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Luận văn: Demotivating factors in listening lessons of 10 grade students at No.1 Lao Cai High School = Những yếu tố gây mất hứng thú trong các giờ học nghe của học sinh khối 10 tại trường THPT số 1 thành phố Lào Cai. M.A Thesis Linguistics: 60 14 10
Nhà xuất bản: University of Languages and International Studies
Ngày: 2012
Chủ đề: Tiếng Anh
Phương pháp giảng dạy
Kỹ năng nghe
Lớp 10
Hứng thú học tập
Miêu tả: 39 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012
This thesis focuses on demotivation in learning- a relatively new issue in the field of second language acquisition. The study aims to investigate demotivating factors in listening lessons of 10th grade students at No.1 Lao Cai High School, techniques used by teachers to motivate their students during listening process and possible factors that Giúp learners to recover their interests in listening. Data was obtained via questionnaires for both students and teachers and semi structure interviews for teachers. The data were analysed both quanlitaively and quantitatively. The results show that factors such as listening difficulties, teachers’ style and competence, inadequate school facilities, lack of target language environment, and exam- orientation are the main demotivating factors that prevent students at No.1 Lao Cai High School from concentrating and motivating in their listening lessons. Although post- listening stage seems to be ignored, teachers use various kinds of techniques in prelistening stage to motivate their students. In addition, factors such as interest purchasing, seft-improvement, awareness of the importance of listening and desire to pass certain exams in the future are possible factors that assist students overcome their demotivation in listening lessons
TABLE OF CONTENTS
Candidate’s statement................................................................................................. i
Acknowledgment....................................................................................................... ii
Abstract..................................................................................................................... iii
List of tables and diagrams........................................................................................iv
Table of contents.........................................................................................................v
PART ONE: INTRODUCTION.................................................................................1
1.1 Rationale ..............................................................................................................1
1.2 Aims of the study.................................................................................................1
1.3 Research questions...............................................................................................2
1.4 Research methodology ........................................................................................2
1.5 Scope of the study................................................................................................2
1.6 Contribution of the study......................................................................................3
1.7 Organization of the study.....................................................................................3
PART TWO: DEVELOPMENT............................................................................................5
CHAPTER ONE: LITERATURE REVIEW.........................................................................5
1.1 Overview of listening...........................................................................................5
1.1.1 Definition of listening .......................................................................7
1.1.2 Listening process................................................................................7
1.1.3 Listening in second language learning ..............................................7
1.1.4 Teaching listening .............................................................................8
1.2 Overview of motivation........................................................................................9
1.2.1 Definition of motivation.....................................................................9
1.2.2 Types of motivation..........................................................................10
1.2.3 Characteristics of motivated students...............................................11
1.3 Overview of demotivation..................................................................................12
1.3.1 Definition of demotivation...............................................................12
1.3.2 Previous studies of demotivation.....................................................12
1.3.3 Characteristics of demotivation students..........................................16
1.4 Possible demotivating factors in listening..........................................................168
1.4.1 Students- related factors...................................................................16
1.4.2 Learning conditions..........................................................................18
CHAPTER TWO: METHODOLOGY................................................................................19
2.1 Research questions.............................................................................................19
2.2 Participants of the study.....................................................................................19
2.3 Method of the study............................................................................................20
2.4 Instruments.........................................................................................................21
2.4.1 Questionnaire for students...................................................................21
2.4.2 Questionnaire for teachers...................................................................21
2.4.3 Interview for teachers..........................................................................21
2.5 Data collection and data analysis.......................................................................21
2.5.1 Data collection.....................................................................................21
2.5.2 Data analysis........................................................................................22
CHAPTER THREE: RESEARCH FINDINGS AND DISCUSSION.................................23
3.1 Demotivating factors in listening.......................................................................23
3.2 Teachers’ teaching strategies..............................................................................27
3.3 Overcoming demotivation in listening...............................................................30
PART THREE: CONCLUSION..........................................................................................33
3.1 Conclusions........................................................................................................34
3.2 Implications........................................................................................................35
REFERENCES.....................................................................................................................36
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi9
PART ONE: INTRODUCTION
1.1 Rationale
Despite being aware the importance of English to career prospects, a large number of
students seem to lose their interests in learning this international language. English
has taken an important role in not only Vietnam but also countries around the world.
