An investigation into the listening practice activities used by first year english majored students at vnua thesis english linguistics

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
AN INVESTIGATION INTO THE LISTENING
PRACTICE ACTIVITIES USED BY FIRST-YEAR
ENGLISH-MAJORED STUDENTS AT VNUA
ĐIỀU TRA CÁC HOẠT ĐỘNG LUYỆN NGHE CỦA
SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH
TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT
NAM
Student: VŨ THANH VÂN
Student code: 621218
Major: ENGLISH LINGUISTICS
Supervisors: NGUYỄN THỊ KIM QUẾ, M.Ed - LÊ THỊ HỒNG LAM, MA
Hanoi – 2021


VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
AN INVESTIGATION INTO THE LISTENING
PRACTICE ACTIVITIES USED BY FIRST-YEAR
ENGLISH-MAJORED STUDENTS AT VNUA
ĐIỀU TRA CÁC HOẠT ĐỘNG LUYỆN NGHE CỦA
SINH VIÊN NĂM THỨ NHẤT CHUYÊN NGÀNH
TIẾNG ANH TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT
NAM

Student: VŨ THANH VÂN
Student code: 621218
Major: ENGLISH LINGUISTICS
Supervisors: NGUYỄN THỊ KIM QUẾ, M.Ed - LÊ THỊ HỒNG LAM, MA

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CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report
entitled An investigation into the listening practice activities used by first-year
English-majored students at VNUA submitted in partial fulfillment of the
requirements for the degree of Bachelor in English Linguistics. Except where
the reference is indicated, no other person’s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2021

VŨ THANH VÂN

Approved by
SUPERVISOR

(Signature and full name)
Date:……………………

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ACKNOWLEDGEMENTS

During the four years studying and training at the Vietnam national university of
Agriculture up to now, I have received a lot of attention and help from teachers
and friends. With the deepest and most sincere gratitude, I would like to send to
the teachers of the Faculty of Education and Foreign Languages at the Vietnam
national university of Agriculture for their knowledge and dedication to convey
valuable knowledge valuable to us during our time at school.
And especially, this term, the Faculty of Education and Foreign Languages
organized us access to a subject that I think is very useful to students of the
Faculty of Education and Foreign Languages as well as all students of the
majors English Lingustics. That is the topic " An investigation into the listening
practice activities used by first-year English-majored students at VNUA ". I
would like to sincerely thank Ms. Nguyen Thi Kim Que and Ms. Le Thi Hong
Lam for their dedicated guidance through each classroom session as well as
talks and discussions on creative fields in scientific research.
I would also like to express my gratitude to the leadership of the Faculty of
Education and Foreign Languages and functions for directly and indirectly
helping me through this learning and practice process.
Given the limited time and experience of a practitioner, the shortcomings cannot
be avoided in this report. I look forward to receiving the instructions and
comments of the teachers so that I have additional conditions, improve my
awareness, and better serve the practical work in the future.
Thank you sincerely!

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ASTRACT

Listening skills play an important role in communication.

Applying

appropriate activities when practising the listening skills may help to boost
students’ listening comprehension. This study was designed to find out the
listening practice activities commonly used by first-year students at VNUA. A
survey questionnaire was used to gather information about their listening
practice habits. The data collected was then analysed with the help of SPSS.
Results show that most of the students surveyed practise listening every day and
they apply the proper activities to practice their listening skills.

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TABLE OF CONTENTS
CERTIFICATE OF ORIGINALITY .............................................................. ii
ACKNOWLEDGEMENTS ............................................................................. iii
ASTRACT ..........................................................................................................iv
TABLE OF CONTENTS ................................................................................... v
LIST OF TABLES.............................................................................................vi
LIST OF FIGURES......................................................................................... vii
Part 1: INTRODUCTION ............................................................................... 1
1. RATIONALE FOR THE STUDY ................................................................................ 1
2. AIMS AND OBJECTIVES OF THE STUDY .............................................................. 3
3. RESEARCH QUESTIONS .......................................................................................... 3
4. SCOPE OF THE STUDY ............................................................................................ 4
5. SIGNIFICANCE OF THE STUDY .............................................................................. 4
6. DESIGN OF THE STUDY .......................................................................................... 4

Chapter 1 - LITERATURE REVIEW .............................................................. 6
1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD) ........................ 6

