BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ------------------------------- ISO 9001:2015 KHÓA LUẬN TỐT NGHIỆP NGÀNH : NGÔN NGỮ ANH Sinh viên :Bùi Thị Thuỳ Trang Giảng viên hướng dẫn: ThS. Nguyễn Thị Quỳnh Hoa HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG ----------------------------------- A STUDY ON SECOND YEAR ENGLISH MAJOR STUDENTS’ DIFICULTIES IN LISTENING COMPREHENSION SKILLS AT HPU KHÓA LUẬN TỐT NGHIỆP ĐẠI HỌC HỆ CHÍNH QUY NGÀNH: NGÔN NGỮ ANH Sinh viên : Bùi Thị Thuỳ Trang Giảng viên hướng dẫn : ThS. Nguyễn Thị Quỳnh Hoa HẢI PHÒNG - 2019 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC DÂN LẬP HẢI PHÒNG -------------------------------------- NHIỆM VỤ ĐỀ TÀI TỐT NGHIỆP Sinh viên: Bùi Thị Thuỳ Trang Mã SV: 1412751090 Lớp: NA1802 Ngành: Ngôn ngữ Anh Tên đề tài: A study on Second year English major students’ dificulties in listening comprehension skills at HPU. NHIỆM VỤ ĐỀ TÀI 1.
Nội dung và các yêu cầu cần giải quyết trong nhiệm vụ đề tài tốt nghiệp ( về lý luận, thực tiễn, các số liệu cần tính toán và các bản vẽ). Các số liệu cần thiết để thiết kế, tính toán. Địa điểm thực tập tốt nghiệp. CÁN BỘ HƯỚNG DẪN ĐỀ TÀI TỐT NGHIỆP Người hướng dẫn thứ nhất: Họ và tên: Nguyễn Thị Quỳnh Hoa Học hàm, học vị: Thạc sĩ Cơ quan công tác: Đại học Dân lập Hải Phòng Nội dung hướng dẫn: A study on Second year English major students’ dificulties in listening comprehension skills at HPU.
Người hướng dẫn thứ hai: Họ và tên:. Học hàm, học vị:. Nội dung hướng dẫn:. Đề tài tốt nghiệp được giao ngày tháng năm Yêu cầu phải hoàn thành xong trước ngày tháng năm Đã nhận nhiệm vụ ĐTTN Đã giao nhiệm vụ ĐTTN Sinh viên Người hướng dẫn Hải Phòng, ngày .năm 2018 Hiệu trưởng GS.NGƯT Trần Hữu Nghị PHẦN NHẬN XÉT CỦA CÁN BỘ HƯỚNG DẪN 1.
Tinh thần thái độ của sinh viên trong quá trình làm đề tài tốt nghiệp: ……………………………………………………………………………. Đánh giá chất lượng của 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…): ……………………………………………………………………………. Cho điểm của cán bộ hướng dẫn (ghi bằng cả số và chữ): ……………………………………………………………………………. Hải Phòng, ngày … tháng … năm Cán bộ hướng dẫn (Ký và ghi rõ họ tên) ABSTRACT This study was conducted with thirty of Second year English major students at Hai Phong private University with the aim of investigating their English listening problems and listening proficiency.
Questionnaire, and Interview were used in this study as tools to collect data. As a result, the data will be analyzed by using SPSS. The result of the study revealed that students that the main reason that caused listening problem for the students is the listening text. However, the factors that mostly caused listening problems were lack of practicing listening skill and lack of exposure to different kinds of listening materials.
The finding of this study would be great information for teachers to recognize students’ listening problems. Regarding to the research studies, the findings of this study would be useful to probe the listening problems in a deeper level. On the contrary, this study would be helpful for the material developer to design effective listening materials for university students. ACKNOWLEDGEMENTS I would like to express my gratitude to Assistant Professor Nguyen Thi Quynh Hoa for her kind assistance and suggestions.
Her support enabled me to develop an understanding of the subject. This study could not have been accomplished without her kindness. My grateful appreciation goes to the instructors at Hai Phong Private University for their kindness cooperation and helpful information for my study. My special thanks are also extended to all instructors at the Language Institute, Hai phong Private 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. TABLE OF CONTENTS CHAPTER 1 INTRODUCTION. Objective of the study. Scope of the study.
Significance of the study. Organization of the study. 4 CHAPTER 2 THEORETICAL BACKROUND. Definition of listening.
Definition of listening comprehension. Type of listening. Factors affect listening comprehension. Difficulties of listening comprehension.
Significance of listening. Details of the Questionnaire. General background information. Respondents’ difficulties of listening comprehension.
Respondents’ reasons on listening comprehension problems. Opinion form the research questions. English listening problems of students from the Business English program at Hai Phong Private University. Listening proficiency of students from the English program at Hai Phong Private university? .31 CHAPTER 5 CONCLUSION, DISCUSSION AND RECOMMENDATION.
Summary of the findings. General Information of the Respondents. Listening problems related to listening text. Listening Problems Related to the Speaker.
