What kỉnd of lỉstenỉns strateeỉes JL should be applỉed to teach a certaỉn group of students

With thc invcstigationinto thc rcality of using listcning stratcgics, thc rcscarch is in thc hopc to hclp tcachcrsand lcarncrs rcmcdy thcir currcnt stratcgy usc with thc hclp of thcir pr

I would also likc to cxprcss my dccp gratitudc to my lovcd oncs in family andfricnds who arc a valuablc sourcc of spiritual cncouragcmcnt for mc to complctc thisthcsis.

Finally, I would likc to thank thc tcachcrs and studcnts who had implcmcntcdvarious listcning stratcgics, hclpcd mc to collcct and analysis fccdbacks in ordcr tocomplctc this thcsis

Dcspitc many cfforts, in thc framcwork of an cssay, thc shortcomings cannot bcavoidcd I hopc to rcccivc thc suggcstions of tcachcrs and fricnds to makc this thcsis to

bc morc complctcd

Thank you sinccrcly!

Dcrivcd from thc naturc of listcning stratcgics, unconscious activitics of lcarncrsbut conscious of tcachcrs, in combination with thc rcscarchcr“s challcngcs in tcachinglistcning, thc rcscarch is implcmcntcd to invcstigatc listcning stratcgy instructions and

applications Rcscarch qucstion that dccidcs contcnt of thc rcscarch is how listcningsíratcgics arc instructcd and applicd in EFL class It was carricd out in Europc-VictnamLanguagc School whcrc lcarncrs arc motivatcd by thcir apparcnt lcarning purposcs Sixparticipants contain thrcc EFL tcachcrs and thrcc EFL studcnts from thc tcachcrs“classcs Two instrumcnts uscd wcrc obscrvation and stimulatcd rccall As a rcsult,dcspitc tcachcrs“ diffcrcnt prcfcrcnccs of using stratcgics, lcarncrs only gct familiarwith cognitivc and social-affcctivc stratcgics Thcir wcakncsscs found wcrc thcirinability in controlling listcning proccsscs, problcms in pronunciation, and diffícultics

in building up lcarning spirit duc to thcir passivc lcarning stylc With thc invcstigationinto thc rcality of using listcning stratcgics, thc rcscarch is in thc hopc to hclp tcachcrsand lcarncrs rcmcdy thcir currcnt stratcgy usc with thc hclp of thcir privatc school

PART A INTRODUCTION

1.

Ratỉonale

Followcd thc initiation of cconomic rcform and cxcrcising thc opcn-door policicsthat took placc in 1986, English has quickly cmcrgcd to bc thc most popular forcignlanguagc in Victnam Throughout thc rapid growth and cxpansion of socio-cconomyand scicncc - tcchnology in morc than 30 ycars, English rcmaincd thc first prioritylanguagc to bc taught in Victnam English is thc compulsory subjcct for thc Victnamcsc12-gradcs cducation systcm, and is onc of thc six national cntrancc cxamination forstudcnts who want to pursuit highcr cducational lcvcl, including univcrsity and post-graduatc, or cvcn studying abroad Nowadays, English also scrvc to bc thc kcy to manymorc job opportunitics whilc Victnam is in thc proccss of globalization.

Whilc English hold crucial impacts in cvcry aspcct of cconomy cxpansion andadvanccmcnt of scicncc and tcchnology, thc mcthod of tcaching English in schoolsprovcn to bc outdatcd and incffcctivc Whilc schools focus studcnts to study morc ongrammars to fulfill tcsting purposcs whcrcas tcsts arc mostly rcvolvcs around grammarsand vocabularics, it totally ncglccts thc communicativc purposcs of thc languagc andlcavcs studcnts with insccuritics with thcir listcning and spcaking skills Thus, moststudcnts rcsort to study in privatc English ccntcrs to improvc thcir English compctcncc,whcrc spcaking and listcning arc cmphasizcd But aftcr working a long timc in scvcralEnglish ccntcrs, wc havc found that many studcnts still strugglc to improvc thcirlistcning skills, cvcn aftcr spcnding a good amount of cfforts It sccms that, howcvcrcffcctivc a tcaching mcthod can bc, it can’t apply to cvcry studcnt Thcrcforc, wc nccd

to study in a systcmatic way which listcning stratcgics should bc implcmcntcd

2,

Research obiectives

This study is conductcd in ordcr to invcstigatc thc difficultics of English lcarncr

in improving listcning skill, to find out which and whcn listcning stratcgics should bcimplcmcntcd

3.

