VIET NAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES DANG THI HONG NHUNG AN EXPLORATIO? TO DIFFICULTIES FACED BY THE TEACHERS IN TEACHING LISTENING TO NON -ENGLISH MAJOR STUDENTS AT TANOT UNIVERSITY OF INDUSTRY (Nghiên cứu những khủ khăn của giáo viên trong việc dạy nghe cho hệ không chuyên tại trường Đại học Công nghiệp Hà Nội) M. MENOR THESIS Field: Methodology Code: 601410 Course: 16 Hanoi - 2010 VIET NAM NATIONAL UNIVERSITY, HANOL UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST —- GRADUATE STUDIES DANG TH] HONG NHUNG AN EXPLORATION INTO DIFFICULTIES FACED BY THE TEACHERS IN TEACHING LISTENING TO NON -ENGLISH MAJOR STUDENTS AT HANOL UNIVERSITY OF INDUSTRY (Nghiên cứu những khó khăn của giáo viên trong việc dạy nghe cho hệ không chuyên tại trường Đại học Công nghiệp Hà Nội) M. MINOR TITESIS: Field: Methodology Code: 601410 Course: 16 Supervior: Pham Minh Tam, M.Ed Hanoi- 2010 iti TABLE OF CONTENTS Certificate, Acknowledgements Table of contents.enssieneneineeiemenen List of tables, charts and pie charts CTIAPTER T: INTRODUCTION. Rationale for the stody and research problem siatemsenf.
Aims of the study ha 1. Scope of the study. Significance ofthe study. Design of the study Ww CHATER 2: LITERATURE REVIEW.
Definitions of Listening 2. Nature of Listening Compre eTision. The Features of Spoken Englis 2.3, Procedure oŸ Listening Luessons. Pre — listening stage 2.
While listening stage. Post listening stage.4, Roles of Teachers in Listening Lessons. An Overview of Common Difficulties in Teaching Listening 2.7, Conclusive Remarks CILAPTER 3: METITODOLOGY. Summary of the findings.
Limitations and suggestions for further study REFERENCES APPENDIX CHAPTER 6: CONCLUSIO! 6. Summary of the findings. Limitations and suggestions for further study REFERENCES APPENDIX LIST OF TABLES AND PIE CTTARTS List of pie charts Page Pie chart 1: ‘The teachers’ view of the importance of teaching listening, comprehension 14 compared with other skills, List of tables Table 1: The teachers’ perception of factors making their teaching difficult 14 Table 2: The teachers’ perception towards the importance of the features of spoken 15 English in learning listening comprehension Table 3: The teachers’ cxploitation of the features of spoken English into teaching 16 listening Table 4 The teachers’ activities in Pre — listening stage 16 Table 5: The teachers’ activities in while listening stage 19 ‘table 6: ‘The teachers” activities in post — listening stage The teachers’ use of teaching aids in teaching listening comprehension 2h Th chors’ exploitation af 22 CHAPTER 6: CONCLUSIO! 6. Summary of the findings.
Limitations and suggestions for further study REFERENCES APPENDIX 1. Aims of the Study The study is intended to cxarmine the Icache* difficultics im Icnching listening comprehension to the first students, The study will find the answers to the following questions: 1. What are the difficulties as perceived by the teachers in leaching listening at Hanoi University of Industry? 2. What are the possible suggestions and recommendations to overcome the difficulties perceived hy the teachers in teaching listening comprehension? 1.
Methodolagy ‘The study was conducted in accordance with the survey approach. ‘That is because the study focused on the Iachers’ altilude at HaUT towards the Icaching of listening comprehension to find out their difficulties. The data was collected from the survey questionnaire done on 30 full time teachers of English at HaUl 1.4, Scope of the study This minor thesis was conducted in Hanoi University of Industry in order to investigate the difficulties as perceived by the teachers in teaching listening comprehension. The study focused on surveying (he methods thal the leachers al TaUT use to teaching listening comprehension which has ereated troubles for thernsalves.
The thesis also offered some suggestions and recommendations to overcome the problems 1. Significance of the study This study contribulcd lo list oul the difficulties faced by the hers al Hanoi ‘University of Industry in teaching listening comprehension. More importantly, the results of the research are believed fo serve the purpose of improving the teaching of listening to the first year students at Hanoi University of Industry (HaUD 1. Design of the study The study confains of six chapters Chapter 1: presents the background, the significance, the aims and scope of the study Chapter 2; presents the thearetical background relevant te the study Chapter 3: desenbes the setting of the study which is the cnuvent situation of teaching and learning lislsning comprshension ai Hanoi, University of Industry.
Chapter 4; deals with analyzing the data collected 1. Aims of the Study The study is intended to cxarmine the Icache* difficultics im Icnching listening comprehension to the first students, The study will find the answers to the following questions: 1. What are the difficulties as perceived by the teachers in leaching listening at Hanoi University of Industry? 2. What are the possible suggestions and recommendations to overcome the difficulties perceived hy the teachers in teaching listening comprehension? 1.
Methodolagy ‘The study was conducted in accordance with the survey approach. ‘That is because the study focused on the Iachers’ altilude at HaUT towards the Icaching of listening comprehension to find out their difficulties. The data was collected from the survey questionnaire done on 30 full time teachers of English at HaUl 1.4, Scope of the study This minor thesis was conducted in Hanoi University of Industry in order to investigate the difficulties as perceived by the teachers in teaching listening comprehension. The study focused on surveying (he methods thal the leachers al TaUT use to teaching listening comprehension which has ereated troubles for thernsalves.
