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Luận văn tiếng Anh: An investigation into the relation between learners’ attitudes towards learning listening and their listening performance at Hanoi University of Business and Technology = Điều tra về mối tương quan giữa thái độ học tập và khả năng nghe hiểu của sinh viên trường Đại học Kinh Doanh và Công Nghệ. M.A Thesis Linquistics: 60 14 10
Nhà xuất bản:University of Languages and International Studies
This paper reports the result of the study that aimed at identifying first-year and second-year students’ attitudes towards learning listening and the relation between these attitudes and learners’ listening performance at a university in Hanoi. Three issues, hence, are investigated: (1) the attitudes towards learning English in general and learning listening in particular; (2) the differences between two groups of students in terms of their attitudes; and (3) the correlation between the attitudes to learning listening and their listening performance. The findings based on a survey with 130 students reveal that there was an interest in learning English, but listening lessons and tasks, and course objectives beyond their level was a barrier to learning English. A lot of the assistance from the teacher with explanation on test format and scoring was appreciated. However, that they listened to no materials but listening sections in the course books is a hindrance to their listening performance. Though admitting that their listening results can influence their future performance, students’ gradual improvement in listening result was not ensured. Secondly, there was a distinction between first-year and second-year students regarding the acknowledgement of difficulties with listening comprehension, test relevance to the course objectives, teachers’ explanation to the test scoring criteria, and the agreement on the stimulation of good listening results over their later performance. Thirdly, no strong correlation between attitudes and listening performance was found. There are many other factors that contribute to listening performance like the reliability of the test, teachers’ teaching style, and so on
ACKNOWLEDGEMENT
This thesis would not be fulfilled without the Giúp of some people, and in
some ways, I would like to thank everyone who has taught me, inspired me,
challenged me, and supported me throughout the realization of this thesis.
I would like to express my deepest thanks to my beloved supervisor, Duong
Thu Mai, Ph.D, for her whole-hearted assistance, encouragement as well as the
profound guidance she gave me while I was doing my research.
I would like to take this opportunity to express my gratitude to all lecturers
in Faculty of Post-graduate Studies, University of Languages and International
Studies, Vietnam National University, Hanoi for their interesting lectures which
have inspired me to conduct this thesis.
I would also like to express my thanks to the teachers of English, freshmen
and second-year students at Faculty of Accountancy and Management at Hanoi
University of Business and Technology for their willingness to participate in the
research. Without their help, this project could not be fulfilled.
Last but not least, I am most thankful to my relatives who have always
inspired and encouraged me to complete this study.
TABLE OF CONTENTS
Declaration ..........................................................................................................................
Acknowledgement..............................................................................................................
Abstract................................................................................................................................
List of abbreviation terms..................................................................................................
List of tables and figures ...................................................................................................
PART A: INTRODUCTION ............................................................................................
1. Rationale ................................................................................................................
2. Aims of the study ...................................................................................................
3. Research questions.........................................................................................................
4. Scope of the study ..................................................................................................
5. Method of the study ...............................................................................................
6. Design of the study ........................................................................................................
PART B: DEVELOPMENT .............................................................................................
CHAPTER I: Literature Review ......................................................................................
1.1. Learner factor/ (Affective factors which affect English learning performance) ........
1.2. Learning attitudes................................................................................................
1.2.1. Definition of learning attitudes ........................................................................
1.2.2. Classification of learning attitudes...................................................................
1.3. Differences between motivation and attitude.....................................................
1.4. Learning performance ........................................................................................
1.4.1. Learning performance in English Language Teaching...................................
1.4.2. Learning performance in listening ..................................................................
1.4.3. Assessing listening performance.....................................................................
2.1. Theories on the relation between attitudes and performance.............................
2.2. Studies on the relation between attitudes and performance...............................
CHAPTER 2: METHODOLOGY ..................................................................................
2.1 Context of the study ............................................................................................
2.2 The study.............................................................................................................
2.2.1. Participants......................................................................................................
