TABLE OF CONTENTS

Part A: Introduction
1. Rationale
2. Aims of the study
3. Research questions
4. Scope of the study
5. Methods of the study
6. Design of the study
Part B: Development
CHAPTER 1: THEORETICAL BACKGROUND
1. Listening
1.1 Definition of Listening
1.2 Classification of listening
2. Potential difficulties in listening comprehension
2.1 Listening problems
2.2 Pre-listening activities
CHAPTER 2: METHODOLOGY
1. Introduction
2. The setting of the study
3. The subject
4. Instrument
5. Data analysis
CHAPTER 3: RECOMMENDATION OF PRE-LISTENING ACTIVITIES FOR
6TH GRADERS
1. Using songs
2. Using games
3. Predicting vocabulary
4. Using pictures
5. Asking questions
6. Using symbol maps
7. Predicting the content of the listening text
Part C: Conclusion
1. Summary of the study

1
2. Limitations of the study and suggestion for further study

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 PART A: INTRODUCTION

1. Rationale

English plays a particularly important role in our lives. In the process of learning
English, learners are not confident in listening skills and encounter many difficulties
in the process of listening. When learning a second language, listening is one of the
harder skills to develop - dealing at speed with unfamiliar sounds, words and
structures. This is even more difficult if we do not know the topic under discussion,
or who is speaking to whom. So, simply asking the students to listen to something
and answer some questions is a little unfair, and makes developing listening skills
much harder.

Many students are fearful of listening, and can be disheartened when they listen to
something but feel they understand very little. It is also harder to concentrate on
listening if you have little interest in a topic or situation. Pre-listening tasks aim to
deal with all of these issues: to generate interest, build confidence and to facilitate
comprehension. All these above reasons have inspired the writer to do research in
pre-listening activities and as a result, a research title goes as “A study on pre-
listening activities to motivate 6th graders in listening lessons at Nghi An junior high
school “

2. Aims of the study

- Find out the difficulties of the 6th graders at Nghi An junior high school during the
Listening lesson.
- Provide pre-listening activities to motivate them in their listening time.
3. Research questions
- What difficult do students 6th graders at Nghi An junior high school in listening
comprehension?
- What methods should be used to help students 6 th graders at Nghi An junior high
school overcome their difficulties?

4. Scope of the study

The study limits at finding out the difficulties in learning listening skill For graders
6th Nghi An junior high school.

5. Method of the study

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 The study mainly uses qualitative and quantitative methods including questions and
interviews to study materials.

6. Design of the study

The study contains three main parts:

Part 1: Introduction that consists of rationale, aims, research questions, scope,

method, design of the study.

Part 2: Development – the main of the study – is divided into three chapters

- Chapter 1 is about the theoretical background

- Chapter 2 is about methodology
- Chapter 3 is about recommendation of pre-listening activities for 6th graders

Part 3: Conclusion that summary of the study and limitations of the study.

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 PART B: DEVELOPMENT

CHAPTER 1: THEORETICAL BACKGROUND

1. Listening
1.1 Definition of listening
Listening is considered one of the most important parts of the oral communication.
The term is used in order to make oral communication effective. There was an idea that
“Students spend 20 percent of all school related hours just listening. If television
watching and one-half of conversation are included, student spend approximately 50
percent of their walking hour just listening. For those hours spent in the classroom, the
amount of listening can be almost 100 percent. “Obviously, it is believe that listening is a
significant and essential are of development in a native language and in a second
language; therefore, there have been numerous definition of listening and listening skill.
According to Howatt and Dakin (1974),listening is ability to indentify and
understand what others are saying. This process involves understanding a speaker’s
accent and pronunciation, the speaker’s grammar and vocabulary and comprehension of
meaning. An able listener is capable of doing these four things simultaneously.
In addition, Lesley Barker (2001) states that: “ Listening, however, is more than
just being able to hear and understand what someone else say, listening skills involve
etiquette, asking for clarification, showing empathy and providing an appropriate
response.”
According to Bulletin (1952), listening is one of the fundamental language skill. It’s
a medium through which children, young people and adult gain a large portion of their
education-their information, their understanding of the world and of human affairs, their
ideals, sense of values, and their appreciation.
Rubin (1991) defined listening as “the active and dynamic process of attending,
perceiving, interpreting, remembering and responding to the expressed verbal and non-
verbal needs, concerns and information offered by the human beings”. Carol (1993)
described listening as a set of activities that involve “the individual’s capacity to
apprehend, recognize, discriminate or even ignore.”
Wolvin and Coakley (1985) pointed out that listening is “the process of receiving,
attending to and assigning to aural stimuli”. This definition suggests that listening is a
complex, problem-solving skill. The task of listening is more than perception of sound.
This view of listening is in accordance with second-language theory which considers
5
listening to spoken language as an active and complex process in which listeners focus on
selected aspects of aural input, construct meaning, and relate what they hear to existing
knowledge (O’Malley & Chamot, 1989; by, 1984; Richards, 1985; Holand, 1983).
Recently, Imhof (1988) stated that listening is “the active process of selecting and
integrating relevant information from acoustic input and this process is controlled by
personal intentions which is critical to listening”. Rost (2002) confirmed, “Listening is
experiencing contextual effects” which can be translated as “ listening as a neurological
event (experiencing) overlaying a cognitive event creating a change in a representation”,
ect.

