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Nội dung và yêu cầu cần giải quyết trong bài tập tốt nghiệp. lý thuyết, thực hành, số liệu và bản vẽ cần thiết). Yêu cầu phải hoàn thành trước ngày đầu tiên của năm 2012. Đó là công việc của hướng dẫn. Đó là công việc của bài kiểm tra. Chất lượng luận văn tốt nghiệp được đánh giá cao về mặt thu thập và phân tích tài liệu, số liệu ban đầu, giá trị lý luận và thực tiễn của đề tài.

Aims of the study

With four years of experience in learning the skill and from what she has observed in other classmates' listening practice, it can be concluded that many students have failed to practice the listening skill. All these above reasons inspired the writer to research listening skill, hence the title of the research is “Some Obstacles Faced by HPU 2nd Year English Students in Listening Comprehension in English and Suggested Solutions”.

Research questions

The significance of the study

Scope of the study

Methods of the study

Design of the study




Purdy (1991) defined listening 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 being”. Carol (1993) described listening as a set of activities involving "the individual's ability to understand, recognize, distinguish, or even ignore". Wolvin and Coakley (1985) point out that listening is "the process of receiving, paying attention to, and assigning meaning to auditory stimuli".

Recently, Imhof (1998) stated that listening "is the active process of selecting and integrating relevant information from acoustic input and this process is governed by personal intentions that are critical to listening". It's one of the most enjoyable types of listening, and it comes naturally to many people. This means students listen carefully for the detailed information, full understanding or the content of the message.

This type of listening helps students develop their listening skills or language knowledge in their efforts to do exercises or other activities. For the former, it is the act of listening to perceive "the different sounds, combinations of sounds, and patterns of stress and intonation of the foreign language." Students primarily need to listen to the message; they only try to derive meaning from the individual syntactic and semantic components of utterance and manner of speaking.

The method of testing students' understanding is based on the ability to recall the statement they have just heard. Some post-listening activities are extensions of the work done in the pre-listening and during-listening stages, and some are only loosely related to the listening text itself. Inability to concentrate: This can be caused by a number of things, but in listening work it is a big problem because even the briefest lapse in attention can seriously damage the understanding of the whole listening process.


  • Introduction
  • The setting of the study
  • The subjects
  • Instruments for collecting data
  • Data collection procedure

The textbooks used for the first year are Listen in 1, Listen in 2, Listen in 3, Contemporary topics, Let's listen and the teacher - recommended book - Listening Tactics. 19 students of the 2nd year of English studies and many lecturers of English participated in the research. When conducting survey research, the most widespread methods of data collection are questionnaires, interviews and direct observation of language.

Items in the questionnaire can be open-ended or closed-ended, with respondents having to choose one of a limited number of answers. It is important to consider the discourse structure of the questionnaire, as it seems obvious that the respondent must be able to understand the language of the questionnaire. In the process of conducting survey research, the researcher must make a series of careful decisions about how to conduct the study.

The data collected from the students' answers in the survey questionnaire were classified and statistically analyzed to obtain answers to the research questions. For the former, survey results are often reported in frequencies and percentages. Finally, this chapter describes a method using student and teacher survey questionnaires to answer the research questions posed in the first chapter.

Based on the topics mentioned, striking findings for the research questions will be realized and presented in the next chapter.


The diagram above illustrates the role of listening from the point of view of the students, 100% of the students admitted that listening is very important to them. Students' time commitment for self-study at home is also a problem and it greatly affects the learners in mastering listening skills. As the table shows, most students (47%) are not confident in their vocabulary.

86% of the students admitted that they find it difficult to understand the intention of the message because of this phonological factor (stress and intonation). Furthermore, most of the students (60%) think their social and cultural knowledge is good enough to listen. As can be seen from the graph, almost half of the teaching staff in the Faculty of Foreign Languages ​​think that their students' listening competence during their first two years is at an average level.

It can be concluded that listening comprehension is the biggest challenge for students in the first years of school. As the table shows, most teachers (46%) think that their students' vocabulary is efficient enough to understand the spoken texts. Another phonological factor that influences students' listening skills is connected speech, according to teachers.

As shown in the pie chart, 45% of teachers think that the materials currently used for Year 2 English are interesting and appropriate.


  • Findings and discussions
  • Recommendations

Teach words in the subject so that students can remember words more easily because they are in the logical system. Actively participate in environments where there is a lot of word use, use the new words in real life. However, as mentioned in the previous chapter, the findings of this study show that the students are not satisfied with the current learning environment.

The students must study; have a good knowledge of phonetics and phonology, pronunciation, grammar, etc. The fourth, in the exams, instead of worrying and looking forward to the tape, just take the time to look through the grade, beforehand. Authentic material allows students to hear a much more real act of communication with all the interactional features not normally found in scripted materials.

If students have the opportunity to listen to arrangements of authentic texts, they will sample many different voices with different emphases, both social and regional. Listening material should be combined from a variety of sources to ensure that it is sufficiently interesting and appropriate for all levels of learners. Not only in the topics, but also in the speed and accents of the speakers, so that students can become familiar with different voices, speed, accents and their listening comprehension will be improved better.

So that they will carry out the planned activities with the confidence that they are doing the right thing and that they will succeed in the listening tasks that are asked of them.


  • Overview of the study
  • Limitations and suggestions for further study

The last chapter is the discussion and recommendations for the barriers found above to help students overcome these difficulties. There are also suggestions for students and teachers that consist of improving vocabulary and pronunciation, controlling the speed of speakers and getting to know different accents, expanding social and cultural knowledge, creating a good learning environment, building confidence in listening, the materials should be authentic, combined with different accents and using both top-down and bottom-up processing skills. It is also the section where concluding remarks are drawn and pedagogical implications and suggestions for further research are presented.

First, the problems found in the study are only from second-year English majors at HPU, so there should be further studies on different subjects. Second, the techniques and activities suggested by appear to be useful and effective, they are probably subjective and incomplete. There should be some more techniques and activities to help sophomore English majors from HPU in particular and English majors in general to make good progress in listening skills.

Third, listening is only one of the four basic skills in teaching and learning English. Therefore, it is important that studies on reading, speaking and writing are carried out for better English teaching and learning.

This questionnaire was designed for the study on some obstacles faced by HPU 2nd year English majors in listening comprehension. All the information provided is solely for the purposes of the study, not for any other purposes. You have problems with various and unfamiliar accents Stress and intonation make it difficult for you to understand the intent of the message.

The self-collected materials used in your listening are interesting and appropriate for your skill level. All information provided is for study purposes only, not for any other purpose. How do you assess the listening competence of your students during the first 2 years at university.

Grammar helps them a lot in listening comprehension. They have problems with different and unfamiliar accents. Environmental factors (noise, physical condition, unpleasant atmosphere...) prevent them from listening. Their social and cultural knowledge is good for understanding all the spoken messages. Do you think the listening material applicable to the 2nd year English subject is interesting and appropriate.

Do you have any tips or suggestions for your students to improve their listening skills?

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