2.2.2. Data collection instruments.............................................................................21
2.2.3. Data collection procedure ...............................................................................22
2.3. Data analysis ......................................................................................................23
2.3.1. Analysis techniques.........................................................................................23
2.3.2. Data presentation and analysis........................................................................24
CHAPTER 3: FINDINGS AND DISCUSSIONS ........................................................ 26
3.1. Students‟ attitudes to learning listening (research question 1) ..........................26
3.1.1. Attitudes to learning English and learning listening.......................................26
3.1.1.1. Attitudes towards learning English and learning listening ..........................26
3.1.1.2. Attitudes towards listening lessons ..............................................................27
3.1.1.3. Attitudes to tests...........................................................................................29
3.1.1.4. Attitudes to teachers and materials ..............................................................30
3.1.1.5. Attitudes to listening performance...............................................................32
3.2. The differences in attitudes of the two groups towards learning listening
(research question 2) .................................................................................................33
3.3. The correlation between listening attitudes and listening performance (research
question 3).................................................................................................................34
PART C: CONCLUSION ................................................................................................ 40
1. Conclusion.............................................................................................................40
2. Recommendations .................................................................................................40
3. Limitations ............................................................................................................41
REFERENCES .................................................................................................................. 43
Appendix 1 ............................................................................................................................I
PART A: INTRODUCTION
1. Rationale
Listening skill is a critical dimension in language learning in general and in
learning English as a foreign language in particular (Kurita, 2012). This input skill
plays a vital role when communicators exchange information. It is clear that once
mastering this skill, students can carry out the conversation with other people, state
their ideas and exchange the information (Rost, p 94).
For this importance, learners try their best to improve their English listening
competence; however, few students have succeeded. A large number of students
after a long time learning English find it difficult to listen to dialogues, recording, or
to native speakers. Hence, according to Kurita (2012), a lot of research addressing
various issues in learners‟ low achievement has been carried out.
Learning a language, especially listening to it, is considered a complex
process, which is often affected by many factors such as attitude, motivation, age,
intelligence, learning environment, etc. These variables have been researched to see
how they affect an individual learner‟s response to the task of learning a L2 (Ellis,
1985). Of these contributing factors, attitude, regarded as a positive or negative
disposition toward an object, situation, or behavior, is believed to have great impact
on success or failure of a language learner (Burstall, 1975). As cited in Gardner‟s
book (1985), learner attitude has become key issues in language learning in general,
and the subject of many studies for a long time.
In Vietnam, English is considered as an indispensable subject in all
universities‟ curriculum. Communicating in English or being competent in English
is considered a preferable tool to make learners understood in a workplace context,
or have an advantageous job over the others.
At Hanoi University of Business and Technology (hereafter HUBT), a
private university, English is a compulsory subject for all students of all faculties.
For freshmen who have not been familiar with the ways of studying at university,
attending two or three English classes a week makes English a burden. However,
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Luận văn tiếng Anh: An investigation into the relation between learners’ attitudes towards learning listening and their listening performance at Hanoi University of Business and Technology = Điều tra về mối tương quan giữa thái độ học tập và khả năng nghe hiểu của sinh viên trường Đại học Kinh Doanh và Công Nghệ. M.A Thesis Linquistics: 60 14 10
Nhà xuất bản:University of Languages and International Studies
This paper reports the result of the study that aimed at identifying first-year and second-year students’ attitudes towards learning listening and the relation between these attitudes and learners’ listening performance at a university in Hanoi. Three issues, hence, are investigated: (1) the attitudes towards learning English in general and learning listening in particular; (2) the differences between two groups of students in terms of their attitudes; and (3) the correlation between the attitudes to learning listening and their listening performance. The findings based on a survey with 130 students reveal that there was an interest in learning English, but listening lessons and tasks, and course objectives beyond their level was a barrier to learning English. A lot of the assistance from the teacher with explanation on test format and scoring was appreciated. However, that they listened to no materials but listening sections in the course books is a hindrance to their listening performance. Though admitting that their listening results can influence their future performance, students’ gradual improvement in listening result was not ensured. Secondly, there was a distinction between first-year and second-year students regarding the acknowledgement of difficulties with listening comprehension, test relevance to the course objectives, teachers’ explanation to the test scoring criteria, and the agreement on the stimulation of good listening results over their later performance. Thirdly, no strong correlation between attitudes and listening performance was found. There are many other factors that contribute to listening performance like the reliability of the test, teachers’ teaching style, and so on
ACKNOWLEDGEMENT
This thesis would not be fulfilled without the Giúp of some people, and in
some ways, I would like to thank everyone who has taught me, inspired me,
challenged me, and supported me throughout the realization of this thesis.
I would like to express my deepest thanks to my beloved supervisor, Duong
Thu Mai, Ph.D, for her whole-hearted assistance, encouragement as well as the
profound guidance she gave me while I was doing my research.
I would like to take this opportunity to express my gratitude to all lecturers
in Faculty of Post-graduate Studies, University of Languages and International
Studies, Vietnam National University, Hanoi for their interesting lectures which
have inspired me to conduct this thesis.