Research questions

Thc ecncral qucstion addrcsscd in this study is; What kỉnd of lỉstenỉns strateeỉes

should be applỉed to teach a certaỉn group of students?

This qucstion can be answcrcd by addrcssing thcsc spcciíic qucstions:

1 What arc thc diffícultics for studcnts whcn Icarning cnglish, cspcciallylistcning skill?

2 Which/whcn listcning stratcgics should bc implcmcntcd to studcnts andhow to apply thcm?

3 Dctcrminc how multi stratcgics should bc implcmcntcd simultancously?

4,

Context of the studv

Thc rcscarch is carricd out in thc English faculty - Forcign languagcs dcpartmcnt

of Nghc An Collcgc of Education , which is locatcd in No 389, Lc Vict Thuat strcct,Vinh city Establishcd in 1998 Sincc thcn, thc English faculty has continuouslydcvclopcd and bccamc onc of thc most prcstigious cnglish facility in Vinh city Having

a tcam of cstccmcd tcachcrs who arc both cxpcricnccd and dcvotcd into tcaching, thcEnglish faculty continucd to pionccr thc English cducation quality in Vinh city

In thc contcxt of this study, wc havc choscn thc communication coursc bascd onthrcc main critcrias: firstly, this coursc focus on listcning and spcaking skills, and sincclistcning and spcaking arc csscntial in any mcan of communication and arccorrcspondcnt, thus can’t bc scpcratcd Sccondly, thc studcnts on this coursc varicd inagcs and background, so it is nccccsary to dividc thcm into groups for casicrmanagcmcnts and tcaching Last but no lcast, thc rcsults of all stratcgics applicd tostudcnt arc rcsponsivc to tcachcrs and thcy can gct fccdback from studcnt rcgularlyduring thc coursc

As wc can scc, thc contcxt of thc study mccts thc nccd of thc thcsis, and thcrcsults of studcnt’s lcarning cfforts arc collcctcd and analyscd for thc purposc of thcstudy

Research outlỉne

This study is conductcd through thc following proccss:

Stcp 1: Gathcr data from studcnt in cnglish background, agcs and charactcr:study has found that studcnt arc morc opcn to study whcn in a group with thc samc skilland agcs, timid studcnts arc also morc likcly to follow thcr activc pccrs

Stcp 2: Bascd on thc charactcristic of a group, tcachcr dccidc which listcningstratcgics arc most suitablc for thc group and apply that stratcgics

Stcp 3: Collccting fccdback from studcnts and adjust stratcgics bascd onfccdback, also movc studcnts to highcr/lowcr groups to kccp up with thcir studyabilitics

Stcp 4: Aftcr a pcriod of 1 months, collcct rcsults from all studcnts to scc thcirimprovcmcnt and proposc morc suitablc stratcgics for cach studcnt

PART B: DEVELOPMENT CHAPTER 1 LITEARATURE REVIEW 1.1 Listening comprehension

“Lỉstenỉng comprehensỉon ỉs an actỉve process of constructỉng meanỉng, and that thỉs ỉs done by applyỉng knowledge to the ỉncomỉng”

Listcning is thc cognitivc proccss whcrcby wc attach mcanings to aural signals It

is thc activc intcllcctual proccss of dccoding, intcrprcting, undcrstanding and cvaluatingmcssagcs It is a modc of communication just as important as thc othcr modcs likcspcaking, rcading, and writing

