MINISTRY OF EDUCATION AND TRAINING UNIVERSITY OF SOCIAL SCIENCES AND HUMANITIES ["\ AN EFFECTIVE WAY TO IMPROVE LISTENING COMPREHENSION SKILLS FOR NON-MAJOR SOPHOMORES IN ENGLISH AT
INTRODUCTION
Significance of the study
In today's world, English is essential due to its practicality and the demand for it in the job market In Vietnam, it has been a key foreign language in educational institutions, including schools, colleges, and universities, for more than thirty years.
Many students perceive practicing English listening as tedious and lack opportunities to engage with authentic English They often overlook the significance of listening in effective communication Poor listening skills can lead to misunderstandings and hinder communication Furthermore, enhancing listening abilities can also contribute to improving students' speaking skills.
To enhance students' listening skills, teachers need to emphasize the distinctions between written and spoken language Unlike reading, listening involves processing spoken language, which presents unique challenges Both skills are classified as "receptive skills," requiring students to absorb information differently Effective listening necessitates strong concentration on spoken content to extract essential information; however, many students struggle with this aspect.
Reasons for the research
The reasons for the research start from the difficulties Hong Bang University has in teaching English, especially the listening skill
• The second-year students from the Faculty of Asian-
Pacific Studies have many problems with learning listening
• Hong Bang University hasn’t found suitable course material The listening material which has been used for the second-year students from the Faculty of Asian-Pacific
Studies still hasn’t satisfied the needs and interests of the students because there is insufficient variety of listening activities
• Some teachers have had difficulties in choosing more task-based listening activities to supplement the material in the course.
Purpose of statement
The study aims to enhance listening skills, catering to students' needs while creating an engaging learning environment This research also assists students in improving their focus during listening activities, ultimately leading to better comprehension of spoken English.
The thesis aims to find out the difficulties which my students have in the process of learning listening, and an effective way to solve these difficulties
Finally, the thesis doesn’t only provide a source of activities to practice listening, but also helps teachers choose several of the available activities to supplement the listening material in a course.
Limitation
This thesis addresses the common challenges that hinder students from developing effective listening skills and offers solutions for enhancing listening instruction It recommends a range of task-based listening activities specifically tailored for pre-intermediate sophomores at the Faculty of Asian-Pacific Studies at Hong Bang University, focusing on the contexts of Vietnam, Australia, and Southeast Asia However, these activities may not be suitable for other educational settings.
The research questions
A Which factors prevent the students from focusing on a text and understanding it in the process of learning listening?
B What can be done to improve their listening comprehension skill?
Various renowned authors in the field of methodology have shared diverse perspectives on teaching listening skills These differing viewpoints result in distinct teaching methods and approaches to teacher preparation The effectiveness of teaching listening is influenced by several factors, including learning facilities, the learning environment, the curriculum, and the characteristics of the students.
I think teachers of listening must choose an appropriate method for each particular situation However, particular teaching methods may work well in one class but fail in another
1 Types of language teaching syllabus
Krahnke (1994:10-13) demonstrates that all language teaching syllabi are blends of multiple types, indicating that the categories are not completely separate The difference between skill-based and task-based syllabi is often minimal There are six distinct types of syllabi in total.
- A structural syllabus is one in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught
- A notional/ functional syllabus is one in which the content of language teaching is a collection of the functions or notions that are performed when language is used to express
A situational syllabus in language teaching comprises a collection of real or imagined scenarios where language is utilized Each situation includes multiple participants engaged in activities within a specific context, and the language employed serves various functions.
A content-based syllabus focuses on teaching specific information rather than language itself Its main goal is to convey content while simultaneously helping students learn the language This approach emphasizes the importance of information in content-based language teaching.
A task-based syllabus focuses on a series of complex and purposeful tasks that students need or want to perform using the language they are learning These tasks are defined as activities with objectives beyond just language acquisition, with language learning taking a backseat to task performance Language instruction occurs as needed during the execution of these tasks, which integrate various language skills in specific contexts The primary goal of task-based teaching is to equip students with the ability to utilize their resources effectively to complete specific tasks, emphasizing both communication and cognitive processes.
