LIST OF TABLES Table 3.1: Student subjects’ profiles Table 3.2: Teacher subjects’ profiles Table 4.1: Modes of instruction Table 4.2: Teacher’s preparation Table 4.3: Speaking activities
INTRODUCTION
Background of the study
In today's globalized world, effective communication is crucial for success in various fields, including politics, economy, and education As a result, the focus on teaching and learning English, the global lingua franca, has shifted towards enhancing learners' communication skills, particularly speaking Speaking is often prioritized in English language education, as it is viewed as the most vital skill for effective communication The proficiency in spoken English is frequently used as a benchmark for measuring language learning success, with fluent and natural speakers considered the most successful learners.
However, speaking is hardly an easy task, particularly speaking a foreign language
Fluency in English requires a mastery of various skills and knowledge areas, including communication strategies and an understanding of socio-cultural aspects, genres, speech acts, registers, discourse, grammar, vocabulary, and phonology (Thornbury, 2005) Students must not only pronounce words accurately with the correct stress and intonation but also select appropriate language and conversational strategies for different contexts (Harmer, 2007b).
Teaching speaking presents a significant challenge, prompting extensive research on effective methods to enhance students' oral fluency Numerous approaches have been tested to improve speaking skills in educational settings.
Communicative language teaching (CLT) has been shown to positively influence students' listening and speaking skills, as highlighted by Al-Twairish (2009) In a communicative learning environment, students exhibit high motivation, which helps reduce their speaking difficulties in English (Efrizal, 2012) Additionally, task-based learning within the CLT framework effectively enhances learners' speaking abilities and their attitudes towards the English language (Kasap, 2005; Murad, 2009).
Numerous techniques and tools have been explored under the Communicative Language Teaching (CLT) framework, including role play (Nawaz, 2005; Chotirat & Sinwongsuwat, 2011; Oradee, 2012; Islam & Islam, 2013), group work activities (Hamzah & Lu, 2010), and information gap exercises (Jondeya, 2011; Watamni & Gholami, 2012; Asrobi, Seken & Suarnjaya, 2013) Additionally, classroom interaction and participation have been emphasized (Tsou, 2005; Khadijia, 2010), alongside the use of audiovisual materials (Adesomon).
2011), digital storytelling via websites (Somdee & Suppasetserree, n.d.), concept mapping (Ghonsooly & Hosienpour, 2009) and DVD films (Katchen, 2003) have also been investigated
Similarly, many of the above approaches, techniques and tools have been put into application in Vietnam by a number of researchers, such as Duong My Tham
Research by Tran Quoc Viet (2011), Nguyen Thi Mai Huong (2010), and others highlights various methods to enhance students' speaking abilities, including oral presentations (Nguyen Thi Tam, 2012), drama techniques (Do Thi Hang, 2009), and e-learning (Le Phuong Anh, 2010) These approaches have shown a positive impact on students' speaking achievements and are applicable across schools and universities in similar contexts.
Besides, a number of researchers have carried out investigations into the circumstances of teaching speaking, including Adhiraki (2010), Aleksandrzak
(2011), Nguyen Thi Thanh Tam (2005), Nguyen Thi Bao Tran (2010) Hoang Le Hanh (2011), Phan Thi Phuoc (2011), and Krong Ai Huong Lan (2011)
Many studies tend to treat speaking as a separate skill, often due to course labeling or the convenience of focusing on one skill at a time However, real-life communication requires the simultaneous use of various language skills, such as speaking and listening Effective language teaching should reflect this reality by integrating multiple skills, like combining reading with writing and vocabulary, or linking speaking with listening and pronunciation Hinkel (2006) highlights that current trends in English language teaching emphasize the importance of addressing these interconnected skills.
In the era of globalization, language learning increasingly emphasizes meaningful communication and the enhancement of learners' communicative competence This shift has led to the adoption of integrated and dynamic multi-skill instructional models to meet the pragmatic goals of language education Consequently, teaching speaking must be considered in conjunction with other language skills Language educators are encouraged to incorporate multi-skill instruction within the same course or to apply integrated-skill approaches in traditionally single-skill courses Despite this, research on the integration of speaking with other skills remains limited Notable studies include Du & Lin (1998), who explored the integrated skills approach in the English Listening and Speaking Curriculum at National Tainan Second Senior High School, and Zhang (2009), who proposed activities to merge speaking with reading lessons Additionally, Liao (2009) recommended integrated pair- and group-work activities to enhance students' speaking abilities, while Tavil (2010) provided further evidence supporting this integrated approach.