1.2 Classification of listening

Almost the learners of English will sooner or later, find themselves in a variety of
situation where they need or want to listen to English being used in the real-life for
arrange of purposes. However, they have to face many difficulties because there is the big
difference between the listening activities in the classroom and actual situations. In the
class, the learners listened to the very grammatical standard dialogues, conservations or
presentations. The speakers often speak at perfectly controlled speed, with perfect voice
tone, accent and correct grammar. The learners even had the preparation already, and
knew clearly about the topic that they are going to listen to.
That is the reason why the learners can listen very well. Whereas, in the real-life
conservations, learners encounter various people speak with different accent, speed and
voice tone without paying attention to grammar. The speaker also can use the difficult
words, idioms, proverbs, or even the slang words, etc. As a result, the learners cannot
listen to perfectly.
In the real-life, different situations call for different types of listening and as your
listening skill evolves, so will your ability to hear what someone is really saying. There
are many types of listening. However, in general and according to Adian (1995), there are
two ways, which people often listen in the real-life. They are “casual” listening and
“focused” listening.
“Casual” listening (in another word, we call it “Appreciative Listening”). This is
one of the most enjoyable types of listening, and it comes naturally for many people.
There are not a lot of responses necessary in appreciative listening though groups of
listeners might often talk among themselves to process the experience. Appreciative
listening is most often used when people listen to music, plays, concerts or other
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performances. The typical feature is that we do not listen carefully and intentionally,
therefore we may not remember much of what we hear or even thesis nothing in our
mind.
“Focused” listening (or “Intonational Listening”). This is simple, straightforward
listening. The speaker intends to get a message across, and the listener’s goal should be to
understand that message as completely as possible. The listener might need to ask
questions or request clarification to get the full message. In this case we often listen with
much attention for a particular purpose but we do not listen to everything we hear with
equal concentration. For instance, we want to know the answer to a question, we will ask
and expect to hear the relevant response. This leads to our “listening out” for certain key
phrases or words. Even when listening to entertainment such as plays, jokes or songs we
have a definite purpose (enjoyment), we want to know what is coming next, and we
expect to cohere with what went before. There is an association between listener
expectation and purpose and hi comprehension. If the listeners expects and need are
intentional, his listening is likely accurately perceived and understand than that which is
unexpected, irrelevant or helpful.
According to Rixon (1986) and Hublard, R and others (1984), there are two
main kinds of listening in classroom, they are intensive listening and
extensive listening.
http://vi.scribd.com/doc/32124132/Teaching-Listening
Intensive listening (Comprehensive/ Informative Listening) means students listen
carefully for the detailed information, full comprehension or the content of the message.
Anytime students listen to instructions or to a lecture from an instructor, listening to the
announcement or weather forecast, they are using informative listening. The important
aspect of this type of listening is whether the listener misunderstand the message being
relayed by the speaker. If the listener misunderstand or does not pay close attention,
informative listening is affected.
This kind of listening helps learners develop their listening skill or knowledge of
the language in the effort to do exercise or other activities. The passage should be short so
that learners have chances to get to grip with the content. They also feel it easy,
interesting and encouraging when they listen to a short passage.

Extensive listening (Appreciative listening) is free and general listening to natural

language for general ideas, not for particular details. It is the art of listening for pleasure
7
and interest. When people enjoy a concert, speech, short jokes or poems, ect ... they are
experiencing appreciative listening. They are not asked to do any language work and they
can do their listening freely without any pressure. Moreover, the topics are various and
entertaining, therefore they are motivated to develop their listening skill.
Wolvin and Coakley (1988, 1993) have introduced another categorization of
listening, they identified five types of listening:

(1) Discrimination listening

(2) Listening for comprehension
(3) Therapeutic (empathic) listening
(4) Critical listening
(5) Appreciative listening

Discrimanative listening is the most basic type of listening, whereby the difference
between different sounds is identified. If listener cannot hear differences, they cannot
make sense of the meaning that is expressed by such differences. As a result, a person
who cannot hear the subtles of emotional variation in another person’s voice will be less
likely to be able to discern the emotions the other person is experiencing.
The next step beyond discrinating between different sound and sights is to make
sense of them. To comprehend the meaning requires having a lexicon os words, rules of
grammar and syntax by which we can understand what others are saying. The visual
components of communication and an understanding of body language also help us
understand what the other person is really meaning. Comprehension is also known as
content listening, informative listening and full listening.
In therapeutic listening, the listeners have a purpose of not only empathizing with
the speaker but also to use this deep connection in order to help the speaker understand,
change or develop in some way. Moreover, this kinds of listening happens wherever and
whenever in life. Critical listening is listening in order to evaluate and judge, forming
opinion about what is being said. Judgement includes assessing strengthts and
weaknesses, agreement and approval. This form of listening requires significant real-time
cognitive effort as the listener analyze what is being said, relating it to existing
knowledge and rules. In appreciative listening, we seek certain information which will
appreciate listening when we are listening to good music, poetry or made even the stiring
words of a great leader.

