A study on the appication of top down techniques in teaching listening skills to english non major 10th grade students at tam duong high school

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF
LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES
-------------------

ĐÀO THỊ HỒNG YẾN

A STUDY ON THE APPICATION OF TOP-DOWN TECHNIQUES IN
TEACHING LISTENING SKILLS TO ENGLISH NON-MAJOR 10

TH

GRADE STUDENTS AT TAM DUONG HIGH SCHOOL
(NGHIÊN CỨU VỀ VIỆC SỬ DỤNG PHƯƠNG PHÁP “TOP-DOWN” TRONG
GIẢNG DẠY KỸ NĂNG NGHE CHO HỌC SINH KHÔNG CHUYÊN TIẾNG ANH
LỚP 10 TẠI TRƯỜNG THPT TAM DƯƠNG)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111

Hanoi, 2014


VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF
LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POSTGRADUATE STUDIES
-------------------

ĐÀO THỊ HỒNG YẾN

A STUDY ON THE APPICATION OF TOP-DOWN TECHNIQUES IN

TEACHING LISTENING SKILLS TO ENGLISH NON-MAJOR 10

TH

GRADE STUDENTS AT TAM DUONG HIGH SCHOOL
(NGHIÊN CỨU VỀ VIỆC SỬ DỤNG PHƯƠNG PHÁP “TOP-DOWN” TRONG
GIẢNG DẠY KỸ NĂNG NGHE CHO HỌC SINH KHÔNG CHUYÊN TIẾNG ANH
LỚP 10 TẠI TRƯỜNG THPT TAM DƯƠNG)

M.A. MINOR PROGRAMME THESIS

Field: English Teaching Methodology
Code: 60140111
Supervisor: Ph.D. Ngô Hữu Hoàng

Hanoi, 2014


DECLARATION

I hereby, certify the thesis entitled “A study on the application of top-down
th

techniques in teaching listening skills to English non-major 10 grade students at
Tam Duong high school” is the result of my own research for the Minor Degree of
Master of Arts at University of Languages and International Studies, Vietnam
National University, Hanoi. The thesis has not been submitted for any degree at any
other universities or institutions. I agree that the origin of my paper deposited in the
library can be accessible for the purposes of study and research.
Hanoi, 2014

Đào Thị Hồng Yến

i


ACKNOWLEDGEMENTS

I would like to express my deepest thanks to Mr. Ngô Hữu Hoàng for his
assistance, encouragement as well as his guidance he gave me while I was doing my
research.
I would like to take this opportunity to express my gratitude to all my lecturers
at the Department of Post-graduate Studies, College of Foreign Languages, Vietnam
National University, Hanoi whose support and considerations have enabled me to
pursue the course.
I would also like to express my thanks to the teachers of English at Tam
Duong high school who helped me in providing the materials, giving me
encouragement and making constructive comments.
I am also thankful to my English non-major 10

th

grade students for their

whole-heated participation in the study.
Last but not least, I owe my sincere thanks to family who have always inspired
and encouraged me to complete this study.

ii

ABSTRACT

The research was implemented to investigate the effect of top-down
th

techniques in teaching and learning to the English non-major 10 grade students of
Tam Duong high school. In this research the investigator attempted to apply topth

down techniques in teaching listening to improve the 10 grade students‟ listening
skills. Two tests and a questionnaire survey were used as the powerful instruments
to collect data. After that the data was analyzed and contrasted to check how topdown techniques can help to enhance students‟ listening skills. At the end of the
research, the investigator proposed some suggestions to improve the learning and
teaching listening skill at Tam Duong

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LIST OF ABBREVIATIONS, TABLES AND CHARTS
ABBREVIATIONS:
%

Percentage

TABLES :
Table 1.1: Some kinds of top-down exercises for beginners
Table 1.2: Descriptive statistics for the pre-test
Table 1.3: Procedures of the study
Table 1.4: Paired Samples Statistics
Table 1.5: Paired Samples Test

