problems in learning english listening skill at nguyen xuan nguyen high school and suggested solution

THANH HOA PROVICIAL DEPARTMENT OF

EDUCATION AND TRAINING
NGUYEN XUAN NGUYEN HIGH SCHOOL

EXPERIENCE INNOVATION
TOPIC:

PROBLEMS IN LEARNING ENGLISH
LISTENING SKILL AT NGUYEN XUAN NGUYEN
HIGH SCHOOL AND SUGGESTED SOLUTION

Writer : Pham Thi Tuan
position: Teacher
Subject :

English

THANH HOA – JUNE 2017


INDEX
TABLE OF CONTENT
page
LIST OF FIGURES……………………………………………………….2
PART 1: INTRODUCTION

Part 1:

INTRODUCTION

1. Reasons for Choosing the Topic
English Teaching Methodology is a very important subject for everyone
who wants to become teachers of English. In this subject, students of English
who are being trained to become teachers will be provided with necessary
information about techniques and methods of teaching four language skills:
listening, speaking, reading and writing. Of all these four skills, listening skill
is considered to be one of the most difficult skills to teach and to learn. As
students of English, the author herself and others have met a lot of difficulties
in learning this skill. She has chosen the topic about “Problems in Learning
English Listening Skill at NGUYEN XUAN NGUYEN High School and
Suggested Solutions” for several reasons.
Firstly, listening skill is thought to be the most difficult in teaching and
learning a language in general and English in particular. A lot of teachers and
students meet many problems and difficulties in teaching and learning this
skill.
Secondly, listening skill plays a very important role in teaching and
learning a language so it should be paid much more attention to. However, it
seems that this skill is not really focused on in many high schools in Vietnam
and the qualities of teaching and learning this skill are not very good. Thus,

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this topic is chosen to study in order to find out some suggested solutions to
partly improve this matter.
2. Research’s objectives
The study is conducted with the following aims: because teaching listening
skill is one of the most difficult tasks for any ESL teacher, the first aim is to
find out the problems and difficulties in learning and teaching English
listening skill at high school. Additionally, the study is carried out so as to get

more information about the qualities of teaching and learning English
listening skill at Vietnamese high schools
3. Research’s objects
The topic about “Problems in Learning English Listening Skill at High
School and Suggested Solutions” is a broad topic and it cannot be exploited in
the study due to the limitation of a B.A thesis. Therefore, the study only
focuses on the main problems which cause difficulties for both teachers and
students and the real situations of teaching and learning English listening skill
according to a survey done in three grades of a high school. Besides, from this
survey, some suggestions and solutions are given in order to partly improve
the quality of teaching and learning English listening skill at high school.
4. Research’s methods
Due to the scope and the characteristics of the study, the author follows
the procedures:
 Collecting and analyzing the materials
 Synthesizing the information
First, some materials referring to the issue are collected and analyzed
Then, basing on the theoretical background described and analyzed, the
survey will be carried out. Next, the information from the survey will be
analyzed in detail and the results will be categorized to synthesize.
5. New points of innovative experience
The thesis consists of three main parts: the first part is Introduction. This
part provides the information about the reasons for choosing the topic, the
aims of the topic, the scope of the study, the method of the study and the
design of the study. In the second part – Development, there are three
chapters. Chapter 1- Theoretical background discusses some main points
relating to the topic: definition of listening skill and its importance, CLT with
teachers’ roles and students’ roles, the main principles of teaching listening
and the main kinds of listening activities. This chapter focuses on the theory
about the main types of listening activities and teaching it in CLT. Chapter 2 The real situation of learning English listening skill at Nguyen Xuan Nguyen

high school describes the whole picture about the real situation of learning
English listening skill of the students in this school three grades. In chapter 3 Suggested activities to improve learning listening skill at high school, some
solutions to the problems students have when learning listening are suggested
and some listening activities are recommended to be applied in teaching and
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learning this skill with the aim to motivating students into learning this skill.
The last part is Conclusion.

