(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill

(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill(Khóa luận tốt nghiệp file word) A study on the difficulties faced by the firstyear English majors at HaiPhong Management and Technology University and stratergies to help for their selfimprovement in listening skill

Tên đề tài: A study on the difficulties faced by the first-year English majors

atHaiPhong Management and Technology University and stratergies to help for theirself-improvementin listeningskill

1 Nộidungvàcácyêucầucầngiảiquyết trongnhiệmvụ đềt à i tốtnghiệp

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2 Cáctàiliệu,sốliệucần thiết ………

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3 Địađiểmthựctập tốtnghiệp ……….

Nộidunghướng dẫn:Astudyon thedifficultiesfaced bythefirst-year English majorsatHaiPhong

Management and Technology University and stratergies to help for their self-improvementin listeningskill

Đềtài tốt nghiệp được giao ngày03 tháng08 năm2020

Yêucầu phải hoàn thànhxongtrướcngày16 tháng10 năm 2020

Đượcbảovệ Khôngđượcbảo vệ Điểmhướngdẫn

CỘNGHÒAXÃHỘICHỦNGHĨAVIỆTNAM

Độclập- Tựdo- Hạnhphúc

PHIẾUNHẬNXÉT CỦAGIẢNG VIÊNHƯỚNGDẪNTỐT NGHIỆP

Họ vàtêngiảngviên:

Đơnvị công tác:

Họvàtênsinhviên: Chuyênngành:

Nộidunghướngdẫn:

1 Tinhthầntháiđộcủasinhviêntrongquátrìnhlàmđềtàitốtnghiệp

2 Đánhgiáchấtlượngcủađồán/ khóaluận(sovớinộidungyêucầuđãđềratrongnhiệmvụĐ.T.T.Ntrêncácmặtlýluận,thựctiễn,tín htoánsốliệu…)

3. Ýkiếncủagiảngviênhướngdẫntốtnghiệp HảiPhòng,ngày…tháng …năm

Giảngviênhướng dẫn

(Kývà ghirõhọtên)

QC20-B18

Đượcbảovệ Khôngđượcbảo vệ Điểmphảnbiện

CỘNGHÒAXÃHỘICHỦNGHĨAVIỆTNAM

Độclập- Tựdo- Hạnhphúc

PHIẾUNHẬNXÉTCỦAGIẢNGVIÊNCHẤMPHẢNBIỆN

Họ vàtêngiảngviên:

Đơnvị công tác:

Họvàtênsinhviên: Chuyênngành:

Đềtàitốtnghiệp:

1 Phầnnhậnxétcủagiáoviênchấmphảnbiện

2 Nhữngmặtcònhạnchế

3 Ýkiếncủagiảng viênchấmphảnbiện QC20-B19 HảiPhòng,ngày…tháng…năm

Giảngviênchấmphảnbiện

(Kývàghi rõhọtên)

5.2.4 Theclassatmosphere

CHAPTER2:DATAANALYSISDISCUSSIONANDRESULT

1 TheAnalysisoftheDataCollectedfromQuestionnaire

1.1 Students’attitudetowardlearningEnglishingeneralandlisteningskillinparticular1.2 ListeningProblemsRelatedtotheContentofTheListeningText

1.3.8 Problempertinentinabilitytogetrepeated

1.4 ListeningProblemRelatedtoPhysicalSetting

1.4.1 Problempertinent loseconcentrationbecausepoorqualityofrecording1.4.2 Problempertinentnoisearound

2 Theresultofinterview

2.1 ProblemsAffectListeningComprehensionofLearner

My special thanks are also extended to all instructors at the LanguageInstitute,Haiphong Management and Technology University who have educated andprovidedmetheknowledgeand experiencethroughouttheyearsofmystudyin thisprogram.

Lastly, special thanks and love to my family who always beside and gavetheirencouragement and supportin myeducationand everyother aspect oflife

listen,weuseourearstoreceiveindividualsounds(letters,stress,rhythmandpauses)andwe use our brain to convert these into messages that mean something to us Listeningin any language requiresfocus anda t t e n t i o n I t i s a s k i l l t h a t s o m e p e o p l e n e e d

first-First of all, listening is a vital skill for language learning Research showsthatwhenwecommunicate,wespendaround40-50%ofourtimelistening,25-30%speaking, 11-16% reading and only 9% writing (although that last one might havechanged in recent years due to the rise insocial media) Moreover, in learning alanguage, listening is a useful means ofproviding students with comprehensible input,which is an essential component of the whole language learningproces Therefore, Iwouldliketodothisresearchtohelpstudentspaymoreattention tolistening skill