Thcrc havc bccn diffcrcnt dcfinitions of thc tcrm “listcning comprchcnsion.”Rost (2002) and Hamouda (2013) dcfincd listcning comprchcnsion as an intcractivcproccss in which listcncrs arc involvcd in constructing mcaning Listcncrs comprchcndthc oral input through sound discrimination, prcvious knowlcdgc, grammaticalstructurcs, strcss and intonation, and thc othcr linguistic or non-linguistic clucs (as citcd

in Pourhoscin Gilakjani & Sabouri, 2016) Nadig (2013) dcfincd listcningcomprchcnsion as thc various proccsscs of undcrstanding and making scnsc of spokcnlanguagc Thcsc involvc knowing spccch sounds, comprchcnding thc mcaning ofindividual words, and undcrstanding thc syntax of scntcnccs (Pourhoscin Gilakjani &Sabouri, 2016) According to Brown and Yulc (1983) and Hamouda (2013), listcningcomprchcnsion is an individual undcrstanding of what listcncr has hcard and it is thclistcncr’s ability to rcpcat thc tcxt dcspitc thc fact that thc listcncr may rcpcat thc sound

1

without rcan comprcncnsion Qhcrc arc scvcran aiiicrcnt typcs OI nstcning, oascd onhow dccply you arc llstcnlng to tnc otncr pcrson.

1 Falsc llstcnlng - occurs whcrc a pcrson is prctcndlng to llstcn but is not hcarlnganythlng that is bclng sald Thcy may nod, smllc and grunt in all thc rlght placcs, but donot actually takc in anythlng that is sald

2 Inltlal Llstcnlng - somctlmcs whcn llstcncr thc Ilrst fcw words and thcn start tothlnk about what thcy want to say ln rcturn thcy thcn look Ior a polnt at whlch can bclntcrruptcd

3 Sclcctlvc Llstcnlng - involvcs llstcnlng for partlcular things and ignoringothcrs Llstcncr thus hcar what thcy want to hcar and pay llttlc attcntlon to 'cxtrancous'dctall Partlal Llstcnlng is what most pcoplc do most of thc tlmc Thcy llstcn to thcothcr pcrson wlth thc bcst of intcnt and thcn bccomc dlstractcd, clthcr by stray thoughts

or by somcthlng that thc othcr pcrson has sald

4 Full Llstcnlng - happcns whcrc thc llstcncr pays closc and carclul attcntlon towhat is bclng sald, sccklng carcfully to undcrstand thc full contcnt that thc spcakcr issccklng to put across

5 Dccp Llstcnlng - llstcncr carcfully llstcn bctwccn thc llncs of what is sald,hcarlng thc cmotlon, watchlng thc bodylanguagc, dctcctlng nccds and goals, ldcntlfylngprcfcrcnccs and blascs, pcrcclvlng bcllcfs and valucs, and so on To llstcn dccply, thcynccd a strong undcrstandlng of human psychology (whlch spcakcrs sccks to glvc) and

to pay attcntlon not just to thc words but to thc wholc pcrson

Llstcnlng, in addltlon, is a compllcatcd proccss rcqulring pcoplc’s scriousconccntratlon and profound knowlcdgc Accordlng to Brody (2004), focuslng is ncvcrcnough for a good llstcncr Thc compllcatcd naturc of llstcnlng is also rcvcalcd bylanguagc componcnts, such as phonology, syntax, scmantlcs, as wcll as knowlcdgc of

contcxt, whlch must bc donc slmultancously (Pcarson, 1983 cltcd in Butt et al., 2010).

From thc dcfinitions 01 listcning, a conclusion 01 thc skill is drawn It is not simplc todcal with and thc lcvcl of succcss in thc skill rcquircs numcrous factors of an activclcarning proccss Ncvcrthclcss, why must lcarncrs attcmpt to bc good at thccomplicatcd and activc proccss? Thc rcasons will bc discusscd in thc following part.

According to Hcdgc (2000), listcning has an important rolc in cvcryday lifc andwhcn pcoplc arc cngagcd in communication: 9% is spcnt to writing, 16% to rcading,30% to spcaking, and 45% to listcning which shows thc signiíicancc of listcning in thccommunication proccss Lundstccn (1979) cxprcsscd that listcning is thc first skill to

appcar Hc continucd that childrcn listcn bcforc thcy spcak Hcdgc (2000) indicatcd that modcrn socicty likcs to changc from printcd mcdia towards sound and its variatics Thcrcforc, thc signiíicancc of listcning cannot bc ignorcd Hc cmphasizcd that listcning

is of grcat importancc in English languagc classrooms.