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 Beside the above well-known classifications, Rost’s theory (1990) introduced four
types of listening suggested by Garvin (1985) with small modification:

(1)Transactional listening
(2)Interactional listening
(3) Critical listening
(4)Recreational listening

Transactional listening typically occurs in formal listening settings such as a

lecture. In these situations, the listeners have limited opportunities to interfere or to
collaborate with a speaker for negotiating message meaning. Whereas, interactional
listening, according to Rost is relevant to recognizing the personal component of a
message. The listener in explicity engaged in the cooperation with a speaker for
communicative purposes and focuses on building a personal relationship with the speaker.
Regarding critical listening, he addressed that critical listening similar to the one
suggested by Wolvin and Coakly (1988, 1993), indicating the act of evaluating reasoning
and evidence, while recreational listening requires a listener to be involved in
appreciating random or integrating aspects of an event. He further stated that listening
request a cognitive and social skill as well as a linguistic skill, and that the purpose of
listening guide a listener as he/she listens.
Differently, Ur (1984) is another 1.2 researcher who classified listening its
function. To her point of view, there are two types of listening: listening for perception
and listening for comprehension. To the former, it is the act of listening to perceive “the
different sounds, sound-combinations and stress and intonation patterns of foreign
language”. While listening for comprehension is relevant to content understanding and it
is divided into two sub-categories, passive listening for comprehension implying the act
of making basic for other language skill with imaginative or logical thought and active
listening for comprehension. Rather, she insisted that listening for comprehension should
be considered as a continuum from passive listening on the left side to active listening on
the right side of continuum.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid= 2555912
Extensive listening (Appreciative listening) is free and general listening to natural
language for general ideas, not for particular details. It is the art of listening for pleasure
and interest. When people enjoy a concert, speech, short jokes or poems, ect ... they are
experiencing appreciative listening. They are not asked to do any language work and they

9
can do their listening freely without any pressure. Moreover, the topics are various and
entertaining, therefore they are motivated to develop their listening skill.
http://journals.cambridge.org/action/displayAbstract?fromPage=online&aid= 2555912

1. Potential difficulties in listening comprehension

1.1. Listening problems

The cause of not recognizing English sounds

When asked about the cause of difficulty with English sounds, 31% of respondents
said that this difficulty was because they could not distinguish homophones, especially
words with a way The pronunciation is nearly the same. 28% of the students identified the
confusion between affirmative and negative forms as the main reason. Especially 40% of
the students surveyed said that they did not recognize the main information needed to
hear is due to some characteristics of speech (connected speech) in English such as:
swallowing phenomenon (elision ), weak form in pronunciation of some functions (weak
form), phonemic assimilation (assimilation), word reduction (contraction), linking
phenomenon, ... As so, the fact that learners do not recognize English sounds is mainly
due to (1) not distinguishing homophonous words and words with similar pronunciation,
(2) confusion between affirmation and form. negative, especially due to (3) some
influence on speech pronunciation in English.
The cause of lack of concentration when listening
Data from the survey showed that 30% of the students said that the cause of lack of
concentration when listening was due to poor health while the number of students was
more (37%) considered inexperienced when Listening is the reason that makes them more
and more difficult to focus on the listening. Meanwhile 32% of students surveyed thought
that their ability to focus less on listening was due to both of these reasons. From these
data it can be concluded that listeners often lose the ability to concentrate on hearing
when (1) health conditions are not good and (2) lack of experience in listening
comprehension.
The cause of not being able to grasp the main idea of the listening
According to the data obtained, this is the most common cause of listening
difficulties for learners (71%). When asked about the cause of this difficulty, 36% of
participants said they could hardly grasp the main idea of the listening because they did
not know what important information to listen to in the lesson. 37% of students said that
they could not deduce the main content of the song from key words that made them
10
unable to grasp the main idea when listening. The number of people choosing both causes
is 25%. These data show that the cause of the situation is difficult to grasp the main
content of the listening lesson is (1) does not distinguish the information to be heard with
the remaining information and (2) does not deduce the main idea of the song heard from
important words.
1.2 Pre-listening activities

Pre-listening work can consist of a whole range of activities. However, in this

study I just mention some typical pre-listening activities.

- Prediction of the content of the listening text Students can be told something
about the speaker(s) and the topic and then asked to suggest what they are likely to hear
in the listening text. This activities can help activate students’ background knowledge
and perhaps provide them with opportunity to make the possible utterances themselves.
- Pre-teaching new vocabulary or grammatical structures
For students, a large number of unknown words or new grammatical structures may
encounter their comprehension and lower their confidence. Thus, it is necessary to pre-
teach new words and grammatical structures, especially items of great difficulty to the
comprehension before listening. There are many ways of presenting new vocabulary:
using visual aids (real objects, pictures, miming, gestures and facial expressions), using
games (matching, crosswords, puzzle, etc.), synonyms, antonym or even translation.
However, the teacher should not preteach too much new vocabulary and grammatical
structures because it may remove the challenges and interest.

- Using visual aids to introduce the topic of the text

Using visual aids is considered the most useful activities because showing visuals
focuses attention on meaning and help to make the language used in the class more real
and alive. A picture is worth thousand words. This techniques is an effective way of
reminding students of lexis which have been forgotten and of focusing attention the topic
to be listened to.
For example, it Unit 8 of English 6, students are asked to look at the tow pictures
of the same town to discuss the differences between them. This kind of activity aims at
drawing students’ attention to the content of listening passage about the changes of a
town. This activity helps students activate their prior knowledge of lexis and grammar.

