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By daigai
#1041825 Link tải luận văn miễn phí cho ae Kết Nối
1.1. Rationale
Listening has long been considered a difficult and boring subject by many second
language learners. It takes much time and energy to make progress in this skill. For
listening teachers, correspondingly, it is a difficult task to get students involved in listening
lessons. Nonetheless, just as other teachers do, listening teachers should create an
interesting and motivating learning environment on one hand; and on the other hand, they
must become aware of difficulties and problems facing their students, then, select the best
techniques to Giúp them.
At my upper secondary school, teaching and learning listening is a really new
challenging job. In addition to the lack of well-equipped facilities, teaching listening
methods are quite new and unfamiliar to teachers. Since the new English textbook was in
use, they have been inexperienced in teaching listening methodology and approaches.
Another problem is students’ low levels of proficiency in term of vocabulary, grammar,
pronunciation, skills and so forth. It is the reason why students find it difficult and tough to
listen to and they are not confident enough to do listening tasks successfully. Moreover,
learning habits do not Giúp much to improve their listening in classroom. The students
often get bored, tired and indifferent in listening lessons because of the quality of teacher’s
voice and pronunciation, uncreative tasks and activities, topics, and so on. In my opinion,
there is a must to work out current and potential problems, then, create better suitable
teaching methods and strategies that can facilitate the effectiveness of listening lessons.
In literature so far, there have been so few studies on the difficulties in teaching and
learning listening in a foreign language. Moreover, most of researchers have come to an
agreement to a list of common problems facing both students and teacher in general. On
one hand, students’ factors which may influence in their listening are their background
knowledge, language items such as vocabulary and pronunciation, and their listening
strategies. On the other hand, the teacher’s employment of different techniques and
methodology has impacts on successful listening lessons. Moreover, not many researchers study listening difficulties perceived by upper-secondary school teachers and students in
using the new “Tieng Anh 10” textbook. Hence, it is in urgent need of taking a serious
look at such issue.
1.2. Aims of the study
The new “Ting Anh 10” , which deals with the four language skills: reading,
writing, speaking and listening, is first introduced. Thus, there are a number of problems
facing both the teachers and the students. The main purpose of the study was to probe
difficulties in teaching and learning listening among the teaching staff and the 10th form
students at Que Vo II upper-secondary school, in Bac Ninh province. Within this purpose
the three central objectives were:
(i) To describe the difficulties perceived by the teachers and the 10th -form students
when teaching and learning listening skill in the new text book “Ting Anh 10” .
(ii) To investigate factors affecting the success of this process in listening lessons
(iii) To suggest some solutions to stimulate students and give recommendation to
improve listening methodology for the teachers at Que Vo II upper-secondary school.
1.3. Scope of the study
This minor thesis is conducted at Que Vo II upper-secondary school in order to
perceive difficulties in teaching and learning listening skills of both teachers and 10th form
students. The study focuses on describing the problems and factors causing such
challenges, for instance, facilities, students’ English listening proficiency, and teachers’
methodology. To go ahead, the thesis also offers some appropriate suggestions to better the
current context.
1.4. Methodology
The research is done by both quantitative and qualitative methods; it is carried out
on the basic of situation analysis, material collection, survey questionnaires, class
observations and follow-up interviews.
In the first place, situation analysis has a look at the background to the study
including the description of the current context at Que Vo II upper-secondary school and
listening skill in the new textbook “Ting Anh 10”. Secondly, for the theoretical basis, a lot
of reference materials on listening teaching methodology and problems have been gathered, analyzed and synthesized thoroughly with the due consideration for teacher’s
teaching and students’ learning situations.
Eventually, for the practical basis, questionnaires, class observations, follow-up
interviews were carried out with the teachers and students to gather the most reliable data
for analysis to find answers to the research questions mentioned above.
1.5. Design of the study
This study is divided into four main chapters in order to get better insights into
different aspects of the problems.
Chapter 1 presents reasons for choosing the topic, aims, scopes, methodology and
overview of the thesis design.
Chapter 2 consists of three sub-parts of which the current upper-secondary school
context in general and in particular is first presented. Two other parts deal with
introduction of the new “Ting Anh 10” textbook and literature review of listening skills
and teaching listening approaches.
In chapter 3, the methodology underlying the research and descriptions of data
analysis are presented. In terms of methodology, the background information of the
research questions, the subjects, the data collection instruments, and data collection
procedure are discussed. More importantly, data analysis provides specific explanations,
interpretation and the findings of the study.
Chapter 4, Conclusion and Implication, summarizes the major findings and offers
personal recommendations for such currents problems in teaching and learning listening
skill at Que Vo II upper-secondary school. Limitation and suggestions for further research
are also discussed. In contrast, type of exercises like listening to and transcribe word by word and
matching conversations are almost rarely provided during the listening lessons because
they require a number of vocabulary, good pronunciation and skills to get the sounds or
In effect, Teachers can encourage students to find things that Giúp they enjoy
listening outside class. Often this might be music, but it might also include listening to
books on tapes or English radio broadcasts, or watching movies. In any case, encourage
students to find materials at a suitable level, so that they do not become too frustrated. In
fact such entertainment activities account for 44% (games) and 67% (films, music, news)
of the teacher who sometimes carry out in classroom.
Listening procedure and its significant activities is also discussed seriously in the
Methodologically, a listening lesson must follow a procedure consisting of four
stages: warm-up, pre- listening, while-listening and post-listening. In response to the most
important stage, in which teachers make an effort to motivate students, 94% refers to all of
four stages. 11% pays less attention to pre-listening stage.
In terms of time distributions, the data show no surprise among the subjects.
Overall, warming up takes four to five minutes, 7 to 10 minutes for pre-listening, 20 to 25
minutes for while-listening and about 8 to 10 minutes respectively.
Practically, all feedback of interviewed subject claimed that such numbers should
not be flexible due to students’ levels or motivations, teachers’ ability, classroom
conditions and so forth. In deed, they try best to manage the time in order to complete the
school syllabus.
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