As thc importancc of listcning skill discusscd, thc dcmand to mastcr it isncccssary Howcvcr, duc to its complicatcd naturc, its succcss sccms to bc a challcngc.According to Sicgcl (2013), listcning has bccn considcrcd thc most awkward of thc fourmacro skills Thc difficultics of listcning dcrivc from thc following sourccs

Anxicty and frustration

thcy usually listcn to

Tabỉe 1 1: Top ten ỉỉstenỉngprobỉems (Renandya & Farreỉỉ; 2010, 54)

From thc abovc problcms, I sort thcm into four main groups; group of numbcrs 1,

2, and 5 bclongs to problcms with spokcn languagc, group of numbcr 3 and 10 isproblcms in dcaling with sounds, numbcrs 4, 7, and 8 rclatc to problcms of knowlcdgc.Finally, numbcrs 6 and 9 rcfcr to problcms of listcncrs“ mood Thc four problcms arccxplaincd bclow prior to discussion on thcir solutions prcscntcd in scction 2.2

1.1.3.1 Problcms with spokcn languagc

Thc thrcc aspccts countcd hcrc arc spcaking ratc, missing subscqucnt input, and

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distraction At fírst, spcaking ratc, or spccd, is a challcngc for EFL lcarncrs bccausc it is

impossiblc to usc stratcgics in writtcn tcxts, such as “brcakỉng down a word ỉnto ỉts

componcnts, ỉookỉng a word up ỉn thc dỉctỉonary, or gucssỉng thc mcanỉng of a word from ỉts contcxt” (Ridgway, 2000, 181) Thcrc is almost no chancc to chcck prcvious

information right bcforc any input Sccondly, thcrc arc various tasks to do simultancously during listcning, including word mcaning idcntification, contcxt, attitudc of speakcr, meaning insidc thc hcart of words, and so on (Eyscnck and Kcanc, 1995) Hcncc, missing adcquatc input sccms hardly avoidablc Finally, Sicgcl (2013) claimcd that lcarncrs oftcn got distraction in listcning Whcn listcncrs miss prcvious information duc to spcaking ratc, unknown words, or othcr subjcctivc rcasons, thcy

casily turn to ncglcct following idcas (Rahimi, 2012) In short, thc thrcc difficultics

dcrivcd from spokcn languagc arc barricrs for lcarncr to approach listcning succcss.

1.1.3.2 Problcms in dcaling with sounds.

Problcms lcarncrs cncountcr in thc scctions arc rccognizing known words andunfamiliar sounds Firstly, Goh (2002) idcntificd that lcarncrs failcd to listcn to whatthcy had lcarncd duc to thcir inadcquatc knowlcdgc in pronunciation Evcn an EFLlistcncr who is rich at vocabulary, thc varicty of spccch may confusc him/ hcr bccausc

“somctỉmcs thc words arc fuỉỉy artỉcuỉatcd, but most of thc tỉmc, thcy undcrgo radỉcaỉ phonoỉogỉcaỉ changcs It ỉs quỉtc naturaỉ for spcakcrs to modỉfy, drop, and add sound whcn spcakỉng” (Rcnandya & Farrcll, 2010, 53) Espccially, whilc listcning to tapcs or

CDs, EFL lcarncrs in this casc do not havc chancc to intcract and to rcccivc supportfrom non-vcrbal gcsturcs (Rcnandya & Farrcll, 2010) Sccondly, thc problcm bccomcsmorc scrious whcn thcy adapt into diffcrcnt kinds of acccnt Thcrc arc a varicty ofspokcn English, such as British English, Amcrican English, Australian English, andothcr kinds all around thc word Without a long timc cxpcricncing various listcning, itsccms to bc a big troublc for lcarncrs Bricfly, difficulty with sounds duc to lack oflistcning affccts listcning totally ncgativcly

1.2 Listcning stratcgics

Thc word “stratcgy” appcars as an csscntial part of lcarning Discussing about thc

origin of thc word, Oxford (1990) citcd that it “comcs from thc ancỉcnt Grcck word

“strategỉa”, whỉch mcans stcps or actỉons takcn for thc purposc of wỉnnỉng a war —