11
 - Discussion

Students are posed guiding questions or relevants topics and then they are asked to
discuss in pairs or groups. It is very necessary for students because this activity
encourages them to share ideas and knowledge, and give chance for them to involve in
the task as well as speak English. It is noted by Doff (1988) that there should be fluent
and less fluent students in one group because the former can help the latter confidently
express their ideas.
- Questioning
The teacher asks students questions and makes them think about the topic before
they listen. Students can work in pairs to ask an answer the given questions related to the
listening passage. By doing so, students can build on their prior knowledge and at the
same time use vocabulary and structures that related to the topic.
- Brainstorming
It is a good idea that students can brain storm ideas, possibilities or suggestion of
the topic before listening. After that they can use their own ideas, possibilities or
suggestions as basis for while-listening activities. The great advantage of this activity is
that their ideas can contain words expression which they know, or which they learn by
asking for help as they brainstorm. This increases the likelihood of the student succeeding
with the task and is therefore motivating, particularly, for less able students.
Brainstorming is a good pair or group activity and the whole class and can be done
in a relaxed way because there are no right answers.
- Previewing the listening tasks
It is very useful indeed for the students to preview the task before they begin
listening to the text. Not only do they then know what they have to seek from the text, but
they also benefit from the reading itself (Underwood, 1989). They even try to predict
answers before listening. In addition, they listened specifically for answers, implying that
previewing the tasks affects their listening strategies.
- Using games to introduce the topic of listening passage
There is a variety of games which can motivate students a lot in learning listening
such as guessing game, crosswords, hanging, etc. Each game is appropriate with a kind of
lesson. Each of these activities helps to focus students’ minds on the topic by narrowing
down the things that the students expect to hear and activating relevant prior knowledge

12
and already known language. The pre-listening activities are not used separatedly, many
pre-listening activities can be used in a listening lesson to gain best effects.

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 CHAPTER 2: METHODOLOGY

1. Introduction

Among the research methods, many research is one of the most important and
useful areas of measurement in applied social research. A "survey” can be anything from
a short paper-and-pencil feedback form to an intensive one-on-one in-depth interview.
According to Kathleen Bennett DeMarrais, Stephen D.Lapan, survey research can be
defined most simply as a means of gathering information, usually through self-report
using questionnaire or interview. Johnson (1992) gave the idea that “The purpose of a
survey is to learn about characteristic of an entire group of interest (a population) by
examining a subset of that group (a sample)”.

The reason for conducting survey includes influencing a selected audience,

modifying a service or product and understanding or predicting human behavior. The data
of the survey reflects descriptive, behavioral or preferential characteristics of – according
to Alreck and Settle (1995) and Rea and Paker (1997). Basing on these advantages of
doing survey research, the writer has decided to employ the survey questionnaire as a
major technique together with other methods to collect the information for the graduation
paper.

In this chapter, the writer describes the setting of the study (students and their
background, resources and materials). The subjects, and instruments for collecting the
data and the data collection procedure and data analysis, which integrate with the research
paper.

2. The setting of study

Most of the 6th graders are between the age of 8 and 10. They have studied
English at least 3 years at primary school or more. However, at primary schools, the
students only concentrated on learning vocabulary,reading and writing, rarely or even
never did the students have a chance to practice listening skill. Consequently, it is the big
challenge for them in changing learning habits and methods at secondary school.

The textbooks used for the 6th graders are English 6. However, 6TH graders have no
chance to enjoy many listening lessons so to improve listening skill better, learners should
actively communicate with their friends and teachers in different periods of English and

14
find listening materials form different sources (on internet, from bookshop and library,
etc) to practice listening more at home.

3. The subject

The study was carried out with the participation of 40 students of 6th graders at
Nghi An junior school of the school year 2018-2019. These student are selected randomly
to ensure the reliability of the research.

4. Instrument

While conducting the survey research, the most prevalent data-collection methods are
questionnaires, interviews and direct observations of language use. In addition, many
other types of information can be gathered including test result, compositions, or
reactions to l2 oral or written-language data.

Two survey questionnaires for both students and teachers were designed and used as the
main instrument for collecting data. The questionnaires can range from short 5-8 item
instruments to a long document, which requires one or two hours to complete. Items in
the questionnaire can be open-ended format. or closed, requiring the respondents to select
one from among a limited number responded. The discourse structure of questionnaire is
important to consider, as it seems obvious that the respondent must be able to understand
the language of the questionnaire.

5. Data analysis
In this chapter, with data collected from the survey questionnaire, a comprehensive
analysis will be presented. It is the reorganization of the students’ common difficulties
when studying listening skill through the data from the questionnaire by the means of pie
charts and columns, laid our corresponding to the sequence of the questions and draws
out immediately conclusion at each figure.
5.1 Students’ perceptions about their listening difficulties (Q5)

Agree Neutral Disagree

Factors affecting Strongly Strongly
Listening agree disagree

Your vocabulary is
efficient enough to
0% 27.5% 17.5% 47.5% 7.5%
comprehend the spoken
15
texts.

Grammar helps you much

in listening 12.5% 15% 20% 45% 5%
comprehension.

You have problem with

various and unfamiliar 25% 50% 25% 0% 0%
accents.