Current perspectives on English language teaching highlight three key trends: the decline of traditional methods, an increasing focus on both bottom-up and top-down skills, and the development of new knowledge regarding the English language.
4 teaching listening and speaking skills in integration improved students’ oral communicative competence at Gazi University, Turkey
In Vietnam, there is a growing trend of integrating language skills in education, particularly at the University of Technical Education Ho Chi Minh City (UTE), where listening and speaking courses for English majors have been combined for nearly two years using the North Star - Listening and Speaking series This integration has led to a reduction in course time from 45 periods for each skill to a single 45-period integrated course, presenting challenges for teachers at the Faculty of Foreign Languages (FFL) Observations indicate that instructors are struggling to adhere to the course schedule and are uncertain about effectively integrating the skills, raising concerns about the efficacy of the integrated-skill approach in teaching speaking.
The researcher conducted a study titled “Teaching Speaking to English-Majored Students at the University of Technical Education Ho Chi Minh City” to explore the current state of integrated listening-speaking courses for first-year English majors This investigation aims to identify the challenges and obstacles faced in teaching these skills By understanding these difficulties, the researcher intends to propose effective solutions to enhance the teaching and learning of listening and speaking skills.
Purpose of the study
This study aims at surveying the reality of teaching speaking in integration with listening skill to first-year English majors at UTE and providing some suggestions
This study focuses on enhancing the quality of teaching oral skills in integrated listening-speaking courses for English freshmen at UTE It has four main objectives: first, to investigate the current teaching methods employed by UTE teachers for developing speaking skills; second, to identify the challenges faced by both teachers and first-year students in mastering oral skills; third, to assess the effectiveness of integrating listening and speaking skills from the perspectives of both teachers and students; and finally, to propose practical solutions to address these challenges and improve the overall effectiveness of the listening-speaking courses at UTE.
Research questions
In order to achieve these aims of the study, the researcher would like to answer the following research questions
- What are the current ways of teaching speaking to first-year English-majored students in the integrated listening-speaking courses at UTE?
- What are the problems and difficulties facing teachers and first year English majored students in teaching and learning oral skills at UTE?
- What is the effectiveness of the integration of listening and speaking skills in teaching and learning from the perspectives of UTE’s FFL’s teachers and first- year students?
- What are the suggestions to overcome the problems and difficulties, and improve the effectiveness of teaching listening-speaking courses at UTE?
Significance of the study
This case study explores the effectiveness of teaching speaking skills within integrated listening-speaking courses for English freshmen at UTE The findings aim to provide valuable insights for UTE's Foreign Language lecturers and students, enhancing their understanding of effective teaching approaches.
Integrating listening and speaking skills in English language teaching (ELT) offers significant advantages that can encourage teachers to adopt a more cohesive approach in the classroom By embracing this integration, educators can enhance their teaching effectiveness and reflect on their practices, ultimately contributing to their professional development.
This study aims to contribute to the English Language Teaching (ELT) literature by identifying common challenges faced by ELT teachers in implementing the integrated-skill approach for teaching speaking at the university level The findings will provide actionable suggestions for enhancing the effectiveness of integrated listening-speaking courses Additionally, this research can serve as a basis for future studies in the field at UTE.
The findings of this study offer valuable recommendations for teachers and English majors at UTE, aimed at alleviating the challenges associated with teaching and learning listening and speaking skills.
The practical techniques and teaching procedures outlined in this study serve as valuable resources for educators responsible for listening and speaking courses These strategies can be directly applied in their teaching, providing a foundation for understanding the principles and models necessary for implementing an integrated skills approach.
Finally, the findings of the study would help the university authority take into consideration the importance to provide teachers with training in integrating skills
A thorough evaluation of the current state of teaching listening and speaking skills is essential for syllabus writers and curriculum planners, as it highlights necessary revisions to enhance course learning outcomes.
Scope, limitations and delimitations of the study
The study's title lacks clarity regarding its focus, necessitating a clear statement of its scope While it claims to emphasize teaching the speaking skill, the research actually investigates speaking in conjunction with listening within a listening-speaking course This integration reflects the current approach at UTE, where speaking is not taught as a standalone skill Additionally, this method aligns with contemporary trends in language teaching that advocate for the interconnectedness of language skills.
