Luận văn challenges perceived by teachers in how to teach and motivate ethnic minority students to learn listening comprehension skill at langson teachers' training college and solutions

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TRUONG THI THANH HUYEN CHALLENGES PERCEIVED BY TEACHERS IN HOW TO

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL

STUDIES

FACULTY OF POST-GRADUATE STUDIES

TRUONG THI THANH HUYEN

CHALLENGES PERCEIVED BY TEACHERS IN HOW TO TEACH AND MOTIVATE ETHNIC MINORITY STUDENTS TO LEARN

LISTENING COMPREHENSION SKILL AT LANG SON TEACHERS’ TRAINING COLLEGE AND SOLUTIONS

(NHỮNG KHỎ KHĂN CÚA GIÁO VIÊN TRONG VIỆC GIANG

DẠY VẢ KHÍCH LỆ SINH VIÊN NGƯỜI DÂN TỘC THIẾU SO

HỌC KỸ NÀNG NGHE HIỂU TẠI TRƯỜNG CAO ĐĂNG SƯ

PHAM LANG SGN VA MOT SO GIAI PHÁP)

MA, MINOR THESIS

FIELD: ENGLISH METHODOLOGY CODE: 601410

SUPERVISOR: LE THE NGHIEP, M.A

LANGSON, 2010

4 Methods of the stidy

3 Organization of the Be sit

PART TI: THE DEVELOPMENT

CHAPTER TI: LITERATURE REVIEW

L1 Theoretical background of listening comprchension

1.1.1.W hat is lisfeHing?

1.12, Nature of listening

1.1.3 Significance of listening

1.1 Teaching listening skill:

The process of listening

CHAPTER II: METHODOLOG’ 4 IL1, General description of the current course-book and participants’ background

TLL2.1, English Majer Students cccccccccsscessssereieieuassieseeinasiassneinasinnnanneddl

TIL Questionmaires

IIL 2 Class observations

TIL3 Findings

JEL3.1 Teachers’ challenges when dealing with listening techniques and some

IEL3.2.Students' preferences for listening techniques -.84

4H.3.3 Teachers’ and students opinions about listening activities in the course-book

‘Listen in 1° by David Nunan they are using

i

IV.2, Some useful activities used for students during the class -time

PART TTT: CONCLUSION

T Summary of the stud;

IL Limitations of the study and suggestions for further study

REFERENCES

APPENDIXE

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

LIST OF CHARTS AND TABLES

Table 1: Teachers’ pre-stening techniques

‘Table 2: Yeachers’ while- listening techniques

Table 3: Teachers’ postelistering techniques

Table 4: Teachers’ difficulties in pre-listening techniques

Table 5: Teachers’ difficulties in while- listening techniques

Table 6: Teachers’ difficultics in post-listening techniques

‘Table 7:

Students’ preferences for pre-listening techniques

: Students’ preferences for while-listening techniques

Teachors’ comments mm the lislening setivities in the eaurscbook Causes that make students uninterested m hstening

Students” preferences for post-listening techniques

Students’ comments on the listening aclivitiss in the courscboak

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

Questionnaires are designed as a means fo make the researcher’s evaluation more objective The questiomaires are given to first-year ethnic minorily students and teachers af English Department at LSTTC with the hope to find out their attitudes towards their current leaming and teaching listening comprehension as well as their comments and suggestions for ths problains they often face

In addition, more information needed for the findings of the study will be gathered from class observation

4, Organization of the thesis

The study consists of threc parts: the introduction, the development and the conclusion,

‘The introduction provides the basis information such as rationale, aims, significance, scope and methods of the study

The development consists of 4 chapters Chapter J, Literature Review, conceptualizes the nature of listening and listening comprehension skills, teaching listening skills, motivation, and current challenges in leaching and learning listening comprehension Chapler IT presents

the general description of the courss-book, participants’ background information, and the methodology used in the study Chapter II] shows the detailed results of the surveys and covers a comprehensive analysis on the data collected from the questionnaires and class observations, The last chapter offers some suggested solutions to the teaching procedures thai can help motivate students to learn the listening comprehension skill

‘The conciusion is a review of the study, future directions for further research and limitations

of the study.

rs

2, Aims and significance of the study

The purpose of this study is to find ont the most suilable teaching techniques and solutions

to the challenges perceived by the teachers, in order to teach and motivate ethnic minority

students at LSI'C to leam listening comprehension skill effectively ‘To he specific, the

major aimns of the study are as follows

- to find out ewrent challenges faced by teachers and ethnic minority students at LSTTC

in their process of teaching and learning nglish listening comprehension skill

- lo stuily teaching tectmiques used by these teachers 1a icach their sludenls listening comprehension skill

