VIET NAM NATIONA NIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES. 0g tt LÊ MINII TƯỜNG FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’ MOTIVATION LN LEARNING ENGLISH LISTENING SKILLS AT COLLEGE OF INDUSTRIAL TECHNIQUES CÁC YÊU TÔ ÁNH HƯỚNG ĐẾN HỨNG THỦ HỌC KĨ NẴNG NGIIE TIGNG ANII CỦA STNI VIÊN KHÔNG CHUYÊN AXNII AI TRƯỜNG CAO ĐĂNG KỸ THUẬT CÔNG NGHIỆP M. MINOR PROGRAMME TIIESIS Kicld : English Teaching Mcthodology Code : 60140111 Hanoi, 2014 VIET NAM NATIONA NIVERSITY, HA NOT UNIVERSITY OF LANGUAGES AND INTERNATLONAL STUDIES FACULTY OF POST-GRADUATE STUDIES. 0g tt LÊ MINII TƯỜNG FACTORS AFFECTING NON-ENGLISH MAJOR STUDENTS’ MOTIVATION LN LEARNING ENGLISH LISTENING SKILLS AT COLLEGE OF INDUSTRIAL TECHNIQUES CÁC YÊU TÔ ÁNH HƯỚNG ĐẾN HỨNG THỦ HỌC KĨ NẴNG NGIIE TIGNG ANII CỦA STNI VIÊN KHÔNG CHUYÊN AXNII AI TRƯỜNG CAO ĐĂNG KỸ THUẬT CÔNG NGHIỆP M.
MINOR PROGRAMME TIIESIS Kicld : English Teaching Mcthodology Code : 60140111 Supervisor: Dr. Hoàng Thị Xuân Hoa Hanoi, 2014 DECLARATION | certify that the thesis entitled “factors affecting non-English major students’ motivation in learning Finglish listening skills at College of Fdustrial Techniques" is entirely my own work. The substance of this thesis tras nal, wholly or in parl, boon submitied fora dogras to any other universitics or institutions. Hanoi, August 2014 Lê Minh Hường ABSTRACT Motivation is one of the most important factors that influences the rate and success of second language learning.
‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial ‘Techniques. In this study, $5 first-year non- Linglish major students from different faculties of College of Industrial Techniques were chosen as the subjects. A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings of th: udy showed thal the factors affecting non-English major studsnts” motivation in learning English listening skills derive from 3. sources: students, tcachers, lcwming conditions.
In details, the first factor is that studonts’ lack of basic knowledge, lack of confidence, personality and belief in leaming English listening skills, The other factor is that students have to face are teachers’ behaviors and methods in teaching English listening, In addition, inadequate school facilities, lack of target language environment, textbook and exam- orientation are also factors affecting that prevent students at College of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills. Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al. College of Industrial Techniques. LIST OF ABBREVIATIONS L2 — : Second Language CIT ; College of Industrial Techniques % — ; Pereentage ABSTRACT Motivation is one of the most important factors that influences the rate and success of second language learning.
‘his study aims to investigate the factors affecting non-English major students’ motivation in leaming English listening skills at the College of Industrial ‘Techniques. In this study, $5 first-year non- Linglish major students from different faculties of College of Industrial Techniques were chosen as the subjects. A survey questionnaire and a sermi-struclured interview were used as the data collection instrument, The findings of th: udy showed thal the factors affecting non-English major studsnts” motivation in learning English listening skills derive from 3. sources: students, tcachers, lcwming conditions.
In details, the first factor is that studonts’ lack of basic knowledge, lack of confidence, personality and belief in leaming English listening skills, The other factor is that students have to face are teachers’ behaviors and methods in teaching English listening, In addition, inadequate school facilities, lack of target language environment, textbook and exam- orientation are also factors affecting that prevent students at College of Industrial ‘Techniques from concentrating and motivating in their leaming English listening skills. Based on the findings of the study, some discussions and implications of leaming Linglish listening skills are made along with recommended suggestions for further research, At last, it is hoped that the results of this study could be of much benefit for students in learing English listening skills al. College of Industrial Techniques. LIST OF ABBREVIATIONS L2 — : Second Language CIT ; College of Industrial Techniques % — ; Pereentage 2.
Instrument for collecting data.4, Data collection procedures. CHAPTER 3: FINDINGS AND DISCUSSION: 3. Level of students’ motivation 22 3.1, Students’ attitudes towards the learning of listening English 22 3. Students’ motivation in leaming listening English.
Kactors affecting non-English major students” motivation in leaming English. listening skills at CLT. The studentrclated factors 'afteing none]1Englist major students? 1notivatiơn in learning English Tistening skills 27 3.2, The tcacher-telated factors síaping won-English major studsnts” motivation in learning English listening skills 29 3. Leaming conditions affecting students’ motivation in learning English listening skills - - - —.
Discussions PART C: CONCLUSION 1, ConelUsions. các „„34 3, Limitations of the SIulÿ.oeicceesreere 136 4, Suggestions for further research - - - —. APPENDICE: APPENDIX 1: SURVEY QUESTIONNAIRE. APPENDIX 2: QUESTIONS FOR THE INTERVIEW.