In Vietnam, it cannot be deniable that one’s English proficiency has become his
passport to a better job in all aspects of modern life. In fact, Vietnamese students
have learnt English through compulsory programs at school for many years. Despite
teachers’ efforts and the shift from the traditional teaching methods to
communicative language teaching, English is still considered as a compulsory
subject that needs to be mastered and tested rather than a tool for communication. As
a result, most of learners find themselves unable to use English for day-to-day
communication after having passed the English national examination as a
requirement for the General Education Diploma.
Although “listening is fundamental to speaking skill” in second language acquisition
(Nunan, 1997), students’ low proficiency in listening is deniable. At No.1 Lao Cai
High School, students are bored in listening lessons. Most of the learners have
passive attitudes in listening lessons because of underlying reasons that need to be
investigated. A large number of researches have been conducted on language
learning demotivation in general, but few studies have addressed possible
demotivating factors in listening skill particularly. It is necessary for teachers to be
aware of the possible demotivating factors that cause students lose their motivation
in listening lessons.
Hopefully, the major findings of the study will provide the teachers with students’
possible demotivating factors in listening lessons as well as factors that might assist
their students to overcome demotivation. With those factors in mind, they might10
have more appropriate teaching method to Giúp their students make process in
listening.
1.2 Aims of the study
The study aims at investigating possible demotivating factors in listening lessons of
the 10th grade students at No.1 Lao Cai High School. The main purposes of the
study are summarized as follows:
1. To investigate main demotivating factors that reduce students’ interests in
listening lessons.
2. To explore techniques used by teachers of English to motivate their students in
listening lessons.
3. To investigate factors that assist students to overcome their demotivation in
listening lessons.
1. 3 Reasearch questions
This study aims to answer the following questions:
1. What are the dominant demotivating factors affecting students’ listening
lessons?
2. What are techniques used by teachers to motivate their students in listening
lesson?
3. What are factors that assist students to overcome their demotivation in
listening lessons?
1.4 Research methodology
This study used both quantitative and qualitative methods. For quantitative method,
two questionnaires were delivered to four teachers and 110 students. A semi
structure interview for teacher was also conducted to collect data qualitatively.
1.5 The scope of the study
This study focused only on demotivation in listening lessons of student in grade 10
at No.1 Lao Cai High School. In details, the study was carried out to investigate
students’ main demotivating factors in listening lessons, to discover techniques used
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi11
by teachers to motivated students in listening lessons and to discover main factors
that assist students to overcome their demotivation in listening.
1. 6. Contribution of the study
This is one of the first studies discovering demotivating factors in a particular skilllistening. There have been a large number of studies on students’ demotivation
generally in learning English as a second language such as Christophel & Gorham,
1992; Gorham and Millette, 1997; Kearney, Plax, Hays, & Ivey ,1991; Zang’s 2007;
Ikeno, 2002; Arai, 2004; Falout & Maruyama, 2004; Hasegawa, 2004; Kikuchi, in
press; Tsuchiya, 2004a, 2004b, 2006a, 2006b; Kojima, 2005.
However, few studies focus on demotivating factors that prevent learners from
enjoying studying English in a particular skill, especially in listening skill. The
study’s contribution can be summarized as follows:
Theoretically, this study will shed a light on research area that few researchers
have addressed: demotivation in listening.
Practically, findings of this study will provide teachers of English at No.1 Lao Cai
High School with deep understanding of demotivating factors encountered by their
students in listening lessons so that they might have more appropriate teaching
method. To students, the findings suggested some factors that might Giúp them to
recover their interests in listening.
1. 7. Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
Part 1: Introduction
This part presents the Rationale, Aim of the study, Scope of the study, Research
questions, Method of study, and The content of the study.
Part 2: Development
This part consists of three main chapters.12
Chapter 1: Literature review
This part presents theoretical background of motivation and demotivation,
reviewing studies of demotivation in second language acquisition, and brief view
on concepts of listening and demotivating factors in listening.
