BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH:NGOẠI NGỮ Sinh viên:NguyễnHương Ly Giảngviênhướngdẫn: ThS. NguyễnViệt Anh HẢI PHÒNG - 2019 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- GRADUATION PAPER HOW TO MOTIVATE THE FIRST YEAR ENGLISH NON- MAJOR STUDENTS AT HAIPHONG PRIVATE UNVERSITY IN LISTENING ACTIVITIES KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGOẠI NGỮ Sinhviên : NguyễnHương Ly Giảngviênhướngdẫn: ThS. NguyễnViệtAnh HẢI PHÒNG - 2019 Luan van BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinhviên:. Luan van NHIỆM VỤ ĐỀ TÀI 1.
Nội dung vàcácyêucầucầngiảiquyếttrongnhiệmvụđềtàitốtnghiệp ( vềlýluận, thựctiễn, cácsốliệucầntínhtoánvàcácbảnvẽ). Cácsốliệucầnthiếtđểthiếtkế, tínhtoán. Luan van CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Ngườihướngdẫnthứnhất: Họvà tên:. Họchàm, học vị:.
Nội dung hướng dẫn:. Ngườihướngdẫnthứhai: Họvà tên:. Họchàm, học vị:. Nội dung hướng dẫn:.
Đềtàitốtnghiệpđượcgiaongày … tháng …. năm …… Đãnhậnnhiệmvụ ĐTTN Đãgiaonhiệmvụ ĐTTN Sinhviên Ngườihướngdẫn HảiPhòng, ngày. Hiệutrưởng GS.NGƯT TrầnHữuNghị Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độclập - Tự do - Hạnhphúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họvàtêngiảngviên:. Họ và tên sinh viên:.
Nội dung hướngdẫn:. Tinhthầntháiđộcủasinhviêntrongquátrìnhlàmđềtàitốtnghiệp. Đánh giá chất lượng của đồ án/khóa luận (so với nội dung yêu cầu đã đề ra trong nhiệm vụ Đ.N trên các mặt lý luận, thực tiễn, tính toán số liệu…). Ý kiến của giảng viên hướng dẫn tốt nghiệp Đượcbảovệ Khôngđượcbảovệ Điểmhướngdẫn HảiPhòng, ngày … tháng … năm.
Giảngviên hướngdẫn (Kývàghirõhọtên) Luan van CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độclập - Tự do - Hạnhphúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họvàtêngiảngviên:. Họ và tên sinh viên:. Đề tài tốt nghiệp:. Phần nhận xét của giáo viên chấm phản biện.
Những mặt còn hạn chế. Ý kiến của giảng viênchấm phản biện Đượcbảovệ Khôngđượcbảovệ Điểmhướngdẫn HảiPhòng, ngày … tháng … năm. Giảngviênchấmphảnbiện (Kývàghirõhọtên) Luan van ACKNOWLEDGMENTS. Aims of the study .Scope of the study.
Design of the study. 4 CHAPTER 1: LITERATURE REVIEW. What is listening. Definitions of listening.
What is De-motivation in foreign language learning?. Definition of de-motivation. De-motivation factors in foreign language learning. Difficulties in learning listening skill.
The stages of listening comprehension. What are difficulties in learning listening skill?. Overview of the study context. Data collection procedures.
15 CHAPTER 3: DATA ANALYSIS AND DISCUSSIONS. Findings and discussion. Suggested techniques for motivating students in listening activities. Limitation of the study and suggestions for futher study.
45 Luan van ACKNOWLEDGMENTS During the process of fulfilling this graduation paper, I have received many necessary assistances, previous ideas and timely encouragement from my teachers, family, and friends. First foremost, I would like to send my deep gratitude to Mr. Nguyen Viet Anh, the supervisor of this graduation paper. His detail comments and useful advice have helped me shape my ideas and realize my aims.
He has also provided me with many useful materials as well as encouraged and created favorable conditions for me to fulfill this research. Therefore, it is an undeniable fact that this paper would have not been completed without his invaluable support. Secondly, I would like to show my sincere thanks to Dr. Tran Thi Ngoc Lien-The Dean of Hai Phong Private University and leading Board of Department of Foreign Language for giving me a chance to do the thesis.
Also, I would like to express my particular thanks to all the lectures of the Department whose lectures have enriched my academic knowledge of English during the past four years. Finally, I warmly thank all my friends for their encouragement and precious assistance throughout the process of writing the thesis. Their material and spiritual support is a great drivingforce for me. Luan van PART A: INTRODUCTION 1.Rationale It can not be denied that English is very important nowadays.
It is considered to be a very significant and necessary tool used in many fields such as science, technology, diplomacy and so on. It is seen as a means to bridge the gap and promote mutual understanding and cooperation among countries in the world. In Vietnam, at present, the role of English has been more and more increasingly crucial because of the fact that Vietnam has succeeded in becoming an official member of WTO since 2006 Being aware of the great significance of English, more and more people desire to master it However, how to teach and learn English in general and lítening skill in particular effectively is a matter of controversy In fact, listening plays a crucial role in communicating with English speakers. Nevertheless, students tend to feel passive in listening periods.
Therefore, the results most of them get are not very high. It is the fact that it’s not easy for you to maintain the conversation without understanding what the speakers are saying. Sometimes, misunderstanding puts you in unhappy situations. In addition, listening is one of 4 main skills English major students have to use to work as well as to take international exams.