Secondly, learning listening skill is the most difficult in learning aforeignlanguage Listening, like reading, is a receptive skill but it is often the mostdauntingforstudents.Whenreading,areaderusuallyhasmoreopportunitiestoreferbacktothe text to clarify understanding, which a listener can not do in most listening contextssuch as TV programs,meetings, discussion, lectures or conversations That is thereason I would like tooutsome suggestion so as to help teachers motivate theirstudents tostudylisteningskillmore excited andbetter

After studying at the Faculty of Foreign Languages, Haiphong ManagementandTechnology University, for nearly four years, I realize that the first-year students ofEnglish major still have manydifficulties in their listening skill In the hope of findingout the solutions learning listening , a study : “Thedifficulties faced by the first-yearEnglishmajorsatHaiphongManagementandTechnologyUniversityandstratergiestohelpfortheirself-

improvementinlisteningskill”hasbeenconductedbecauseofall abovementionedreason

2 Theaims ofthestudy

Thestudyisdonewiththefollowingaims:

- Firstly, the study is carried out in order to survey the real state oflearningEnglish listening skill in Haiphong Management and TechnologyUniversity sothat Icanworkout the solutions

- Secondly, most students find it difficult to learn listening skill so I would liketofind out the common difficulties encountered by the 1st year EnglishmajorswhentheystudyEnglishlisteningskillatHaiphongManagementandTechnologyUniversity

- Finally, due to such difficulties, many students are not interested in learningandpracticing this skill in class, therefore the study would like to suggest somepossible solutions to help fortheir self- improvement in listening skill Thesesolutions also aim to help thestudents catch up with the speed of a normalconversation in the real life so thatthey can improve their communicationcompetence

3 Researchquestions

1 What are the real situations of learning English listening skill for the yearstudentsinFacultyofForeignLanguagesatHaiphongManagementandTechnologyUniversity?

first-2 What are the difficulties of listening to English at Haiphong ManagementandTechnologyUniversity?

3 What are solutions to help for their self- improvement in listening skill forthefirst-year students in Faculty of Foreign Languages at HaiphongManagementand TechnologyUniversity?

4 Themethodofthestudy:

4.1 Researchmethodology

The researcher used Quantitative and Qualitative method for the study.Thequantitative method is questionnaire-based survey of 20 the first year English-majorstudentsatHaiPhongManagementandTechnologyUniversity.Theq u a l i t a t i v emethod is observations and a semi-structured interview for studentsused to enrichthequantitative data Interview process was held to know deeply about the students’difficulties.Then,alloftheresultquestionnaireandinterviewwereanalyzed

4.2Surveyquestionnaires

In terms of the methods, the questionnaire is designed as a mean forresearcherto collect data Questionnaires are more convenient, take less time, cheapand easy forstudents to answer Moreover, questionnaires are considered morereliable way sincethey are anonymous and this encourages greater honesty.Questionnaires includedclosed and open-ended questions The questionnaire is given

to students of the first-year students of foreign languages department with the hope tofind out their attitudestowards their listening skill and their difficulties in listening toEnglish as well as theirexpectations to their teachers As they are in their firstacademic year, they oftenexperience such problems It is stage that students should beequipped with variety oftechniques right from their early listening With appropriatestrategies, they will havebuiltuptheirlisteningskillbythe time

After gathering all the results of questionnaire with answers, the methodofanalyzing data is applied Basing on the statistic numbers, I analyze and find outthesituation, difficulties and then causes in order to suggest reasonable andeffectivesolutionsforthe problem

4.3Populationandsample

With the aim of completing the research, the researcher will need a groupofparticipants called the population of the study In this study, freshmen ofForeignLanguages Department at Haiphong Management and Technology Universitywill bethe population The total is 20 students in academic year 2019 – 2020 Theresearchtook all 20 studentsat class NA2301asthesampleof theresearch

A large numbers of them have learnt English for 7 years (4 years atsecondaryschool and 3 years at high school) However, their English backgrounds arequitesimilar because of the influence of curriculum of English for high schoolsstudents inthe past, students did not have many chances to practice English skills.Thus, whenentering Haiphong Management and Technology University, their Englishlevels

werelimitedandtheyhavetofaceupwithmanydifficultiesinstudying.Theyhaverecognizedtheirdifficulties,needs,achievement relatedtolisteningactivities

CHAPTER1:THEORETICAL BASISOFTHESTUDY

This chapter is named Theoretical basis of the study in which the researcherwillprovide the foundation of knowledge about listening skill so that the readers have anoverview of the topic of thestudy.It includes the definition, the significance and typesoflistening,factorsmakelisteningdifficult