I would also like to express my thanks to the teachers of English, freshmen
and second-year students at Faculty of Accountancy and Management at Hanoi
University of Business and Technology for their willingness to participate in the
research. Without their help, this project could not be fulfilled.
Last but not least, I am most thankful to my relatives who have always
inspired and encouraged me to complete this study.
TABLE OF CONTENTS
Declaration ..........................................................................................................................
Acknowledgement..............................................................................................................
Abstract................................................................................................................................
List of abbreviation terms..................................................................................................
List of tables and figures ...................................................................................................
PART A: INTRODUCTION ............................................................................................
1. Rationale ................................................................................................................
2. Aims of the study ...................................................................................................
3. Research questions.........................................................................................................
4. Scope of the study ..................................................................................................
5. Method of the study ...............................................................................................
6. Design of the study ........................................................................................................
PART B: DEVELOPMENT .............................................................................................
CHAPTER I: Literature Review ......................................................................................
1.1. Learner factor/ (Affective factors which affect English learning performance) ........
1.2. Learning attitudes................................................................................................
1.2.1. Definition of learning attitudes ........................................................................
1.2.2. Classification of learning attitudes...................................................................
1.3. Differences between motivation and attitude.....................................................
1.4. Learning performance ........................................................................................
1.4.1. Learning performance in English Language Teaching...................................
1.4.2. Learning performance in listening ..................................................................
1.4.3. Assessing listening performance.....................................................................
2.1. Theories on the relation between attitudes and performance.............................
2.2. Studies on the relation between attitudes and performance...............................
CHAPTER 2: METHODOLOGY ..................................................................................
2.1 Context of the study ............................................................................................
2.2 The study.............................................................................................................
2.2.1. Participants......................................................................................................
2.2.2. Data collection instruments.............................................................................21
2.2.3. Data collection procedure ...............................................................................22
2.3. Data analysis ......................................................................................................23
2.3.1. Analysis techniques.........................................................................................23
2.3.2. Data presentation and analysis........................................................................24
CHAPTER 3: FINDINGS AND DISCUSSIONS ........................................................ 26
3.1. Students‟ attitudes to learning listening (research question 1) ..........................26
3.1.1. Attitudes to learning English and learning listening.......................................26
3.1.1.1. Attitudes towards learning English and learning listening ..........................26
3.1.1.2. Attitudes towards listening lessons ..............................................................27
3.1.1.3. Attitudes to tests...........................................................................................29
3.1.1.4. Attitudes to teachers and materials ..............................................................30
3.1.1.5. Attitudes to listening performance...............................................................32
3.2. The differences in attitudes of the two groups towards learning listening
(research question 2) .................................................................................................33
3.3. The correlation between listening attitudes and listening performance (research
question 3).................................................................................................................34
PART C: CONCLUSION ................................................................................................ 40
1. Conclusion.............................................................................................................40
2. Recommendations .................................................................................................40
3. Limitations ............................................................................................................41
REFERENCES .................................................................................................................. 43
Appendix 1 ............................................................................................................................I
PART A: INTRODUCTION
1. Rationale
Listening skill is a critical dimension in language learning in general and in
learning English as a foreign language in particular (Kurita, 2012). This input skill
plays a vital role when communicators exchange information. It is clear that once
mastering this skill, students can carry out the conversation with other people, state
their ideas and exchange the information (Rost, p 94).
For this importance, learners try their best to improve their English listening
competence; however, few students have succeeded. A large number of students
after a long time learning English find it difficult to listen to dialogues, recording, or
to native speakers. Hence, according to Kurita (2012), a lot of research addressing
various issues in learners‟ low achievement has been carried out.
Learning a language, especially listening to it, is considered a complex
process, which is often affected by many factors such as attitude, motivation, age,
intelligence, learning environment, etc. These variables have been researched to see
how they affect an individual learner‟s response to the task of learning a L2 (Ellis,
1985). Of these contributing factors, attitude, regarded as a positive or negative
disposition toward an object, situation, or behavior, is believed to have great impact
on success or failure of a language learner (Burstall, 1975). As cited in Gardner‟s
book (1985), learner attitude has become key issues in language learning in general,
and the subject of many studies for a long time.
In Vietnam, English is considered as an indispensable subject in all
universities‟ curriculum. Communicating in English or being competent in English
is considered a preferable tool to make learners understood in a workplace context,
or have an advantageous job over the others.
At Hanoi University of Business and Technology (hereafter HUBT), a
private university, English is a compulsory subject for all students of all faculties.
For freshmen who have not been familiar with the ways of studying at university,
attending two or three English classes a week makes English a burden. However,
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download. các bạn chỉ cần làm theo hướng dẫn.
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