Stress and intonation

make you feel hard to
20% 66% 7.5% 7.5% 0%
understand the message
intended.

It’s difficult for you to

understand when native
speaker produce 45% 35% 15% 5% 0%
spontaneous connected
speech.

The speech rate of native

22.5% 27.5% 50% 0% 0%
speaker is too fast.

You feel stressful and

nervous while you are 12.5% 40% 17.5% 2.5% 27.5%
listening.

You have hearing

0% 5% 42.5% 50% 2.5%
problems.

Environment factors
(noise, physical
condition, unpleasant 37.5% 57.5% 5% 0% 0%
atmosphere…) prevent
you from listening.

Your social and cultural

knowledge is good to
17% 67.5% 5% 10% 0%
comprehend all the
spoken messages.

Based on the literature review, the writer designed the survey questionnaire into 2
main factors affecting listening; linguistic and non-linguistic factor. To the first, the
writer would like to analyze the factors relating to the linguistic field.
16
As can be seen from the table almost of the students (45%) are not confident with
their vocabulary, 55% of them think that their vocabulary is good enough to help
them in listening. It can be said that they have obstacles in listening comprehension
because of lacking vocabulary but it is not a very bis and major problem. The chart
also points out that grammar is not the problem of 6 th graders in listening
comprehension because most of the students (52.5%) thinks that their grammar
cannot help them much to understand the spoken language. Only 27.5% of the
learners seem to depend on the grammar in mastering this skill.
Besides, almost all of students (75%) find difficult to understand the spoken
message because of various and unfamiliar accents. Therefore, varying accents
become one of the difficulties that 6th graders encounter in listening comprehension.
In addition, stress and intonation is a big challenge as well. 86% of the students
admitted that they feel hard to understand the message intended because of this
phonological factor (stress and intonation). One more phonological factor affects to
students’ listening competence is the connected speech. The majority of students
(80%) feel it is difficult for them to understand when the native speakers produce
spontaneous connected speech. Speech rate of native speakers seems is not a very
big problem to the learners. Only 40% of students think it is too fast to them to catch
the spoken text while 60% have no ideas about this question. Maybe they feel the
speech rate is not affected them much in understanding the texts.
To the non-linguistic field, it can be shown from the data collected that the majority
of students (52.5%) get stressful and nervous when they are listening to English.
This psychology is a big problem of 1 st year English majors to listen well. Moreover,
the chart indicates that 95% of the students become hesitant and unable to
concentrate on listening by the environmental factors such as the noise, physical
condition or unpleasant atmosphere…during listening process. Furthermore, most of
the students (60%) think their social and cultural knowledge is good enough to
listen. This factor together with hearing problems seem not the major challenges to
students when only 5% of them complained for hearing problem and 10% of them
are not confident with their understanding about culture and society.

17
5.2 Students’ attitude toward listening skill in the class (Q6)
You can see that 60% of students like to learn listening skill in class because they can
work with classmates. This working in group make they feel more confident and excited.
There are 40% of them think learning listening skill in class better because of the teacher.
Teacher can solve their problems immediately or have some activities to make their
listening lessons more interesting.
5.3 Students’ perceptions about their pre-listening activities (Q7)

Favorite activities Strongly Agree Neutral Disagree Strongly

agree disagree

Games 80% 20% 0% 0% 0%

Songs 65% 20% 10% 5% 0%

Discussion 55% 20% 15% 5% 5%

Pictures 40% 30% 25% 5% 0%

Information-gap 40% 30% 15% 20% 0%

Quiz 30% 25% 10% 15% 20%

Questions 30% 35% 25% 10% 0%

Listening skills are vital for your learners. Of the 'four skills,' listening is by far
the most frequently used. There are many types of listening activities. In this
case, the writer designed the survey into 7 activities: games, songs, discussion,
pictures, information-gap, quiz and questions.
The chart shows that students like learning listening with games and songs.
100% of the students agree game is their favorite activity and 85% of them vote
for songs while other activities only get 55% to 70%. It can be said that
students prefer acting than sitting on a place and learning.
As you can see that, 75% of the students agree with learning by discussion. It
seems to the students like learning in groups, or they will to get more
enthusiastic if they can talk, can debate.

18
The chart also points that pictures and information-gap are favorite activities of
the students (70%). Only 5% of the students are not interested in pictures and
20% of them admitted that they don’t like information-gap activity.
As can be seen from the table, almost of the students are not confident with
quiz (55%) and questions (65%) activity. These activities seem to be boring
with them.
6. Findings and discussions
In listening comprehension process, most of the 6 th graders encounter various kinds of
difficulties that refer to many aspects of spoken English. They are both linguistic factors.
Regarding linguistic factors, there are five main obstacles that 6 th graders have been
facing. Firstly, most of the students (60%) have difficulty in listening comprehension
because of limited vocabulary. It is a really big problem because according to Mary
Underwood “an unknown word can be like a suddenly dropped barrier causing them to
stop and think about the meaning of the word and thus making them miss the text part of
the speech”. Secondly, is it difficult for students to recognize words from sound heard in
connected speech. It is easy to understand this since spoken English is characterized by the
features of connected speech such as weak forms, contraction, elision, assimilation and
connotation, which are totally different to Vietnamese language.
Thirdly, students have poor knowledge of stress and intonation while stress and intonation
play important roles in perception. According to Anderson and Tony Lynch (1988), stress
and intonation are great sources of listening problem of ELF learners. Fourthly, students
are not familiar with various accents. Listening to the different accents from different
people is a hard job. Once one gets accustomed to the way speaker say, he or she may face
problems of failure in recognizing sounds and signals if he or she changes to listen to
another one with different manner of making an utterance. Lastly, it is fast speech rate that
80% of students lack control over the speed at which speaker speaks. Therefore, they may
not get messages from the speechmakers because they are so busy working out the
meaning of one part of what they hear, then they miss the next part.