1.1.1. Related research studies at home ......................................................................... 6
1.1.2. Related research studies abroad .......................................................................... 6
1.2. REVIEW OF THEORETICAL BACKGROUND ...................................................... 7
1.2.1. Definition of listening......................................................................................... 7
1.2.2. Types of listening ............................................................................................... 8
1.2.3.Factors affecting English listening skills. ........................................................... 12
1.2.4. Suggested in-class activities.............................................................................. 13
1.2.5. Listening activities outside classrooms .............................................................. 16
2.1. RESEARCH METHODOLOGY ............................................................................. 18
2.2. RESEARCH SETTING/CONTEXT ........................................................................ 18
2.3. DATA COLLECTION: .......................................................................................... 19
2.3.1. Data collecting instruments............................................................................... 19
2.4. DATA ANALYSIS................................................................................................. 20

Chapter 3 - FINDINGS AND DISCUSSIONS ............................................... 21
3.1. MOTIVATIONS FOR LISTENING PRACTICE .................................................... 21
3.2. STUDENTS PRE-LISTENING ACTIVITIES ........................................................ 22
3.3. STUDENTS WHILE-LISTENING ACTIVITIES .................................................... 23
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3.3.1. Teacher’s instructions .......................................................................................... 23
3.3.2. Students’ focus during their first time listening.................................................. 24
3.3.3. The number of times of listening to a recording ................................................. 24
3.3.4. Time spent on listening practice per day........................................................ 25
3.3.6. Students’ while-listening activities .................................................................... 27
3.3.7. Students’ sources for listening practice ............................................................. 28
3.4. POST-LISTENING ACTIVITIES ........................................................................... 29
3.5. SUMMARY ........................................................................................................... 31
1.RECAPITULATION .................................................................................................. 32

2. CONCLUDING REMARKS ..................................................................................... 33
3. LIMITATION OF THE CURRENT RESEARCH ...................................................... 33
4. RECOMMENDATIONS ........................................................................................... 34

REFERENCES ................................................................................................. 37
APPENDIX ....................................................................................................... 39

LIST OF TABLES

Table 3. 1: Students’ motivations for listening practice ..................................... 21
Table 3. 2: Students pre-listening activities ........................................................ 22
Table 3.3.1. Teacher’s instructions ..................................................................... 23
Table 3.3.2: Students’ focus during their first time listening .............................. 24
Table 3.3.4.: Time spent on listening practice per day ....................................... 26
Table 3.3.5: Frequency of listening practice outside classroom .................... 27
Table 3.3.6: Students’ while-listening activities ................................................. 28
Table 3.3.7: Students’ sources for listening practice .......................................... 28

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Table 3.4.1: Students’ post-listening activities ................................................... 29
Table 3.4.2: Students’ focus during different times of listening ......................... 30

LIST OF FIGURES

Figure 1: Teachers giving instructions on listening practice or not (page 23)
Figure 2: The number of times of listening to a recording (page 25)
Figure 3: Time spent on listening practice per day(page 26)
Figure 4 : Frequency of listening practice outside classroom(page 27)

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Part 1: INTRODUCTION

1. RATIONALE FOR THE STUDY
Nowadays English has become a very competitive matter for getting a
good job in our country. Those who have a good command in English can easily
get a good job. Today various types of organizations often ask for a good
command of English. These organizations give priority to those employees who
can speak fluently and write a standard form of English. Moreover, we need to
learn English to communicate with people from other countries. A person with
good English skills can easily exchange his ideas, thoughts, and viewpoints with
foreigners. He can easily acquire the customs, culture, and manners of people of
other countries. Therefore, equipping students with good communication skills
is considered a fundamental goal of the process of teaching and learning
English, in which all the four language skills (Listening - Speaking - Reading Writing) are almost equally focused.
Of the four language skills that all language learners are supposed to
learn, listening is considered to be the most challenging by many students due
to the complex and subtle nature of listening comprehension in a second or
foreign language. Listening is the ability to recognize and understand what is
being talked about. This process involves being aware of the voice,
pronunciation, grammar, vocabulary and content conveyed. Listening is not easy
at all when we, the English learners, have many difficulties in comprehending
the information due to the unfamiliarity with the pronunciation of the target
language and a lack of listening skills. To overcome those difficulties, it is
necessary for students to practice listening to English regularly.
Listening is an important component of learning. A student’s ability to
effectively listen has a major impact on building the communication skills