1 Definitionoflistening

Listening has been defined by many researchers Howatt and Dakin(1974)defined listening as the ability to identify and understand what others aresaying Thisprocess involves understanding a speaker's accent or pronunciation, thespeaker’sgrammar and vocabulary, and comprehension of meaning An able listeneris

capableofdoingthesefourthingssimultaneously.Moreover,Chastain(1971)saidthatlistening is the ability to understand native speech at normal speed According toPostovsky(1975), listening differs in meaning from sound discrimination toauralcomprehension Goss (1982) defined listening as a process of understandingwhat isheard and organizing it into lexical elements to which meaning can beallocated.Besides, Bowen et al (1985) demonstrated that listening is understandingthe orallanguage Students hear oral speech, divide sounds, classify them into lexicalandsyntactic units, and comprehend the message Listening is a process of receivingwhatthe speaker says, making and showing meaning, negotiating meaning with thespeakerand answering, and creating meaning by participation, creativity, andempathy Inshort, listening has been recast as an activity central to the secondlanguage (L2)acquisition process (Krashen, 1985; Dunkel, 1993; Rost, 2002), and askill integral tooverall communicative competence (Savignon, 1991; Brown, 1994).According toKrashen (1994), listening is now treated as a much more complexactivity and one thatisthecornerstoneof languageacquisition

In conclusion, listening is a process of identifying and understanding whatthespeakers say, which includes understanding a speaker’s pronunciation, grammarandvocabulary Listeners have to know how to conduct and do the process underthecircumstancein anactiveway,notmakelisteningviewed asapassiveprocess

2 Definitionoflisteningcomprehension

Listening comprehension is regarded as a complex, interactive process inwhichlisteners are involved in a dynamic construction of meaning Listenersunderstand theoral input from sound discrimination, prior knowledge of vocabulary,grammaticalstructures, stress and intonation, as well as other use linguistic,paralinguistic, or evennon-linguisticclues incontextual utterance (Rost,2002).

The increased importance of listening comprehension in language learningmaybeattributedlargelytothedevelopmentofcommunicativelanguageteachingapproach,which attempts to prepare learners to transfer their classroom skills to real-lifecontext,overthepastthreedecades(Asher,1977;Krashen,1982;OmaggioHadley, 2001;Vande Berg, 1993) There has been a shift from nonteaching listeningcomprehension in the audio-lingual period

to teaching listening comprehension in astrategy-based approach (Mendelsohn, 1998).Before World War II, the teaching ofreading was given the most attention while that

themostinfertileandtheleastunderstoodlanguageskill(Winitz,1981).Underthepredominantaudio-

lingualapproachinthe1960’sandtheearly1970’s,theteachingoflisteningcomprehensionwasstillminor.Withtheincreasinginteresttowardscommunicativelanguageteachingapproach,severalresearchesrevealedtheimportanceof

listeningcomprehension(Brown& Yule, 1983;Faerch&K a s p e r , 1986; Feyten,1991; Long, 1985) Listening comprehension has ever since received alot moreattentionin languageteaching

On the one hand, technological advances and the growing awareness oftheimportance of listening in the world have made listening even more important inthecommunicationprocess(Mendelsohn,1998).Incurrentglobalizedsociety,withunivers

al and massive exposure to radio, television, satellite broadcasts, andinternet,individuals are expected to be increasingly prepared to receive informationthroughlisteninga n d s p e a k i n g , m o r e t h a n e v e r b e f o r e ( D u n k e l , 1 9 9 1 ; V a n d e

B e r g , 1 9 9 3 ) O n the other hand, some scholars (Nord, 1981; Wintiz, 1981) considered proficiency inlisteningcomprehension as a necessary condition for acquiring production languageskills,specifically speaking and writing The comprehension-based teachingapproachsupports that students at the beginning level should be allowed to keep silentuntil

theyfeelsafeandreadytoproducethetargetlanguage.Thus,itcanber e a s o n a b l y conclud

ed that students are probably engaged in listening before they are able to speakand write inthe target language, which means that second language instruction at abeginning level should focus on developing

learners’ listening comprehensionability.Still,otherscholars(Dunkel, 1991;Long, 1985;Rost,1990;Vogely,1999)stressed

that listening is important because it provides input as the raw material for learnerstoprocess in language learning Without correctly understanding the input, anylearningsimply cannot begin (Rost, 1994) Furthermore, the failure of listeningcomprehensionof the target language is an impetus, not merely an obstacle, to language learning aswellastocommunicationinteraction(Rost,1994).