Table 1.6: Activities motivated students in the pre-listening stage
Table 1.7: Activities attracted students in while-listening stage
Table 1.8: Useful and effective activities to students after listening
CHARTS:
Chart 1.1: The students‟ opinion about listening tasks
Chart 1.2: The students‟ opinion about learning listening with top-down techniques
Chart 1.3: The students‟ opinion about their listening skill after term learning with
top-down techniques

iv


TABLE OF CONTENTS
DECLARATION …………………………………………………………………i
ACKNOWLEDGEMENTS …………………………………………………..…ii
ABSTRACT ……………………………………………………………………..iii
LIST OF ABBREVIATIONS, TABLES AND CHARTS…………………….....iv
TABLE OF CONTENTS ……………………………………………………….. v
PART A: INTRODUCTION......................................................................................................... 1
1. Rationale.................................................................................................................................... 1
2. Aims of the study.................................................................................................................... 2
3. Scope of the study.................................................................................................................. 3
4. Significant……………………………………………………………….......3

5. Design of the study................................................................................................................ 4
PART B: DEVELOPMENT......................................................................................................... 6
CHAPTER I: LITERATURE REVIEW................................................................................ 6
1.1.

Theory on listening......................................................................................................... 6

1.1.1. Definitions of listening........................................................................................... 6
1.1.2. Listening process………………………….…………………………7
1.2.

Teaching listening skills................................................................................................ 7

1.2.1. Stages of a listening lesson................................................................................... 8
1.2.1.1.

Pre-listening.................................................................................................. 8

1.2.1.2.

While-listening............................................................................................ 9

1.2.1.3.

Post-listening............................................................................................. 10

1.2.2. Top-down process……………………….…………………………12
1.3.

Factors that make listening difficult in learning a foreign language.........14

1.4.

Summary.......................................................................................................................... 16

CHAPTER II: RESEARCH METHODOLOGY........................................................... 18

2.1.

Research approaches.................................................................................................... 18

2.2.

Research setting............................................................................................................. 19

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2.3.

Participants……………………………………………………..………20

2.4.

Research types................................................................................................................ 20

CHAPTER III: THE STUDY…………………………………………………...21
3.1.

Study stages ………..…...........................................................................21
3.1.1.

Finding out a problem …………………………………………..21

3.1.2.

Setting a hypothesis……………………………………………..21

3.1.3.

Forming a pilot course…………………………………………..22

3.2.

Students‟ perceptions after taking a pilot course……..………….…….29

3.3.

Discussions..................................................................................................................... 35
3.3.1. For students............................................................................................................ 35
3.3.2. For teacher............................................................................................................. 36
3.3.3. Weakness................................................................................................................ 36

3.4.

Summary.......................................................................................................................... 36

PART C: CONCLUSION........................................................................................................... 38
1. Conclusions............................................................................................................................. 38
2. Pedagogical Implications………………………………………………….39
3. Limitations………………………………………………………………...42

4. Suggestions for further study........................................................................................... 43
REFERENCES………………………………………………………………….44
APPENDIX 1……………………………………………………………………...I
APPENDIX 2………….………………………………………………………...III
APPENDIX 3………….………………………………………………………...VI

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PART A: INTRODUCTION
1. Rationale

Being the international language, not only is English a foreign language but
it is also considered a means to communicate and promote mutual understanding
and cooperation between people all over the world. With the rapid use in the fields
of science, technology, culture, education, economy and so on, the need of teaching
and learning becomes one of the most significant problems in each nation including
Viet Nam.
Recently, the number of people who would like to learn and become a master in
English in their fields become more and more increasing, especially when Viet Nam
adopted the policies to integrate with other countries all over the world, teaching and
learning English is not only a personal concern, but it also becomes one of the
noticeable nation‟s problems. Moreover, English also affirms its important role by
becoming a compulsory subject at high school and universities. Thus, the teaching and
learning English is one of the most crucial issues for not only students and teacher but
also our society. However, the teaching and learning English is seriously influenced by
the traditional methods such as Grammar Translation Method, or Audio-lingual Method
and so on which mainly focus on the grammar, vocabulary and structures; and listening
and speaking skills „seem to be forgotten‟ in high school.