A skill-based syllabus focuses on teaching specific language abilities essential for effective communication Its main goal is to enhance particular language skills while fostering overall language competence This approach organizes linguistic competencies—such as pronunciation, vocabulary, grammar, and sociolinguistic elements—into broader behavioral categories, including writing coherent paragraphs, delivering impactful oral presentations, reading texts, and comprehending spoken language.
Listening is an active process that involves constructing meaning from a stream of sounds, utilizing knowledge of phonology, semantics, and syntax It is the most commonly used language skill in daily life, with individuals listening to twice as much language as they speak, four times as much as they read, and five times as much as they write.
Comprehension is a continuous process of interpreting text and adjusting that interpretation as new information emerges (Buck 2001:247-248) This process develops from the foundational level (Brown 1977:10).
Nunan (1989: 48-52) points out that there are four types of learners:
Concrete learners prefer interactive methods such as games, visuals, and discussions, often engaging with English outside the classroom In contrast, analytical learners focus on grammar, literature, and independent study, emphasizing self-correction and problem-solving based on teacher assignments.
Communicative learners thrive on interactive methods, such as engaging with native speakers, conversing with friends, and consuming English media, which helps them acquire new vocabulary through auditory experiences In contrast, authority-oriented learners prefer structured guidance from teachers, utilizing textbooks for grammar study and expanding their vocabulary through reading and visual exposure.
3.2 Learners’ internal factors involved in listening success
One of the factors influencing how we experience the listening process is our attitude towards the foreign culture itself
Negative attitudes can create significant internal barriers to effective listening, often resulting in minimal engagement driven solely by external pressures In contrast, listeners with positive attitudes are more likely to seek deeper connections with the second language community Ultimately, a listener's attitude plays a crucial role in shaping their perception of communicative needs (Littlewood 1984: 55-56).
To enhance student engagement in English lessons, it is essential for teachers to incorporate topics that resonate with students' interests Understanding what captivates students will make their learning experience more stimulating and effective.
Needs assessment emphasizes understanding the specific purposes for which learners require listening skills, alongside analyzing the contexts and tasks they will encounter as second language learners (Long 1987:167) Educators can define learners' needs by focusing on the learning processes rather than just the final objectives and goals (Tarone and Yule 1996:8-9).
Listening is vital in the language classroom because it provides input for learners Without understanding input at the right level, learning becomes more difficult (Richards and
To enhance English listening skills, it is essential to activate the content schema, allowing learners to tap into their prior knowledge (Renandya, 2002) The content schema refers to the background information related to the topic at hand (Celce-Murcia & Olshtain, 2000) When introducing a new topic, it is crucial to engage students' existing knowledge by activating or developing their background understanding through targeted questions or statements (Krahnke, 1994).
Effective language instruction aims to help learners associate new language forms with their meanings and engage in communicative activities (Krahnke 1994: 30) A common misconception is that a strong vocabulary and grammar knowledge automatically enables listeners to recognize familiar words and structures in natural spoken contexts To address this, we should adapt some listening lessons to better reflect this challenge Encouraging learners to listen actively and jot down understood words can be beneficial (Richards and Renandya 2002:246) Listeners face significant challenges, needing to master phonological and grammatical patterns alongside vocabulary, which complicates their ability to select and retain key information (Byrne 1976:14) A solid vocabulary aids in recognizing words within phrases, while grammar knowledge facilitates the identification of word inflections and the cohesive structures of text (Celce-Murcia and Olshtain 2000:103).
LITERATURE REVIEW
Types of language teaching syllabus
Krahnke (1994:10-13) demonstrates that all language teaching syllabi are blends of multiple types, indicating that the categories are not completely separate The difference between skill-based and task-based syllabi is often minimal There are six distinct types of syllabi in total.