Most students have a lot of difficulties doing listening exercises and get the lowest result among four English skill. Moreover, together with the development of society, you can see a number of international programs, live shows, or famous movies on English channels. However, you won’t be able to understand what is happening without being good at listening skill. From the above mentioned reasons, the researcher comes to the decision to carry out the study entitled “ How to motivate the first year English nonmajor students at Haiphong Private University in listening activities ” with the aim of arousing students’ active attitude towards listening as well as bettering their ability when dealing with the skill.
Aims of the study This study is an attempt to: 1. Investigate the current situation of learning listening skill to the first year English non-major students at Haiphong Private University (HPU). Propose some suggestions to motivate first-year English non-major students in learning listening skill. Research questions The study is conducted to answer the following questions: 1.
What is the current situation of learning listening skill of the first-year English non-major students at Haiphong Private University? 2. What are possible techniques to motivate students in listening activities? 4.Scope of the study. Target learners aimed in this study are the first-year English non-major at Haiphong Private University. Students at other levels as well as at other universities are not included in this study.
The researcher only investigates methods of motivating first-year students at HPU in learning listening skill, not all skills. Methods of the study. • Quantitative and qualitative methods are used in the study. • Survey questionnaires are used as the main instrument to collect data and evidence for the study.
• Observation has been made used of as another instrument in collecting data. Design of the study. This study consists of three parts: Part A, Introduction, presents of rationale, aims, research questions and scope of the study. The methods and design of the study are also included in this part Part B, Development, includes three following chapters: 2 Luan van Chapter 1: presents background of listening and demotivation in foreign language learning.
In the chapter, difficulties in learning listening skill are discussed. Chapter 2: provides an overview of the study context, the research approach and information of participants and main instruments applied in the study. Chapter 3: presents the documentation and data analysis. The analysis and discussion on the data are based on the survey questionnaire and classroom observation.
The recommendations and suggestions for lisyenng teaching improvements are also discussed in this chapter. Part C, Conclusion, presents some concluding remarks. Limitations and suggestions for future research are also provided in this part 3 Luan van PART B: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW 1. What is listening 1.
Definitions of listening According to Howatt andDakin (1974) “listening is ability to identify and understand what other are saying. This process involves understanding a speaker’s accent or pronunciation, his grammar and vocabulary, and comprehension of meaning. An able listener is capable of doing these four things simultaneously”. In addition, Ronald and Roskelly (1985) define listening as an active process requiring the same skills of prediction, hypothesizing, checking, revising, and generalizing that writing and reading demand; and these authors present specific exercises to make students active listeners who are aware of the ‘inner voice’ one hears when writing.
Besides, listening is defined as “the active and dynamic process of attending, perceiving, interpreting, remembering and responding to the expressed verbal and nonverbal needs, concerns and information offered by the human beings.” (Purdy, 1991) Moreover, Rubin points out listening as “an active process in which a listener selects and interprets information which comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express. Also, listening is stated as “ the active process of selecting and integrating relevant information from acoustic input and this process is controlled by personal intentions which is critical to listening” (Imhof, 1998),. Types of listening According to Mills (1974), listening was classified as responsive listening, implicative listening, critical listening and non directive listening: While responsive listening is identified as agreeing with a speaker, implicative 4 Luan van listening is understood as what is not being said. Critical listening is aimed at evaluating the message from a speaker; and non directive listening is relevant to providing a sounding board for a speaker.
In addition, Wolvin and Coakly (1988,1993) introduced the categorization of listening with five types as follow: • Discriminative listening • Comprehensive listening • Therapeutic ( empathic) listening • Critical listening • Appreciate listening Both discriminative and comprehensive listening are the basic types listeners can engage. Discriminative listening involves distinguishing behaviors for the auditory and/or visual stimuli. Comprehensive listening (or listening for comprehension) extends from the discrimination of the stimulus to an understanding of the message. It avoids critical judgment to the message through assigning the meaning intended by a speaker instead of assigning his/her meaning.
Therapeutic (empathic) listening requires the listener to serve as a sounding board’ for a speaker and is the act of discriminating and comprehending a message to provide necessary supportive behaviors and responses to a speaker. Critical listening requires a listener evaluate what is being said and discriminating and comprehending the message in order to accept or reject the persuasive appeals. Appreciative listening is to enjoy or to gain a sensory impression from the material. Besides, four types of listening suggested by Garvin ( 1985) was introduced by Rost (1990) • Transactional listening • Interactional listening • Critical listening • Recreational listening 5 Luan van Transactional listening typically occurs in formal listening settings such as lectures.
In transactional listening situations, a listener has limited opportunities to interfere or to collaborate with a speaker for negotiating message meaning. In addition, according to Rost (1990), interactional listening is relevant to recognizing the personal component of a message. In interactional listening situations, a listener is explicitly engaged in the cooperation with a speaker for communicative purposes and focuses on building a personal relationship with the speaker. Also, Rost addressed that critical listening similar to the one suggested by Wolvin and Coakly (1988,1993), indicates the act of evaluating reasoning and evidence, while recreational listening requires a listener to be involved in appreciating random or integrating aspects of an event.
He further stated that listening requests a cognitive and social skill as well as a linguistic skill, and that the purpose of listening guides a listener as he/she listens. What is De-motivation in foreign language learning? 1.