Nghiên cứu khoa học sinh viên ngành ngôn ngữ Anh

BÁO CÁO TỔNG KẾT
ĐỀ TÀI NGHIÊN CỨU KHOA HỌC CỦA SINH VIÊN
THAM GIA HỘI NGHỊ SINH VIÊN NCKH NĂM HỌC 2020-2021

CHALLENGES FACED BY K18 ENGLISH MAJORS AT HAI PHONG
UNIVERSITY IN STUDYING ADVANCED INTERPRETATION AND
SUGGESTED SOLUTIONS.

Sinh viên thực hiện: Vũ Thị Bảo Linh

Nam, Nữ: Nữ

Dân tộc: Kinh
Lớp, khoa: Đại học ngôn ngữ Anh5.K18 – Khoa Ngoại Ngữ
Năm thứ: 4

Số năm đào tạo: 4

Ngành học: Ngơn Ngữ Anh

Người hướng dẫn: ThS. Đồn Văn Giao

Hải Phòng, tháng 4 năm 2021
COMMITMENT
I hereby declare that the thesis on the topic "Study on the components of brand
value to business activities of Trung Nguyen Coffee Corporation is based on the


customer's point of view." This is my personal research project. All data used for
analysis in the thesis and research results are my own research and analysis,
objectively, honestly, with clear origin and have not been published in any form. I

take full responsibility for any dishonesty in the information used in this study.”

ACKNOWLEGEMENTS
In the process of completing this study, I have faced up with a lot of problems with
lexicology as well as the way to express my ideas. However, thanks to the assistance and


encouragement from my teacher, my family and my friends, I have surpassed these
difficulties and completed the study successfully.
Firstly, I would like to express my deepest gratitude to my supervisor, Mr. Doan
Van Giao, whose suggestions, guidance, advice and critical comments have helped me to
improve my study a lot.
Secondly, I am much obliged to all my teachers at Foreign Languages Department
in Haiphong University for their lessons during fours years that formed the basis of my
study.
My sincere thanks are delivered to my parents and friends for their encouragement
and assistance in the process making the study. Especially, I also appreciate the enormous
support provided by the fourth-year English majors in Haiphong University for their
enthusiastic participation in the survey.
Last but not least, I am also grateful to the authors and publishers whose research
results helped me build the foundation in my study.

TABLE OF CONTENTS
PART I: INTRODUCTION................................................................................................6
1.1

Rationale...............................................................................................................1


1.2

Aims of the study..................................................................................................2

1.3

Scope of the study.................................................................................................2

1.4

Research questions................................................................................................3

1.5

Research methods...............................................................................................3

1.6

The design of the study........................................................................................4

PART II: DEVELOPMENT................................................................................................5
CHAPTER 1: THEORETICAL BACKGROUND.............................................................5
1.1

Interpretation.........................................................................................................5

1.1.1 Definition of interpretation..................................................................................5
1.1.2 Types of interpretation.........................................................................................6
1.1.3 The process of interpreting..................................................................................9
1.1.4 Importance of Interpretation..............................................................................10
1.2

Common challenges in studying Advanced Interpretation...................................10

1.2.1 Listening...........................................................................................................12
1.2.1.1 Problems from the speakers............................................................................12
1.2.1.2 Problems from the content..............................................................................14
1.2.1.3. Problems from the listeners...........................................................................16
1.2.1.4. Problems result from physical settings..........................................................16
1.2.2. Memory............................................................................................................17
1.2.3 Note taking........................................................................................................20
CHAPTER 2: METHODOLOGY....................................................................................22
2.1 Participants...........................................................................................................22
2.1.1 The subjects.......................................................................................................22
2.2. Data collection instruments....................................................................................22
2.2.1 Questionnaire....................................................................................................22