Chapter 2: Methodology
Research questions, participants, method of the study, instruments, data collection
and data analysis are discussed in this chapter.
Chapter 3: Research findings and discussion
This chapter presents major research findings and discussion in details.
Part 3: Conclusion
This part presents conclusions and implications.
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi13
PART TWO: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1. Overview of listening.
1.1.1 Definition of listening.
Scholars claim that listening is a complex and active process. Wipf (1984) states
that listening is an invisible mental process in which listeners must discriminate
between sounds, understand vocabulary and grammatical structures, interpret stress
and intention, retain and interpret this within the immediate as well as the larger
socio-cultural context of the utterance .
According to Rost (2002), listening is a process of receiving what the speaker
actually says; constructing and representing meaning; negotiating meaning with the
speaker and responding; and creating meaning through involvement, imagination
and empathy.
1.1.2 Listening processes
According to Richard (1990), there are two distinct processes in listening: top-down
and bottom-up, and listeners need to use both of them in their listening
comprehension. Listeners apply “top-down” processes when they use prior
knowledge to understand the meaning of a message. Prior knowledge can be
knowledge of the topic, the listening context, the text-type, the culture or other
information stored in long-term memory. Listeners use content words and
contextual clues to form hypotheses in an exploratory fashion. On the other hand,
listeners apply “bottom-up” processes when they use linguistic knowledge to
understand the meaning of a message. They build meaning from lower level sounds
to words to grammatical relationships to lexical meanings in order to arrive at the
final message. Listening comprehension is not either top-down or bottom-up14
processing, but an interactive, interpretive process where listeners use both prior
knowledge and linguistic knowledge in understanding messages. The degree to
which listeners use the one process or the other will depend on their knowledge of
the language, familiarity with the topic or the purpose for listening. For example,
listening for gist involves primarily top-down processing, whereas listening for
specific information, as in a weather broadcast, involves primarily bottom-up
processing to comprehend all the desired details.
Byrnes (1984) emphasizes that context takes an important role in listening process.
Research from cognitive psychology has shown that listening comprehension is
more than extracting meaning from incoming speech. It is a process of matching
speech with what listeners already know about the topic. Therefore, when listeners
know the context of a text or an utterance, the process is facilitated considerably
because listeners can activate prior knowledge and make the appropriate inferences
essential to comprehending the message. Therefore, teachers need to Giúp students
organize their thoughts, to activate appropriate background knowledge for
understanding and to make predictions, to prepare for listening. This significantly
reduces the burden of comprehension for the listener.
In listening process, Richards (1990) states the learners need to be aware of the
purpose of the task. He differentiates between an interactional and a transactional
purpose for communication. Knowing the communicative purpose of a text or
utterance will Giúp the listener determine what to listen for and, therefore, which
processes to activate. Listeners listen selectively according to the purpose of the
task. This determines the type of listening required and the way in which listeners
will approach a task. Interactional use of language is socially oriented, existing
largely to satisfy the social needs of the participants such as small talk and casual
conversations. Therefore, interactional listening is highly contextualized and twoway, involving interaction with a speaker. A transactional use of language, on the
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi15
other hand, is more message-oriented and is used primarily to communicate
information, for example, news broadcasts and lectures. In contrast with
interactional listening, transactional listening requires accurate comprehension of a
message with no opportunity for clarification with a speaker. Knowing the context
and knowing the purpose for listening also greatly reduces the burden of
comprehension since listeners know that they need to listen for something very
specific, instead of trying to understand every word.
1.1.3 Listening in second language learning
According to Oxford (1993), the importance of listening in language learning has
only been recognized recently. Vandergriff (1999) also states that listening plays an
important role in audio-lingual methods. Students listen, repeat and develop a better
pronunciation for speaking. Beginning in the early 70's, Krashen emphasizes the
role of listening as a tool for understanding and a key factor in facilitating language
learning. Then, Feyten (1991) concludes that listening has emerged as an important
component in the process of second language acquisition.