- to investigate students’ attitudes and their feedbacks on the teaching techniques used by their teachers

- to provide some suggestions and practical recommendations to help in the process of teaching and leaming listening comprehension skills of ethnic minority students and teachers

al this collage

The study hopes to give an insight into the ways used and problems faced by teachers in

how to teach listening comprehension skill for ethnic minority students at LSC ‘he result

of the study is also usefial for teachers at this college in reviewing their teaching practices, thus paying more allzntion to the issus of leaching listening skills

3 Scope of the study

The scope of this thesis is limited to the teachers” challenges in how to teach and motivate cthnic minority students to learn listening comprehension skill and the recommendations to overcome these challenges at Lang Son Teachers’ Training College, The result trom this thesis could also be used to inform concemed educational administrators in Tang Son in particular and in various regions throughout the country in gencral

With that intention, this study is designed to cover the following issues:

- Description of the course-book used for students in listening and ifs teaching and learning context

- Challenges teachers often fice in teaching and motivating their students to leam listening

+ Recommendations on haw to suppor! teachers so hat they oan Leach more effectively

4 Methods of the study

‘The study was carried out on the basis of quantities research method including questionmaire and class observation

LIST OF CHARTS AND TABLES

Table 1: Teachers’ pre-stening techniques

‘Table 2: Yeachers’ while- listening techniques

Table 3: Teachers’ postelistering techniques

Table 4: Teachers’ difficulties in pre-listening techniques

Table 5: Teachers’ difficulties in while- listening techniques

Table 6: Teachers’ difficultics in post-listening techniques

‘Table 7:

Students’ preferences for pre-listening techniques

: Students’ preferences for while-listening techniques

Teachors’ comments mm the lislening setivities in the eaurscbook Causes that make students uninterested m hstening

Students” preferences for post-listening techniques

Students’ comments on the listening aclivitiss in the courscboak

rs

2, Aims and significance of the study

The purpose of this study is to find ont the most suilable teaching techniques and solutions

to the challenges perceived by the teachers, in order to teach and motivate ethnic minority

students at LSI'C to leam listening comprehension skill effectively ‘To he specific, the

major aimns of the study are as follows

- to find out ewrent challenges faced by teachers and ethnic minority students at LSTTC

in their process of teaching and learning nglish listening comprehension skill

- lo stuily teaching tectmiques used by these teachers 1a icach their sludenls listening comprehension skill

- to investigate students’ attitudes and their feedbacks on the teaching techniques used by their teachers

- to provide some suggestions and practical recommendations to help in the process of teaching and leaming listening comprehension skills of ethnic minority students and teachers

al this collage

The study hopes to give an insight into the ways used and problems faced by teachers in

how to teach listening comprehension skill for ethnic minority students at LSC ‘he result

of the study is also usefial for teachers at this college in reviewing their teaching practices, thus paying more allzntion to the issus of leaching listening skills

3 Scope of the study

The scope of this thesis is limited to the teachers” challenges in how to teach and motivate cthnic minority students to learn listening comprehension skill and the recommendations to overcome these challenges at Lang Son Teachers’ Training College, The result trom this thesis could also be used to inform concemed educational administrators in Tang Son in particular and in various regions throughout the country in gencral

With that intention, this study is designed to cover the following issues:

- Description of the course-book used for students in listening and ifs teaching and learning context

- Challenges teachers often fice in teaching and motivating their students to leam listening

+ Recommendations on haw to suppor! teachers so hat they oan Leach more effectively

4 Methods of the study

‘The study was carried out on the basis of quantities research method including questionmaire and class observation

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

Questionnaires are designed as a means fo make the researcher’s evaluation more objective The questiomaires are given to first-year ethnic minorily students and teachers af English Department at LSTTC with the hope to find out their attitudes towards their current leaming and teaching listening comprehension as well as their comments and suggestions for ths problains they often face

In addition, more information needed for the findings of the study will be gathered from class observation

4, Organization of the thesis

The study consists of threc parts: the introduction, the development and the conclusion,

‘The introduction provides the basis information such as rationale, aims, significance, scope and methods of the study

The development consists of 4 chapters Chapter J, Literature Review, conceptualizes the nature of listening and listening comprehension skills, teaching listening skills, motivation, and current challenges in leaching and learning listening comprehension Chapler IT presents

the general description of the courss-book, participants’ background information, and the methodology used in the study Chapter II] shows the detailed results of the surveys and covers a comprehensive analysis on the data collected from the questionnaires and class observations, The last chapter offers some suggested solutions to the teaching procedures thai can help motivate students to learn the listening comprehension skill

‘The conciusion is a review of the study, future directions for further research and limitations

of the study.