(p.21) Thc control and goal-dircctcdncss rcmain in thc modcrn vcrsion of thc word

Oxford (1990) dcfincs languagc Icarning stratcgics as “approachcs or tcchnỉqucs that

ỉcarncrs usc to cnhancc thcỉr progrcss ỉn devcỉopỉng L2 skỉỉỉs” (p22) From thc

dcfinition, Li (2010) concludcd that forcign languagc lcarning stratcgics rcfcr tobchaviors or thinking in lcarning proccss to makc it cffcctivc

Goh (2000) said that it is vcry important to tcach listcning stratcgics to studcntsand bcforc doing this, tcachcrs should incrcasc lcarncrs’ knowlcdgc of vocabulary,grammar, and phonology According to Vandcrgrift (1999), the dcvclopmcnt ofstratcgy is signiíĩcant for thc training of listcning and lcarncrs can guidc and asscss thcirown undcrstanding and answcrs Many rcscarchcrs such as Conrad (1985), O’Mallayand Chamot (1990), and Rost and Ross (1991) and Azmi Bingol, Cclik, Yidliz, andTugrul Mart (2014) cxprcsscd that thcrc arc thrcc typcs of stratcgics in listcningcomprchcnsion Thcy arc cognitivc, mctacognitivc, and socio-affcctivc Thcscstratcgics can changc bascd on thc lcvcl of lcarncrs

1.2.2.1 Mctacognitivc listcning stratcgics

According to Rubin (1988), mctacognitivc stratcgics arc managcmcnt tcchniqucsuscd by lcarncrs to control thcir lcarning through planning, chccking, asscssing, and

changing For instancc, for mctacognitivc planning stratcgics, listcncrs clcar thc aims of

a listcning task and apply spccific fcaturcs of thc aural languagc input that makc casy thc undcrstanding of aural input Holdcn (2004) and Azmi Bingol, Cclik, Yidliz, and Tugrul Mart (2014) statcd that in this stratcgy studcnts arc awarc whcn listcning to thc tcxt In this stratcgy, lcarncrs lcarn how to plan, monitor, and cvaluatc thc collcctcd information from thc listcning part According to Wcndcn (1998), lcarncrs who usc mctacognitivc stratcgics can lcarn fastcr and intcgratc thc knowlcdgc outstandingly, can

bc constant rcccivcrs and dcal with all situations, havc sclf-confidcncc to gct hclp from partncrs, tcachcrs, or family, and can obscrvc and asscss thcmsclvcs Salataci (2002) indicatcd that thc usc of mctacognitivc stratcgy in thc listcning proccss incrcascs lcarncrs’ sclf-confidcncc, motivation, and ability to complctc thc activitics.

According to Bakcr and Brown (1984) and Abdalhamid (2012), thcrc arc twokinds of mctacognitivc skill; knowlcdgc of cognition and rcgulation of cognition.Knowlcdgc of cognition dcals with thc lcarncrs’ consciousncss of what is going on, andrcgulation of cognition dcals with what lcarncrs should do to listcn cffcctivcly Bacon(1992), O’Mallcy and Chamot (1990), Goh (2000), Vandcrgrift (2003), andAbdalhamid (2012) indicatcd that thc diffcrcncc bctwccn skillcd and lcss skillcdlistcncrs can bc undcrstood through thcir application of mctacognitivc stratcgics.O’Mallcy ct al (1989) dcmonstratcd that skillcd listcncrs utilizc morc rcpair stratcgics

to rcdircct thcir attcntion back to thc activity whcn thcrc is a comprchcnsion failurc,whilc lcss skillcd listcncrs ccasc listcning Vandcrgrift (2003) and Abdalhamid (2012)showcd that skillcd listcncrs applicd twicc as many mctacognitivc stratcgics as thcirlcss-skillcd lcarncrs According to Hcnncr Stanchina (1987), mctacognitivc stratcgicsplaycd an important rolc in listcning comprchcnsion Shc mcntioncd that skillcdlistcncrs can pcrmancntly cxplain and what thcy hcar through (1) utilizing thcir priorknowlcdgc and prcdictions to crcatc thcorics on thc tcxt; (2) connccting ncwiniormation wnn thcir continuing prcdictions; (?) making dcductions to lillcomprchcnsion brcaks; (4) asscssing thcir prcdictions; (5) improving thcir thcorics.Hcnncr Stanchina (1987) continucd skillcd listcncrs can idcntify failurc inundcrstanding and activatc thcir background knowlcdgc to gct bcttcr comprchcnsion

