truongmanhcuong1991
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Luận văn tiếng Anh: The difficulties of non-major of English at Haiphong foreign Language Center – Haiphong University in learning listening skill and some suggested solutions = những khó khăn của sinh viên không chuyên Anh tại Trung tâm ngoại ngữ - Đại học Hải Phòng trong việc học kỹ năng nghe và một số giải pháp đề xuất .M.A. Thesis Linguisitcs: 60 14 01 11
Nhà xuất bản: ĐHNN
Ngày: 2014
Chủ đề: Tiếng Anh
Kỹ năng nghe
Phương pháp giảng dạy
M.A. Thesis. English teaching methodology -- University of languages and international studies. Vietnam National University, Hanoi, 2014
ACKNOWLEDGEMENTS
First of all, I would like to send my deepest gratitude to my supervisor, Prof. D.r Hoâng Vän Vân, who guided me throughout the accomplishment of this research.
If it had not been for his kind guidance, insightful comments and valuable support, my thesis would not have been completed.
I also owe my gratitude to my family, who has always been very supportive with my study.
In addition, I am grateful to all my colleagues and students at Haiphong Foreign Language Center, who have encouraged me and shared me useful information. Their cooperation helped me a lot to finish the thesis.
Personally, I highly appreciate all the assistance. I am greatly interested in this study as it is of great Giúp for me. However, I am responsible for any remaining mistakes and short comings that are found in this work.
ABSTRACT
Listening skill is one of the most n e c e s s a r y skills to communicate in the real
life. In learning a foreign language, it is more and more important to learn this skill. In fact, students often take the wrong way when listening and this leads them to the poor
result. Realizing the problems from teaching experiences, the author would like to do a research titled "The difficulties of non-major students of English at Haiphong Foreign Language Center-Haiphong University in learning listening skill and some suggested solutions
This study is an investigation into the problems experienced by non-major students of English at Haiphong Foreign Language Center-Haiphong University in learning listening skill. The subjects of the study were 75 non-English major students
and 5 teachers at Haiphong Foreign Language Center (HFLC)-Haiphong University. The data were collected through the questionnaires from students, and the interviews from the teachers.
The results of the research will point out the difficulties that learners meet when
they learn the listening skill at HFLC. More importantly, ti helps the author find out the causes of those difficulties so that she can work out the right solutions to the
problems. With the hope of improving learners' listening competence, the author has tried her best to do this thesis by her own experiences and knowledge in English teaching methodology.
The findings of the research will reveal the difficulties that learners experience when they learn the listening skill at the center. Some conclusions were drawn; recommendations were made, some limitations were pointed out and suggestions were offered.
3.1.5.3. Problems from environment factors
Not only the difficulties come from the message, the listener or speaker, they come from the environment surrounding the students as well. These problems are shown in table 3 below.
Problems experienced by
Always
21.3%
Often
17.3%
Sometimes
53.4%
Never
8%
learners
i n learning
English listening skills Environment factors
(noise, poor tape quality) prevent you from listening
Table 3: Problems from environment factors
If the listening task is carried out with noises around, it is for sure they will not have a good result in listening because 38.6% of students have this problem.
They are distracted by the noise no matter how hard they try to focus on the task, this interrupted the students from hearing and focusing on the task.
The problem also comes from the poor quality of the tapes or compact disks. For example, the cassette may be recorded while there are noises around or the cassette is used for such a long time so the quality is worn out.
The poor equipment is somehow an obstacle to students in listening. For example, in listening comprehension, it is the best place for students to do the listening in the laboratory room. This somehow will bring out a better result for the noises outside cannot get through the lab room. A good cassette recorder or a CD player may give them the better rather than that o f the old one.
The following chart will show the different ranges of influence of the objective factors to the learners at HFLC.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
Nhà xuất bản: ĐHNN
Ngày: 2014
Chủ đề: Tiếng Anh
Kỹ năng nghe
Phương pháp giảng dạy
M.A. Thesis. English teaching methodology -- University of languages and international studies. Vietnam National University, Hanoi, 2014
ACKNOWLEDGEMENTS
First of all, I would like to send my deepest gratitude to my supervisor, Prof. D.r Hoâng Vän Vân, who guided me throughout the accomplishment of this research.
If it had not been for his kind guidance, insightful comments and valuable support, my thesis would not have been completed.
I also owe my gratitude to my family, who has always been very supportive with my study.
In addition, I am grateful to all my colleagues and students at Haiphong Foreign Language Center, who have encouraged me and shared me useful information. Their cooperation helped me a lot to finish the thesis.
Personally, I highly appreciate all the assistance. I am greatly interested in this study as it is of great Giúp for me. However, I am responsible for any remaining mistakes and short comings that are found in this work.
ABSTRACT
Listening skill is one of the most n e c e s s a r y skills to communicate in the real
life. In learning a foreign language, it is more and more important to learn this skill. In fact, students often take the wrong way when listening and this leads them to the poor
result. Realizing the problems from teaching experiences, the author would like to do a research titled "The difficulties of non-major students of English at Haiphong Foreign Language Center-Haiphong University in learning listening skill and some suggested solutions
This study is an investigation into the problems experienced by non-major students of English at Haiphong Foreign Language Center-Haiphong University in learning listening skill. The subjects of the study were 75 non-English major students
and 5 teachers at Haiphong Foreign Language Center (HFLC)-Haiphong University. The data were collected through the questionnaires from students, and the interviews from the teachers.
The results of the research will point out the difficulties that learners meet when
they learn the listening skill at HFLC. More importantly, ti helps the author find out the causes of those difficulties so that she can work out the right solutions to the
problems. With the hope of improving learners' listening competence, the author has tried her best to do this thesis by her own experiences and knowledge in English teaching methodology.
The findings of the research will reveal the difficulties that learners experience when they learn the listening skill at the center. Some conclusions were drawn; recommendations were made, some limitations were pointed out and suggestions were offered.
3.1.5.3. Problems from environment factors
Not only the difficulties come from the message, the listener or speaker, they come from the environment surrounding the students as well. These problems are shown in table 3 below.
Problems experienced by
Always
21.3%
Often
17.3%
Sometimes
53.4%
Never
8%
learners
i n learning
English listening skills Environment factors
(noise, poor tape quality) prevent you from listening
Table 3: Problems from environment factors
If the listening task is carried out with noises around, it is for sure they will not have a good result in listening because 38.6% of students have this problem.
They are distracted by the noise no matter how hard they try to focus on the task, this interrupted the students from hearing and focusing on the task.
The problem also comes from the poor quality of the tapes or compact disks. For example, the cassette may be recorded while there are noises around or the cassette is used for such a long time so the quality is worn out.
The poor equipment is somehow an obstacle to students in listening. For example, in listening comprehension, it is the best place for students to do the listening in the laboratory room. This somehow will bring out a better result for the noises outside cannot get through the lab room. A good cassette recorder or a CD player may give them the better rather than that o f the old one.
The following chart will show the different ranges of influence of the objective factors to the learners at HFLC.
Do Drive thay đổi chính sách, nên một số link cũ yêu cầu duyệt download.
Password giải nén nếu cần: ket-noi.com | Bấm vào Link, đợi vài giây sau đó bấm Get Website để tải:
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