The thesis also offered some suggestions and recommendations to overcome the problems 1. Significance of the study This study contribulcd lo list oul the difficulties faced by the hers al Hanoi ‘University of Industry in teaching listening comprehension. More importantly, the results of the research are believed fo serve the purpose of improving the teaching of listening to the first year students at Hanoi University of Industry (HaUD 1. Design of the study The study confains of six chapters Chapter 1: presents the background, the significance, the aims and scope of the study Chapter 2; presents the thearetical background relevant te the study Chapter 3: desenbes the setting of the study which is the cnuvent situation of teaching and learning lislsning comprshension ai Hanoi, University of Industry.
Chapter 4; deals with analyzing the data collected iv 3. Data Collection Instrumsnt. Data Collection Procedure 17 3. Dala Analysis Procedure 18 CHAPTER 4: DATA ANALYSIS AND DISCUSSIONS.
Data Analysis and Results 19 4. The teachers’ opinions towards leaching listening comprehansion. The teachers’ perception of factors making their teaching of listening, 4. The teachers’ perception towards the importance of the features of spoken Frglish in learning listening comprehension - 20 41.
The teachers’ exploitation of the features of spoken English into teaching listening - - 2L 4. The teachcrs" netivitios in pre — lisloting slags - - 23 4. The teachers" activities in while listening stage. The teachers” activities in post — listening stage - 25 4.
The teachers’ exploitation of leaching aids 26 4. The teachers’ exploitation of the Listening matetials 0.2, Kindings and Discussion. The teachers’ lack of experience in Leaching. The inefficieney in the teaching methodolosy.3, The teachers’ limitations in exploiting teaching materials and traching aiđs - - 30 CHAPTER 5: SUGGESTIONS ANT? RECOMENDATIONS 5.
Developing the listening materials. Encouraging the students’ intemal factors - - - 33 5.3, Combining intensive listening with extensive listening. Applying three stages in teaching listening effectively. Teaching listening strategies for students 34 5.
Combining tsaching listening comprehsnsion with caching other aspools of English. Summary of the findings. Limitations and suggestions for further study REFERENCES APPENDIX CHAPTER 6: CONCLUSIO! 6. Summary of the findings.
Limitations and suggestions for further study REFERENCES APPENDIX CIIAPTER 2: LITERATURE REVIEW 2. Definitions of listening Listening is one of the four important skills in learning a foreign language which are Listening, Speaking, Reading and Writing. For yzars, listening and reading were thought of as passive skills while speaking and writing were active skills. Indeed, until the late 1970s, listening received not much attention as other skills.
Present studies on listening have different views fiom the former ons, According to Helgescn (2003, p.24) “listening is an active, purposeful of making sense of what we hear”.7) defined listening as “an active process of understanding speech in which listeners select and interpret information which comes from andilory and visual cluos in order to define what.is going on and what the speakers are trying to express”. Following Anderson and Lynch's definition (1988), “listening is really a receptive skill along side reading skills and the role of the listeners is no — longer passive but active”. Listening is quite different fiom hearing. In Cambridge Advanced Leamers’ Dictionary, listening is defined as “to give attention to someone or something in order to near them while heming is defined as “the ability o hear”.
In other words, “listening requires the active attention — and an active intention — on the part of the hearer”. 4) In leaching listening, it is necessary lo mention about listening skills and listening strategies. Rost (1991) emphasized the skills necessary for listening, comprehension which are perception skill (for example: discriminating between sounds or recognizing words.) analysis skill (such as identifying grammatical grouping of words) and synlbiesis skill (for instance: connecting Linguistic cues like intonation and stress and non _ linguistic cues like gestures and relevant objects io construct the meaning of spoken texts. In addition, Rost (1991) mentioned about using background knowledge and context to predict and understand spoken lexis.
These ibove factors make up a person's listening ability, Thus, in order to improve learners’ listening skal, teachers should encourage their students to use listening strategies which help them become better listeners, “Strategies are effort to compensate for unccrtaintics in understanding, and could include inferences, realizing where misunderstandings have occurred, and asking for clarification.” (Mary Underwood, ChapterS: provides the findings of the study and recommends suggestions for improving the teaching of listening comprehension al HalII Chapter 6: gives the summary of the thesis and suggestions tor further study CIIAPTER 1: INTRODUCTION 1. Rationale for the study and rescarch problem statement ‘As an intemational language, Lnglish has been remarked with many changes, notably the changes in the movernent towards the ‘caching of English. Teaching and Jearning English in Vietnam is not excluded from the intemational trend as Vietnam is ‘broadening and improving the relationship and co — operation with other countries in many ficlds of life. As a result, English has becomne a compulsory subject at various schools and universities.
‘reaching a foreign language refers to teaching different aspects including: grammar, pronunciation, vocabulary and four skills which arc: wriling, roøding, spzsking and listening, These different aspects are equally significant in mastering a language and they should be developed thoroughly Along wilh othor skills, listening bas been of groal importance as Prelt.399 stated that “listening is a key language skill, it has a vital role in the language acquisition process”. ‘The research by Morley (2001) concluded that average people can expect to isten “twies as much as we speak, four times more than whal we read and five Gimes more than we usually write”, In addition, Michacl Lowis (1993, p.32) cmphasized that “Almost all the world’s natural language output is spoken rather written”. ‘Therefore, there has also ‘been am increase in the munber of studies on the role of listening in eomnnmicsfion and in Janguage leaming (Dunkel, 1991; Anderson and Lynch, 1988). Listening provides input, consequently, improving listening ability helps to widen students’ inpul.
Thus, teaching tistering effectively is very necessary and important in order to support students’ input and improve students’ language acquisition. However, Histening seems to get Jess attention by a number of leamers as they snppose that listening is the most difficult skill among four skills.