needed both inside and outside of school. If a student does not understand what
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the other person is saying, then he/she will not know how to respond. Listening
is no longer a passive language skill but has become a proactive skill in which
the student plays an active role of attendees in the process of information being
heard and processed, until then can he/she understand the content in order to
finally respond to that information probably (Steil, Barker &Wakson, 1983).
Only when the listener can respond, will the listening process be completed, the
communication process will achieve the desired result. Communication may fail
due to poor listening skills. Therefore, listening comprehension is considered the
basic factor in the communication process. Listening is the gateway to
understanding and communicating and, therefore, is absolutely crucial for any
learners of English.
At VNUA, many English-majored students find listening skills more
difficult than the other skills or than grammar and vocabulary. This is quite easy
to understand. The majority of them come from rural areas where teaching and
learning English mainly mean working with words (normally the meanings of
words only) and grammar. Therefore, listening to English is new for them and
many of them find it very hard. Meanwhile, the training period at the university
according to the program distribution per semester of 120 lessons (10 lessons /
week), for 12 weeks 1 semester, the duration of use for listening comprehended
skills is too little. The duration of students' self-study is less, with few students
admitting to practicing listening more in dormitories or staying at home for
about 1 hour to 2 hours a week. Another concern is that most students read tape
scripts before performing listening skills. Therefore, it is a bad habit that makes
the listening process not meet the requirements, purposes and can be a waste of
time. In addition, every student wants to hear and remember 100% of the
information and understand in Vietnamese every word without identifying the

central content, not grasping the core information in the listening process.
Therefore, it makes students tired and show fear during listening lessons. The
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situation of winter class and uneven qualifications also makes it difficult for
teachers to handle situations in class. On the other hand, in a class where 20
teachers and students are not native speakers, students are less likely to hear the
right native English, leading students to react slowly whenever placed in
specific communication situations. Some students have a passive and rejoicing
attitude during classes and practicing listening skills. For English- majored
students, listening is extremely important. It affects your pronunciation. For
first-year English- majored students, it's even more important. Because with the
level up to level B2, C1 is extremely difficult. That's why practicing listening is
indispensable.
With a desperate hope to help English-majored students at VNUA to
improve their listening skills, I would like to carry out “An investigation into the
listening practice activities used by first-year English-majored students at
VNUA”.
2. AIMS AND OBJECTIVES OF THE STUDY
The aim of the study: This study aims to find out the listening practice
activities used by First-year English-majored students at VNUA.
Research objectives:
To investigate the listening practice activities used by first-year Englishmajored students at VNUA
3. RESEARCH QUESTIONS
What listening practice activities are used by first-year English-majored
students at VNUA ?

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4. SCOPE OF THE STUDY
The scope of this study is limited to surveying 100 first-year Englishmajored students at VNUA. A semi-structured interview to 10 participants is
carried out after the survey to get in-depth information.
Subjects of study:

Listening practice activities of first-year English-

majored students at VNUA.
Research guests:

English language learning activities of First-year

English-majored students at VNUA.
Scope of study: First-year English-majored students at VNUA ( 100
students)
5. SIGNIFICANCE OF THE STUDY
This study is of great significance to English-majored students at VNUA
because of the following reasons:
It raises students’ awareness of the importance of the listening skills in
learning English.
It helps to find out the activities that are used the most frequently and
suggest them to other students to assist them with their English listening
practice.
6. DESIGN OF THE STUDY
Apart from the abstract, references and appendices, this study consists of
three main parts:
PART 1 - INTRODUCTION presents the rationale of the study, aims and
objectives of the study, research questions, the scope as well as the significance
of the study.

PART 2 - DEVELOPMENT is divided into 3 chapters:
Chapter 1 - LITERATURE REVIEW – provides theoretical background for the
study including definition of listening, types of listening, factors affecting

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English listening skills, suggested in-class activities, and listening activities
outside the classroom
Chapter 2 – METHODOLOGY describes the methodology used in the research
including the research methods, research setting/ context, data collection, and
data analysis.
Chapter 3 - FINDINGS AND DISCUSSIONS - reports and discusses the
findings of the study.
PART 3 - CONCLUSION summarizes the main issues that have been addressed
in the study, points out the limitations, draws pedagogical implications
concerning the research topic and recommends several listening activities to
English-majored students at VNUA.