The recognition of the importance of listening comprehension has resulted inanincreasednumberoflisteningactivitiesinstudents’textbooksandevenincomprehension-basedmethodology texts designed specifically for teaching listening(Anderson & Lynch, 1988; Rost, 1990;Underwood, 1989; Ur, 1984) Several studieshave found that through the use ofeffective pre-listening activities, instructors canincrease students’ understanding ofthe listening passages, which in turn develops theirlistening proficiency and contributes to their mastery of thetarget language (Herron,1994; Richards,1983; Rubin,1994; Teichert,1996; VandeBerg,1993)

3 Significanceoflistening

Listening has an important place in learning as it is one of the four majorskillsin language acquisition Even though the other skills such as reading, speakingandwriting are essential to develop language proficiency, listening contributesprimarilyforlanguageexpertise.Listeningawakensawarenessofthelanguageasitisareceptive skill that first develops in a human being Learning to listen to the targetlanguageimproves language ability The sound, rhythm, intonation, and stress ofthelanguagecanonlybeperfectlyadaptedthroughlistening.Tounderstandthenuancesin a particular language, one must be able to listen As we get to understand spokenlanguage by listening it is easier

to improve the other skills and gain confidence Otherthan being the primary form of communication,listening helps the language learner tounderstand the beauty of the language Especially in terms ofcommunicative languageteaching it is said that the basis for communicative competence is listening as itprovides theaural input and enables learners to interact in spoken communicationandhencelanguagelearninglargelydependsonlistening.Thuslisteningformstheconcretebasisforthecompletelanguage proficiency

4 Typesoflistening

Listening skills including of two main types are casual and focusedlisteninggoing together, up to the aim of listening (Nguyen Thi Van Lam and NgoDinhPhuong,2006)

4.1 Casuallistening

Casuallistening–

Thetermsaysitall,Listeningwithoutshowingmuchattention.Howeveractualattentionmayvaryalotfrompersontoperson.Itsimportance lies in the fact that even though we are notlistening carefully, our sub-conscious is alert to it Everything that we hear is being

ed language skills (reading, writing and speaking), listening skills havebeenrenderedt h e “ l e a s t r e s e a r c h e d o f a l l f o u r l a n g u a g e s k i l l s ” ( V a n d e r g

r i f t 2 0 0 7 : 2 9 1 ) Thislackofresearchmeansthatlistening“remainsoneoftheleastunderstoodprocesses” (Osada 2004:53), making the effective teaching of these skills asomewhatgrey area, subjecting it to often being viewed as a “somewhat neglected and

poorlytaughtaspectofEnglish”(Osada2004:57).Furthermore,theverycomplexnatureof

theactivityoflisteningalso contributes totheteaching ofsuchskills beinga ratherchallenging affair indeed.

listening skills, So the teaching models of mostlistening class confine to"listeningandcheckinganswers"

5.1.2 Attitudefactor

Everyone will tend to listen carefully to topics or topics that he canagreew i t h or that interest him Basically, human life has two main attitudes abouteverything,namely the attitude of acceptance and attitude of rejection People will bereceptive

tothingsthatareinterestingandbeneficialtohim,buttoberesistanttothingsthatarenot interestingandnot favorable tohim

5.1.3 Hearinghabitsareimpaired

Classroom teaching found that students in the process of listening to trytounderstand each word, each sentence, encounter strange words will stop to think,cannoteffectivelygraspthefocusofthematerial,difficulttoadapttotheE n g l i s h listeningspeedfaster.Thisisnotconducivetothecultivationofhearinghabits,norcanthecontentofthematerialheardtopredict,thusaffectingtheoverallunderstanding ofsentences and paragraphs, hindering the improvement of students'hearinglevel

Studentshaveproblemhearingthepasttenseofregularverbsendinginvoiceless

sounds such as, ‘work, wish, or watch’ The final /t/ sound of ‘ed’ sound isusuallyomitted when taking dictation so that the sentence, “I worked hard yesterday.”Comesout as “I work hard yesterday.” The students fail to hear the final voiceless

‘t’.Another problem is liaison(the linking of words inrapid speech) “Whata r e

y o u going to do tonight”? sounds like, /Whadiyagunnadotanight?/ For the untrainedearliaison presentsanawesome problem

5.1.4 Studentshaveproblems withdifferentaccents

MunroandDerwing(1999)expressedthattoomanyaccentedspeechcanleadtoanimportantreductionincomprehension.AccordingtoGoh(1999),66%o f learnersmentioned a speaker’s accent as one of the most significant factors thataffectlistenercomprehension.Unfamiliaraccentsbothnativeandnon-nativecancauseseriousproblems in listening comprehension and familiarity with an accent helpslearners’ listening comprehension Buck(2001) indicated that when listeners hearanunfamiliaraccentsuchasIndianEnglishforthefirsttimeafterstudyingo n l y AmericanEnglish will encounter critical difficulties in listening This willcertainlyinterruptthewholelisteningcomprehensionprocessandatthesametimea n unfamiliar accent makes comprehension process and at the same time an unfamiliaraccentmakes comprehensionimpossiblefor thelisteners.