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

PART TI INTRODUCTION

1 Rationale

English is, nowadays, needed in every field of our lives and for a long time it has been not only a compulsory subject in schools in Vietnam but one of three major subjects in the entrance exams Lo some Universities and Collages as well

Among the four skills: listening, speaking, reading and writing, listening is always

considered to be the most difficult for teachers to teach and for students to learn ‘This leads to the fael thal carers are afraid of leaning listening skills There are various reasons for this:

students’ poor background knowledge, their limited reservoir of vocabulary and structures,

their lack of motivation and preparations for the task, etc (Boyle, 1984) Many students have

associated Hislening courses with pain and boredom and usually complain that they benefil

they can make progress and feel interested in listening comprehension courses

In fact, in the process of teaching and learning English, listening plays an important role

since il involves various kinds of the listener’s knowledge and if 1s closely related to other

skills, especially the speaking skill While, G (1998) pointed out that being a good listener involves collaborating with speakers and taking an active role in asking for clarification when

you do not understand Ilowever in the process of teaching listening of teachers at LSTTC, the students’ motivation in lcaming this skill is sometimes low and the listening lesson is said

to be boring despite the teacher's much effort in their teaching time Consequently, these sindents’ listering skills are poor since they are nol interested in the snbjeci, and they Gud il

difficult to focus on listening if there are many distractions They do not know much about the

tasks of the lesson ‘hus, creating a motivating learning environment for ethnic minority sindents ina lislerring class is a challenging task for teachers

This fact has encouraged the author to investigate into the challenges percerved by

teachers in how to teach and motivate ethnic minority students to learn Listening

Comprehension Skill at LST'TC, to find out more reasons for those problems, and then, to

give some suggestions for mostly meeting and solving those challenges Hopefully, the siudy

will be helpful in some way for the author and other teachers to find out most suitable techniques to stimulats their students in listening lessons

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

rs

2, Aims and significance of the study

The purpose of this study is to find ont the most suilable teaching techniques and solutions

to the challenges perceived by the teachers, in order to teach and motivate ethnic minority

students at LSI'C to leam listening comprehension skill effectively ‘To he specific, the

major aimns of the study are as follows

- to find out ewrent challenges faced by teachers and ethnic minority students at LSTTC

in their process of teaching and learning nglish listening comprehension skill

- lo stuily teaching tectmiques used by these teachers 1a icach their sludenls listening comprehension skill

- to investigate students’ attitudes and their feedbacks on the teaching techniques used by their teachers

- to provide some suggestions and practical recommendations to help in the process of teaching and leaming listening comprehension skills of ethnic minority students and teachers

al this collage

The study hopes to give an insight into the ways used and problems faced by teachers in

how to teach listening comprehension skill for ethnic minority students at LSC ‘he result

of the study is also usefial for teachers at this college in reviewing their teaching practices, thus paying more allzntion to the issus of leaching listening skills

3 Scope of the study

The scope of this thesis is limited to the teachers” challenges in how to teach and motivate cthnic minority students to learn listening comprehension skill and the recommendations to overcome these challenges at Lang Son Teachers’ Training College, The result trom this thesis could also be used to inform concemed educational administrators in Tang Son in particular and in various regions throughout the country in gencral

With that intention, this study is designed to cover the following issues:

- Description of the course-book used for students in listening and ifs teaching and learning context

- Challenges teachers often fice in teaching and motivating their students to leam listening

+ Recommendations on haw to suppor! teachers so hat they oan Leach more effectively

4 Methods of the study

‘The study was carried out on the basis of quantities research method including questionmaire and class observation

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

PART TITHE DEVELOPMENT

CHAPTER LLITERATIRE REVIEW

L1 Theoretical background of listening comprehension

In language teaching, the phrase “listening skills’ is often used 10 mean “listening and understanding skills’ or ‘listening comprehension skills’, And this is the sense in which istening skill’ is used in this thesis, where ‘listening’ is taken as meaning trying to understand the oral messages people are conveying

FAT What is Gstening?

There are different definitions of listening

“Listening is the activity of paying attention to and trying to get meaning from something we hear

To listen encceeefilly to spoken language, we need to be able to work out what speakers mean when ticy use particular words in paricular ways on particular occasions, and nol simply Lo understand the

words themselves.”

