BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên : Nguyễn Thị Thùy Linh Giảng viên hướng dẫn: Ths.Nguyễn Thị Thu Huyền HẢI PHÒNG 07– 2020 1 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG ----------------------------------- A STUDY ON THE DIFFICULTIES FACED BY THE FIRST-YEAR ENGLISH MAJORS AT HAIPHONG MANAGEMENT AND TECHNOLOGY UNIVERSITY AND STRATERGIES TO HELP FOR THEIR SELF- IMPROVEMENT IN LISTENING SKILL KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : Nguyễn Thị Thùy Linh Giảng viên hướng dẫn: Ths.Nguyễn Thị Thu Huyền HẢI PHÒNG 07 – 2020 1 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Nguyễn Thị Thùy Linh Mã SV: 1512751004 Lớp : NA1901A Ngành : Ngôn Ngữ Anh Tên đề tài: A study on the difficulties faced by the first-year English majors at HaiPhong Management and Technology University and stratergies to help for their self-improvement in listening skill 1 NHIỆM VỤ ĐỀ TÀI 1. Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp …………………………………………………………………………………. Các tài liệu, số liệu cần thiết …………………………………………………………………………………. Địa điểm thực tập tốt nghiệp ………………………………………………………………………………….
1 CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Họ và tên : Nguyễn Thị Thu Huyền Học hàm, học vị : Thạc sĩ Cơ quan công tác : Trường Đại học Quản lý và Công nghệ Hải Phòng Nội dung hướng dẫn: A study on the difficulties faced by the first-year English majors at HaiPhong Management and Technology University and stratergies to help for their self- improvement in listening skill Đề tài tốt nghiệp được giao ngày 03 tháng 08 năm 2020 Yêu cầu phải hoàn thành xong trước ngày 16 tháng 10 năm 2020 Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Giảng viên hướng dẫn Hải Phòng, ngày 01 tháng 07 năm 2020 HIỆU TRƯỞNG TS. Nguyễn Tiến Thanh 1 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN HƯỚNG DẪN TỐT NGHIỆP Họ và tên giảng viên:. Họ và tên sinh viên:. Nội dung hướng dẫn:.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp. 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 Được bảo vệ Không được bảo vệ Điểm hướng dẫn Hải Phòng, ngày … tháng … năm. Giảng viên hướng dẫn (Ký và ghi rõ họ tên) QC20-B18 1 CỘNG HÒA XÃ HỘI CHỦ NGHĨA VIỆT NAM Độc lập - Tự do - Hạnh phúc PHIẾU NHẬN XÉT CỦA GIẢNG VIÊN CHẤM PHẢN BIỆN Họ và tên giảng viên:.
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 Được bảo vệ Không được bảo vệ Điểm phản biện Hải Phòng, ngày … tháng … năm. QC20-B19 Giảng viênchấm phản biện (Ký và ghi rõ họ tên) 1 TABLE OF CONTENTS ACKNOWLEDGEMENTS PART I: INTRODUCTION 1. Rationale of the study 2. The aims of the study 3.
The method of the study 4.3 Population and sample 5. The organization of the study PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BASIS OF THE STUDY 1. Definition of listening 2. Definition of listening comprehension 3.
Significance of listening 4. Types of listening 4. Factors make listening difficult.1 Factors relating to listener 5.1 Lacking necessary listening skills 5.3 Hearing habits are impaired 5.4 Students have problems with different accents 5.2 Factors relating to listening materials and some another factor 5.1 Incorrect and insufficient codes 5.2 Psychological quality and external environmental barriers 5.3 Inappropriate listening material 1 5.4 The class atmosphere CHAPTER 2: DATA ANALYSIS DISCUSSION AND RESULT 1. The Analysis of the Data Collected from Questionnaire 1.1 Students’ attitude toward learning English in general and listening skill in particular 1.2 Listening Problems Related to the Content of The Listening Text 1.1 Problems pertinent to unfamiliar word 1.2 Problem pertinent to various grammartical structures 1.3 Problem pertinent length of spoken text 1.4 Problem pertinent fatigue of long spoken text 1.5 Problem pertinent to unfamiliar topic 1.6 Problem pertinent to the unclear pronunciation 1.7 Problems pertinent to unknown words 1.8 Problems pertinent to recognize the word 1.9 Problems pertinent to variety of accents 1.3 Listening Problems Related to the Listener’s competence 1.1 Problem pertinent to understand every single word in the text 1.2 Problem pertinent to inability of understanding listening tasks 1.3 Problem pertinent lack basic background knowledge 1.4 Problem pertinent to anxiety while listening 1.5 Problem pertinent to lose focus when get an expected answer 1.6 Problem pertinent unable to concentrate when answer and listen at the same time 1.7 Problem pertinent to memory 1.8 Problem pertinent inability to get repeated 1.4 Listening Problem Related to Physical Setting 1.1 Problem pertinent lose concentration because poor quality of recording 1.2 Problem pertinent noise around 2.