The study focuses exclusively on FFL freshmen, many of whom come from rural backgrounds and have not previously experienced integrated listening and speaking lessons in high school This lack of exposure makes their perspective on the integrated approach and the challenges they encounter in learning these skills particularly relevant In contrast, FFL sophomores, having spent a year at college, are likely more accustomed to university-level studies and may face fewer difficulties with listening and speaking skills Additionally, junior and senior English majors at UTE are not included in this study, as they continue to follow an outdated curriculum that teaches the four skills in isolation From a curriculum planning perspective, it is essential to implement revisions and innovations starting at the foundational level, making English freshmen a logical focus for this research.
This case study at UTE's FFL highlights the unique challenges of teaching speaking skills, indicating that the findings may not represent the typical circumstances found in other institutions Consequently, the recommendations provided may not be suitable for different educational contexts.
Within the scope of the study, there are some limitations and delimitations The first limitation of the study is that the reliability of the responses in the
The questionnaire results may be influenced by several factors, including respondents' superficial answers due to the lengthy question list, reluctance to respond honestly, and potential misinterpretation of questions by weaker students due to the English language Additionally, the observed performance of teachers and students may not reflect their usual capabilities because of the pressure of being filmed The researcher also acknowledges the need for a critical examination of the syllabus and textbooks, as well as interviews with subjects, to gain a comprehensive understanding of teaching speaking skills at UTE However, time constraints prevented the inclusion of these methods in the study Consequently, the findings are based solely on the perspectives of teachers and students at UTE, providing preliminary descriptive information about teaching listening-speaking courses, which can serve as a foundation for future experimental research.
An overview of the study
The study is organized into five chapters, starting with an introduction that outlines the background, context, purposes, research questions, and significance of the research, along with its scope, limitations, and delimitations Chapter two presents a literature review on the integrated skills approach in English Language Teaching (ELT), discussing its advantages, disadvantages, and instructional modes that support skill integration, as well as key concepts in teaching listening and speaking Finally, chapter three details the research methodology and design utilized in the study.
Chapter four outlines the study's results and discusses the findings, while the final chapter provides practical suggestions and recommendations derived from these results.
Summary
This chapter outlines the foundation of the current study, detailing its background, main objectives, and key research questions It also highlights the significance, scope, limitations, and delimitations of the research The following chapter will review relevant literature pertaining to the field of this study.
LITERATURE REVIEW
The integrated-skill approach in language teaching
This section of the report explores the integrated-skill approach in language teaching, highlighting its foundational principles and the rationale behind skill integration It discusses the advantages of integrating language skills, outlines methods for incorporating the four skills in the classroom, and contrasts this approach with the segregated-skill method, addressing potential disadvantages and challenges associated with skill integration.
2.1.1 What is integrated-skill approach?
Recent trends in language education emphasize skill integration, moving away from the traditional approach of treating the four language skills as separate components of the curriculum (Brown, 2001, p 232) Integrated language teaching has its roots in earlier methodologies and is often linked to the principles of Communicative Language Teaching (Hinkel).
In the late 1960s, the focus of language teaching shifted towards communicative proficiency, leading to the emergence of the Communicative Approach This new method gradually replaced the Audio-lingual method and Situational Language Teaching, which had primarily emphasized grammar competence By the early 1970s, numerous researchers and methodologists recognized this significant change in language teaching methodologies.
The teaching of language skills should not focus on isolated structural elements, as language is rarely used in isolation (Corder, 1971; Kaplan, 1970; Stern, 1992, as cited in Hinkel, 2010) Since the mid-1970s, Communicative Language Teaching has evolved into an approach aimed at enhancing students' communicative competence and developing teaching procedures that recognize the interdependence of language and communication (Richards & Rodgers, 1986) The integration of the four macro-skills has become a key innovative feature of the communicative approach in second or foreign language teaching (Hinkel, 2010).
But what exactly does the integration of listening, speaking, reading and writing activities in the English classroom mean? A number of researchers and methodologists have given answers to this question
Skill integration in the language classroom, as defined by Read (1985), involves a series of interconnected activities that utilize a combination of the four essential skills: listening, speaking, reading, and writing These activities are linked through common topics or language, highlighting the interdependent nature of the tasks Each task builds on the previous one and sets the stage for subsequent tasks, ensuring that skills are practiced in a cohesive manner rather than in isolation This approach creates a series of mutually reinforcing tasks that enhance language learning.