APPENDIX3: QUESTIONNAIRE RESULTS. TABLE OF CONTENTS DECLARATION ACKNOWLEDGMENTS. TABLE OF CONTENTS LIST OF ABBREVIATIONS LIST OF CHARTS. LIST OF TABLES.
PART A: INTRODUCTION 1 Rationale of the study 1 2. Aims of the study. The research questions - - - ne 4, Scope of the study. 3 5, Method of the study .ccsssesenetesneses 23 6, Design of the study .csesesenenetesnetcnnnee 23 PART B: DEVELOPMENT.
5 CHAPTER 1: LITERATURE REVIEW 5 1. Theoretical background of motivation 5 1. Deñnition of motivation - 5 1. ‘Types of motivation in foreign language learning 6 1.
The role of motivation in second language learmng. Theoretical background of listening skills. Definition of listening skils. Teaching listening skill.
The Giclors affecting motivation in learning listening skills 10 1. The student-related faclors. The teacher-related factors: 12 1. Teaching and learning conditions.
Previous stuches in the world and in Vietnam. co eect CHAPTER 2: METHODOLOGY. The selling of the sluly. Rationale of the study Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language.
Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to reading and a mere 9 percent to writing by Rivers, W. In addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond. [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics. Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts and have a lot of difficultics in listening acquisitions.
They ignorant in listening lessons. Tn literaumre, there have been numerous studics conducted by the international teachers and researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school. In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning. According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much effort students make, how often students use L2 leaming strategies, how much students interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996).
Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular 2. Instrument for collecting data.4, Data collection procedures. CHAPTER 3: FINDINGS AND DISCUSSION: 3. Level of students’ motivation 22 3.1, Students’ attitudes towards the learning of listening English 22 3.
Students’ motivation in leaming listening English. Kactors affecting non-English major students” motivation in leaming English. listening skills at CLT. The studentrclated factors 'afteing none]1Englist major students? 1notivatiơn in learning English Tistening skills 27 3.2, The tcacher-telated factors síaping won-English major studsnts” motivation in learning English listening skills 29 3.
Leaming conditions affecting students’ motivation in learning English listening skills - - - —. Discussions PART C: CONCLUSION 1, ConelUsions. các „„34 3, Limitations of the SIulÿ.oeicceesreere 136 4, Suggestions for further research - - - —. APPENDICE: APPENDIX 1: SURVEY QUESTIONNAIRE.
APPENDIX 2: QUESTIONS FOR THE INTERVIEW. APPENDIX3: QUESTIONNAIRE RESULTS. LIST OF ABBREVIATIONS L2 — : Second Language CIT ; College of Industrial Techniques % — ; Pereentage PART A: INTRODUCTION 1. Rationale of the study Among four macro skills of languages, listening skills make a significant contribution to the process of acquiring language.
Listening skills play a crucial role m communication, It has been estimated that the time people spend on communication activities 45 percent is devoted to listening, only 30 percent to speaking, 16 percent to reading and a mere 9 percent to writing by Rivers, W. In addition, it also requires a wide range of knowledge and ability: knowledge of phonology, vocatnilary, semantics of the Ianguage in uss, culture of its people, and their life experiences in the topic, their ability to predict and respond. [lowever, how to listening English well is a problem for many learners of English, especially for the students of colloges and miversitics. Despite the fact that the siudonts have boon Isaming Fnglish sinee thoy were at scaondary or high school, most of students are weak al Hislering skifts and have a lot of difficultics in listening acquisitions.
They ignorant in listening lessons. Tn literaumre, there have been numerous studics conducted by the international teachers and researchers to investigate a multitude of factors that may affect language leaning, Among all, motivation has been proved to play a significant role in determining, whether students succeed or fail in school. In other words, there has been a highly positive relationship between motivation and learners’ achievement in language leaning. According to Oxford and Shearin (1994, cited in Ha 2009: 163-164), motivation directly influences how much effort students make, how often students use L2 leaming strategies, how much students interact with native speakers, how much input they receive in the language being Ieamed, how well they do on curriculum related achievement tests, how high their general proficiency level becomes, and how long they preserve and maintain L2 skills after language study is over Ply (1986); Oxford & Shearin (1996).
Particularly, toward learning listening skills, motivation is onc important clement in forsign language teaching in general and learning English Tisloning skills in particular ACKNOWLEDGMENTS The completion of this study would not have been possible without the assistance of special and wonderful people First of all, T would like 1o express my sinocre gratitude to my supervisor Dr. Hoang Thi Xuan Hoa for her unfailing cncouragement, conslant supporl and invaluable suggestions duting all stages of the study. She not only gave me reliable guidclines but also shared much of her experience in language studying and teaching. I would also like to thank my supervisor for her patience in reading and editing my dats.
I would also like to send my sincere thanks to all staff, teachers and members at Faculty of Post-Graduate Studies of University of Languages and Internafional Studies-Viemam National University for their work and services. Especially, ! am grateful to the librarians who supplied me with a lot of materials My gratitude is also to my colleagues and students at the College of Industrial ‘echniques who were willing to answer my questions and complete my questionnaires. ‘hey gave me invaluable advice and suggestions on the thesis.