The researcher has worked as an English teacher in Tam Duong high school
since 2011. With her experience in teaching English at high school, she realized
some reasons which made her have a strong motivation to do this study. Although in
class, students are taught and follow the English course book offered by the
Ministry of Education and Training Department, in which each unit is designed to

be composed of five parts - reading, listening, speaking, writing and language focus;
assessment and testing only aim at students‟ knowledge of English grammar along
with reading or writing. Therefore, they have encountered many difficulties in
learning listening and speaking English.

1


In addition, when students studied at primary school or secondary school,
teaching listening seems to be ignored. They even don‟t have enough essential
equipment for their listening lessons as qualitative records or cassettes, stereos.
Instead of using stereo, their teacher often read tape script for them in listening
lesson so that when attending class in high school, they feel really difficult to listen
to the native speaker‟s voice and listening tape script. Most of the time, the teacher
used her native language to develop the class and the listening input in the second
language was only evident when reading aloud sentences or phrases written on the
board. It showed that learners had few opportunities to listen to the target language.
One more reason is that the limited time in learning and teaching English in
class. According to estimating, students are learnt one listening period (45 minutes)
per week, and most of them don‟t spend their time to practice English at home.
Because of these above reasons, students have little or even no motivation and
interest in learning English, especially listening.
According to Nunan (1998), he believes that listening is the basic skill in
language learning. Without listening skill, learners will never learn to communicate
effectively; in fact, over 50% of the time that students spends functioning in a
foreign language will be devoted to listening.
For all the reasons above, the researcher decided to do a study on the
application of top-down techniques to help improve listening skills of her students
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in English non major 10 grade students.
2. Aim of the study

The study aims at finding the most suitable ways to improve the students‟
listening competence at Tam Duong high school. To reach this aim, the students‟
difficulties when they listen and do English tasks will be explored first, and then
top-down techniques will be applied to teach listening skills for students by teacher
to find out that if it is the most suitable way for enhancing students‟ ability in
learning listening. Teacher will investigate the effects of using top-down techniques
in teaching listening when she applies them in her listening lessons.

2


Simultaneously, the study also aims at studying the learner‟s perception regarding
listening activities using top-down listening techniques. The final aims is
formulating pedagogical implications and making suggestions for improving the
teaching and learning of the listening skill at Tam Duong high school. The focus of
the paper was directed toward high school students because the problems in
listening have their origins in high school where few students have been the
recipients of listening teaching. Thus, these high school students have difficulties in
learning English not only at present, but also in the future if they can‟t find the
solutions for it.
In order to find out the answer for the study, two research questions was
conducted as following:
Research questions
1. What is the effect in terms of English language learning with the application

of applying top-down techniques in teaching listening for English non-major
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10 grade class?
2. What are the learner´s perceptions regarding listening activities using topth

down techniques in an English non-major 10 grade class?
Scope of the study

3.

In this study, the researcher intends to use top-down techniques to help
English non-major students who are at grade ten in Tam Duong high school, can
overcome their difficulties in learning listening skills, not using the other kind of
techniques. These techniques were conducted over a period of time with 8 weeks
and were applied in the three stages of a listening lesson: pre-listening; whilelistening and post-listening. The sample populations are 35 students from class:
10A10.
4. Significance of the study
First of all, this study brings benefits for the researcher‟s professional
development. The findings will indicate that whether top-down techniques is useful
to be applied to raise her students up in learning listening as well as raising their

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interest and attitude in learning English. As can be known, to learn a foreign
language well, learners need to develop all the four skills. Listening comprehension
is a very complex process that students often find most difficult in learning English.
This thesis, therefore, is carried out so as to help students to improve their listening
skills.
In addition, this study also contributes to develop the learning English
movement between the investigator‟s colleagues in her school or even from the

other schools. Most of her colleagues often claim that teaching listening often
causes stresses and demotivation because of students‟ attitude and their abilities in
learning listening. Therefore, this study can promote a movement or a competition
in finding the best ways to teach not only listening but other skills to improve
students‟ competence in learning English. The other teachers are able to express
their ability and creativity in teaching listening and contribute to enhance the quality
of teaching and learning English.
Moreover, the findings will help the researcher to realize her weaknesses in
teaching listening and from them she will improve to make them become more
suitable and better to her students‟ learning. This study also is considered as a report
for what the researcher did to deal with listening English problems in her high
school as well as finding a better way to improve her students‟ ability in learning
listening.
5. Design of the study
There are three main parts in this study:
Part A: Introduction, presents the rationale, research questions, aims, scope,
significance and design of the study.
Part B: Development, which is divided into 3 chapters:
-

Chapter I: “Literature review”, sets up theoretical background that is
relevant to the purpose of the study.