2.2.2 Research procedure...........................................................................................23
CHAPTER 3: RESULTS AND DISCUSSION.................................................................24
CHAPTER 4: SUGGESTIONS ON TECHNIQUES TO DEAL WITH THE
CHALLENGES IN LEARNING ADVANCED INTERPRETATION..............................32
4.1. Suggestion on improving listening skills...............................................................32
4.2. Suggestion on improving memory..........................................................................33
4.3. Suggestion on improving note-taking.....................................................................35
PART III: CONCLUSION................................................................................................37
3.1. Summary................................................................................................................37
3.2. Limitations..............................................................................................................39
3.3. Suggestion for further study...................................................................................39
REFERENCES
APPENDIX

LISTS OF CHARTS

Numerical
Name of chart
order
1
The student’s attitude towards Advanced Interpretation subject

Page
24

2

Statistics about problems from topics

25

3

The frequency of studying Advanced Interpretation of the
students at home

26

6


LIST OF TABLES

Numerical
order
1

Name of table

2

The student’s options towards the advantages of practicing
interpreting
The students' common challenges in learning Advanced

3

Interpretation
How students deal with an interpretation task

4

The ways students often apply to improve their interpretation
skills

7

Page
27
28
29
30

8


ABBREVIATIONS

SL

Source Language

TL

Target Language

STM

Short Term Memory


PART I: INTRODUCTION
1.1 Rationale
In the period of industrialization and modernization, English plays an importance role.
Because it is a global language, children in many countries started learning English at the
very young age and it became the subject that students have to learn at school. There are
several reasons which make learning English important and necessary. First of all, English
is the most common language in the world. According to Wikipedia, English is the official
of fifty-three countries, and English is spoken as the first language by around 400 million
people around the world. There are a lot of people speaking English as the second
language or at least understand English. English is the third language which is widely

used only just after Chinese and Spanish. Secondly, English is the language of science,
computers, diplomacy and tourism. Understanding English increases our opportunities of
getting a good job in a multinational company of finding a work abroad. In addition,
English is the language of media industry. If we are able to understand well, we will not
need to rely on the translations and subtitles anymore to enjoy favorite books, songs, films
and other kinds of entertainment. English is also the language of the Internet. Many useful
websites are written in English, so understanding English is the first step to access these
websites to find information and knowledge. Thirdly, English is based on a simple
alphabet, so it is easier and quicker to learn than other languages. According to the survey
of The Daily Telegraph (2012), English was the easiest language to learn in the world, and
being fluent in English would become the foundation for learning other languages such as
Spanish, Dutch or French. Obviously, we cannot deny the importance role of learning
English.
In Vietnam, the demand of learning and using English has been increasing when
Vietnam became one of the members of the Association of Southeast Asian Nations
(ASEAN) and World Trade Organization (WTO) in 2006. Hence, there are many
difficulties in communicating with international friend. Vietnamese should improve their
English knowledge, especially translation and interpretation which are considered as a
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bridge helping Vietnam connect with partners, enhance international economy and
exchange our culture with other countries in the world. Therefore, the demand of
professional interpretation is getting more and more necessary than ever.
Practically, interpretation is essential to learn, but it does not mean that it is simple to
learn for students. To master interpretation is not easy for people who learn English. At
Haiphong University, after studying Interpretation I and Interpretation II courses, all the
K18 English majors have to learn Advanced Interpretation to improve their interpreting
skills. Many students have faced with many challenges when interpreting the speech from
their mother tongue into English and vice versa. This can be very difficult for learner and

after the final exam, there was not a large number of those who get the high score in
Advanced Interpretation subject. The question: “Why so many students do not get the
high score in this subject and how to help the next generation of students improve their
interpreting skills” made me wonder. Then I decided to choose: “Challenges faced by K18
English majors at Haiphong University in studying Advanced Interpretation and
suggested solutions” as the topic of my graduation paper. I hope that with my little
knowledge, my study will be helpful and contributive to help students understand the
challenges and overcome these obstacles in the process of learning this subject as well as
get the high scores in their exams.
1.2 Aims of the study
Interpretation has been considered and written by many researchers about many
aspects. All the researchers want to go deeply into the matter in different ways.
For this study, I expect to point out two main aims. Firstly, this study is to find out the
challenges faced by the fourth-year English majors at Haiphong University in
interpreting, which bases on the survey by questionnaire. Secondly, I intend to make some
suggestions to improve the students’ interpreting skills.
1.3 Scope of the study