Part 2: content
Chapter 1: Theoretical Background
2.1 Literature Review
Listening skill can be defined in different ways. According to MC Milan
Dictionary, listening is to pay attention to a sound or to try to hear a sound or
to pay attention to what someone tells you and do what they suggest. Babylon
Dictionary views listening as an attempt to hear something, an act of paying
careful attention to one who is speaking. Similarly, in the New Era EnglishEnglish-Vietnamese Dictionary, listening is to make an effort to hear
somebody or something. Thus, listening is the language modality that is used
most frequently. Listening involves a sender (a person, radio, and television),
a message, and a receiver (the listener), [ 1 ]
2.2 The problems before applying the innovative experience
In daily life, people spend a lot of time listening: officers listen to their boss’
talks, students listen to their teachers, old people listen to news on TV and
radio. It has been estimated that adults spend almost half of their
communication time listening.
In real life, there are two main kinds of listening .The first kind is casual
listening: we listen to something without any particular purposes in our mind
and we often do not concentrate on it much to get the information. Usually,
we hear it by chance. Therefore, we rarely can remember much of its content.

This way is often used in entertaining activities. For example, we listen to a
song while doing the house work or talking to someone. The second kind is
focused listening which is quite different from the first one: we listen to
something with some particular purpose in mind and pay much attention to it
so as to get as much information as possible.
In language teaching and learning, teachers play a predominant role
because of students’ ages, character, psychology and lack of English
knowledge.. According to Breen and Candlin, the teacher has two main roles:
the first is to facilitate the communication process between all participants in
the classroom and between these participants, the various activities and texts.
The second role is to act as an independent participant within the teachinglearning group. [2]
Students play a role as the main body in language teaching and learning.
Furthermore, the emphasis in CLT on the processes of communication rather
than mastery of language forms - these lead to different roles for learners
from those found in more traditional second language classrooms.
2.3 The experience innovative or suggestion used to solve problems

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To teach any skill of a language, it is important for teachers to follow the
principles for teaching that skill so as to teach it more effectively and
methodically
First, the teacher should use authentic texts and present them as naturally
and realistically as possible. Authentic texts can be taken from various radio
broadcasts or interviews such as VOA and BBC. These texts are very useful
and necessary because they allow background noise or interruptions and
contain different types of voices and accents and natural conversations.
Second, it is better to include different kinds of texts: conversations,
dialogues, jokes, lectures, news broadcasts… Third, the teacher should use

primarily meaning- based tasks for students to do. This is an example of a
meaning- based task: Circle the definition for the word you hear:
a. It is a pet that likes eating mice (cat)
b. It is an animal that can fly
(bat) [3]
Students will have to listen very carefully and pay attention to their meanings
to distinguish two words correctly because they are a minimal pair so they
may confuse hearers. Lastly, the teacher should let students listen to the text
more than once. Moreover, after each time of listening, students should be
allowed some time to check their answers.
Like the other skills, listening includes a number of different sub-skills
(Nguyen Thi Van Lam and Ngo Dinh Phuong, 2007): learners have to
recognize differences between phonological sounds - the difference in a single
sound makes a new word with a different meaning.. For example, the minimal
pair bull and pull contain two sounds /p/ and /b/ which make these two words
different in terms of meanings. when listening to a text, it is not necessary to
understand the meanings of all the words. Therefore, for some unimportant
words, students can guess their meanings or even ignore them. This helps
them concentrate on catching the key words of the text. [12]
2.3.1. Types of Listening Activities
There are four main types of listening activities mentioned in Nguyen Thi
Van Lam and Ngo Dinh Phuong (2007)
Students have to do nothing in response to the listening but teachers can
check their understanding by their body language and expressions. For this
type, teachers can use some different activities. For example, teachers may
tell a story or play a recording of the story and students will be motivated to
attend and understand in order to enjoy it or teachers let students listen to
songs: teachers may sing a song themselves or play a recording of the song.
[13]
2.3.2 Short Responses