-

Chapter II: “Methodology”, indicates the setting, the participants, the methods

4

- Chapter III: “The study”, shows the way to collect data, the application of
top-down techniques on teaching and learning listening skill at Tam Duong
high school, the findings and some discussions.
Part C: Conclusion, summarizes the key issues in the study, giving the
implications of the study in which suggestions for improving listening skills to the
students at Tam Duong high school are proposed points out, the limitations and
provides some suggestions for further study.

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PART B: DEVELOPMENT
CHAPTER I: LITERATURE REVIEW
This chapter aims at providing a theoretical background for the study by
giving the concepts most relevant to the topic. Firstly, a number of the theory on
listening is introduced. Secondly, some difficulties in learning listening and some
problems in teaching listening skills are discussed. Finally, top-down processes
along with its techniques in teaching listening will be presented.
1.1. Theory on listening
1.1.1. Definitions of listening
It is believed that listening is a significant and essential area of development in
a native language and in a second language. Therefore, there have been numerous
definitions of listening (by Anderson and Lynch (1988); O‟Malley, Chamost and
Kupper (1989); Buck (2001)) which present different views of scholars towards the
concept.
According to Anderson and Lynch (1988), there are two influential views
about listening: traditional view and alternative view.
Traditional view considered listening as a passive language skill, like reading
skill. It means that learners learn in a passive way in listening lessons. The learners
tends to listen to the information which relates to their exercises without paying

sufficient attention in the discourse such as the background knowledge of the speakers
as well as their intentions, attitude, implication and other shades of meaning etc. This
leads to a serious problem: teachers merely test students‟ capacity of hearing and
remembering utterance they hear in the recording, not students‟ understanding of the
conversation or talk. In fact the learners are not provided enough information about
what they are going to hear before the tape plays and they cope with a wide range of
problems while they are listening and the result is that they cannot get any listening
experience from the teacher. For this perception, teaching listening, in the traditional
way, is thought as teaching listening for sounds not for meaning. Anderson and Lynch
criticized this view as inappropriate and inadequate.

6


On the other hand, alternative view considers the learner as an “active model
builder”. Listeners of this kind can combine the new information with their own
background knowledge to reach full comprehension of what has been heard. Both
researchers agree with this view, which emphasizes the active interpretation and
integration of listeners on incoming information.
According to Littlewood (1981), listening demands active involvement from
the hearer. In order to construct the message that the speaker intends , the hearer
must actively contribute knowledge from both linguistic and nonlinguistic sources.
Only by applying the knowledge of the language , can the hearer divide the
continuous stream of sound into meaningful units and only by comparing these units
with the shared knowledge between himself and the speaker , can the hearer
interpret their meaning. The nature of listening comprehension means that the
hearer should be encouraged to engage in an active process of listening for
meanings, using not only the linguistic cues but also has nonlinguistic knowledge.
1.1.2.

Listening process

A variety insights into the listening process have been developed in the past
40 years by Richards (1983); Anderson (1983; 1985); Wolvin and Coalky (1985);
Underwood (1989); Buck (2000). Listening to spoken language has been
acknowledged in second language theory to consist of active and complex process
that determines the content and level of what is comprehended. These processes use
utterance as the basis for constructing meaning based propositional presentations
that are identified initially in short term memory and stored in long term memory.
Anderson (1983; 1985) differentiates comprehension into three interrelated
and recursive process: perceptual processing, parsing and utilizing. During a single
listening event the processes may flow one into the other, recycle and may be
modified based on what occurred in prior or subsequent processes.
On the other hand, the conceptions of bottom-up and top-down processes in
comprehension are mentioned by some authors such as Lynch (1988), Nunan
(1999). According to them, bottom-up process refers to the listening process that