Dolan (1985) posits that skill integration in language education goes beyond merely separating listening, speaking, reading, and writing; it emphasizes the interaction among these language components within the classroom setting Thus, effective skill integration involves a dynamic interplay of these aspects to enhance language learning.
The effectiveness of language learning is achieved when listening, speaking, reading, and writing activities are integrated to promote natural interaction among these skills Without such interaction, presenting the four skills within the same lesson merely results in a disjointed approach.
Brown (2001) illustrates the concept of an integrated-skill curriculum using a reading course as an example He emphasizes that such a curriculum does not focus solely on the various aspects of one skill, like reading, but adopts a whole language approach This means that reading is interconnected with other skills, including listening, speaking, and writing, ensuring a comprehensive learning experience.
In her 2001 article, Oxford defines the integrated-skill approach as a method of teaching that interweaves the four primary language skills: listening, reading, speaking, and writing, along with essential knowledge of vocabulary, spelling, pronunciation, syntax, meaning, and usage This approach emphasizes the combination of language skills within lessons or curricula, ensuring that these skills interact and support one another.
Richards & Schmidt (2010) describe an integrated approach as the simultaneous teaching of reading, writing, listening, and speaking skills, where lessons incorporate activities that connect these language skills with one another (p 288).
Regardless of the variations in definitions, a common element exists among them: the necessity for multiple skills to be present in a lesson, either through activities or tasks Additionally, these skills, tasks, or activities must be interconnected or interact with one another, as indicated by terms such as "related," "interlocking," "interwoven," and "interplay."
The terms "interaction" and "interrelated" highlight a shared feature essential for genuine integration The interplay between various skills and activities is crucial for achieving the primary goal of fostering realistic communication.
The integrated approach in the English language classroom combines listening, speaking, reading, and writing activities This article will now explore the two primary reasons for skill integration.
Skill integration emphasizes the simultaneous use and learning of language skills in real-life contexts Arthur (as cited in Dolan, 1985) suggests that, similar to natural language acquisition in children, students should have opportunities to engage with multiple aspects of the target language concurrently Brown (2001) further supports this by stating that productive and receptive skills should be taught together, as they are inherently interconnected, akin to two sides of the same coin Real-life interactions involve both sending and receiving messages, highlighting the necessity of integrating these skills (Brown, 2001, p 234) Additionally, Hinkel (2006) notes that individuals typically use language skills in conjunction with one another For instance, lecturers often depend on previously prepared notes during their presentations.
Effective learning often involves both reading notes and taking personal notes during lectures Harmer (2007b) emphasizes that teaching each skill in isolation is ineffective, as skill use is typically multi-layered (p 265).
In summary, isolating the individual language components in teaching is “contrary to the integrated way that people use language skills in normal communication” (Oxford, 2001, p 1)
Teaching speaking skill
This section explores key aspects of speaking skills, including a definition of speaking, an overview of effective teaching methods for developing speaking abilities, and common challenges that students face when learning to speak English.
Speaking is defined by Chaney (1998) as the process of constructing and conveying meaning through verbal and non-verbal symbols across various contexts Bygate (1987) views speaking as a skill that requires both motor-perceptive and interaction skills The motor-perceptive aspect involves the ability to perceive, recall, and articulate sounds and structures of a language in the correct sequence, while the interaction skills pertain to making effective communication decisions.
Speaking is a crucial skill in oral language production that occurs during interactions between individuals, aimed at maintaining social relationships In the context of language teaching, it is recognized as a productive aural/oral skill, involving the systematic production of verbal utterances to convey meaning Ultimately, speaking involves articulating sounds to express ideas, feelings, or opinions effectively.
Speaking is often regarded as the most challenging skill for many students, making the teaching of this skill a complex endeavor As noted by Nunan (2003), effective teaching of speaking involves equipping language learners with essential competencies.