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Chapter 1 - LITERATURE REVIEW

1.1 REVIEW OF THE PREVIOUS STUDIES (AT HOME & ABROAD)
1.1.1. Related research studies at home
In Vietnam, several researchers have an investigation of EFL teachers awareness and practice of pre-listening activities in English classes at Hue
National School by Ly Thi Minh Duc from Hue National High School shows the
current situation of students. in order to realize how important listening skills are
to each student. Thereby knowing how to practice listening more effectively.

And one more study investigating the effects of using listening strategies on the
development of listening skills by Vu QuynhAnh, a second bachelor in English
department, Hanoi University. Show me the importance of listening practice and
how to best practice listening for students.
Similarly, Nguyen Thi Tam (2012) has conducted “An investigation
into the reality of using pre-listening activities in English third-year classes
at PhuXuan University”
1.1.2. Related research studies abroad
Almutairi (2012) has shown “The effectiveness of using schema theory
in developing EFL secondary-stage students' listening comprehension”. In order
to have good listening skills, there must be a one-purpose strategy to increase
effectiveness in second language use. andAlmutairi has shown that EFL student
development in middle school is very effective. Since then, I have drawn a more
effective lesson when doing listening activities to analyse the information to find
out the suitable and effective listening practice activities of first-year Englishmajored students at VNUA.
In order to find how effective pre-listening activities are listening
lessons,Berne (1995) explores “How does varying pre-listening activities affect

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second language listening comprehension?” There are many ways to do listening
practice, but whether it is effective or not depends on your pre-listening activities.
1.2. REVIEW OF THEORETICAL BACKGROUND
1.2.1. Definition of listening
Listening is the activity of hearing, helping people to receive information
in the form of sound. You can hear a lot of different sounds from birds singing
to talking, .. Because it is a built-in human activity, listening is considered an
unconditioned reflex action. That is, you can accidentally hear many different
things without doing anything, practicing anything. Listening skills can be

considered higher than normal listening activities because you have to practice
every day to have good listening skills. For example, listening to English
communication also requires practice to have fluent listening skills. Listening
skills are of great importance in human life and work. It is one of the factors that
determine your future success.
According to Howatt and Dakin (1974) believe that listening refers to the
ability of a person to identify and understand what others are saying and this is a
procedure which requires the listener to be able to understand of the accent,
pronunciation, grammar and vocabulary as well as comprehend the message
delivered. And therefore a good listener is defined as the one who is capable of
doing these four things simultaneously. Thomlison’s (1984) definition of
listening includes “active listening”, which goes beyond comprehending as
understanding the message content to comprehension as an act of empathetic
understanding of the speaker. According to Hamouda (2013), listening
comprehension is the ability to understand what the listener has heard and repeat
the text despite the fact that the listener may repeat the sounds without real
comprehension.
To sum up, all of definitions are given with a view to definition of
listening includes “active listening”, which goes beyond comprehending as
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understanding the message content to comprehension as an act of empathetic
understanding of the speaker.
There are 2 methods that you need:
For the listening comprehension, according to Richards and Schmidt
(2002, 313) describe listening comprehension as "the process of understanding
speech in a first or second language", and listening comprehension in a second
language "includes both two processes Top-down and Bottom-up." According to
Brown (2006, 2-3), the process of "top-down" occurs when students use their

background knowledge and existing vocabulary to find out the content of the
listening, and "bottom-up" is to use the context of the listening to predict the
meaning of unknown words. For students, both of these processes are very
important.
For the listening strategy is defined by Richards and Schmidt (2002, 313)
as "a conscious plan to process incoming speech, especially when the listener
experiences the problems caused by inadequate understanding". Or according to
Brown (2006, 6), listening strategies are ways and skills to "reduce the burden of
listening" for students. In the textbooks used to prepare for IELTS, TOEIC, and
TOEFL, listening strategies are divided into two main parts: preparation
strategies that help improve students' basic listening and learning skills, and testtaking strategies. test for each type of exercise separately. Researchers choose
textbooks for these exams because they help assess learners' English
comprehension, and have similar types of exercises to students' tests and exams
for first-year English-majored students at VNUA.
1.2.2. Types of listening
Listening may be a passive skill because you don’t have to produce
language so as to use your listening skills.