Vandergrift (2002) states that listeners need to use metacognitive, cognitive and
socio-affective strategies to facilitate comprehension and to make their learning
more effective. Metacognitive strategies are important because they “oversee,
regulate or direct the language learning process”. Cognitive strategies manipulate
the material to be learned or apply a specific technique to a listening task. Socioaffective strategies describe the techniques listeners use to collaborate with others,
to verify understanding or to lower anxiety. Research shows that skilled listeners
use more metacognitive strategies than their less-skilled counterparts (O'Malley &
Chamot, 1990, Vandergrift, 1997a). When listeners know how to analyze the
requirements of a listening task, activate the appropriate listening processes
required, make appropriate predictions, monitor their comprehension and evaluate16
the success of their approach, it means that they are using metacognitive knowledge
for successful listening comprehension.
1.1.4 Teaching listening skill
Mendelsohn (1998) emphasizes that in teaching listening, teachers need to help
students become self-regulated learners. He claims that listening should be changed
from product to process, and the role of teacher is to teach his/her learner “how” to
listen, not to test their listening proficiency during listening lessons.
Vandergrift (1999) composed a pedagogical sequence in which teachers and
students’ responsibility were indentified clearly in listening lessons. This
consequence can develop teachers’ awareness of the process of listening and help
students acquire the metacognitive knowledge to success in listening
comprehension. The consequence consists of three main periods: planning for the
successful completion of a listening task, monitoring comprehension during a
listening task and valuating the approach and outcomes of a listening task.
For the period of planning for the successful completion of a listening task, prelistening activities takes a very important role. These activities Giúp students make
decisions about what to listen for and, subsequently, to focus attention on meaning
while listening. During this critical phase of the listening process, teachers prepare
students for what they will hear and what they are expected to do. First, students
need to bring to consciousness their knowledge of the topic, their knowledge of how
information is organized in different texts and any relevant cultural information.
Second, a purpose for listening must be established so that students know the
specific information they need to listen for and/or the degree of detail required.
Using all the available information, students can make predictions to anticipate
what they might hear.
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi17
During the listening process, students monitor their comprehension and make
decisions about strategy use. Students need to evaluate continually what they are
comprehending and check the consistency with their predictions, and the internal
consistency, for example, the ongoing interpretation of the oral text or interaction.
Teacher intervention during this phase is virtually impossible because of the
ephemeral nature of listening. Periodic practice in decision-making skills and
strategy use can sharpen inferencing skills and Giúp students to monitor more
effectively.
In addition, students need to evaluate the results of decisions made during a
listening task. The teacher can encourage self-evaluation and reflection by asking
students to assess the effectiveness of strategies used. Group or class discussions on
the approach taken by different students can also stimulate reflection and
worthwhile evaluation. Students are encouraged to share individual routes leading
to success, for instance, how someone guessed the meaning of a certain word or
how someone modified a particular strategy.
In order to Giúp students consciously focus on planning, monitoring and evaluation
before and after the completion of listening tasks, teachers can develop performance
checklists. These instruments Giúp students prepare for a listening task and evaluate
their own performance.
1.2 Overview of motivation
1.2.1 Definition of motivation
Researchers have different ideas in defining what “motivation” is, but all of them
agree that motivation is a very important factor that encourages students to enjoy
their studying and to become successful learners.
PART III: CONCLUSION
3.1 Conclusions
This study showed that factors such as listening difficulties, teachers’ style and
competence, inadequate school facilities, lack of target language environment, and
exam- orientation were the main demotivating factors that caused 10th grade
students at No.1 Lao Cai High School demotivated in listening lessons.
In terms of teacher’s techniques, the teachers at No.1 Cai High School used
various kinds of techniques to motivate their students in teaching listening.
However, while the teachers applied many strategies at pre listening stage, they
seemed to ignored the post listening stage, which was often omitted due to time
duration.
The study also suggested that factors relating to learners themselves such as
interest purchasing, seft-improvement, awareness of the importance of listening
and desire to pass certain exams in the future were dominant factors that assisted
students overcome their demotivation in listening lessons.