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Interpretation is a complicated problem attracting the attention of many famous
researchers. However, for the limitation of time, knowledge and experience, it is
impossible for me to mention deeply all the aspects of interpretation.
The targeted subjects of this research are all the K18 English majors at Haiphong
University
The objects of this study are the challenges faced by K18 English majors at Haiphong
University when studying Advanced Interpretation.
1.4 Research questions
In order to reach the aims of the study, two research questions are formulated as

follows:
- What challenges do the K18 English majors at Haiphong University face when
studying Advanced Interpretation?
- What should be done to improve the students’ interpreting skill?
1.5 Research methods
This is the first time I research on interpreting skill so I have a big ambition to be
successful for my University graduation. In order to study the matter, I use methods
mentioned below:
- Collecting the useful information, definitions and other studies on interpretation
from a variety of related and reliable documents, such as books, e-documents on the
Internet; then choosing my own approach.
- Conducting a survey by delivering the questionnaire to collect data from students
at 5 K18 English classes.
- Analyzing the data
1.6 The design of the study
To obtain the aim of creating an easy and understanding study, this study consists
of the following parts:
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Part I: Introduction
This part will give readers an overview of the study including the reasons why
choosing the topic of the study, the aims, the scope, the methods and the design of the
study.
Part II: Development
This part consists of three chapters:
Chapter I: Theoretical background.
This chapter provides readers with the basic knowledge relating to interpretation
such as: the importance, strategies and difficulties in interpretation
Chapter II: Data collection and discussion

In this chapter, I will show the methods carried out during the research process.
Then I will analyze the results from the survey and make some remarks on the issue in the
research
Chapter III: Suggested solutions to improve students’ interpretation skill
I will give suggested solutions to improve students’ interpretation skill in this
chapter.
Part III: Conclusion
The final part will summarize the main contents of the study and comment limitation of
the study and suggestions for the further study.

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PART II: DEVELOPMENT
CHAPTER 1: THEORETICAL BACKGROUND
1.1 Interpretation
1.1.1 Definition of interpretation
There are a lot of concepts of translation that have been discussed and presented
by many scholars with different perspective for many historical periods.
Interpretation may have a wide range of meanings for people based on their
background, training, or experience in the interpretive profession. However, I feel that the
best definition of interpretation is the one developed by a task force of Interpretation
Canada which set out to develop the definition that would be used within Canada (1976).
That definition has been picked up over the past 17 years by many other organizations,
and is the one most often taught in university courses in interpretation. This definition is:
"Interpretation is a communication process, designed to reveal meanings and relationships
of our cultural and natural heritage, through involvement with objects, artifacts,
landscapes and sites." - Interpretation Canada. It should be stressed that interpretive
communication is not simply presenting information, but a specific communication
strategy that is used to translate that information for people, from the technical language

of the expert, to the everyday language.
The basic definition of interpretation, according to the Webster dictionary is the
“action of explaining the meaning of something; the way something is explained or
understood”. In terms of language, the definition of interpretation should be broader:
rendering a spoken or signed message into another spoken or signed language,
preserving the register and meaning of the source language content.
Interpretation is the act of explaining, reframing, or otherwise showing your own
understanding of something. A person who translates one language into another is called
an interpreter because they are explaining what a person is saying to someone who doesn't

