages and International. Studies for their valuable lectures which have helped me a great deal in gaining @ lol of theoretical as well as practical knowledge My special thanks go to the teachers at Gia Vien A High school who has helped me enthusiastically observe (he classes during the listening lessens I never forget to express my thanks to 69 students in the classes 1281, 1233, 12B6 and 12B9 and 10 students in the classes 1282, 12B4, 12B7 who helped we collect the data through the questionnaire and the interview. Finally, T would also like 10 express my doop gratitude and Jove to my devoted parents, my husband and my lovely sou who gave me time and encouraged me to complete this study. LIST OF ABBRIVIATIONS SLA: second language acquisition ESL: English as a second language FFI.: English as a foreign language LC: Listening comprehension FLLAS: Foreign Language Listening Anxiety Scale FLLCAS: Foreign Language Classroom Ansicty Scale I'L: Voreign language vi PART IL.
Rationale for the research Lnglish is the most popular language in the world. It plays an important role in our social- economic life of human beings. Indeed, it is no longer an issue. They argued thai English has become a world knowledge by the virtues of the political and economic progress made by English speaking nations in the past 200 years.
It is now the main of language books, newspapers, aixporls, inlernational business and academic conferences, scicnce technology, medicine, diplomacy, sports, international competitions, music and advertising. Nowadays we live in the age of globalization so we need Fnglish language because it is the language of this age ‘The number of foreign language leamers is inereasing, and foreign language educators and researchers have been putting efforts into teaching English more allectively. Along with the desire to find mare effective ways al teaching English, concem over dealing with leamers’ negative feelings and attitudes while learning Tinglish has also increased. This concem over leamers’ negative feelings and attitudes is based on a few language Jeaming theories proposed by a number of language researchers( ie, Krashen, 1988, Onwuegbuzie, Bailey, & Daley, 1999; Young, 1991).
A number of factors influence foreign language learning. and anxiety when learning a forcign language has becn identified as one critical factor interfering with foreign language leaming and achievements( Horwitz, Ilorwitz & Cope, 1991). Among the many skills required ta vse a language( ie, speaking, listening, reaching, aud writing), Hisloning comprehension is at the heart of language learning. Language leamers are expected to understand what the interlocutor is saying m order to conlinue Lhe conversation.
When learmers have difficulty with listening comprehension, it is likely that their listening anxiety will increase, which in tum will negatively affect their performance. Being exposed to a natural context and an authentic environment is claimed to be desirable for foreign language leaning. Hadley( 2001) asserted that learning 3. Data collection and analysis procedure.
DATA ANALYSIS AND FINDINGS. Students’ attitudes towards listening lessons and listening skill. The students’ anxiety when learning listening. Reduction of the listening anxicty.
SUMMARY OF THE STUDY - - 36 2.1, Select material of gencral intcrest level. Use teachers’ prior knowledge of the material to guide the listeners. Use more teaching aids to support for listening lessons. Be sympathetic and sensitive to student anxicty about LC and EL learning, 3, LIMITATIONS OF ‘FILE STUDY AND SUGGES LIONS FOR FURTHER RESEARCIL.
APPENDICES ACKNOWLEDGMENTS 1 would like primarily to thank Assoc. Phan Van Que for helping me complete this study. This paper would not have been possible without his constant support, aud eneouragement. His patience and helpful critic helped me confidently express my ideas into this paper.
1 regard myself extremely fortunate in having him as my dissertation supervisor. I would also like to cxpress my sincere thanks to all my Iccturors at the Faoulty of Post-graduate Studies. University of Languages and International. Studies for their valuable lectures which have helped me a great deal in gaining @ lol of theoretical as well as practical knowledge My special thanks go to the teachers at Gia Vien A High school who has helped me enthusiastically observe (he classes during the listening lessens I never forget to express my thanks to 69 students in the classes 1281, 1233, 12B6 and 12B9 and 10 students in the classes 1282, 12B4, 12B7 who helped we collect the data through the questionnaire and the interview.
Finally, T would also like 10 express my doop gratitude and Jove to my devoted parents, my husband and my lovely sou who gave me time and encouraged me to complete this study. TABLE OF CONTENTS DECLARATION. ABSTRACT ‘TABLE OF CONTENTS. TIST OF ABBRIVIATIONS.
LIST OF TABLES AND FIGURES. RATIONAL FOR TL RISSAICH,. AIMS AND OBJECTIVES OF THE RESEARCH 3. THE RESRARCII QUESTIONS.
SCOPH OE TH STUDY. METHOD OF THE STUDY 6. SIGNIFICANCE OF THE STUDY 7, DESIGN OF ‘THES 2. Definition of listening comprehension.
2, Significance of listening. Process of listening comprehension. Foreign Language Anxiety. 6 Anxiety in listening comprehension.
Restatement of research questions. The fitness of the research approach. Context of the study. Setting of the study.
Listening skills in the texthook. iv LIST OF TABLES AND FIGURES. 'Table 1; Categories and items of flas. oi Table2: Students’ attitudes towards listening skill.
Students’ ideas towards listening lessons and listening skill. Table 4: Factors making students not like listening Table 5: Lack of the confidence in english listening ‘Table 6: Insufficient background knowledge. so sec, Figure 1: Students’ attitudes towards learning listening skill. Figure 2: Students’ motivation of learning listening, Figure 3: The reasons of ksloning anxieiy Figure 4; How to reduce listening anxiety PART IL.
Rationale for the research Lnglish is the most popular language in the world. It plays an important role in our social- economic life of human beings. Indeed, it is no longer an issue. They argued thai English has become a world knowledge by the virtues of the political and economic progress made by English speaking nations in the past 200 years.
It is now the main of language books, newspapers, aixporls, inlernational business and academic conferences, scicnce technology, medicine, diplomacy, sports, international competitions, music and advertising. Nowadays we live in the age of globalization so we need Fnglish language because it is the language of this age ‘The number of foreign language leamers is inereasing, and foreign language educators and researchers have been putting efforts into teaching English more allectively. Along with the desire to find mare effective ways al teaching English, concem over dealing with leamers’ negative feelings and attitudes while learning Tinglish has also increased. This concem over leamers’ negative feelings and attitudes is based on a few language Jeaming theories proposed by a number of language researchers( ie, Krashen, 1988, Onwuegbuzie, Bailey, & Daley, 1999; Young, 1991).
A number of factors influence foreign language learning.