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Nhà xuất bản: University of Languages and International Studies
Ngày: 2012
Chủ đề: Tiếng Anh
Phương pháp giảng dạy
Kỹ năng nghe
Lớp 10
Hứng thú học tập
Miêu tả: 39 p. + CD-ROM
M.A. Thesis. English Teaching Methodology -- University of Languages and International Studies. Vietnam National University, Hanoi, 2012
This thesis focuses on demotivation in learning- a relatively new issue in the field of second language acquisition. The study aims to investigate demotivating factors in listening lessons of 10th grade students at No.1 Lao Cai High School, techniques used by teachers to motivate their students during listening process and possible factors that Giúp learners to recover their interests in listening. Data was obtained via questionnaires for both students and teachers and semi structure interviews for teachers. The data were analysed both quanlitaively and quantitatively. The results show that factors such as listening difficulties, teachers’ style and competence, inadequate school facilities, lack of target language environment, and exam- orientation are the main demotivating factors that prevent students at No.1 Lao Cai High School from concentrating and motivating in their listening lessons. Although post- listening stage seems to be ignored, teachers use various kinds of techniques in prelistening stage to motivate their students. In addition, factors such as interest purchasing, seft-improvement, awareness of the importance of listening and desire to pass certain exams in the future are possible factors that assist students overcome their demotivation in listening lessons
TABLE OF CONTENTS
Candidate’s statement................................................................................................. i
Acknowledgment....................................................................................................... ii
Abstract..................................................................................................................... iii
List of tables and diagrams........................................................................................iv
Table of contents.........................................................................................................v
PART ONE: INTRODUCTION.................................................................................1
1.1 Rationale ..............................................................................................................1
1.2 Aims of the study.................................................................................................1
1.3 Research questions...............................................................................................2
1.4 Research methodology ........................................................................................2
1.5 Scope of the study................................................................................................2
1.6 Contribution of the study......................................................................................3
1.7 Organization of the study.....................................................................................3
PART TWO: DEVELOPMENT............................................................................................5
CHAPTER ONE: LITERATURE REVIEW.........................................................................5
1.1 Overview of listening...........................................................................................5
1.1.1 Definition of listening .......................................................................7
1.1.2 Listening process................................................................................7
1.1.3 Listening in second language learning ..............................................7
1.1.4 Teaching listening .............................................................................8
1.2 Overview of motivation........................................................................................9
1.2.1 Definition of motivation.....................................................................9
1.2.2 Types of motivation..........................................................................10
1.2.3 Characteristics of motivated students...............................................11
1.3 Overview of demotivation..................................................................................12
1.3.1 Definition of demotivation...............................................................12
1.3.2 Previous studies of demotivation.....................................................12
1.3.3 Characteristics of demotivation students..........................................16
1.4 Possible demotivating factors in listening..........................................................168
1.4.1 Students- related factors...................................................................16
1.4.2 Learning conditions..........................................................................18
CHAPTER TWO: METHODOLOGY................................................................................19
2.1 Research questions.............................................................................................19
2.2 Participants of the study.....................................................................................19
2.3 Method of the study............................................................................................20
2.4 Instruments.........................................................................................................21
2.4.1 Questionnaire for students...................................................................21
2.4.2 Questionnaire for teachers...................................................................21
2.4.3 Interview for teachers..........................................................................21
2.5 Data collection and data analysis.......................................................................21
2.5.1 Data collection.....................................................................................21
2.5.2 Data analysis........................................................................................22
CHAPTER THREE: RESEARCH FINDINGS AND DISCUSSION.................................23
3.1 Demotivating factors in listening.......................................................................23
3.2 Teachers’ teaching strategies..............................................................................27
3.3 Overcoming demotivation in listening...............................................................30
PART THREE: CONCLUSION..........................................................................................33
3.1 Conclusions........................................................................................................34
3.2 Implications........................................................................................................35
REFERENCES.....................................................................................................................36
Appendix 1
Appendix 2
Appendix 3
Appendix 4
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi9
PART ONE: INTRODUCTION
1.1 Rationale
Despite being aware the importance of English to career prospects, a large number of
students seem to lose their interests in learning this international language. English
has taken an important role in not only Vietnam but also countries around the world.