For this kind, students have to do various listening activities. For example,
they are asked to perform actions or draw shapes or pictures in response to the
teacher’s instructions, tick off words while hearing them from the text within
a list of items given beforehand, or a number of statements are given after
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listening and students are asked to point out which ones are true and which
ones are false,the teacher gives students some definitions of something and
students have to point out what it is, skimming and scanning: a listening text
is given and students are asked to look for the main content of the text or its
specific information.
2.3.3. Longer Responses
The listening activities for longer responses are often much more difficult
than the short ones. Students have to do the tasks such as answering
questions, taking notes-this is a quite difficult response- students are asked to
write down the main points of a listening text, paraphrasing a listening text
after listening with their own words or translating it into another language
1.4. Summary
In short, this chapter deals with some main points relating to the topic about
listening skill. In the first place, it presents some definitions of listening skill
according to some dictionaries, its importance and two main types of
listening-casual listening and focused listening. The next main point presented
in the chapter is a popular approach for language teaching called
Communicative Language Teaching ( CLT ) with its characteristics, teachers’
roles and learners’ roles. This part includes seven principles of teaching
English listening skill [ 15]
2.4
THE EFFECTIVENESS OF INNOVATIVE IN TEACHING
ACTIVITIES AT NGUYEN XUAN NGUYEN HIGH SCHOOL

Three textbooks of three grades in high school contain many different
types of listening exercises and the followings are the main kinds of listening
exercises selected from those textbooks: The first kind is T/F statements. This
is one of the most frequently-used kinds of listening exercises in the
textbooks of three forms. The number of T/F statements is often from 5 to 6
ones. The requirement in most of these exercises is not too difficult: students
only have to decide whether the statement is true or false and they do not have
to correct the false information. For this kind of listening exercises, students
can do the exercise more easily but sometimes their answers cannot show
their understanding as they can guess the answers without understanding the
listening text. The next type is comprehension questions: like T/F exercises,
comprehension question exercises are also used in many listening lessons in
these textbooks. It also can check students’ understanding more exactly.
Multiple-choice exercises are much used in many lessons of different
language skills especially in reading comprehension skill. They are also often
used in many listening lessons of these textbooks particularly in 11 th and 12th
form textbooks. [4,5,6] .
2.1. Difficulties in Teaching and Learning English Listening
It cannot be denied that listening equipments such as listening tapes,
cassette players play a very important role in learning listening skill.
Therefore, good and modern listening equipments are vital for teaching and
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learning listening. However, there are not many high schools in VietNam
which can meet this requirement: even some schools do not have normal
listening equipments such as cassette players and the teachers have to read the
text themselves. Additionally, using cassette players is not a good way of
teaching listening and this can make the listening text more difficult to hear to
students because the volume of the cassette players may not be loud or good

enough for students to hear or the noise outside classroom may affect their
listening. But most of Vietnamese high schools use cassette players as main
listening equipments.[7] .
2.2 Real Situation of Learning and Teaching English Listening at
Nguyen Xuan Nguyen high school
Nguyen Xuan Nguyen high school is a rather famous school in Thanh
Hoa province. It is well-equipped with a lot of modern equipments: four labs
with projectors, one lab for studying biology, one lab for studying physics and
many cassette players for learning English. In addition, it has a room with a
lot of computers for teaching and learning informatics. This school is really a
good teaching and learning environment for teachers and students. During
two months of teaching practice in this school, it was realized that the
teachers and students have made much effort to enhance the quality of
teaching and learning English. However, there are still some problems such
as: the modern teaching and learning equipments have not been used very
effectively, some teachers do not have really creative methods of teaching so
they cannot attract their students to learning. Moreover, the number of
students in this school who are good at English is not high. Many of them do
not pay much attention to learning English. There are only a few of them in
some classes such as 12B2, 10C10, 11C10 who can learn English well while a
lot of other students have difficulty in learning this subject. Therefore, they
meet many difficulties in learning the skills especially listening skill.
2.3. Main Reasons for the Difficulties in Learning Listening Skill
2.4. Subjective Reason
We cannot blame bad listening equipments for the low quality of teaching
and learning listening because most of those difficulties are caused by
teachers and students themselves.
Firstly, it is undeniable that not many students really pay attention to
listening skill. They only focus on learning grammar, vocabulary and ignore
this skill. Without spending time practicing, how can their ability of listening