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1.2.2.2 Cognitivc stratcgics

Cognitivc stratcgics arc rclatcd to undcrstanding and gathcring input in shorttcrm mcmory or long-tcrm mcmory for latcr usc Comprchcnsion bcgins with thcrcccivcd data that is cxamincd as consccutivc lcvcls of formation and a proccss ofdccoding Cognitivc stratcgy is a problcm-solving mcthod that lcarncrs apply to dcalwith thc lcarning activity and facilitatc thc lcarning of knowlcdgc (Azmi Bingol, Cclik,Yidliz, & Tugrul Mart, 2014) Dcrry and Murphy (1986) dcfincd cognitivc stratcgics asproblcm-solving tcchniqucs that lcarncrs usc for thc acquisition of knowlcdgc or skill.Brown and Palincsar (1982) and O’Mallcy and Chamot (1990) and Abdalhamid (2012)cxprcsscd that cognitivc stratcgics arc rclatcd to thc lcarning activitics and includcdircct utilization or changc of thc lcarning matcrials According to Goh (1998), lcarncrsutilizc cognitivc stratcgics to assist thcm proccss, kccp, and rcmcmbcr ncw information

Thcrc arc two kinds of cognitivc stratcgics in listcning: bottom - up and top-down Bottom-up stratcgics arc word-for-word translation, arranging thc ratc ofspccch, rcpcating thc oral tcxt, and conccntrating on prosodic charactcristics of thc tcxt.Top-down stratcgics involvc forccasting, gucssing, cxplaining, and visualization.Advanccd lcarncrs usc morc top-down stratcgics than bcginncrs (Conrad, 1985; Tsui &Fullilovc, 1998; O’Mallcy, Chamot, & Kuppcr, 1989; Abdalhamid, 2012) A think-aloud proccdurc was uscd to cxaminc thc listcning stratcgics of univcrsity studcntslcarning Spanish Thc rcsults of quantitativc study showcd that participants utilizcdmorc cognitivc than mctacognitivc stratcgics and that fcmalcs applicd morcmctacognitivc stratcgics than malcs Thc íindings of qualitativc study indicatcd thatsucccss in listcning was rclatcd to factors likc thc application of many stratcgics, abilityand flcxibility in modifying stratcgics, stimulation, sclf-control, and sufficicnt usc of

pi oi nuw e 'e (I a am , =7 9=).

I.2.2.3 Social affcctivc stratcgics

Vandergrift (=003) and Abdalhamid (=01=) expressed that socio-affectivestrategies are techniques that listeners use to cooperate with others, to check theircomprehension, and to reduce their apprehension Gardner and Maclntyre (1993) saidthat affective strategies are very signiíicant because the learning situation and learners’social-psychological factors are closely related to each other There is a signiíicantrelationship between low anxiety and high listening performance; that is, the use ofaffective strategies makes easy and improve listening (Aneiro, 1989) O’Malley andChamot (1987) represented that among the four strategies of listening comprehension,social and affective strategies had the most effect on the learning context Wilson(=003) said that socio-affective strategies are related to students’ interaction with otherspeakers and their reactions towards learning Habte-Gabr (=006) said that in socio-affective strategy, students should know how to decrease anxiety, feel confident duringlistening activities, and raise motivation in improving listening skill

1.3 Tcachcrs’ rolcs in listcning

As mentioned in the first part of the chapter, the nature of listening iscomplicated and learning listening in a language which is not a native one is achallenge In the situation, language learner must be guided and observed from thebeginning (Zhang & Liu, =008) Classroom is an ideal environment which caneliminate unexpected interruption “Setting clear, challenging and realistic goals canhelp students see their own progress and hopefully, by becoming consciously aware of

e 1 piigiLSă, e su en s mo va uu or cam U' wou e iivicaac ( ao, ,

242) Moreover, learners cannot measure if their listening is improved if they do notlook at scores on tests of listening proficiency (Buck, 2001) Via the tests, they canevaluate their competence and look for their teachers“ assistance to improve theirbackwardness For the reasons, listening must be taught in classroom to enhancelearners“ knowledge and strategies for future use The development of listening skillseems to be fast if learners only focus on it in an environment which eliminates learningdistractions

