NGHIÊN CỨU VỀ VẤN ĐỀ CỦA SINH VIÊN TIẾNG ANH NĂM ĐẦU TẠI TRƯỜNG ĐẠI HỌC QUẢN LÝ VÀ CÔNG NGHỆ HẢI PHÒNG. Sinh viên: Nguyễn Thị Thùy Linh Giảng viên: ThS. Nguyễn Thị Thu Huyền. Tên dự án: Nghiên cứu những vấn đề mà sinh viên năm thứ nhất ngành Tiếng Anh Trường Đại học Quản lý và Công nghệ Hải Phòng gặp phải và các giải pháp giúp các em nâng cao kỹ năng nghe.
Nội dung và yêu cầu cần giải quyết trong nhiệm vụ luận văn tốt nghiệp. Nội dung giảng dạy: Nghiên cứu những khó khăn của sinh viên năm thứ nhất môn Tiếng Anh tại Trường Đại học Quản lý Công nghệ Hải Phòng và các chiến lược giúp sinh viên tự nâng cao kỹ năng nghe. Tinh thần và thái độ của sinh viên trong quá trình làm luận văn tốt nghiệp.
Đánh giá chất lượng đồ án/luận văn (so với yêu cầu nội dung đề ra trong bài tập của Đ.T.T.N về các mặt lý luận, thực tiễn, tính toán số liệu...).
ACKNOWLEDGEMENTS
INTRODUCTION
- Rationale of the study
- The aims of the study
- Research questions
- The method of the study
- Research methodology
- Survey questionnaires
- Population and sample
- The organization of the study
First, the study was conducted to review the actual situation of English listening learning in Haiphong University of Management and Technology in order to make solutions. Finally, due to such problems, many students are not interested in learning and practicing this skill in class, so the study aims to suggest some possible solutions to help them improve their listening skills. What are the real situations in learning English listening skills for first-year students of the Faculty of Foreign Languages at Haiphong University of Management and Technology.
What are the solutions to help self-improvement in listening ability for first-year students in the Faculty of Foreign Languages at Haiphong University of Management and Technology. In terms of methods, the questionnaire was designed as a tool for researchers to collect data. The questionnaire is given to first-year students of the foreign language department with the hope of discovering their attitudes towards their listening skills and their difficulties in listening to English as well as their expectations of teachers.
For the purpose of completing the research, the researcher will need a group of participants called the study population.
Introduction Part II: Development
A large number of them have learned English for 7 years (4 years in middle school and 3 years in high school). However, their English backgrounds are quite similar due to the impact of the English curriculum for high school students in the past, students did not have many chances to practice English language skills. Thus, when they entered Haiphong University of Management and Technology, their English levels were limited and they have to face many difficulties in studying.
Conclusion
DEVELOPMENT
THEORETICAL BASIS OF THE STUDY
- Definition of listening
- Definition of listening comprehension
- Significance of listening
- Types of listening
- Casual listening
- Focused listening
- Factors make listening difficult
- Factors relating to listener
- Factors relating to listening materials and some another factor .1 Incorrect and insufficient codes
On the one hand, technological advances and the growing awareness of the importance of listening in the world have made listening even more important in the communication process (Mendelsohn, 1998). Furthermore, the failure of listening comprehension of the target language is an impetus, not merely an obstacle, to language learning as well as to communicative interaction (Rost, 1994). The recognition of the importance of listening comprehension has led to an increased number of listening activities in students' textbooks and even in comprehension-based methodology texts specifically designed for teaching listening (Anderson & Lynch, 1988; Rost, 1990; Underwood, 1989; Ur , 1984).
Listening has an important place in learning as it is one of the four most important skills in language acquisition. Listening raises awareness of the language, as it is a receptive skill that first develops in a person. The sound, rhythm, intonation and stress of the language can only be perfectly adjusted by listening.
Besides being the primary form of communication, listening helps the language learner understand the beauty of language. It was only at the turn of the 1970s that listening comprehension began to be researched (Osada 2004: 53), which led to a shift in listening skills, which are seen as passive skills, to elements that students should actively master. This lack of research means that listening "remains one of the least understood processes" (Osada 2004: 53), making the effective teaching of these skills somewhat of a gray area, often seen as "a somewhat neglected and poorly taught aspect". of English" (Osada 2004: 57).
Due to the lack of recognition of the importance of listening teaching, students have less listening practice for foreign language learning and teaching goals in the listening class, and most of the listening materials that are selected in the classroom focus on checking the students' skills, instead of teaching. necessary listening skills, So the most listening classroom teaching models are limited to. Classroom teaching found that students in the listening process try to understand every word, every sentence, encounter strange words will stop to think, can not effectively understand the focus of the material, it is difficult to adapt to the speed of English listening faster. According to Goh, the students cited the speaker's accent as one of the most important factors affecting listener comprehension.