Non-linguistic difficulties in listening comprehension involve three aspects including

psychology, environment and general knowledge. The first obstacle is stress and
nervousness in students’ psychology. In the researchers’ opinion, linguistic factors are the
reasons for learners’ feelings. For example, when one hears a listening text, mostly
because of lacking linguistic knowledge like word meaning, pronunciation, etc, he cannot

19
understand the intended message. As a result, their listening comprehension fail in just
step two of 5 steps in listening process and so listening skill becomes a difficult skill as the
viewpoints of 55% of students.
The second obstacle is from unfavorable environment with poor physical condition,
unpleasant atmosphere and noise in which noise is the most interfering factor. The last
obstacle is lack of social and cultural knowledge. 60% of students think that their general
knowledge is not good enough or too poor to listen well. This poses big challenge for
students because background knowledge is always the first essential factor for
understanding any spoken language.
From the findings and discussions above, the researchers see the 6 th graders at Nghi An
secondary school face various difficulties (both in linguistics and non-linguistics). The
next part is going to suggest some solutions with the hope of giving some suitable ways to
help learners to overcome these obstacles.

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CHAPPER 3: RECOMMENDATION OF PRE-LISTENING ACTIVIES FOR 6 TH
GRADERS

1. Using Songs :

Songs provide a valuable source of authentic language and there are hundreds of
ways to exploit them in the classroom. The internet has made it very easy to find the
lyrics of songs. A search on google with the name of the band, the song title and the word
‘lyrics’ will bring up a selection of sites you can use. Once you have copied and pasted
the lyrics into a word document it is quick and easy to make an effective worksheet. Here
is a selection of ideas for you to try.

 Classic gap-fill: Every language student at some point has been given a song to
listen to and the lyrics with gaps in for them to fill in as they listen. This activity is not as
simple as it sounds and before making one yourself think about why you’re taking out
certain words. It may be better to take out all the words in one group, such as
prepositions or verbs, and tell students what they should be listening out for. Another
option is to take out rhyming words. Don’t be tempted to take out too many words, eight
or ten is normally enough. To make the task easier you could provide the missing words
in a box at the side for the students to select, or you could number the gaps and provide
clues for each number.

 Spot the mistakes: Change some of the words in the lyrics and as students listen
they have to spot and correct the mistakes. As with the gap-fill limit the mistakes to a
maximum of eight or ten and if possible choose a word set. You could make all the
adjectives opposites for example. Another example of this for higher levels is to show the
students the real lyrics and you correct the English and make it proper! E.g. ‘gonna’
change to ‘going to’ ‘we was’ change to ‘we were’ etc. This is a good way to focus on
song language.

 Comic strip: Songs that tell stories are great for students to make comic strips out
of. You have to choose your song carefully and spend time looking at the lyrics with the
students and making sure they have understood the main ideas. Lower levels may need
guidance as to how to divide up the song into suitable chucks that can be represented

21
pictorially. Avril Lavigne’s Skater Boy song from last year was a good one for this
activity.

 Order the verses: With low levels this is a very simple activity. Chop up the
lyrics of the song by verse and give a small group of students the jumbled verses. As they
listen they put them in order.

 Discussion: Certain songs lend themselves to discussions and you can use the
song as a nice lead in to the topic and a way to pre-teach some of the vocabulary. One I
used recently was ‘Where is the love?’ by the Black Eyed Peas to lead in to a discussion
about war.

 Translation: Although some teachers oppose all use of the mother tongue in the
language classroom, some students really enjoy translating lyrics into their own
language. If you do ask students to do this ensure the lyrics are worth translating!

 Write the next verse: Higher levels can write a new verse to add to a song. Focus
on the patterns and rhyme of the song as a group and then let students be creative. If they
are successful, the new verses can be sung over the top of the original! Norah Jones’
Sunrise was a good one for this.

I hope that at least some of these ideas will be good for your classes. The more
you use music in the classroom the more uses you will find for it. If you have any ideas
to share why not send them to the discussion list.

Internet links
http://www.freeplaymusic.com/ This site has short music clips on which can legally be
used for educational purposes.
http://www.ohhla.com/ This site has a vast collection of hip hop lyrics. Be careful which
ones you choose as some have bad language.
http://www.mtv.com/ This is the MTV homepage and has links to loads of potential
materials.