7


starts with discriminating sounds, identifying words and comprehending
grammatical structures and build eventually to comprehension of meaning. This is a
somewhat mechanistic or "data-given" (Brown, 1994) view of processing and has
been the focus in some styles of teaching.
Top-down process may be described as holistic or "conceptual driven" in that
they focus on the overall meaning of the passage and the application of schemata.
Schemata are mental frameworks based on past experiences which can be applied to
help us interpret the current situation. Inferring ideas, guessing words‟ meaning and
identify topics are all examples of top-down processing. As such, bottom-up process
sees language comprehension as a process of passing through a number of

consecutive sequences or levels and the output of each sequence becomes the input
for the next higher one.
Generally, the results of the studies, Bacon (1992) as well as O‟Malley
(1989), show that successful or effective listeners use more top-down strategies
compared with less successful or ineffective listeners. Moreover, ineffective
listeners are at a disadvantage because they fail to elaborate on what they hear; they
are not able to make the connections between what they hear and their own
„personal experiences‟.
1.2. Teaching listening skills
1.2.1. Stages of a listening lesson.
1.2.1.1. Pre-listening
According to Davies and Pearse (2000), it is a useful stage to prepare the
learners for what they are going to hear, arouses students‟ interest and provides
students with the purposes of listening, just as we usually prepare for real-life
situations.
Pre-listening stage consists of activities to help listeners get certain knowledge
related to listening text gradually. It is undeniable that learners will encounter
certain difficulties to do a listening lesson without being provided with the idea of
what they are going to hear. Even if the sounds or the words they hear are familiar,

8


they may still be unable to understand because they lack certain kinds of knowledge
of the topic, discourse or the relationship between the speakers. It is, therefore, of
great importance to let students know what to expect for the tasks before listening.
This kind of work is generally called pre-listening stage. According to Penny Ur
(1984), he states that “I t would seem a good idea when presenting a listening
passage in class to give students some information about the content, situation and
speakers before they actually start listening”.

With the aim is setting-up certain knowledge before listening to help the
students get the most of what they are going to hear. The main purposes of this
stage, therefore, are:
+ To motivate students to pay more attention to the listening text.
+ To activate or build students' prior topical and linguistic knowledge. It is

important for students to be able to relate what they already know to the
speaker's content.
+ To help the students match what they hear with their stored knowledge by

activating their prior knowledge about the coming topics.
+ To set purposes for listening: When students set purposes for listening, they

become active listeners who listen for something, not to it.
These purposes can be achieved by one of the following activities: the teacher
introduces the listening topic, gives background information, gives clear
instructions for the while-listening activity; or the students are given guidance on
the structure of what they are going to hear, discuss the topic situation, look at
pictures, read through the questions if asked. Each of the above activities will help
the students focus on the main points of listening passage by narrowing down the
things that the students expect to hear and activating their previous knowledge.
1.2.1.2. While listening
The while-listening stage involves activities that students are asked to do during
the time they are listening to the text. The purpose of while listening activities is to help
students develop their skills of eliciting messages from spoken language. Rixon (1986)

9


pointed out the purposes of while-listening stage is to challenge and guide students

to handle the information and the message from the listening text. Therefore,
activities of this stage must be interesting and carefully chosen.
To be effective activities, these while-listening ones should possess the two
following characteristics. Firstly, they should be interesting enough to make the
students want to listen and complete the activities. The topic, the content and the
length of the listening text as well as the students‟ interest decide the success of the
while-listening activities. If students have to do the same kind of work again and
again, they may get bored and lose their interest. Secondly, they should be things
that are within the capacity of most students. It is because failure can easily and
rapidly lead to de-motivation. The level of difficulty can be adjusted by giving
support (which can be done at the pre-listening stage). It is advisable to provide
while-listening activities which are a challenge for the more advanced students, but
not discouraging those who only gain little success.
Like choosing pre-listening activities, as suggested by Underwood (1990:49),
the teachers must consider a number of factors when choosing while-listening
activities as follow: the possibilities for varying the level of difficulty if needed, the
convenience of carrying out activities which need individuals to give oral responses
in the classroom, the possibility for the work to be done with the teacher present or
as self-study and either in a listening center or at home, material or ideas which
might be used for post-listening work, immediate feedback on the extent to which
the students have succeeded in the task
To conclude, "Good while-listening activities help learners find their way
through the listening text and build u p the expectation raised by the pre-listening
activities". (Mary Underwood, 1990:46).
1.2.1.3.