Their poor language skills probably do not allow them to recognize the formatives of the heard utterance. They emphasize informational content and fail to provide the signals used to convey information and meaning.
DATA ANALYSIS DISCUSSION AND RESULT
- The Analysis of the Data Collected from Questionnaire
- Students’ attitude toward learning English in general and listening skill in particular
- Listening Problems Related to the Content of The Listening Text
- Listening Problems Related to the Listener’s competence
- Listening Problem Related to Physical Setting
- The result of interview
- Problems Affect Listening Comprehension of Learner
- Problems toward Listening Material
- Problems to Answer the Question during Listening
- Problems Lose Concentration during Listening
- Problems Using Personal Experience
The first question asked to know unfamiliar words, including slang and idioms, which disrupted students' listening comprehension. There were 17 out of 20 students who responded that unfamiliar words, including slang and idioms, interfered with their listening comprehension. Their listening exercises are too limited because they only learn to listen in the laboratory when they learn listening skills.
The second question asked whether complex grammatical structures interfered with the student's listening comprehension. It means knowing about the structural component of the most important text in terms of listening. Before doing the listening comprehension tasks, 13 students answered that they are afraid that they cannot understand what they are going to hear.
Students lack confidence before doing listening comprehension because they do not have much knowledge and lack of practice in listening. Even if they have mastered the skill, a lack of basic knowledge can cause their listening comprehension to decline. According to the students' responses, the problem hindering their listening comprehension was the inability to repeat.
Noise and poor speaker quality, audio files interfere with students' listening comprehension. There are five questions to know about students' difficulties, the first question was: "What difficulties affect your listening comprehension as a listener?", the second question was "What are the difficulties in listening to the material?", the third question was "What or are the difficulties when answering a listening question?”, the fourth question was “Why do you lose concentration during a listening comprehension test?”, the last question was “Have you ever used your own experience or background knowledge to answer a listening question. . The first question was asked to know that the problems affect the students' listening comprehension as listeners.
The result showed that all the interviewees have different answers, almost all of them had difficulty listening because they had poor knowledge of grammar and lack of vocabulary. The second questions were asked to know what makes them difficult in content material for listening comprehension. The fourth questions were asked to know what problems make students lose concentration during listening comprehension.
It means that prior knowledge is a powerful tool that is very often used to understand the meaning of a listening comprehension task.
SUGGESTION FOR SELF IMPROVEMENT
- Active listening
- Learn Actively by Taking Notes
- Read and listen at the same time
- Practice daily for short memory
- Try Watching Movies or Listening to Podcasts After English class
- Improve listening skill by listening English song
- Vary Your Listening Routine
- Ask your classmates for help
- Listen to What You Enjoy
If you often hear a word that you don't understand, try writing it down so you can look it up later. If there is a word or phrase that you find interesting, write it down so that you can practice using it in your own conversations. It simply means that you have to not only listen, but also get your English from another place at the same time.
This way you will listen and read the words, which will make it easier to understand everything and help you remember more. For students, in order to develop the listening skill for the long term, students should also practice short memory daily by listening to short news or dialogues and then take notes and repeat the content of the passage. For example, you can tell a friend what the movie was about, or you can write down what you remember.
Listening to songs is another great way for language learners to develop English vocabulary and improve listening skills. When you have finished, talk to your classmates or your teacher to check that you have understood. When you've found a number you like, then you can work them into your routine by switching up the activities you practice on certain days of the week.
While you can learn a lot from your teacher, it can also be beneficial to learn from your classmates. By doing this with someone else, your classmate will probably understand words you don't, and vice versa. Understanding most of what the student hears is the fundamental step to improving listening skills.
This is important because relevant and interesting materials will always be more enjoyable to listen to compared to other resources. Be selective and make sure that most of your training time is spent with audio materials that you look forward to listening to and are well suited to your goals and interests.
PART III: CONCLUSION
Summary of the study
Limitation of the study
Despite the mentioned limitations, I hope that this exploratory research will contribute to a better situation for teaching and learning English listening skill in the foreign language department of Haiphong Management and Technology University.
Suggestions for the further study
APPENDIXES
PART 1: GENERAL BACKGROUND INFORMATION OF THE RESPONDENTS
- Experiences of learning English
- Have you ever had English language listening skills development?
- Listening Problem Related to Physical Setting
Instruction: Indicate the sign in the square □ in front of the message that applies to you, or fill in the empty box. Lack of basic background knowledge Difficult to quickly remember a word Difficult to recognize the word Complicated grammar. Problem Pertinent inability to be repeated Fear if spoken text is not understood Loss of focus if you get an expected answer.