improve? “Practice makes perfect”, they cannot distinguish linking sounds or
follow fast speaking speed of native speakers if they do not often practice
hearing them.
Bad methods of teaching listening of some teachers are another important
reason. They do not spend much time teaching this skill to students: they may
pass some part that students cannot hear and move to another one or the way
they teach listening lessons is not effective.
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Lastly, repeatedly used activities contribute boredom to learning listening
of students. As it can be seen from three high school English textbooks, some
kinds of activities are used again and again such as T/F statements or gapfilling exercises. This may reduce students’ interest in the lessons and cause
the boredom of doing the same exercises many times.
2.5. Objective Reasons
As it was mentioned above, the quality of listening equipments in most of
Vietnamese high schools is not good and this has bad affect on the quality of
teaching and learning listening.
Noticeably, the importance of listening skill has not been appreciated in
many schools so it does not receive enough attention so that the necessary
equipments which are used for teaching and learning this skill are not
improved.
3. Survey on Learning English Listening Skill at Nguyen Xuan Nguyen
high school
3.1.Objects of the Survey
To learning listening skill well is really a big problem for many students.
Naturally, because they cannot learn this skill well, they often get bored or
even ignore it. This situation is very popular in most of high schools in
Vietnam. In fact, not only do teachers have difficulties in teaching listening
skill but students also meet a lot of trouble when learning it. Thus, the first

aim of doing this survey is to check the ability of learning listening skill of
students and find out the main problems or difficulties they have when
learning this skill. The second aim is to know what can motivate them into
listening lessons: interesting listening activities, new listening topics or good
method of teaching. The third but the most important reason of doing this
survey is to give some suggestions to motivate students into listening lessons
better based on its results.
3.2. Description of the Survey
The survey is conducted with a questionnaire which consists of 16
questions including both open and closed questions so as to check students’
listening ability and their interests in this skill better. It was given to 135
students of three classes from three grades: 10C10, 11C10 and 12B. All of the
students in the survey learned English when they were in grade 6. They are
the best students of English who are chosen to learn in the classes of English
of the whole school. Especially, the students of class 12B are the best ones of
three classes: they study the advanced text book. The aim of question 1 is to
know the number of the years these students learn English, question 2 checks
their interest in English and question 3 reveals their opinions about listening
skill. The information about the factors affecting students’ listening is given in
question 4. Besides this, we will get information about how much time they
spend on practicing listening per day in order to know if they are interested in
improving their listening skill or not thanks to question 5. Questions 6, 7, 8
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and 9 show us students’ habits, their ways and their ability of listening.
Question 10 helps us know whether listening equipments can affect students’
learning or not. In addition, thanks to the answers of questions 11 and 12, we
will collect their ideas of listening exercises and listening topics in the text
books. The aim of question 13 is to find out what kind of listening exercises

in the textbooks students like most. Questions 14,15 give us the information
about the extra listening activities given by the teacher and students’ attitudes
towards those activities. The last question is used to analyze students’ ideas
about some main factors which can motivate them into the lesson.
3.3. Results of the Survey
The following pie chart presents the percentages of students who are
interested in learning English.

Figure 1;
Students’ interest in learning English
According to the chart, although these students are from the classes of
English of the school, only 70% of them are interested in learning English
while the rest do not like learning English at all (30%).