In Vietnam, it cannot be deniable that one’s English proficiency has become his
passport to a better job in all aspects of modern life. In fact, Vietnamese students
have learnt English through compulsory programs at school for many years. Despite
teachers’ efforts and the shift from the traditional teaching methods to
communicative language teaching, English is still considered as a compulsory
subject that needs to be mastered and tested rather than a tool for communication. As
a result, most of learners find themselves unable to use English for day-to-day
communication after having passed the English national examination as a
requirement for the General Education Diploma.
Although “listening is fundamental to speaking skill” in second language acquisition
(Nunan, 1997), students’ low proficiency in listening is deniable. At No.1 Lao Cai
High School, students are bored in listening lessons. Most of the learners have
passive attitudes in listening lessons because of underlying reasons that need to be
investigated. A large number of researches have been conducted on language
learning demotivation in general, but few studies have addressed possible
demotivating factors in listening skill particularly. It is necessary for teachers to be
aware of the possible demotivating factors that cause students lose their motivation
in listening lessons.
Hopefully, the major findings of the study will provide the teachers with students’
possible demotivating factors in listening lessons as well as factors that might assist
their students to overcome demotivation. With those factors in mind, they might10
have more appropriate teaching method to Giúp their students make process in
listening.
1.2 Aims of the study
The study aims at investigating possible demotivating factors in listening lessons of
the 10th grade students at No.1 Lao Cai High School. The main purposes of the
study are summarized as follows:
1. To investigate main demotivating factors that reduce students’ interests in
listening lessons.
2. To explore techniques used by teachers of English to motivate their students in
listening lessons.
3. To investigate factors that assist students to overcome their demotivation in
listening lessons.
1. 3 Reasearch questions
This study aims to answer the following questions:
1. What are the dominant demotivating factors affecting students’ listening
lessons?
2. What are techniques used by teachers to motivate their students in listening
lesson?
3. What are factors that assist students to overcome their demotivation in
listening lessons?
1.4 Research methodology
This study used both quantitative and qualitative methods. For quantitative method,
two questionnaires were delivered to four teachers and 110 students. A semi
structure interview for teacher was also conducted to collect data qualitatively.
1.5 The scope of the study
This study focused only on demotivation in listening lessons of student in grade 10
at No.1 Lao Cai High School. In details, the study was carried out to investigate
students’ main demotivating factors in listening lessons, to discover techniques used
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi11
by teachers to motivated students in listening lessons and to discover main factors
that assist students to overcome their demotivation in listening.
1. 6. Contribution of the study
This is one of the first studies discovering demotivating factors in a particular skilllistening. There have been a large number of studies on students’ demotivation
generally in learning English as a second language such as Christophel & Gorham,
1992; Gorham and Millette, 1997; Kearney, Plax, Hays, & Ivey ,1991; Zang’s 2007;
Ikeno, 2002; Arai, 2004; Falout & Maruyama, 2004; Hasegawa, 2004; Kikuchi, in
press; Tsuchiya, 2004a, 2004b, 2006a, 2006b; Kojima, 2005.
However, few studies focus on demotivating factors that prevent learners from
enjoying studying English in a particular skill, especially in listening skill. The
study’s contribution can be summarized as follows:
Theoretically, this study will shed a light on research area that few researchers
have addressed: demotivation in listening.
Practically, findings of this study will provide teachers of English at No.1 Lao Cai
High School with deep understanding of demotivating factors encountered by their
students in listening lessons so that they might have more appropriate teaching
method. To students, the findings suggested some factors that might Giúp them to
recover their interests in listening.
1. 7. Organization of the study
This study consists of three main parts: Introduction, Development and Conclusion
Part 1: Introduction
This part presents the Rationale, Aim of the study, Scope of the study, Research
questions, Method of study, and The content of the study.
Part 2: Development
This part consists of three main chapters.12
Chapter 1: Literature review
This part presents theoretical background of motivation and demotivation,
reviewing studies of demotivation in second language acquisition, and brief view
on concepts of listening and demotivating factors in listening.