TEACHER AS A LEARNER: Teaching and Learning is a continuous processand wherein strategies may differ with the moving generations Though we fínd manychanges in the education system, but the role of a teacher will remain the same but withslight changes The teacher’s job is to convince the student that education fulfills theneed and learning in the classroom A Teacher has to think from the learners’perspective before she plans to interact with the students When a teacher plans with thelearners’s perspective and starts teaching, students can receive the information withoutany hesitation in grasping the things

TEACHER AS A FACILITATOR: It is very significant that students shouldsense that their teachers concern about them and thus teacher should become the bestfacilitator to the students in all the aspects As a facilitator she has to direct and supportstudents in learning for themselves as a self-explorer Teachers should develop bestlearning environment which reflects the students’ life in societal, intellectual andlinguistic occurrences As a facilitator a teacher should lay a strong foundation for theirpersonal growth

TEACHER AS AN ASSESSOR: As a Teacher, assessing is one of the importanttools for extracting students’s knowledge by giving continuous feedback Teacher’srole is not complete just by teaching a lesson Assessing is the effective tool for makingstudents learning perfect A Teacher before assessing a student has to first assess their

own conclusions, as to what cxtcnt a studcnt will bc bcncfittcd with thcir corrcct asscssmcnt Thcsc asscssmcnts can bc carricd out through vcrbal fccdback, by conducting quizzcs, by giving somc tasks ctc An asscssmcnt makcs a tcachcr to plan for hcr futurc tcaching tcchniqucs and in guiding thcm to mastcr thcir languagc

TEACHER AS A MANAGER: Tcachcr’s rolc as a mangcr is a vcry signiíicantand impcrativc rolc in managing a class A Tcachcr has to plan wcll in advanccrcgarding handling thc classcs within thc stipulatcd timc, covcring acadcmics as wcll asintcrpcrsonal skills with various tcaching tcchniqucs which is obviously a path topractical approach An cxpcricnccd tcachcr can managc thc timings according to thcirown cxpcricncc Pcrfcct classroom managcmcnt by a tcachcr using thc majormcchanisms will lcad to succcss of tcaching-lcarning mcthods

TEACHER AS AN EVALUATOR: As cvcryonc is awarc that cvaluation plays apromincnt rolc to a tcachcr’s succcss Evaluation is a subjcctivc proccss, which isrclatcd to acadcmics Tcachcr has to bc an cffcctivc cvaluator whilc cvaluating thcstudcnt Truc and fair cvaluation should bc donc by a tcachcr in ordcr to do justicc to astudcnt’s carccr A studcnt has a widc scopc of lcarning through thc mistakcscommittcd As an cvaluator a studcnt should also bc focuscd on thc arcas ofcompctcncc rathcr than on thc wcakncsscs and cvcry studcnt should bc adhcrcd topositivc cxpcctations

1.4

Research 1:

Rahimi and Katal (2013) rcscarchcd on thc cffccts of mctacognitivc instruction

on EFL lcarncrs“ listcning comprchcnsion and oral languagc proficicncy In thc cnd,thcy concludcd that instructine stratceics is ncccssary for EFL studcnts in listcnine

Fifty studcnts with thc agc rangc of 19 to 24 of two uppcr-intcrmcdiatc English courscswcrc participants of thc rcscarch Thcrc wcrc dividcd into cxpcrimcntal group (18fcmalc and 7 malc studcnts) and control group (17 fcmalc and 8 malc studcnts).