- Produce the English speech sounds and sound patterns
- Use words and sentence stress, intonation patterns and the rhythm of the second language
- Select appropriate words and sentences according to the proper social setting, audience, situation ad subject matter
- Organize their thoughts in a meaningful and logical sequence
- Use language as means of expressing values and judgments
- Use the language quickly and confidently with few unnatural pauses, which is called fluency
This part of the study is going to give an overview of teaching speaking in terms of teaching principles, lesson sequence, and speaking tasks/activities
A set of principles for teaching speaking is proposed by Nunan (2003) The five principles are as follows
Understanding the distinctions between second language and foreign language learning contexts is crucial In foreign language settings, students face significant challenges in developing speaking skills due to limited opportunities for real-world communication in the target language Conversely, second language learners, such as refugees, international students, and immigrants, benefit from immersive environments that facilitate more frequent use of the target language outside the classroom.
26 environment of the target language can achieve notable speaking skills or at least progress to a certain proficiency level
To enhance language learning, it is essential to provide students with practice that develops both fluency and accuracy Accuracy refers to how closely students' speech aligns with authentic usage of the target language, while fluency involves the ability to communicate quickly and confidently, minimizing hesitations and unnatural pauses Therefore, teachers should focus on activities that build fluency while simultaneously improving accuracy in students' language skills.
To enhance student speaking opportunities, language teachers should prioritize group and pair work while minimizing their own talk time By monitoring their speaking time, educators can allocate more moments for students to engage in conversation Implementing collaborative activities allows learners to practice the target language more effectively, leading to a variety of speaking roles when teachers step back from the dialogue.
To enhance speaking skills, it is essential to design tasks that promote the negotiation of meaning This process, as defined by Nunan, entails striving to comprehend and convey messages effectively in the target language It includes verifying your understanding of what others say, clarifying any uncertainties, and ensuring that your intended message is accurately received.
Design classroom activities that incorporate both transactional and interactional speaking skills Speaking serves two primary functions: transactional communication focuses on achieving specific goals, such as exchanging goods or services, while interactional communication is centered around social interactions Therefore, it is essential for classroom speaking activities to reflect both purposes, as language learners will need to engage in both types of communication in real-world situations.
27 the target language in both transactional and interactional settings” (Nunan, 2003, p 56)
Harmer (2007a) does not outline a specific model sequence for speaking lessons in his book "How to Teach English," but he offers three example speaking sequences to explore planning options In contrast, his fourth edition of "The Practice of English Language Teaching" (2007b) provides a recommended framework sequence for lessons focused on productive skills.
Harmer’s basic methodological model for teaching productive skills
Effective organization of productive skill tasks and responsive feedback from teachers are crucial for student success (Harmer, 2007b, p 275) A foundational methodological model for teaching these skills can be established.
In the lead-in stage, the teacher captivates students by introducing the topic, encouraging them to share their existing knowledge and brainstorm relevant language that may arise in the given context.
In the set-the-task stage, the teacher clearly outlines the activity for the students, ensuring they understand what is expected This may involve demonstrating the task or having students repeat the instructions to reinforce comprehension Additionally, the teacher must confirm that students possess all necessary information to successfully complete the tasks.
During the monitor-the-task stage, the teacher actively observes students as they engage in their work This involves moving around the classroom, listening to their discussions, and providing assistance to those facing challenges.
- Task-feedback stage: After the students finish the task, the teacher responds to the content of the task
- Task-related follow-up stage: After giving feedback, the teacher can organize a task-related activity
At this point, the teacher may reset the task (or something similar to it) and go through the sequence again The procedure is summarized in figure 2.3 (adopted from Harmer, 2007b, p 276)
Figure 2.1: A basic model for teaching productive skills
Bygate (1987), Nunan (2003), Thornbury (2005), Harmer (2007a, 2007b), Ur
In 2012, various researchers explored numerous speaking tasks and activities utilized in English language classrooms This paper aims to review several typical tasks and activities in speaking lessons, primarily referencing Harmer (2007b).
An overview of teaching listening skill
As the course is integrated, some aspects of teaching listening will be discussed in helping to investigate the current circumstances of teaching speaking skill at UTE
Listening comprehension is the ability to understand and interpret spoken language According to Gilakkjani & Ahmadi (2011, p 978), various definitions of listening highlight its importance in effective communication and learning.
Effective listening involves active participation from the listener, who must engage their knowledge to interpret the speaker's message (Anderson & Lynch, 1988) Underwood (1989) emphasizes that listening is the process of focusing on and deriving meaning from auditory information.
Listening is defined 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 other human beings" (1997, p 8) In summary, it is generally accepted that listening comprehension is not merely a passive activity.