Chapter 2: Methodology
Research questions, participants, method of the study, instruments, data collection
and data analysis are discussed in this chapter.
Chapter 3: Research findings and discussion
This chapter presents major research findings and discussion in details.
Part 3: Conclusion
This part presents conclusions and implications.
Ket-noi.com kho tai lieu mien phi Ket-noi.com kho tai lieu mien phi13
PART TWO: DEVELOPMENT
CHAPTER ONE: LITERATURE REVIEW
1.1. Overview of listening.
1.1.1 Definition of listening.
Scholars claim that listening is a complex and active process. Wipf (1984) states
that listening is an invisible mental process in which listeners must discriminate
between sounds, understand vocabulary and grammatical structures, interpret stress
and intention, retain and interpret this within the immediate as well as the larger
socio-cultural context of the utterance .
According to Rost (2002), listening is a process of receiving what the speaker
actually says; constructing and representing meaning; negotiating meaning with the
speaker and responding; and creating meaning through involvement, imagination
and empathy.
1.1.2 Listening processes
According to Richard (1990), there are two distinct processes in listening: top-down
and bottom-up, and listeners need to use both of them in their listening
comprehension. Listeners apply “top-down” processes when they use prior
knowledge to understand the meaning of a message. Prior knowledge can be
knowledge of the topic, the listening context, the text-type, the culture or other
information stored in long-term memory. Listeners use content words and
contextual clues to form hypotheses in an exploratory fashion. On the other hand,
listeners apply “bottom-up” processes when they use linguistic knowledge to
understand the meaning of a message. They build meaning from lower level sounds
to words to grammatical relationships to lexical meanings in order to arrive at the
final message. Listening comprehension is not either top-down or bottom-up14
processing, but an interactive, interpretive process where listeners use both prior
knowledge and linguistic knowledge in understanding messages. The degree to
which listeners use the one process or the other will depend on their knowledge of
the language, familiarity with the topic or the purpose for listening. For example,
listening for gist involves primarily top-down processing, whereas listening for
specific information, as in a weather broadcast, involves primarily bottom-up
processing to comprehend all the desired details.
Byrnes (1984) emphasizes that context takes an important role in listening process.
Research from cognitive psychology has shown that listening comprehension is
more than extracting meaning from incoming speech. It is a process of matching
speech with what listeners already know about the topic. Therefore, when listeners
know the context of a text or an utterance, the process is facilitated considerably
because listeners can activate prior knowledge and make the appropriate inferences
essential to comprehending the message. Therefore, teachers need to Giúp students
organize their thoughts, to activate appropriate background knowledge for
understanding and to make predictions, to prepare for listening. This significantly
reduces the burden of comprehension for the listener.
In listening process, Richards (1990) states the learners need to be aware of the
purpose of the task. He differentiates between an interactional and a transactional
purpose for communication. Knowing the communicative purpose of a text or
utterance will Giúp the listener determine what to listen for and, therefore, which
processes to activate. Listeners listen selectively according to the purpose of the
task. This determines the type of listening required and the way in which listeners
will approach a task. Interactional use of language is socially oriented, existing
largely to satisfy the social needs of the participants such as small talk and casual
conversations. Therefore, interactional listening is highly contextualized and twoway, involving interaction with a speaker. A transactional use of language, on the
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other hand, is more message-oriented and is used primarily to communicate
information, for example, news broadcasts and lectures. In contrast with
interactional listening, transactional listening requires accurate comprehension of a
message with no opportunity for clarification with a speaker. Knowing the context
and knowing the purpose for listening also greatly reduces the burden of
comprehension since listeners know that they need to listen for something very
specific, instead of trying to understand every word.
1.1.3 Listening in second language learning
According to Oxford (1993), the importance of listening in language learning has
only been recognized recently. Vandergriff (1999) also states that listening plays an
important role in audio-lingual methods. Students listen, repeat and develop a better
pronunciation for speaking. Beginning in the early 70's, Krashen emphasizes the
role of listening as a tool for understanding and a key factor in facilitating language
learning. Then, Feyten (1991) concludes that listening has emerged as an important
component in the process of second language acquisition.