The result of interview 2.1 Problems Affect Listening Comprehension of Learner 1 2.2 Problems toward Listening Material 2.3 Problems to Answer the Question during Listening 2.4 Problems Lose Concentration during Listening 2.5 Problems Using Personal Experience CHAPTER 3: SUGGESTION FOR SELF IMPROVEMENT 1. Learn Actively by Taking Notes 3. Read and listen at the same time 4. Practice daily for short memory 5.
Try Watching Movies or Listening to Podcasts After English class 6. Improve listening skill by listening English song 7. Vary Your Listening Routine 8. Ask your classmates for help 9.
Listen to What You Enjoy PART III: CONCLUSION 1. Summary of the study 2. Limitation of the study 3. Suggestions for the further study REFERENCES APPENDIXES APPENDIX A APPENDIX B 1 ACKNOWLEDGEMENTS In the process of doing my research paper, I have received a lot of experience, guidance and encouragement from my teachers and friends.
To begin with, I would like to express my deepest gratitude to my supervisor Ms. Nguyen Thi Thu Huyen, the lecturer of foreign language faculty, Haiphong Management and Technology University, for her whole-hearted guidance and support. Without her valuable recommendations and advice, I could not finish this thesis successfully. My special thanks are also extended to all instructors at the Language Institute, Haiphong Management and Technology University who have educated and provided me the knowledge and experience throughout the years of my study in this program.
Lastly, special thanks and love to my family who always beside and gave their encouragement and support in my education and every other aspect of life. Rationale of the study: Listening is receiving language through the ears. Listening involves identifying the sounds of speech and processing them into words and sentences. When we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and we use our brain to convert these into messages that mean something to us.
Listening in any language requires focus and attention. It is a skill that some people need to work at harder than others. People who have difficulty concentrating are typically poor listeners. Listening in a second language requires even greater focus.
As a researcher, I would like to present “The difficulties faced by the first-year English majors at Haiphong Management and Technology University and stratergies to help for their self- improvement in listening skill” for several reasons. First of all, listening is a vital skill for language learning. Research shows that when we communicate, we spend around 40-50% of our time listening, 25-30% speaking, 11-16% reading and only 9% writing (although that last one might have changed in recent years due to the rise in social media). Moreover, in learning a language, listening is a useful means of providing students with comprehensible input, which is an essential component of the whole language learning proces.
Therefore, I would like to do this research to help students pay more attention to listening skill. Secondly, learning listening skill is the most difficult in learning a foreign language. Listening, like reading, is a receptive skill but it is often the most daunting for students. When reading, a reader usually has more opportunities to refer back to the text to clarify understanding, which a listener can not do in most listening contexts such as TV programs, meetings, discussion, lectures or conversations.
That is the reason I would like to out some suggestion so as to help teachers motivate their students to study listening skill more excited and better. After studying at the Faculty of Foreign Languages, Haiphong Management and Technology University, for nearly four years, I realize that the first-year students of English major still have many difficulties in their listening skill. In the hope of finding out the solutions learning listening , a study : “The difficulties faced by the first-year English majors at Haiphong Management and Technology University and stratergies to help for their self- improvement in listening skill” has been conducted because of all above mentioned reason. The aims of the study The study is done with the following aims: - Firstly, the study is carried out in order to survey the real state of learning English listening skill in Haiphong Management and Technology University so that I can work out the solutions.
- Secondly, most students find it difficult to learn listening skill so I would like to find out the common difficulties encountered by the 1st year English majors when they study English listening skill at Haiphong Management and Technology University. - Finally, due to such difficulties, many students are not interested in learning and practicing this skill in class, therefore the study would like to suggest some possible solutions to help for their self- improvement in listening skill. These solutions also aim to help the students catch up with the speed of a normal conversation in the real life so that they can improve their communication competence. What are the real situations of learning English listening skill for the first- year students in Faculty of Foreign Languages at Haiphong Management and Technology University ? 2.
What are the difficulties of listening to English at Haiphong Management and Technology University ? 3. What are solutions to help for their self- improvement in listening skill for the first-year students in Faculty of Foreign Languages at Haiphong Management and Technology University ? 4. The method of the study: 4 4.1 Research methodology The researcher used Quantitative and Qualitative method for the study. The quantitative method is questionnaire-based survey of 20 the first year English-major students at HaiPhong Management and Technology University.
The qualitative method is observations and a semi-structured interview for students used to enrich the quantitative data. Interview process was held to know deeply about the students’ difficulties. Then, all of the result questionnaire and interview were analyzed.2 Survey questionnaires In terms of the methods, the questionnaire is designed as a mean for researcher to collect data. Questionnaires are more convenient, take less time, cheap and easy for students to answer.
Moreover, questionnaires are considered more reliable way since they are anonymous and this encourages greater honesty. Questionnaires included closed and open-ended questions. The questionnaire is given to students of the first- year students of foreign languages department with the hope to find out their attitudes towards their listening skill and their difficulties in listening to English as well as their expectations to their teachers. As they are in their first academic year, they often experience such problems.
It is stage that students should be equipped with variety of techniques right from their early listening.