- A structural syllabus is one in which the content of language teaching is a collection of the forms and structures, usually grammatical, of the language being taught
- A notional/ functional syllabus is one in which the content of language teaching is a collection of the functions or notions that are performed when language is used to express
A situational syllabus in language teaching focuses on real or imagined scenarios where language is actively used Each situation includes various participants engaged in specific activities within a defined context The language employed in these situations serves multiple functions, enhancing the learning experience.
A content-based syllabus focuses on teaching specific content or information rather than solely on language instruction Its primary goal is to utilize the language being learned as a medium for conveying information, emphasizing the importance of content in language education Content-based language teaching prioritizes the delivery of information while simultaneously facilitating language acquisition.
A task-based syllabus focuses on a series of complex and purposeful tasks that students need or want to perform using the language they are learning These tasks are defined as activities with objectives beyond just language acquisition, with language learning taking a backseat to task performance Language instruction occurs as needed during the execution of these tasks, which integrate various language skills in specific contexts The primary goal of task-based teaching is to equip students with the ability to utilize their resources effectively to complete specific tasks, emphasizing both communication and cognitive processes.
A skill-based syllabus focuses on teaching specific language abilities essential for effective communication Its main goal is to enhance particular language skills while fostering overall language competence This approach categorizes linguistic competencies—such as pronunciation, vocabulary, grammar, and sociolinguistic elements—into broader behavioral types, including writing coherent paragraphs, delivering impactful oral presentations, reading texts, and comprehending spoken language.
Overview of listening comprehension
Listening is an active process that involves constructing meaning from a stream of sounds, utilizing one's knowledge of phonology, semantics, and syntax It is the most commonly used language skill in daily life, with individuals listening to twice as much language as they speak, four times as much as they read, and five times as much as they write.
Comprehension is a continuous process of interpreting text and adjusting that interpretation as new information emerges (Buck, 2001) This process develops from the foundational level (Brown, 1977).
Focus on learners
Nunan (1989: 48-52) points out that there are four types of learners:
Concrete learners prefer interactive methods such as games, visuals, and discussions, often engaging in English practice outside the classroom In contrast, analytical learners focus on grammar and literature, enjoying solitary study, self-correction, and tackling teacher-assigned problems.
Communicative learners thrive on engaging with native speakers through conversation, watching English TV shows, and absorbing new vocabulary through listening In contrast, authority-oriented learners prefer structured guidance from teachers, utilizing textbooks for grammar study and acquiring new words through reading and visual aids.
3.2 Learners’ internal factors involved in listening success
One of the factors influencing how we experience the listening process is our attitude towards the foreign culture itself
Negative attitudes can create significant internal barriers to effective listening, often resulting in minimal engagement driven solely by external pressures In contrast, listeners with positive attitudes are more likely to seek deeper connections with the second language community Ultimately, a listener's attitude plays a crucial role in shaping their perception of communicative needs (Littlewood 1984: 55-56).
To enhance student engagement in English lessons, it is essential for teachers to incorporate topics that align with students' interests Understanding what captivates students will make their learning experience more stimulating and effective.
Needs assessment emphasizes understanding the specific purposes for which learners require listening skills, along with analyzing the contexts, activities, and tasks they will encounter as second language learners (Long 1987:167) Teachers can identify learners' needs by focusing on the learning processes rather than just the final goals and objectives (Tarone and Yule 1996:8-9).
Listening is vital in the language classroom because it provides input for learners Without understanding input at the right level, learning becomes more difficult (Richards and
To enhance English listening skills, it is essential to activate the content schema, allowing learners to tap into their prior knowledge (Renandya, 2002) The content schema refers to the background information related to the topic at hand (Celce-Murcia & Olshtain, 2000) When introducing a new topic, it is crucial to engage students' existing knowledge by developing their background understanding through targeted questions or statements (Krahnke, 1994).