33 merely the process of a unidirectional receiving of audible symbols”, but “an interactive process” (Brown, 2001, pp 249-250)
Harmer (2007a) distinguishes between intensive and extensive listening, with extensive listening defined as the practice students engage in outside the classroom for enjoyment or other purposes This type of listening often involves audio formats such as CDs, MP3 players, DVDs, videos, or online content, and lacks teacher intervention or supplementary materials Therefore, the audio should consist of enjoyable texts, such as recordings of favorite books or films based on beloved stories Students can also revisit course book dialogues through tapes and CDs after classroom study or download free materials from podcast sites Additionally, Harmer suggests that students watch English language films with subtitles, as the combination of hearing the dialogue and reading the subtitles aids comprehension and facilitates language absorption.
Intensive listening focuses on developing listening skills and understanding the nuances of spoken English As noted by Harmer (2007), this type of listening often occurs in classrooms or language labs, where teachers assist students in overcoming challenges and highlight key areas of interest.
According to Underwood (1989), there are three main procedures in teaching listening, which are pre-listening stage, while-listening stage and post-listening stage
In the pre-listening stage, students engage in activities designed to activate their prior knowledge and establish the necessary context for the upcoming listening task This phase introduces the topic, type of work, setting, context, and background information related to the text, which enhances students' focus and purpose while listening According to Underwood, teachers can select from a variety of pre-listening activities to effectively prepare students for these listening tasks.
- Students read something relevant to the listening text
- Students look at some pictures
- Students discuss the topic or situation to the listening text
- Students do some writing exercises to the listening text
- Students follow the set of instructions relevant for the while-listening activity
When organizing while-listening activities, students must consider various factors, including class time, available materials, and the proficiency levels of their peers The selection of pre-listening activities is influenced by these elements to ensure effective engagement and comprehension.
The while-listening stage involves activities designed to engage students as they listen to a text, enhancing their ability to extract messages from spoken language When selecting these activities, it is essential to consider various factors to ensure their effectiveness, as highlighted by Underwood.
According to a study from 1989, effective while-listening activities are essential for guiding learners through listening texts and enhancing their engagement with pre-listening expectations These activities should be engaging and challenging to maintain student focus, concise to fit within time constraints, and diverse to prevent boredom and dissatisfaction Examples of such activities can vary widely to keep students motivated and interested.
- Students compare what they predict in the pre-listening stage with what they get in the listening passage
- Students listen to the instructions in the listening text and respond by following the instructions physically
- Students transfer the information by filling in a chart, a form or drawing on a map
- Students listen and respond only when they hear something different from what they already know about the topic or the speakers
- Students listen and put a set of ideas or pictures into the correct order
- Students match some items when they listen
The post-listening stage involves activities related to the listening text that occur after the listening has been completed These activities can extend the work initiated during the pre-listening and while-listening stages According to Underwood, several factors influence the selection of post-listening activities, including the available class time, the desired language focus, the skills to be developed (such as reading, speaking, or writing), classroom management strategies (like pair work, group work, or individual work), the feasibility of assigning activities as homework, and the level of student motivation, which can also be enhanced through these activities.
- Students solve a problem or make a decision based on the problem in the listening text
- Students make a role-play based on the information in the listening text
- Students give a summary of what they listen orally or in written form
- Students may write the ending for the story in the text
2.3.4 Students’ potential problems in listening comprehension
Anderson & Lynch (1988), Underwood (1989) & Penny Ur (2012) are among a large number of methodologists and researchers who have been discussed and studied the factors that may hinder the comprehension of listening texts
According to Anderson & Lynch (1988), listening comprehension is influenced by three main factors: background problems, language problems, and listening problems Background problems arise from a lack of contextual knowledge, which hinders the listener's ability to grasp the speaker's message Without shared background knowledge, comprehension becomes challenging or even impossible Language problems stem from the complexity of the language input, particularly when sentences contain intricate syntactic structures, making it harder for students to understand Lastly, listening problems occur when the listener fails to identify the topic of conversation, preventing them from making appropriate responses.
Underwood (1989) identifies seven potential problems in listening comprehension, many of which align with the issues highlighted by Anderson and Lynch One major challenge is that listeners cannot control the speed of delivery, leading many English language learners to perceive rapid speech as a significant barrier to understanding (p 16) Additionally, in one-way listening scenarios, students often cannot request repetitions of words, which complicates their comprehension In classroom settings, the decision to replay recordings rests with the teacher, who may struggle to assess whether students have grasped the material well enough to warrant a repeat of the listening passage.