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Listening as a receptive skill is actually important since being attentive to
others help us learn new vocabulary, improve our pronunciation among other
benefits
Listening types will be defined by the goal of the listening.
This reseach draws on the work of Wolvin and Coakely (1996) et al to
look at the assorted sorts of listening.
General Listening Types: The two main forms of listening - the foundations of
all listening sub-types are:
The first, discriminative listening is first developed at an awfully early

age – even perhaps before birth, within the womb. This can be the foremost
basic kind of listening and doesn't involve the understanding of the meaning of
words or phrases but merely the various sounds that are produced. In time of
life, as an example, a distinction is formed between the sounds of the voices of
the forays – the voice of the dad sounds different to it of the mother.
Discriminative listening develops through childhood and into adulthood.
As we get older and develop and gain more life experience, our ability to
differentiate between different sounds is improved. Not only can we recognize
different voices, but we also develop the flexibility to recognize subtle
differences within the way that sounds are made – this is often fundamental to
ultimately understanding what these sounds mean. Differences include many
subtleties, recognizing foreign languages, distinguishing between regional
accents and clues to the emotions and feelings of the speaker.
Being able to tell apart the subtleties of sound made by somebody who is
happy or sad, angry or stressed, as an example, ultimately adds value to what's
actually being said and, of course, does aid comprehension. When
discriminative listening skills are combined with visual stimuli, the resulting
ability to ‘listen’ to body-language enables us to start to know the speaker more

9


fully – as an example recognizing somebody is unhappy despite what they're
saying or how they're saying it.
And comprehensive listening involves understanding the message or
messages that are being communicated. Like discriminative listening,
comprehensive listening is prime to any or all listening sub-types.
In order to be able to use comprehensive listening and thus gain
understanding the listener first needs appropriate vocabulary and language
skills. Using overly complicated language or technical jargon, therefore, will be

a barrier to comprehensive listening. Comprehensive listening is further
complicated by the actual fact that two different people being attentive to the
identical thing may understand the message in two other ways. This problem is
multiplied in an exceeding group setting, sort of classroom or business meeting
where numerous meanings is derived from what has been said.
Comprehensive listening is complimented by sub-messages from nonverbal communication, like the tone of voice, gestures and other visual
communication. These non-verbal signals can greatly aid communication and
comprehension but also can confuse and potentially cause misunderstanding. In
many listening situations it's vital to hunt clarification and use skills like
reflection aid comprehension.
For specific listening types is discriminative and comprehensive listening
are prerequisites for specific listening types. Listening types will be defined by
the goal of the listening. Three main kinds of listening most typical in
interpersonal communication are:
Firstly, informative listening (Listening to Learn) refers to things where
the utmost goal of the listener is to induce the message delivered. Mostly, this
kind of listening is found altogether areas of our lives and far from our learning
comes from informative listening. Using three key factors to assist listeners
achieve success in understanding what the speaker means: vocabulary,
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concentration and memory. Secondly, critical listening (Listening to gange and
Analyze) requires the listener to form judgement or response to the message
they receive. To be a good critical listener, one should be ready to analyze the
three elements of the message: ethos, or source credibility; logos, or logical
argument; and pathos, or psychological appeals. And finally, does one know
Therapeutic or Empathetic Listening (Listening to grasp Feeling and Emotion) ,
you wish to understand what's Empathetic? Empathy could be a way of deeply
connecting with another person and therapeutic or empathic listening is

particularly challenging. Empathy isn't the identical as sympathy, it involves
quite being compassionate or feeling pitying somebody else – it involves a
deeper connection – a realization and understanding of another person’s point of
view. We are all capable of empathic listening and should practice it with
friends, family and colleagues. Showing empathy may be a desirable trait in
many interpersonal relationships – you'll well feel softer talking about your own
feelings and emotions with a specific person. They're likely to be better at
listening empathetically to you than others, this is often supported similar
perspectives, experiences, beliefs and values – an honest friend, your spouse, a
parent or sibling for instance.
For other listening types, although usually reduced or useful in interpersonal
relationships there are other kinds of listening, these include:
For appreciative listening is listening for enjoyment, a decent example is
being attentive to music, especially as some way to relax.
For rapport Listening, when trying to make rapport with others we are
able to engage in an exceedingly kind of listening that encourages the opposite
person to trust and like us. A salesman, for instance, may make an attempt to
pay attention carefully to what you're saying as some way to market trust and
potentially make a buying deal. This kind of listening is common in situations of
negotiation.
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For selective Listening, this can be a more negative kind of listening, it
implies that the listener is somehow biased to what they're hearing. Bias may be
supported preconceived ideas or emotionally difficult communications.
Selective listening may be a sign of failing communication – you can not hope
to grasp if you've got filtered out a number of the messages and should reinforce
or strengthen your bias for future communications.
To sum up, effective listening is extremely often the inspiration of strong