The primary objective of language instruction is to help learners associate new language forms with their meanings and engage in communicative activities using the new language (Krahnke 1994: 30) A common misconception is that a strong vocabulary and grammar knowledge automatically enable listeners to recognize familiar words and structures in natural spoken contexts To address this, we should adapt some listening lessons to better reflect this reality Encouraging learners to listen actively and jot down understood words can be beneficial (Richards and Renandya 2002:246) Listeners face significant challenges, as they must master essential phonological and grammatical patterns alongside vocabulary, which complicates their ability to select and retain key information (Byrne 1976:14) A solid vocabulary aids in recognizing words within phrases, while grammatical knowledge facilitates the identification of word inflections and the understanding of phrases or clauses that contribute to cohesive and coherent text (Celce-Murcia and Olshtain 2000:103).
Richards (2000) and Ur (1996) emphasize the crucial role of vocabulary in effective listening comprehension To enhance the success of listening activities, it is essential to pre-teach specific vocabulary.
Effective listening instruction requires a robust vocabulary and strategies for acquiring new words; without these, learners may underperform and miss out on valuable language learning experiences, such as engaging with native speakers or consuming media (Richards and Renandya 2002:255) A key skill in expanding vocabulary is the ability to infer meanings from context using grammatical and pragmatic clues, which is particularly important in listening (Long 1987:312) It is essential for learners to understand both the meanings and usages of words, and vocabulary should be taught within context to enhance retention (Harmer 1991:23-24) In real-life situations, learners must adapt to encountering unfamiliar words without prior explanations, developing the ability to navigate these challenges effectively (Richards and Renandya 2002:243).
Understanding grammatical rules is essential for effective communication (Richards and Renandya 2002:145) Our goal in teaching grammar should focus on enhancing students' communicative efficiency with the grammar they possess While we may not delve into advanced stylistic nuances, it is crucial that students can apply their knowledge and minimize errors (Harmer 1991:22-23) Grammar instruction involves providing students with clear grammatical rules and explanations (Harmer 1987:4).
Understanding the phonological system enables listeners to break down acoustic signals into sounds that create words and phrases, which are organized into clauses or utterances characterized by intonation patterns featuring key prominent elements.
Listening comprehension heavily relies on understanding stress and intonation patterns, which can pose greater challenges for listeners than mispronounced individual sounds These patterns are essential for grasping a speaker's meaning and intentions, with pitch direction at the end of an utterance playing a critical role Intonation can differentiate between the certainty of a statement and the uncertainty of a question, while stress can alter the meaning of phrases and sentences Incorrect word stress can obscure meaning and disrupt the prosody of entire utterances, highlighting the significant impact of intonation on comprehension.
Many foreign language learners often struggle to understand different accents when they are accustomed only to their teacher's voice This limited exposure can hinder their listening skills, as they miss the opportunity to practice with various voices and accents Utilizing a cassette recorder allows students to experience a range of pronunciations, enhancing their listening comprehension and overall language proficiency.
According to Kenworthy (1987:37-38), weak forms should be introduced after establishing the fundamental concepts of word stress In English, numerous weak forms are utilized, particularly in conjunctions such as "that" and "and."
Reduced form is a type of weak form in English While it's not necessary to use contractions in your speech, understanding them when heard is essential Most English speakers frequently utilize contractions in their everyday communication.
“Linking a final consonant sound to a beginning vowel sound alters the syllable structure from one that ends in a consonant to one that begins with one.”
Listening in another language
In everyday communication, the way a message is delivered often holds more significance than the actual words spoken (Brown 1977:3) Listening is typically a two-way process, allowing listeners to express their understanding or confusion and seek clarification when necessary (Richards and Renandya 2002:248).
Reciprocal listening involves interactive listening tasks that allow the listener to engage with the speaker and negotiate the content, while non-reciprocal listening pertains to one-way information transfer, such as listening to the radio or formal lectures.
According to Nunan (1989:23), it is essential for students to engage with "real things" in their learning Lewis (1992:63) emphasizes the importance of incorporating short segments of authentic listening into all courses from the beginning The Council of Europe (2001:65) offers a variety of activities that focus on real-life listening experiences.