Post-listening

Post-listening stage relates to the activities which are done after the listening
is completed. Some post-listening activities are extensions of the work done at the

pre-listening and while-listening stages and some relate only loosely to the listening

10


text itself. This stage is also very importance, with certain purposes as well as
activities.
According to Underwood (1989), the first purpose of post-listening activities is
to check how well the students understood and whether they have completed the
listening task. The teacher may give an answer orally, showing the answer on the board
or on the over-head projector or ask students to check again the answer in the book.
Students can work in pairs to check each other‟s answer or work in group to discuss
any problem related to the listening text. The second purpose of the post-listening work
is to reflect on why some students have failed to understand or miss parts of the
passage.Another purpose of post listening activities is to expand the topic or the
language of the listening text. Students are asked to deal with activities which are more
or less general language learning activities. Sometimes, this does not mean that they
should not be done, but it should be recognized they do not give practice in listening
skill, although the additional language learning can well enable students to listen more
successfully in the future.The fourth purpose is to give students opportunity to consider
the manner and attitude of the speaker in the listening text. This is also important
because the listeners can see the aims of the speakers based on his/her attitude.

Additionally, the general factors listed in pre-listening and while-listening,
Underwood (1989) indicated that the attention should be given to the following
factors in selecting post-listening activities:
+ The amount of language works the teacher wish to do in relation to the

particular listening text.
+ The speaking, reading or writing skills should be included in the post-listening

work.
+ The students should work in pairs or in groups.
+ The chosen activity should be make motivating.

It can be seen that the learning language programme consists of four skills:
listening, speaking, reading, and writing. In fact, speaking, writing and reading can
arise from listening, especially from post-listening work. The order and organization of

11


a language lesson are usually not decided at the same time integrating these into
other language skill work. For instance, the students listen and respond in writing,
the teacher ask students to answer orally. Therefore, listening exercises always
involve in the rest three skills.
To achieve these mentioned purposes, the following are possible activities:
 The teacher give the answers orally, or show the answer on the black

board
 The teacher draw the students' attention to specific parts of the listening

text and focus on the forms and function, lexis, stress and intonation which
have caused problems for the students
 The students work in pairs to check each other's answer or in groups to

discuss any problems related to the listening text.
1.2.2. Top-down process
According to Jack and Willy “the top-down view suggests that the listening
actively constructs the original meaning of the speaker using incoming sounds as

clues. In this reconstruction process, the listener uses previous knowledge of the
context and situation within which the listening takes place to make sense of what
he or she hears. Context and situation includes such things as knowledge of the
topic at hand, the speaker or speakers and the relationship to the situation, as well as
to each other and prior events.” (p. 239).
Anderson and Lynch (1988 : 11) refer to such listeners as “active model
builder.” To arrive at such listening comprehension, they suggest that three sources
of knowledge are needed: schematic or background knowledge, context and
systemic knowledge.
Exercises that require top-down processing develop the learner‟s ability to
do the following:
+ Use key words to construct the schema of a discourse
+ Infer the setting for a text
+ Infer the role of the participants and their goals

12


+ Infer causes or effects
+ Infer unstated details of a situation
+ Anticipate questions related to the topic or situation

The following activities develop top-down listening skills:
+ Students generate a set of questions they expect to hear about a topic, and

then listen to see if they are answered.
+ Students generate a list of things they already know about a topic and

things they would like to learn more about, then listen and compare.
+ Students read one speaker‟s part in a conversation, predict the other speaker‟s

part, then listen and compare.
+ Students read a list of key points to be covered in a talk, then listen to see

which ones are mentioned.
+ Students listen to part of a story, complete the story ending, then listen and

compare endings.
+ Students read news headlines, guess what happened, then listen to the full

news items and compare.
Peterson (1991, p.114-121) suggested several techniques for teaching listening
comprehension. Top-down techniques are more concerned with the activation of
schemata, with deriving meaning, with global understanding, and with the
interpretation of a text. Below are some kinds of top-down exercises for beginners
(table 1.1).