Listening Problems Related to Physical Setting. Respondents Self-Evaluation on Listening Problem. Opinions on Listening Comprehension Problems. Suggestions on Solving the Listening Comprehension Problems.
Recommendation for further research .41 LIST OF TABLES Table 1. General Background of the Respondents. Frequency of Listening Problems Related to Listening Text. Frequency of Listening Problems Related to Speaker.
Frequency of Listening Problems Related to Physical Setting. Frequency of Listening Problems Related to Listener. Reasons for Listening Problems Related to Listener .30 Table 7: The Average Mean and The Frequency on The Factors That Affect Listening. Background The use of English in Vietnam, while far from being as developed as in the European countries or the Philippines, is nevertheless increasing through the influence of the media and the internet and is far greater, for example, than in France, the United Kingdom’s nearest neighbor.
The Vietnam government has long realized the importance of the English language as a major core subject in schools, and it has been a compulsory subject at varying levels for several decades. Students were introduced to several of international programs taught in English. Listening skill is the ability to recall and understand information which is presented orally. As a result, it is important for many reasons.
First of all, listening is one of the primary means of obtaining information. To learn about world affairs, we listen to news either on the radio or television. People also learn new skills by listening from supervisors or teachers. Listening also helps people to develop ideas and make decisions.
Lastly, listening carefully helps people interpret people’s responses more accurately. Contrasting emotions such as friendliness and anger or concern and sarcasm are all revealed by tone of voice and rate of speaking. Slow speech oftenindicates confidence, whereas raising the voice and talking loudly or rapidly may show defensiveness. Rationale Since English plays a bigger role in people’s life nowadays, students need to prepare themselves before confronting foreigners.
Listening seems to be 1 the most important skill since if we do not understand what foreigners say, we might not be able communicate with them. Before conducting the survey, the researcher, has collected ideas from some English program students from various universities about the English language ability. We found out that most Vietnam students always feel uncomfortable when they have to communicate with foreigners. Even though they do not understand what foreigners say, they will not dare to ask them to repeat the messages since they are too shy to say something incorrect.
As a result, foreigners or tourists might not get the answer they have expected. From this case, it can be assumed that some Thai students are not good in listening. In a general educational program, the speaking and listening ability in English of Vietnam students has been minimal since students have little chance to practice speaking English in or outside the classroom. Students respond to the teacher only when called upon and the learning atmosphere is individualistic.
Moreover, learning English in Vietnam is a rote memorization of new words and sentence structure on paper. Another reason that second year students find listening difficult is that they left behind trying to work out what a previous word meant. This often happens when they hear a word they half remember and find they have completely lost the thread of what was being said by the time they remember what it means, but can also happen with words they are trying to work out that sound similar to something in their language, words they are trying to work out from the context or words they have heard many times before and trying to guess the meaning of once and for all. Other reasons are problems with word stress, sentence stress, and sound changes when words are spoken together in natural speech such as weak forms.
2 What all boils down to is that sometimes pronunciation work is the most important part of listening comprehension skills building. Objective of the study - The main objective of this research is as follows: To investigate English listening problems and listening proficiency of students from the Second year students program at Hai Phong Private university. - The sub-objectives of this research are as follows: + To investigate the causes of misunderstanding and misinterpreting English messages. + To obtain the suggestions from the students that would help them improving their English listening skill.
Scope of the study - The subjects of this research are limited to second year students in English program, at Hai Phong Private University. 30 students will be the sample of this survey. - The instrument for the survey is a self- administered questionnaire. The participants are asked to answer the questionnaire by themselves.
The questionnaire consists of both closed-ended and opened-ended questions. Significance of the study - To investigate English listening problems and listening proficiency of the students. - To forward the result of this study to the appropriate authorities. - To be a guideline for other people who are going to conduct further research on Listening comprehension at Hai Phong Private university.
Organization of the study The study of students’ listening comprehension in English program at Hai Phong Private University is divided into five chapters. The first chapter is the introduction which begins with background of the study, statement of the problem, objective of the study, definition of useful terms, significance of the study, and organization of the study. In chapter 2, the researcher presents a review of related theories, concepts and literature. The third chapter presents the methodology which includes subjects, materials, procedures, and data analysis.
The result and the tables of the survey are presented in Chapter 4. In the last chapter are conclusions, discussions and recommendations for further study. 4 CHAPTER 2 THEORETICAL BACKROUND This chapter presents a review of the related literature which involves the following main topics: 2. Definition of listening In the eyes of many researchers and learners of English, listening is a complex and active mental process that involves perception, attention, cognition, and memory.
According to Howatt and Dakin (1974), listening is the ability to identify and understand what others are saying. This involves understanding a speaker’s accent or pronunciation, the speaker’s grammar and vocabulary and comprehension of meaning. An able listener is capable of doing these four things simultaneously.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. Listening is an interactive, not a passive skill, to which the students need to apply much effort and practice.
Also, he states that listening involves actively perceiving and constructing from a stream of sound. In order to do well in listening, the listener must have sufficient knowledge of the language he or she is listening to.