• listening to public announcement (information, instruction, warnings…)
• listening to media (radio, T.V, recordings, cinema…)
• listening as a member of a live audience (theatre, public meetings, public lectures, entertainments….)
Focused listening involves listening with a specific purpose to gather essential information, allowing us to identify key points or details we need Learners benefit significantly from focused listening, as it helps them understand what to concentrate on This approach enhances both oral production and auditory perception, ultimately improving language skills.
4.2 The nature of listening process
Effective listening comprehension involves both intensive and extensive listening experiences Intensive listening focuses on shorter texts with specific activities, while extensive listening engages students with longer texts and broader tasks Additionally, listening can be approached in two stages: first, students identify the main idea to answer guiding questions, and then they listen for specific details This process includes skimming for general topics and scanning for particular information, allowing listeners to effectively note their answers.
The listening process is fundamentally based on the listener's internalized knowledge of language rules, allowing them to segment speech into sounds and link these to form words, clauses, and sentences Effective listening requires comprehension, where listeners retain information, integrate it with subsequent content, and continuously adjust their understanding based on prior knowledge and new information.
Listeners must reconstruct the speaker's original intention by integrating both bottom-up and top-down processes to enhance L2 listening comprehension Bottom-up processing focuses on identifying words, structures, and grammar, while top-down processing relies on prior knowledge and information not explicitly conveyed in the message The bottom-up approach views listening as a linear, data-driven process where comprehension depends on the ability to decode spoken text In contrast, the top-down model emphasizes the active construction of meaning through expectations, inferences, and relevant prior knowledge.
Nunan (1995:33) describes that “active listening” is an approach in which listeners are encouraged to stop the tape and work collaboratively to solve the various problems associated with the task
“The active listeners will use all relevant background knowledge – knowledge of the context, knowledge of the speaker, knowledge of the topic…”
Interactive listening plays a crucial role in building and sustaining social relationships, particularly during transactional interactions aimed at acquiring goods and services This listening type is characterized by a continuous cycle of listening and speaking, commonly observed in conversations and debates Consequently, it represents the most frequent form of listening we engage in during our daily lives.
According to Buck (2001: 247-248), the context of a situation refers to the communicative environment surrounding a speech event, while the cognitive environment encompasses all the information in the listeners' minds This context is crucial, as speakers frequently rely on listeners to interpret their intended meaning, rather than stating it explicitly.
Effective listeners utilize pragmatic knowledge to interpret unclear information and predict discourse events They leverage situational context and surrounding discourse to clarify meanings and determine the most accurate interpretations Additionally, they evaluate the participants, setting, topic, and purpose of the conversation to enhance their understanding.
Teaching listening comprehension
Long (1987:167) suggests that, in teaching listening skill, our aim is to provide comprehensible, focused input and purposeful listening tasks which develop competence in particular listening abilities
Effective communication is essential in tasks involving interaction, production, reception, or mediation (Council of Europe 2001:157) Prioritizing communication in teaching materials and classroom activities is a fundamental principle of communicative methodology (Richards and Renandya 2002:93) A key aspect of the communicative approach to language teaching is the implementation of methodologies that motivate learners to actively use the language, express ideas, and engage in various communicative acts (Widdowson 1990:159).
Communicative language teaching (CLT) emphasizes the importance of listening skills in language education, recognizing that listening exercises should reflect real-life conditions This approach often incorporates authentic materials from native language contexts, allowing learners to engage with language meaningfully rather than focusing solely on form Consequently, tasks that provide access to authentic language samples, even in structured formats, are deemed the most effective for enhancing listening skills in the classroom.