2. Using games
Giving students a game during Foreign Language Hours is not a waste of time, nor
is it a waste of time, nor does it affect the quality of the lesson according to some people's
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notions. That fact is the application of some teaching techniques in the spirit of
innovating teaching methods. The teaching techniques associated with organizing
students to play games are good ways to promote thinking ability and apply the
knowledge learned by students into those games, not just for children interested in
learning, creating a lively atmosphere during class, but also creating a competitive
playing field "win-lose" between groups, thereby encouraging them to be more active in
their learning activities.
Regular games should be used:

1.Lucky number

2.Noughts and crosses

3.Hang man

4.Shack attack

5.Bingo

6.Chain game

7.Slap the board

8.Pelmanism

9.Jumped words Predicting vocabulary

Topic: Family
Goal of this unit is that students can identify family members.
Procedure:
 Teachers divide class into two teams and have one member from each team
stand at the front of the classroom facing the board.
 Teacher write words relevant the family topic, such as: mother, father, son,
nephew..
 Teacher will tell students information about the relationship between
members in family, like “ son of mother’s brother”, “ wife of father”, or “ mother of
mother”…
 Students who touch the right words on the board faster will be the winner.
As you know, games have many benefits in learning English, especially in pre-
activities. They awake students, attract students in the lesson. Besides, there are many

23
kinds of games to suit with each lesson’s purpose and status of class. This is one of the
most popular pre-activities in language learning.

3. Predicting vocabulary
 Predictions aims to listen carefully to the detailed information to make predictions
about the topic. Students listening to short video clips, TV news, documentary videos ...
make predictions about the topic from listening to important words, small pieces of
information in the video. Listening content in this listening activity is often more difficult
than the level of students, even the topic is not familiar to them. This listening activity
helps students understand that they do not need to hear every word to guess the main
topic or content of the passage.
 What Comes Next? The purpose of practice is to predict the listening content
through the words being pressed. Understanding how to use predictions to improve
listening comprehension is very useful for students. This activity helps students make
predictions about the next listening content based on what they have heard before. It also
shows students that using the word stress in a sentence can also help in making
predictions about what will be said next.
Example: Ann wasn’t late YESTERDAY ...

a. Tim was. b. She was late today. c. She was early.

Based on the word "YESTERDAY", the next part of the sentence will be "She
was late today."
Guessing the Gaps aims to hear and understand conversations. The teacher took a
pre-printed conversation in the book and the listening section of this conversation. Then
take a few sentences from that conversation and ask students to read and fill in the
missing ones themselves. After that, students hear and re-examine the content they write
with the content they hear before practicing the conversation with each other or create a
similar conversation with themselves.

4. Using pictures

Teachers often use pictures and movies to incorporate tricks to introduce lessons,
introducing. To attract students before entering Unit1 content, teachers can use pictures
attached to the board.

Topic: Music

24
Goal of this unit is that students can identify different genres of music.
Procedure:
 Teacher shows 3 pictures of 3 famous singers.

 Teacher gives them 3 minutes to brainstorm about “ who are they” and “
what type of music does each person sing or play”
After 3 minutes are up, teacher will ask students answer the questions. If there is a
picture with the listening passage, teacher can ask students some questions related to the
given pictures in order to motivate students to think the topic quickly and freely. If there
is no picture, perhaps the teacher can find or draw a picture that fits the text. Visual aids
are immensely helpful in aiding students' comprehension. They attract students' attention
and help and encourage them to focus on the subject in hand.
The good characteristics of this activity is that students are not criticized for their
ideas so they will be open to sharing new ideas, in other words, it permit students to
approach a topic with an open mind.
In English there are sentences “ A picture is worth as a thousand words”. A picture
worth a thousand words. That shows us the importance and effectiveness of conveying
the messages of the paintings. So, as a classroom teacher, we should make full use of that
strength, because the pictures will make your lectures more lively, help students
participate in lessons more passionately, more interesting.
25
5. Asking questions
Before starting the listening session, teachers can spend about 5 to 10 minutes to
ask students a few questions with content related to the topic of this lesson. Will help
your students shape the topic of the lesson, from which they will be able to
systematically understand the vocabulary and grammar related to the topic of lesson,
making the lesson more effective, more fruit.

Teachers can create a sense of preparation for students by leading them to ask
questions about the subject so that they can prepare new words and grammatical
structures related to the topic. It is worth noting that the pre-listening questioning will
create a comfortable and open atmosphere between teachers and students, helping them
gain more confidence and more excitement to solve the tasks of the listening lesson.

6. Using symbol maps

Topic: Weather

The purpose of this listening lesson is that students will be able to identify types of
weather and understand weather reports. Procedure:
 What’s the weather like in Europe? Match each weather report to one
of the cities on the map. Draw lines to the correct cities

26
After finishing this exercise, the teacher will ask students some questions: “What’s
the weather like in your city on a typical day in July? What’s it like in January, April and
October?”

There are situations in real life where we listen only for some specific details and
ignore the rest of the entire message. For example, when we listen to the weather report
on TV, we are only interested in the temperature in the city where we live or where we
plan to go on the weekend, or when we are sitting in a train station or an airport, we do
not listen to the details of all the announcements. It is important to expose our students to
a variety of types of listening texts for a variety of purposes so that they will develop a
variety of listening strategies to use for different situations.

7. Predicting the content of the listening text

Studies of learners' listening comprehension indicate that good listeners are good
predictors. Therefore, teachers can ask students to anticipate the content of the listening.
Predict what the listening may be: guess the subject, guess the conversation participant,
guess the location of the conversation, guess the words that appear in the list of the given
words, guess the True / False and guess the process Self-occurrence events in the
listening post. Supporting facilities such as pictures, tables, maps, diagrams will help
students orientate to the listening topic so that they can get more useful information about
the listening lesson. Without illustrations, teachers can find or draw a picture that fits the
context. However, teachers should make the most of the textbooks to help students
understand the lesson. In particular, illustrations must have a close relationship with the
lesson content.