Listeners often struggle with limited vocabulary, which can lead to missed comprehension when they encounter unfamiliar words This challenge is compounded by their inability to recognize discourse markers in informal conversations, where signals may manifest as pauses or changes in intonation Additionally, a lack of contextual knowledge can hinder understanding, as listeners may grasp surface meanings but struggle with deeper implications Nonverbal cues, such as gestures and facial expressions, can also be misinterpreted, especially across different cultures Concentration is crucial for listening comprehension, and distractions can significantly impair understanding Students may feel pressured to understand every word, leading to anxiety and discouragement when they encounter difficulties To improve listening skills, it is essential for students to embrace ambiguity and accept that complete understanding is not always necessary.
Ur (2012) identifies several challenges learners face in listening comprehension Firstly, students often struggle to perceive the sounds of a foreign language accurately Additionally, as Underwood notes, the tendency to understand every word can hinder comprehension and lead to fatigue To address this, Ur recommends that teachers train students in selective listening Secondly, rapid speech can impede understanding, and Ur suggests that rather than slowing down or repeating, teachers should provide discourse at an appropriate level Thirdly, students may need to listen multiple times, so selecting texts with redundant information can be beneficial, along with allowing opportunities for clarification Furthermore, students may struggle to process information quickly, making it essential for teachers to encourage relaxation and focus on key details Lastly, prolonged listening can lead to fatigue, so it's advisable to keep listening passages concise and incorporate breaks or changes in speaker to maintain engagement.
Although the three lists are just among the exhausting lists of problems faced by language learners in listening comprehension, they represent at least three categories of listening obstacles:
- Problems caused by a lack of background knowledge
- Problems caused by the nature of the text itself (high speed rate, new vocabulary, incorrect perception of pronunciation, complex sentence structures, indicating signals, the length of text, etc.)
- Problems caused by the listener’s listening process (the habit of trying to understand every word or focus on getting information without predicting, listening to the text only once, etc.)
Harmer (2007b) offers recommendations to address language challenges in teaching receptive skills, building on Ur's (2012) suggestions Key strategies include pre-teaching vocabulary, engaging in extensive reading and listening, and exploring alternatives to authentic language Pre-teaching vocabulary can ease text difficulty but may limit exposure to authentic materials Teachers should pre-teach words if students struggle with comprehension due to unfamiliar vocabulary Conversely, if students can grasp the general meaning despite unknown words, they should focus on overall understanding first Additionally, extensive listening is crucial, as increased exposure to comprehensible input enhances language acquisition and improves listening skills, ultimately alleviating initial language difficulties (Harmer, 2007b, p 273).
Integrating listening and speaking skills
In the final section of chapter two, we will explore the connection between listening and speaking skills, examining how listening influences speaking abilities to establish a foundation for their integration.
2.4.1 The relationship between listening and speaking skills
In language teaching, the four skills are categorized based on their direction and channel Speaking is classified as a productive skill since it involves the learner generating language through speech and writing In contrast, listening is considered a receptive skill, as it involves receiving language through reading and writing Additionally, both listening and speaking are identified as aural/oral skills, while reading and writing are categorized as written skills.
In short, listening and speaking is a set of receptive and productive oral skills in language teaching (Nunan, 2003)
Integrating listening and speaking as a set of receptive and productive oral skills is essential in the classroom As Brown (2001) states, "Production and reception are quite simply two sides of the same coin," highlighting their interdependence Harmer (2007) further emphasizes that these skills "feed off each other in a number of ways," suggesting that teaching them together enhances students' performance Therefore, combining listening and speaking instruction is crucial for effective language learning.
The interdependence between listening and speaking skills is evident in the relationship between input and output; what we express is significantly shaped by what we hear or see Increased exposure to comprehensible input enhances learners' acquisition and understanding of English (Harmer, 2007b) In language education, listening serves as the crucial input necessary for students to develop their oral language production Without effective listening, students lack the models for pronunciation, intonation, and stress that are essential for improving their speaking abilities.
Input for students can take various forms, including teacher speech, audio/video materials, reading texts, and conversations with English speakers both in and out of the classroom Additionally, input is influenced by students' own output As Harmer (2007b) notes, when students produce language and observe the results, this feedback is integrated into their learning process, turning their output into a form of input This feedback can originate from their own reflections or interactions with peers and teachers The interplay between input and output is illustrated in figure 2.4.