Richards and Renandya (2002:142) shows that the listening process can be divided into three stages; pre-listening, while- listening, and post-listening
Pre-listening activities play a crucial role in enhancing listening comprehension by providing context and motivation for learners These activities can include brainstorming vocabulary, reviewing grammar, or discussing the topic of the listening text Engaging students' interests and linguistic expectations beforehand leads to more effective listening and better skill development Additionally, discussions on related subjects can further stimulate listeners' thinking, making them more prepared for the listening task.
According to Littlewood (1984), this stage enhances listeners' ability to extract messages from spoken language through extensive listening, which is accompanied by general questions to establish context It includes preset tasks and questions, followed by intensive listening with detailed comprehension questions, and concludes with an answer-checking phase.
This stage involves analyzing the language used in the text, such as the speaker's choice of the present perfect tense Post-listening activities may include "Listen and repeat," role-playing, written assignments, summarizing, problem-solving, and interpreting the speaker's relationships.
Post-listening activities are essential for engaging learners and establishing a clear purpose for their listening experience These activities can include discussions, questions, or brief reading passages that help create a contextual script, offering insights into the situation, characters, and events involved (Long 1987:172).
5.3 The expectation and purpose of listeners
Explicit listening goals are essential for students, as they need to understand what they are listening for and the purpose behind it (Nunan 1999:221) Providing a clear reason for each listening task helps maintain students' focus and guides them toward the key points of the audio material (Underwood 1987:85, Doff 1988:201).
We rarely listen without some preconceived notion of what we will hear, as our expectations are often tied to our purpose for listening For instance, if we seek an answer to a question, we anticipate a relevant response When presented with grammatically correct but semantically unusual sentences, listeners tend to interpret them based more on their expectations of reality than on the actual content they hear.
Listeners interpret messages based on their linguistic knowledge, including syntax and language usage across different styles Their understanding is also influenced by their familiarity with the topic, shared real-world knowledge with the speaker, and assumptions about the speaker's personal attitudes and interests Additionally, the context of the conversation, including prior statements, plays a crucial role in shaping their interpretation.
(6) their understanding of the cultural context in which it occurs;
(7) their reading of paralinguistic cues (speed of speech, length of pauses, loudness, pitch, facial expressions), gestures and other body language which differ from culture to culture (Temperley 1978:68-69)
5.4 Learning listening through the strategies
Learners must be aware of the strategies they use while completing tasks (Scharle 2000:48) Effective listening strategies include extracting important details, identifying the gist of segments, and predicting upcoming content (Celce-Murcia and Olshtain 2000:103) Key teachable strategies encompass predicting, selective listening, listening for various purposes, inferencing, progressive structuring, and personalizing These strategies should be integrated into content teaching, allowing learners to recognize their practical applications in developing effective listening skills (Richards and Renandya 2002:236, 241).
Nunan (1999:318) points out that thinking ahead and guessing what is to come is a strategy that students are introduced to and given practice in applying to academic learning
Selective listening involves focusing on key information and important words rather than attempting to comprehend every detail (Richards and Renandya 2002:139, Nunan 1999:317) This process is influenced by our needs for meaning and context, as well as our capacity to select what we choose to listen to (Krahnke 1994:25).
Effective listening involves identifying valuable information amidst a sea of irrelevant details (Lewis 1992:63) This skill is essential for students, as it encompasses strategies such as focusing on key and specific information To aid in this process, students may benefit from using a chart that they can complete based on given instructions (Byrne 1976:17-18).
Making inferences involves recognizing both stated and implied information, as highlighted by Krahnke (1994:37) This process heavily relies on prior knowledge Additionally, "top-down processing" emphasizes how this familiar knowledge can shape our understanding of the message's likely form within a specific context (Brown 1977:155).
Progressive listening involves students repeatedly hearing a challenging passage, with each repetition focusing on identifying more detailed information through guided questions or progressively difficult listening tasks (Krahnke 1994:36, Nunan 1999:222).
Personalizing listening in the classroom presents a challenge for teachers, as highlighted by Nunan (1999:211) This approach allows learners to exert some control over the content, enabling them to contribute their own experiences to the listening task.
5.5 Relaxing situations of listening in class