relationships with others, at home, at university.
1.2.3.Factors affecting English listening skills.
Listening Skills Listening is a very important a part of effective
communication. Listening may be a process that involves actively hearing what
another person is communicating and going to that communication.

By

listening, we are able to show concern and interest in understanding both the
person and also the situation. This is the factors affecting English listening
skills.
The primary thing that talks about the affect of listening skills is that the
environment factors. Environmental factors like noise, temperature and
uncomfortable seating can cause us to focus our attention on other factors beside
what the speaker is saying. Attempt to control environment factors whenever
possible. Try adjusting the thermostat, finding another seat, or moving to a quiet
place to continue the conversation. It's hard to focus attention after we are
constantly distracted by outside forces .
The second, it’s Personal bias. Bias can tackle many forms. Personal
prejudice can affect how well we listen and the way we perceive what the
speaker is saying. Anger also can cause distortion of the message. Nearly as
good communicators, personal bias and anger must be overlooked to interpret
the message. Be willing to concentrate to new ideas. Make eye contact with the
speaker, use nonverbal communication, like nodding your head or smiling to
12


indicate that you just have an interest. Whether you are doing not believe the
speaker’s message, showing acceptance will let the speaker know that you
simply have received their message .

Next is that the personal influence that creates you daydreaming. We are
capable of receiving and processing information quicker than a speaker can
deliver it. This causes us to own spare time to think or daydream, and if we
don’t target the message being delivered, we are going to find ourselves drifting
or daydreaming .
The finally, it’s filtering. Many times we are going to be asked to attend a
seminar where we exhibit little or no interest within the topic. As listeners, we
tend to pay attention to induce a summary of what's visiting be presented and so
simply tune out the remainder of message.
1.2.4. Suggested in-class activities
Through fact-finding, and by attending classes, I can suggest some
classroom activities that most instructors will give students to practice listening
activities such as: pre- listening, while-listening and post listening. According to
Nguyn Thi Tam then i know
The Pre-listening stage aims at preparing students with everything
necessary for listening and understanding the listening a text. This stage is of
great importance since it leads students to the listening a passage that they are
going to listen, arouses their interests and provides students with the purposes of
listening as well as the input before they listen.
The pre-listening stage help students to prepare for what they are going to
hear, and this gives them a greater chance of success in any given task.
Pre-Listening Tasks can: Set the context of something they are going to
listen to, motivate students to listen, activate background knowledge, help
teachers find out about what students already know about the topic, prepare
students for the vocabulary and language structures in the text, help mitigate the
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anxiety which comes from listening in a foreign language, by providing a clear
context, and offer opportunities for class discussion and more interaction among

students.
And the two main stages of this part of the listening lesson are:
The first stage involves activating schemata in order to help students
predict the content of a listening passage.
The second stage involves giving a student a reason for listening
Some activities at this stage are: Warming up the class: The teacher may
motivate the class, gradually set up a context for listening text to be presented by
asking questions to elicit students' experience, or ideas concerning the coming
text or by using some sort of visual aids or their imagination.
Introducing the topic of listening text: The teacher briefly introduces the
topic of listening text so that the students may get their mind already for it.
Presenting key words: The teacher only presents any word that is
necessary for students to understand the text.
Giving guiding questions: These guiding questions will help focus the
students' attention on the main points of the text. They will guide the students to
the better understanding of the text. Students should be allowed to make guesses
at the answer to the questions before listening.
These activities may give students a chance to get some knowledge which
helps them to follow the listening text. Therefore, when choosing an activity, the
teacher should consider factors that Underwood (1989) states: The time, the
material is available or not, the interests of the class and the teacher, the place
where the work is being carried out, the nature and the content of the listening
text itself. If one of these factors is ignored, the whole process of the activity can
be failed.
For While-listening, the aim of this stage is to facilitate students' listening
and check their comprehension. While the students are listening to the text for
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the first time, they can check their guess and give the correct answer to the