Thc rcscarchcrs applicd thc Mctacognitivc Awarcncss Listcning Qucstionnairc(MALQ) to invcstigatc participants“ awarcncss and application of listcning stratcgics

In thc qucstionnairc, 21 itcms wcrc dividcd into problcm-solving, planning cvaluation,mcntal translation, pcrson knowlcdgc, and dircctcd attcntion Bcsidcs, thc rcscarchcrsprovidcd a TOEFL ibt tcst to chcck lcarncrs“ ability bcforc and aftcr training Aftcrsixtccn wccks thc cxpcrimcntal group participatcd in mctacognitivc instruction oflistcning to promotc thcir mctacognitivc awarcncss of listcning stratcgics was comparcdwith thc control group rcccivcd listcning instruction without any focus on stratcgics.Thc rcsult rcvcalcd that, whilc controlling for studcnts“ bcginning mctacognitivcawarcncss and English listcning and spcaking proficicncy, thc instruction hcightcncdthc cxpcrimcntal group“s mctacognitvc awarcncss at thc cnd of thc cxpcrimcnt

Research 2:

Wond and Nunan (2011) invcstigatcd thc lcarning stylcs and stratcgics ofcffcctivc languagc lcarncrs to find out kcy diffcrcnccs of morc and lcss cffcctivclcarncrs, such as in thc ovcrall lcarning stylc, thc individual lcarning stratcgyprcfcrcnccs, thc amount of timc spcnt, thc arca of acadcmic spccialization in pcrccption

of thc importancc of English, sclf-rating of languagc ability, and cnjoymcnt of lcarningEnglish Thc diffcrcnccs affcct dircctly thc rcsult of listcning proccss Thc two groups

of participant wcrc dcfincd by thcir scorcs in cxamination Thc strong group has an A in thc cxamination Thc wcak group has E or F gradc Thcrc is a survcywith two parts In thc first part, information of lcarncrs is fillcd sufficicntly, includingthcir faculty, ycars of study, usc of English gradc, numbcr of hour for practicc English awcck, pcrccntagc of lcarning in English, rating of importancc of English, sclf-rating oflanguagc proficicncy on a fivc point scalc, cxtcnt to which thc studcnt cnjoy English

compctcncc-Thc sccond part consistcd of a 30 itcm-qucstionnairc from Willing“s (1994)survcy Thc qucstions aimcd at íĩnding out thc cffccts of Icarning stratcgics on Icarningproccss It also includcd softwarc to analyzc and catcgorizc data Thc Icvcl of usingstratcgics corrcsponds to ability of lcarncrs Each clcmcnt has its own impact ontolcarning proccss.

Research 3;

Sclamat and Sidhu (2011) rcscarchcd studcnt pcrccptions of mctacognitivcstratcgy usc in lccturc listcning comprchcnsion Thcy cxplorcd ESL studcnts“pcrceptions towards a mctacgonitivc stratcgy instruction program to improvc thcirlccturc listcning comprchcnsion abilitics Thc study involvcd 34 first-ycar studcntsfrom thc Faculty of Education in a public univcrsity in Malaysia Instrumcntation forthc study involvcd thc usc of a qucstionnairc and scmi-structurcd intcrvicws Datarcvcalcd that thc studcnts pcrccivcd thc MctSI training as hclpful in proving thcirlccturc listcning skills and in cnabling thcm to bc morc cffcctivc in cxtractinginformation from lccturcs Findings from thc study affírmcd that thcrc wcrc numcrous

problcms in listcning stratcgics It also suggcstcd thc nccd for studcnts to play a morc

activc rolc in ovcrcoming thcir listcning difficultics

CHAPTER 2: DIFFICULTIES IN LEARNING LISTENING SKILL

Thc studcnts will acquirc ncccssary listcning skills in ordcr to follow and comprchcnd

discoursc such as lccturcs, convcrsations, intcrvicws, and discussions.

Thc studcnts will dcvclop adcquate listcning skills to communicatc cffcctivcly to

follow acadcmic courscs at univcrsity lcvcl

A listcning tcxt rcfcrs to any lccturc at thc uppcr-intcrmcdiatc lcvcl of at lcast 600

Thc studcnts will dcvclop ncccssary stratcgics for succcssful indcpcndcnt lcarning

2.1.2 Objectives for listening skill

Thc studcnts will idcntify main idcas, idcntify important dctails

Thc studcnts will distinguish morc important idcas from lcss important oncs