Figure 2.
Factors affecting students’ listening
As shown in the chart above, noticeably, a large number of students (45.2%)
are affected by all of those factors. This can partly explain why so many of
them have difficulty in listening. Amazingly, the factors which make the least
percentages are background noise and linking sounds with 12.6% and 14.8%
The result in the following figure will answer this question:
Q Question
Answers
Number of students
Percentage (%)
a. 1 hour
27.4

37

Figure 2. Students’ amount of time for practicing listening skill

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Unexpectedly, although listening skill is very difficult to them, only 22.2%
spend more than one hour and 27.4% of them spend one hour on practicing it.
By contrast, more than a half of these students do not care about improving
their listening ability with 50.4%. This is an important reason explaining why
they meet a lot of trouble with listening and they cannot get better at learning
Question
Answers
Number of students
%
a.always
13
9.6
6
b.often
44
32.6
c.sometimes
67
49.6
. d never
8
7.6
Figure 2.5 Students’ frequency of the guessing habit
It is surprising that the number of students who do not have the guessing habit
make the highest percentage with 49.6% and some of them even never guess

the content of the lesson (7.6%). Besides these, quite many students are in the
habit of guessing the lesson (32.6%). However, the percentage of students
who always do this is not high (just 9.6%). Guessing the content of the lesson
is a good habit for learning any language skill because it helps learners focus
more on the lesson so students had better take up this habit to get more

concentration on the lessons.
Figure 3.. Students’ ways of listening
According to the chart, there are 20% of students paying attention to every
word of the whole text. In fact, this is not a good way of listening as the
important information may be missed easily if they try to listen to all the
words in the text. Therefore, many students of three classes cannot catch the
main message of the listening lesson: they do not know how to take notes or
focus on the main ideas, they just focus on writing down any word the hear. It
is good that many other students concentrate on the key words. This is a very
good way of listening and a good listener should follow this way since the
key words always contain the main message of the text.

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Question

Answers
Number of students
%
a.always
5
3.7
8

b.often
29
21.5
c.sometimes
89
65.9
d.never
12
8.9
Figure 4.
Students’ frequency of distraction
From the table we can see a lot of students (65.9%) are sometimes
distracted from the lessons and 12% of them never meet this problem.
Nothing outside the lesson can affect their listening. This is really necessary
for any listener who wants to understand what the speaker is saying. On the
contrary, the rest of these students are often or always affected by the factors
outside the lesson with 21.5% and 3.7% respectively. This problem is caused
by many reasons.Thus, another question is “how many times of listening do
they need to understand an English text?” The answers to this question will
reveal some information about the real situation of the listening classes in this
school:
Question
Answers
Number of students
%
a.once
7
5.2
9
b.twice

36
26.7
c.three times
45
33.3
d.more than three times
47
34.8
Students’ times of listening per lesson
It is not surprising that only a few students need one time to listen so as to
understand and do the listening tasks and 26.7% of them need two times of
listening. The number of students who need three times and more than three
times make very high percentages with 33.3% and 34.8% respectively. In
practice, it is not easy to understand a speech spoken by native speakers after
just one time of listening.
Influence of listening equipments on students’ listening
As it is shown in the chart, the number of students who are much affected by
listening equipments make the highest percentage of all with 42.2%. Besides,
there are 6% of the others who are very much affected.
Questions
11

12

Answers
a.all of them are interesting
b.some of them are interesting
c.all of them are boring
a.too difficult
b.difficult

Number of students
27
90
18
9
60

%
20
66.7
13.3
6.7
44.4
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c.rather difficult
d.not difficult at all

50
12

37.1
11.8

Figure 5 Students’ opinions about listening topics and exercises
The table shows that according to 66.7% of students, only some listening
topics in the text books are interesting and 20% think all of them are good.
However, 13.3% of the rest consider all of the topics to be boring. What

causes these different ideas?