Figure 2.2: The circle of input and output (adopted from Harmer, 2007b)
Listening and speaking skills are fundamentally interconnected in language learning, as highlighted by Celce-Murcia and Olshtain (2000) and Shumin (2002) For second language (L2) learners to engage effectively in conversations, they must excel in both listening and speaking (Anderson & Lynch, 1988) Even with well-prepared utterances, success in communication hinges on the ability to respond appropriately to others' replies Thus, it is essential for learners to receive training that enhances both their listening and speaking capabilities.
42 opportunities to practice both set of skills and to integrate them in conversation (Anderson & Lynch, 1988)
Zhang (2009) demonstrated a correlation between listening and speaking proficiency, concluding that students with higher listening abilities tend to excel in oral English production.
2.4.2 The effects of listening on speaking skill
Listening plays a crucial role in enhancing speaking skills, as highlighted by Rost (1994) Firstly, it facilitates interaction, prompting learners to engage with speakers to achieve understanding When learners struggle to comprehend spoken language, it encourages them to seek clarification, turning challenges into opportunities for interaction and learning Secondly, exposure to authentic spoken language helps students grasp how native speakers use the language in real contexts Lastly, listening exercises enable teachers to highlight new vocabulary, grammar, and interaction patterns, further enriching the learning experience.
Zhang (2009) highlights two significant effects of listening on enhancing students' oral English skills Firstly, listening aids in perfecting pronunciation and intonation by allowing non-native students to improve their articulation of challenging words and unfamiliar phonemes through exposure to authentic language Additionally, features such as stress, rhythm, and intonation are refined through imitation of native speakers Consequently, increased listening practice correlates with greater advancements in oral English proficiency Secondly, the influence of listening extends to the development of speaking skills, emphasizing its critical role in language acquisition.
Zhang emphasizes that exposure to both spoken and written texts enhances learners' understanding of the cultural customs and lifestyles of the target country, enabling them to interact more appropriately in native-speaking contexts This highlights the critical role of listening in developing speaking skills, as noted by Shunin (2002).
Listening can positively influence speaking skills when taught separately, provided that listening occurs before speaking While discrete lessons allow students to practice both skills, this approach contradicts real-life scenarios where speaking typically follows listening, rather than occurring simultaneously.
Listening and speaking skills should be integrated in lessons to enhance student interaction with auditory input When these skills are taught separately, students may perceive listening as a passive activity, merely receiving and recording information without the opportunity to clarify comprehension or provide feedback This approach can hinder their understanding and engagement, emphasizing the need for a more interactive learning environment (Anderson & Lynch, 1988).
Tavil (2010) conducted an experiential study to assess the effectiveness of integrating listening and speaking skills in enhancing students' communicative competence through information-gap activities The findings revealed that students in the integrated group demonstrated greater success in communication compared to those in the non-integrated group, where listening and speaking were taught separately.
To sum up, in order to benefit the best from listening, speaking should be combined with listening in the same lesson
2.4.3 How to integrate listening into teaching speaking skill?
Research on integrating listening into teaching speaking skills is limited Most authors and methodologists focus on combining all four language skills within the same lessons For instance, Dangerfield (1985) proposed the island activity, which can be adapted into various integrated-skill tasks, such as describing and illustrating the island's features, role-playing scenarios, or writing reports based on these role plays Additionally, Dangerfield suggests using graphs and charts for integrated skills practice, allowing for diverse activities based on the data presented Other recommended techniques include short stories, DVD films, and questionnaire projects, as highlighted by Mahrooqi.
& Sultana (n.d), Katchen (2003) and Kagnarith, Theara & Klein (2007)
This thesis proposes a framework for integrating listening and speaking skills in a dedicated course, specifically designed for UTE's integrated listening-speaking classes To enhance teachability, the researcher divides each lesson in the course book into two segments: one focusing on listening and the other on speaking, facilitating the seamless integration of these skills.
The listening sequence follows the typical sequence of teaching listening However, speaking activities are embedded in the pre-listening and post-listening activities as follows
Step 1: Teacher shows a clue picture, some words or phrases, or a very short video clip and asks students to brainstorm and guess the topic of the listening text
Step 2: Teachers asks some questions about the topic to activate their background knowledge Students answer the questions in whole class