Vandergrift (2002) states that listeners need to use metacognitive, cognitive and
socio-affective strategies to facilitate comprehension and to make their learning
more effective. Metacognitive strategies are important because they “oversee,
regulate or direct the language learning process”. Cognitive strategies manipulate
the material to be learned or apply a specific technique to a listening task. Socioaffective strategies describe the techniques listeners use to collaborate with others,
to verify understanding or to lower anxiety. Research shows that skilled listeners
use more metacognitive strategies than their less-skilled counterparts (O'Malley &
Chamot, 1990, Vandergrift, 1997a). When listeners know how to analyze the
requirements of a listening task, activate the appropriate listening processes
required, make appropriate predictions, monitor their comprehension and evaluate16
the success of their approach, it means that they are using metacognitive knowledge
for successful listening comprehension.
1.1.4 Teaching listening skill
Mendelsohn (1998) emphasizes that in teaching listening, teachers need to help
students become self-regulated learners. He claims that listening should be changed
from product to process, and the role of teacher is to teach his/her learner “how” to
listen, not to test their listening proficiency during listening lessons.
Vandergrift (1999) composed a pedagogical sequence in which teachers and
students’ responsibility were indentified clearly in listening lessons. This
consequence can develop teachers’ awareness of the process of listening and help
students acquire the metacognitive knowledge to success in listening
comprehension. The consequence consists of three main periods: planning for the
successful completion of a listening task, monitoring comprehension during a
listening task and valuating the approach and outcomes of a listening task.
For the period of planning for the successful completion of a listening task, prelistening activities takes a very important role. These activities Giúp students make
decisions about what to listen for and, subsequently, to focus attention on meaning
while listening. During this critical phase of the listening process, teachers prepare
students for what they will hear and what they are expected to do. First, students
need to bring to consciousness their knowledge of the topic, their knowledge of how
information is organized in different texts and any relevant cultural information.
Second, a purpose for listening must be established so that students know the
specific information they need to listen for and/or the degree of detail required.
Using all the available information, students can make predictions to anticipate
what they might hear.
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During the listening process, students monitor their comprehension and make
decisions about strategy use. Students need to evaluate continually what they are
comprehending and check the consistency with their predictions, and the internal
consistency, for example, the ongoing interpretation of the oral text or interaction.
Teacher intervention during this phase is virtually impossible because of the
ephemeral nature of listening. Periodic practice in decision-making skills and
strategy use can sharpen inferencing skills and Giúp students to monitor more
effectively.
In addition, students need to evaluate the results of decisions made during a
listening task. The teacher can encourage self-evaluation and reflection by asking
students to assess the effectiveness of strategies used. Group or class discussions on
the approach taken by different students can also stimulate reflection and
worthwhile evaluation. Students are encouraged to share individual routes leading
to success, for instance, how someone guessed the meaning of a certain word or
how someone modified a particular strategy.
In order to Giúp students consciously focus on planning, monitoring and evaluation
before and after the completion of listening tasks, teachers can develop performance
checklists. These instruments Giúp students prepare for a listening task and evaluate
their own performance.
1.2 Overview of motivation
1.2.1 Definition of motivation
Researchers have different ideas in defining what “motivation” is, but all of them
agree that motivation is a very important factor that encourages students to enjoy
their studying and to become successful learners.
PART III: CONCLUSION
3.1 Conclusions
This study showed that factors such as listening difficulties, teachers’ style and
competence, inadequate school facilities, lack of target language environment, and
exam- orientation were the main demotivating factors that caused 10th grade
students at No.1 Lao Cai High School demotivated in listening lessons.
In terms of teacher’s techniques, the teachers at No.1 Cai High School used
various kinds of techniques to motivate their students in teaching listening.
However, while the teachers applied many strategies at pre listening stage, they
seemed to ignored the post listening stage, which was often omitted due to time
duration.
The study also suggested that factors relating to learners themselves such as
interest purchasing, seft-improvement, awareness of the importance of listening
and desire to pass certain exams in the future were dominant factors that assisted
students overcome their demotivation in listening lessons.
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