Figure 6: Students’ types of listening exercises
As can be seen from the chart, the number of students who like doing T/F
statement exercises make the highest percentage with 36.3%. The second highest
choice of students is gap-filling exercises with 26.7%. 22.2% of the rest choose
multiple choices and the percentage of students who choose comprehension
questions is the lowest with 14.8%. According to many of them, T/F statement
exercises are the most interesting ones of all.

Questions

Answers
Number of students
%
a.always
21
15.6
14
b.often
13
9.6
c.sometimes
48
36.5
d.never
53
39.3
a.difficult
37

27.4
15
b.easy
7
5.2
c.interesting
60
44.4
d.boring
31
23
Figure7: Students’ opinions about extra listening activities
The table indicates that many teachers often do not give their students extra
exercises after a lesson. Only 15.6% and 9.6 % of the teachers always or often

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do this whereas 36.5 % sometimes do and 39.3% never have any extra tasks
for students. Why do the teachers of English in this school rarely ask their
students to do extra tasks? The reality shows that it is because the ability of
learning listening of students is too bad. According to 44.4% of students, the
extra listening activities given by the teacher are interesting. This is a good
point. 27.4% of the others think they are difficult and 23% find these
exercises boring. A few of them comment that they are easy. There are
different ideas among students because of their different learning abilities
3.4. Summary
In brief, this chapter provides some information about the real situation of
learning listening skill of the students at a Vietnamese high school through a
survey. Before doing the survey, some comments on listening exercises in the

English high school textbooks are given. Additionally, the chapter gives some
main difficulties in learning listening skill and the reasons for those problems.
Then, it describes the survey about teaching and learning English listening
skill at Nguyen Xuan Nguyen high school. The survey consists of sixteen
questions which investigate the actual situation of learning listening skill of
the students from three classes of English at this school.
III. CONCLUSION AND SUGGESTION
PART3: Suggested activities to improve learning listening skill at high
school
3.1. Introduction
How to teach and to learn listening skill effectively in most of high
schools in Vietnam is really a big problem for both teachers and students.
They meet so many difficulties in teaching and learning this skill well.
Consequently, the quality of teaching and learning it is not very good. Many
students cannot understand much of a listening text. As a result, they get
bored with learning this skill and ignore it. The question is: how can those
problems and difficulties be solved and how can the quality of teaching and
learning listening be improved? Furthermore, it is crucial to increase students’
motivation into learning in order to attract their attention to this skill more.
This part will partly answer this question. It suggests some solutions and
activities for learning listening skill.[ 11]
3.2. Suggested Solutions ; In the first place, to improve the quality of
teaching and learning listening, listening equipments must be improved.
However, many schools in Vietnam have not been well-equipped to help
teaching and learning better. Some schools even do not have any cassette
players for teaching listening. We know that learning foreign languages has
been becoming more and more important, so there should be much attention
to this matter. Teachers should make sure that the quality of listening tapes is
good enough for students to hear so that it will not affect their listening
ability. Furthermore, students’ listening will be affected if the listening

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environment is not good: it may be too noisy outside the classroom or even in
the class so teachers should create a good listening environment for students.
There should be more extra different listening topics and activities. As it was
mentioned above, many listening activities in the textbooks cannot check
students’ understanding of the listening texts exactly because for such
exercises, students sometimes guess the answers without understanding the
text. Thus, teachers had better give more kinds of exercises which can make
students focus more on their listening. The survey shows that many students
like doing T/F statement exercises so the teacher can give more exercises of
this kind, for example. Although this seems very difficult to do for both
teachers and students since it takes students a lot of time to finish a lesson in
the textbook per period, teachers should try to teach extra listening lessons or
give students more extra listening tasks.
3.3. Some Suggested Kinds of Listening Exercises to Motivate Students
into Listening
A lot of listening games for teaching and learning this skill have been
applied so far and the followings are some suggested games for teachers and
students to consider:
Students are divided into small groups (5 – 6 members per group, for
example). The first member of each group will be allowed to listen to one or
two sentences of a short funny story. Then, he or she has to tell the second
member of the group the whole sentence without letting the other members
hear. This member must remember that sentence and has to listen to the next
sentence of the story. After listening, he will inform to the third member of the
group the previous sentence and the one he has just heard. The game will
continue like that until the last member of the group. The duty of this member
is to remember all the sentences and retell the whole story he has heard from