5.2 Factorsrelatingtolisteningmaterialsandsomeanotherfactor

5.2.1 Incorrectandinsufficientcodes

In Vietnam , because of the traditional teaching style which stressed theabilityto deal with every kind examinations, both teachers and students have paidmuchattention to the ability of reading comprehension and lot of written exercises,whileignoring the students ability of listening and speaking, as a result, most studentsonlypay attention to the spelling and superficial meaning of most words, and they dontgrasp the exact pronunciations of words Their poor linguistic com petence doesnotenables them, presumably, to recognize the formatives of the heard utterance, i e,todissect out of the wave from of the morphemes, words, and other meaning-bearingelementsof theutterance

5.2.2 Psychologicalqualityandexternalenvironmentalbarriers

Inadditiontovocabularyandbackgroundknowledgebarriers,duetothedifferencebetween their own language and the difficulty of listening to text, thelistener in theprocess of listening inevitably to experience a variety of psychologicalpressure oremotional stress, the emergence of inattention and other phenomena.Inaddition,externalnoise,recordingclarity,soundsize,etc.aretheexternalenvironmentalfactorsthat affectstudents'listening understanding

5.2.3 Inappropriatelisteningmaterial

In listening class, teachers tend to choose passages, record news ofbroadcasts,or prepare lectures All of them have value, but they are extremely difficultsources

forearlypracticeinselectivelistening.Thistypeoflisteningexercisesdoesnotpresent

theredundancies,thecolloquialisms,thehesitations,thegesturesandthefacialexpressions that are

an inseparable part of the spoken language They emphasizeinformational content and fail to provide the ofthe signals used to communicateinformation andmeaning

5.2.4 Theclassatmosphere

Sometimesinconvenienceofclassroomsaffectsstudentslisteningcomprehension

In the large classrooms students who are sitting on the back rows maynot hear the recording asstudents sit in front Students who prefer to stay next to thewindows also effected by the noise that come fromoutside The size of the classroomalso makes difficult for teacher to manage the allclass in group activity or to getfeedback fromstudents

ListeningSpeaking Reading Writing

1 TheAnalysis oftheDataCollectedfromQuestionnaire

1.1 Students’attitudetowardlearningEnglishingeneralandlisteningskillinparticular

Chart1:Themost favoriteskill tostudents’view

The aim of this question is to research which English skill students likemost.Theresultgiveninchart1revealsthefactthatfourskillsincludingl i s t e n i n g , speaking, readingand writing all receive strong emphasis in language learning but thepie chartabove shows the most favorite skill that students are interest in.W e c a n easily see that prominent one amongthe four skills is speaking with the percentage of37% While listening is onlyoccupies 21% There are many reasons for this figure.First, listening skill is moredifficult than other skill, it requires listener must practiceusually in a long time andoperate with other skill such as pronunciation, knowledge,grammar…Second,Vietnamese teachers’ voice makes students not vary interested in.Moreover, whenlearning listening in class, students often listen to CD disc, MP3 filesoncomputer…inwhichthenativeforeignersspeakquitefastwithsomanyhomophones,accents…so it isvery difficultfor students to catch thewords andunderstand what the speakers mean.The figures show that the two skills readingandwritingaccountfo26%and16%inturn.Ingeneral,twoinfourskillsarespeaking

1.2.1 Problemspertinenttounfamiliarword

Chart2:Problemspertinenttounfamiliarword

The first question were asked to know unfamiliar word including jargonandidioms,interferedthelearners’listeningcomprehension.Therewere17from20student haveresponded that unfamiliar words including jargon and idioms interferedwith their listening comprehension Itmeans that vocabulary is a big obstacle to moststudents in listening comprehension.The students did not know what are the differentof jargon and idioms Their practice

in listening too limited because they learninglistening only in the laboratory whenthey learn about listening comprehension Itbecametheir problems pertinenttounfamiliar word

ed much trouble to students It means that know about the structural component ofthetext most important in listening comprehension Some students found difficultiesbecause they poor of grammar sotheir ability to listen complex sentence too bad.Understand complexsentencespendmuchtimealso.

n Long spoken text bore the student also Therefore, it is possible to inferthatlongspokentext interferelearners’listening comprehension.