guiding questions. Then the teacher gives the students some tasks to do while
they are listening for the second time. They can do some of the activities such
as: gap-filling, true or false statements, answering comprehension questions,
matching, multiple choice, reordering, etc. While-listening stage gives students a
guide to practice listening because they need a reason to listen which helps them
to focus their attention. As Rixon (1986) mentions, the purpose of whilelistening stage is to challenge and guide students to master the information and
the message from the passage. To facilitate students' comprehension, the teacher
should provide useful techniques such as clear instructions, playing tapes on
purposes, classifying levels of difficulty of task from easier to more difficult,
and so on.
While-listening activities are also called during-listening activities. Welldesigned during-listening activities can help students to: Identify what’s
important in a passage, perceive the text structure, keep themselves concentrated
throughout the passage, and show their understanding or non-understanding of
the passage.
Most While-listening activities focus on these subskills. Listening for the
gist, listening for specific information, listening for the speaker’s attitude or
opinion
Take into consideration these guidelines when using While-listening
Tasks: allow students to listen to the passage two or three times and encourage
student to focus on global meaning first and let the questions about details after
the first listen.
It is advisable that while-listening activities should meet students'
different levels and needs so that they are encouraged to listen better.
At this stage, students can have opportunities to practice using what they
have got from the listening text. Post-listening activities are performed after the
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listening is finished. According to Underwood (1989), the first purpose of those
activities is to check how well the students understood and whether they have

finished the listening task. The second one is to reflect on why some students
have failed to understand or miss parts of the passage. Moreover, post-listening
activities aims at expanding the topic or the language of the listening text.
Students are also given an opportunity to consider the attitude of the speaker in
the listening text because they can realize the purpose of the speaker based on
his/her attitude.
1.2.5. Listening activities outside classrooms
The fact that a lot of students find taking note of English very difficult,
and infrequently freeze up when a native English speaker begins to speak with
them, furthermore because the ways during which we will prevent this from
happening. Listening may be one in every of the toughest skills to become
comfortable with, and thus it's crucial. We not only improve at school activities
but also improve in outside classroom by:
You need to improve in communication within the target language. Ask
students to seek out a partner to practice their language skills and speak about
anything they like. As students practice conversations, they repeat the new
language structures in their head.
You need to use your digital tools. Online dictionaries, language apps and
vocabulary games are a good tool to stay sentence structures on the right track.
Asking students to play a language game as homework is an interesting thanks
to practice language outside the classroom.
You need make to keep a journal. Ask students to stay a language journal.
What have they done well today? What areas can they improve on? Is there key
vocabulary they have to practice? By keeping a learning diary students are able
to improve their language skills and see the progress they're making.

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You need to watch and listen anymore. Encourage students to observe

their favorite television program with subtitles for the target language. Students
will always be happy to observe their favorite television program and this helps
to bring the target language into their standard of living. Students could also try
taking note of podcasts within the target language on their thanks to school.
You need have to learn daily. Learn daily and in chunks. Whether its new
expressions or full sentences, revising and repeating new language structures a
day helps students to make confidence. A touch bit goes an extended way!
In conclusion: Firstly, students were advised to decide on talks below 10
minutes long, usually 5 to 7 minutes was more advised. Talks over 10 minutes
were generally long enough to easily make the student tired and demotivated.
The rationale was that students not just about finished their listening but also
needed to appear up new words and learn useful phrases. With an appropriate
duration, it appeared that students were provided more adequate time and space
to soak up and acquire the input language during a more productive way. In
addition, choosing an honest topic also accounted for a successful listening
process. It had been believed that what interested you'd motivate and encourage
you to be persistent with it in a very future. Being attentive to a second language
to understand new information was a daunting task and needed a great effort, so
a stimulating talk would considerably push students in their learning process.
Students were required to choose such types of listening as news, reports and
speeches as they provided a richer resource of information and knowledge with
more academic languages necessary for college students to breed them within
the same or relevant topics later.

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