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Goal
Discriminate
reactions
Get the gist or main idea
of a passage

Recognize the topic

1.3. Factors that make listening difficult in learning a foreign language
It is undeniable that listening is considered to be the most difficult among the four

skills. Therefore, there are a number of difficulties which students had encountered such as
different aspects of listening comprehension, factual or literal comprehension,
interpretation or critical listening. The followings are some potential problems that should
be paid attention to in order to help listeners feel self-confident to overcome them.

1.3.1. Inability to control over the speed of the speaker
In learning English, the greatest difficulty in listening comprehension is that
learners are not able to control the speed of the speaker. Learners often feel that the
utterances disappear before they can sort them out or they can get the message. When
they fail in sorting out the meaning of one part, the following will be missed. This can
lead to the ignorance of the whole chunk of discourse. Obviously they fail to listen.

14


1.3.2. Inability to concentrate
It is a major problem if learners lack concentration in listening work. This can
be caused by a number of things such as: the bad quality of machines, the poor
quality of listening materials. Other reason for loss of concentration is that the topic
is not interesting or not familiar and learners find it difficult to understand.
Sometimes, listeners easily lose their concentration, as they feel tired of making a
great effort to hear word by word. The break in attention, even very short, can
seriously impair the comprehension of the whole process of listening. Concentration
of the listener is considered vitally important in a successful listening lesson.
1.3.3. Problems in understanding different accents
Many foreign-language learners who are used to the accent of their own teacher are
surprised and dismayed when they find they have difficulty understanding someone else.
Some of them try to get over this at first by claiming that the second speaker‟s accent is
somehow inferior or wrong. But strictly speaking there is rarely such a thing as a “wrong”
accent, there are simply accent that are more or less difficult to understand- that is, broadly

speaking, ones that are more or less removed from the original variety learned. What we
can do is to try to give learners a reasonable familiarity with the two most useful English
accents - that is to say the British and American standard varieties-and then perhaps let
them have a taste of some others simply to open their eyes to the possibilities and give
them some practice in coping with them.

1.3.4. Problems in vocabulary limitation
When listening, there are words or phrases that are not known to the listeners.
This causes the listeners a lot in getting the message of the passage and this may
interrupt the listeners‟ concentration or thinking. The listeners have to try to follow
the speaker and sometimes they have to guess the meaning of a word or phrase
depending on the context. Teachers, therefore, should help the learners to know that
there is not equal importance for every word and there is no need for learners to
understand all the new words when listening.

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1.3.5. Teacher’s role in teaching listening
As many students feel afraid of listening, teachers should be a guide to help
them and encourage them. Teachers should give students practice in listening which
ask students to interpret and understand meaning, together with listening which
teaches learners about how English is actually spoken. That is, students need
practice in listening for meaning and instruction about how to do this.
According to Gardner and Lambert (1972), the way teacher presents the
contents must be dynamics and interesting to get students‟ attention. Besides, teachers
should have to look for activities and employ different techniques. Rost, M (1994)
stated that “language teachers need to provide various types of support to their learners
to help them develop listening skill. This includes talking to learner in the target
language, raising learners‟ awareness of their listening styles and strategies and

introducing a range of materials, speaking styles and listening situations”

Underwood (1989, p.22) indicates that teacher needs to provide planned and
systematic opportunities for their students to learn how to:
-

determine what an utterance or conversation is about.

-

establish who is talking and to whom.

-

recognize the mood and attitude of the speakers.

Part of the teacher‟s role is to ensure that the lesson proceeds in an orderly and
productive way so that the students feel secure, relaxed and unthreatened by the
listening tasks.
1.4. Summary
The chapter has presented the relevant literature, which has helped to form the
theoretical and conceptual framework for the study.
Firstly, a number of concepts about listening comprehension are given
according to some leading scholars and types of listening are presented.
Secondly, the investigator has shown the way how to teach listening skills (focus
on the stages of listening lesson which includes three stages: pre-listening; while-

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listening and post-listening) and introduces top-down process a way to help
teaching listening skill effectively.
Lastly, the difficulties which students may encounter when they listen are
presented to provide a general view for the readers. In addition, teacher‟s role is
also mentioned to confirm that teacher will do their best to help their students
overcome these difficulties in listening.

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