(Mary Underwood, 1989)

The quotation above suggests that listening can be done in a narrow and limited way

or it can be done in a way that enriches communication,

‘Themlison’s (1984) definition of listening includes “active listening,” which goes beyond comprzhending as understanding the message conlent, 10 comprehension as an act of empathetic understanding of the speaker, According to Ronald and Roskelly (1985), listening,

is an active process requiring the same skills of prediction hypothesizing, checking, revising,

and generalizing that writing and reading demand

islening is an invisible mental process, making it dilficull to describe, Listeners mush discriminate between saunds, understand vocabnlary and grammatical structures, interpret stress and

intention, retain and interpret this within the iramediate as well as the larger socio-cultural context of the

methodology of listening comprehension in order lo improve listening leaching oulcornes and

APPENDIXE IT

APPENDIXE IIL

APPENDIX IV

LIST OF CHARTS AND TABLES

Table 1: Teachers’ pre-stening techniques

‘Table 2: Yeachers’ while- listening techniques

Table 3: Teachers’ postelistering techniques

Table 4: Teachers’ difficulties in pre-listening techniques

Table 5: Teachers’ difficulties in while- listening techniques

Table 6: Teachers’ difficultics in post-listening techniques

‘Table 7:

Students’ preferences for pre-listening techniques

: Students’ preferences for while-listening techniques

Teachors’ comments mm the lislening setivities in the eaurscbook Causes that make students uninterested m hstening

Students” preferences for post-listening techniques

Students’ comments on the listening aclivitiss in the courscboak

rs

2, Aims and significance of the study

The purpose of this study is to find ont the most suilable teaching techniques and solutions

to the challenges perceived by the teachers, in order to teach and motivate ethnic minority

students at LSI'C to leam listening comprehension skill effectively ‘To he specific, the

major aimns of the study are as follows

- to find out ewrent challenges faced by teachers and ethnic minority students at LSTTC

in their process of teaching and learning nglish listening comprehension skill

- lo stuily teaching tectmiques used by these teachers 1a icach their sludenls listening comprehension skill

- to investigate students’ attitudes and their feedbacks on the teaching techniques used by their teachers

- to provide some suggestions and practical recommendations to help in the process of teaching and leaming listening comprehension skills of ethnic minority students and teachers

al this collage

The study hopes to give an insight into the ways used and problems faced by teachers in

how to teach listening comprehension skill for ethnic minority students at LSC ‘he result

of the study is also usefial for teachers at this college in reviewing their teaching practices, thus paying more allzntion to the issus of leaching listening skills

3 Scope of the study

The scope of this thesis is limited to the teachers” challenges in how to teach and motivate cthnic minority students to learn listening comprehension skill and the recommendations to overcome these challenges at Lang Son Teachers’ Training College, The result trom this thesis could also be used to inform concemed educational administrators in Tang Son in particular and in various regions throughout the country in gencral

With that intention, this study is designed to cover the following issues:

- Description of the course-book used for students in listening and ifs teaching and learning context

- Challenges teachers often fice in teaching and motivating their students to leam listening

+ Recommendations on haw to suppor! teachers so hat they oan Leach more effectively

4 Methods of the study

‘The study was carried out on the basis of quantities research method including questionmaire and class observation

vì

LIST OF ABBRIVIATIONS

LSTTC: Langson Teachers’ Training College

DIL: Department of Foreign Languages

CFL: College of Forcign Languages

VNU: Vietnam National University

T: Teacher

Ss: Students

Questionnaires are designed as a means fo make the researcher’s evaluation more objective The questiomaires are given to first-year ethnic minorily students and teachers af English Department at LSTTC with the hope to find out their attitudes towards their current leaming and teaching listening comprehension as well as their comments and suggestions for ths problains they often face

In addition, more information needed for the findings of the study will be gathered from class observation

4, Organization of the thesis

The study consists of threc parts: the introduction, the development and the conclusion,

‘The introduction provides the basis information such as rationale, aims, significance, scope and methods of the study

The development consists of 4 chapters Chapter J, Literature Review, conceptualizes the nature of listening and listening comprehension skills, teaching listening skills, motivation, and current challenges in leaching and learning listening comprehension Chapler IT presents

the general description of the courss-book, participants’ background information, and the methodology used in the study Chapter II] shows the detailed results of the surveys and covers a comprehensive analysis on the data collected from the questionnaires and class observations, The last chapter offers some suggested solutions to the teaching procedures thai can help motivate students to learn the listening comprehension skill

‘The conciusion is a review of the study, future directions for further research and limitations

of the study.