his group members. The group who retells the story exactly will be the
winner.
The teacher divides students into small groups (each group may have five or
six members) and gives them the instructions of playing the game: Students
are given the list of the questions of the cross-word beforehand and they have
to answer those questions while listening. The answers for those questions are
the words in the cross-word.
This activity is rather similar to lucky number game. However, instead of
using numbers, teachers will provide different topics such as family,
friendship, hobbies for students to choose to listen
This activity is for pre- listening. Some key words of the listening text are
given before listening. Students are asked to guess the content of the text and
create a new text according to what they guess.
3.4. Rearranging the Order of the Conversation

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The teacher gives students handouts of a conversation which is in the
wrong order and ask them to listen to this conversation again in the right
order. After listening, they have to rearrange the order of the conversation
according to their understanding. This exercise can be used for students at any
level. Example: Look at this conversation which is in the wrong order:
Tom: - Oh where are you from in Brazil?
Paulo: - My parents are here from Brazil. They are on vacation.
Tom: - Pleased to meet you, Mr. and Mrs. Tavares.
Mrs. Tavares: - Nice to meet you, Tom.
For this exercise, the teacher gives students a list of some topics and lets
them listen to some texts or some conversations about those topics. [14]
3.5. Making T/F Statements

Students are allowed to listen to a text for some times and take notes. After
listening, each of them has to make some T/F statements relating to the text
and use them to ask their partners. The partners have to base on the
information they get from the listening text to answer the questions of their
friends.
3.6. Summary
To conclude, this chapter suggests some solutions to solve the problems
and difficulties in learning listening skill and then recommends several
activities used to motivate students and increase their interest in learning this
skill such as retelling a funny story, rearranging the order of a conversation,
choosing the right topics, making T/F statements. Those activities can be used
for students at different levels and they depend on the purposes of teachers as
well as the teaching and learning conditions.[15]

PART 4:

CONCLUSION

4.1. Recapitulation
Clearly, teaching and learning English listening skill in particular and a
language listening skill in general are not easy at all. It requires much effort
from both teachers and students.
The thesis discusses some main points about listening skill: several
different definitions according to some dictionaries, importance and types of
listening. Moreover, it comes up a language teaching approach called CLT
with the main roles of teachers and students. It also presents seven principles
of teaching listening skill, its types of activities and sub-skills as well.

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In addition, the study investigates the real situations of teaching and
learning listening skill in a high school (Nguyen Xuan Nguyen) by doing a
survey about this school. The survey questionnaire which consists of 16
questions is given to 135 students from three grades of the school to search
for necessary information. From the survey, a lot of useful information has
been collected to come to a conclusion for many matters of teaching and
learning this skill which need solving.
The topic about listening skill has a large scope for study because the
problems and the solutions for teaching and learning such a difficult skill are
nearly limitless. Moreover, the study about teaching and learning this skill is
very necessary as the quality of teaching and learning it in many Vietnamese
high schools is not high. However, because of the limitations of the author’s
knowledge and experience, the study cannot cover all the matters relating to
the topic. There are still many more problems and solutions such as new
interesting activities to change the boring and stressful atmosphere in many
listening classes. Therefore, the author hopes that someone who is interested
in this matter will continue to develop this topic so as to find more useful and
realistic solutions and activities for teaching and learning this skill better.

Evaluation of the scientific council:

Quang Xuong, May , 2017
I swear this is my study,do not copy other
people’s contents
Writer
Pham Thi Tuan

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