Besides, students can also guess the content of the listening through reading
comprehension questions before they listen. In this way, they can guess the subject of
the listening text. Sometimes, teachers can ask students to guess the answers to questions
before they listen. Note that although the correct answer cannot be predicted correctly,
students will have more motivation to listen to the passage to see if their prediction is
correct.

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 PART C: CONCLUSION

1. Summary of the study

The study includes three main parts. Part I is the introduction of the research. It
introduces to the readers the basic information why this thesis is fullfilled, how it is
conducted and what is conducted for. Part II is the development of the thesis
including four chapters. The first chapter provide readers an overview of the
theoretical background on which this study bases on. They include the definition of
listening comprehension, potential difficulties in listening comprehension, etc. The
next chapter introduces the method applied in the thesis. It is an action research
with the definitions and processes. Techniques employed in this minor thesis such
as data collection and data analysis can be found here. Basing on the literature, a
survey questionnaire were designed for the 6th graders and using quantitative
method to analyze the data, findings were found and represented in the chapter
three. The last part is the summary of the previous parts and chapters. It is also the
part the concluding marks are drawn out and pedagogical implication and
suggestions for the further researchers are presented.

2. Limitations of the study and suggestion for further study

Although the researcher has tried her best to conduct this research, there
undoubtedly exist some limitations. First, the study investigated the reality of teaching
and learning English listening skills in grade 6,so to come extent, the results many not be
generalized for all the students of the school. Second, the study is limited in the fact that
it may not cover all the aspects of the matter investigated because the data were obtained
by means of questionnaires and observations. Finally, the researcher’s practical
experience in teaching the listening skills with the new textbook is limited, so the
suggestions to improve the current situation of teaching and learning English listening
skills presented in the last chapter are likely to be subjective and incomplete, leaving the
issue open for debate.

28
 REFERENCES

1. Boyle, J.P (1984), Factors affecting listening comprehension ELF Journal 39

(1), 34-8
2. Brown, G.(1986). Investigating listening comprehension in context. Applied
Linguistics
3. Brown, H.D. (2001). Teaching by principles, An Interactive Approach to
Language
4. Buck, Gary, (2001). Assessing listening. Cambridge: Cambridge University
Press
5. Canh, Le Van (2004). Understanding Foreign language teaching
Methodology: VNU Press

29
 APPENDIX
STUDENTS’ SURVEY QUESTIONNAIRE
This questionnaire is designed for the study on some obstacles facing HPU 1 st English
majors in listening comprehension. Your assistance in completing the survey is highly
appreciated. All the provided information is solely for the aims of the study, not only for
the other purposes. Please write down the answer or tick in the box! Thank you very
much for your cooperation!
1. How long have you learnt English?
A. 1-3 years C. 5-7 years
B. 3-5 years D. More than 7 years
2. Among 4 skills Reading, Speaking, Writing and Listening, Listening skill is
the most difficult for you?
A. Strongly agree D. Disagree
B. Agree E. Strongly disagree
C. Neutral
3. How is listening skill important for you?
A. Very important D. Not very important
B. Important E. Strongly disagree
C. Neutral
4. How often do you practice listening at home?
A. Always, whenever I am free it’s my habit.
B. Sometimes when I remember and like to listen.
C. Rarely, only when I have to finish my homework.
D. Never, I hate listening to English. It makes me have a headache.
E. Other ideas
……………………………………………………………………………

30
 Agree Neutral Disagree
Strongly Strongly
Factors affecting listening
agree disagree

Your vocabulary is efficient

enough
to comprehend the spoken texts.

Grammar helps you much in

listening comprehension.

You have problem with various

and
unfamiliar accents.

Stress and intonation make you

feel
hard to understand the message
intended.

It’s difficult for you to understand

when native speaker produce
spontaneous connected speech.

The speech rate of native speaker

is
too fast.

You feel stressful and nervous

while you are listening.

You have hearing problems.

Environment factors (noise,

physical condition, unpleasant
atmosphere…) prevent you from
listening.

Your social and cultural

knowledge
is good to comprehend all the
spoken messages.

6. The advantages when listening in class?

31
A. I feel more confident when working with my friends.

B. The teacher is helpful.

C. The teacher has various activities.

32
7. Check your favorite pre-listening activities

Favorite activities Strongly Agree Neutral Disagree Strongly

agree disagree

Games

Songs

Discussion

Pictures

Information-gap

Quiz

Questions

8. What do you think about pre-listening activities?

A. Strongly important D. Not very important

B. Important E. Strongly disagree

33
C. Neutral

9. How can pre-listening activities help you?

A. It helps me to activate

B. It helps me to ready for listening

C. It motivates my background knowledge

10. In your opinion, what your teacher should do to help you improve your
listening acquisition? Alternatively, do you have any useful tips to share the learners?

……………………………………………………………………………………
…
……………………………………………………………………………………
…
……………………………………………………………………………………
…
……………………………………………………………………………………
…

-THE END-

Thank you once again!

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