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understand. Interpretation requires you to first understand the piece of music, text,
language, or idea, and then give your explanation of it.
NAI (National Association for Interpretation) defines interpretation as "a missionbased communication process that forges emotional and intellectual connections between
the interests of the audience and the meanings inherent in the resource."
All above definitions of interpretation share the same idea that interpretation is the
process of explaining a speech from one language into another language, which remains
equivalence of content, message as well as purpose of communication.
1.1.2 Types of interpretation
Practically, there are some kinds of interpretation that have their own
characteristics and forms. With different criteria, we have different classifications. Some
kinds of interpretation are found because of the differences and similarities of the source
structures, different kinds of speech that are going to be translated and different purposes
of interpretation. “There are two main types of interpretation, namely: consecutive and
simultaneous interpretations”
 Simultaneous interpretation
Simultaneous interpretation (also known as simultaneous or conference translation)
is where one or several speakers make a speech in a language and one or two interpreters

simultaneously reproduce the same speech or presentation in the language of the listeners.
Two interpreters usually work in each booth for the same combination of languages and
interpret as a team by alternating every 25 minutes.
There are occasions when this kind of one-way interpretation is not possible
because there is more than one passive language (speakers) and more than one active
language (interpreters). In these cases relay interpretation is used where the interpreters
do not interpret from the original language of the speech but do so from an interpreted

6


language which serves as a link between the original and target language. The language
that is used between the original and the target language is called the pivot language.
In order for this interpretation to work correctly it is necessary to have audiovisual
equipment made up of audio cabins, wireless receivers, speaker systems, microphones,
monitors, and a sound technician who will coordinate the correct operation of each of
these components.
There are times when the interpretation is carried out using a system that consists of a
radio-frequency transmitter and receivers, without a soundproof cabin. Due to the
lightness of the equipment, this is useful in certain circumstances, such as visits to
facilities; as it allows delegates and interpreters to move around easily. However, it can
never substitute the role of a cabin when dealing with a conference, as there would be
sound interference.
 Consecutive interpretation
In consecutive interpretation a speaker makes a speech or presentation in a language
and an interpreter who is at his/her side reproduces the same speech in the language of the
listeners.
The speaker pauses in his speech from time to time so that the interpreter can
intervene and reproduce his/her speech in the language of the listeners. The speaking
times of the speaker and the interpreter are usually agreed upon before the speech starts,

but usually last around 3-5 minutes in speeches and presentations and the time required in
negotiations and meetings.
Consecutive interpreting is normally used in bilateral meetings, negotiations, press
conferences, interviews, meals, welcome speeches and also in speeches and presentations.

7


The interpreter must take the necessary notes which will allow him/her to accurately
reproduce the speaker’s speech.
Furthermore, according to website Dixit, besides consecutive and simultaneous
there are other types of interpretation. That is: liaison and escort interpretation, whispered
interpretation and sworn interpretation.
When studying Advanced Interpretation, students have to follow Consecutive
interpretation.
 Liaison and escort interpretation
In liaison and escort interpretation an interpreter works as a liaison between 2 or more
people who speak different languages. The liaison interpreter interprets the contents of the
speech of each of the speakers in both directions.
An escort interpreter performs the same functions as the liaison interpreter and also
accompanies the client to any site they may need to go.
This may be on business trips, dealings with foreign people in international agencies,
sightseeing, etc.
 Whispered interpretation
In this type of interpretation the end listener hires an interpreter that interprets only for
him/her given that the native language of this listener is different from that of the rest of
the listeners in the hall or meeting.
As the name implies, the interpretation that is carried out is simultaneous and in a low
voice so as not to disturb the rest of the listeners. This interpretation is not frequently used
and is typically for short presentations. It is one way. It is also known as chuchotage

interpretation
8


 Sworn interpretation
Sworn interpretation is mainly carried out in Courts. However, it can also be carried
out in notarial acts and in the private sector such as in the signing of agreements between
companies, resolution of contracts, etc. Sworn interpretation is like liaison interpreting but
approved by a sworn interpreter appointed by the Ministry of Foreign Affairs, who has
obtained the title of sworn interpreter once he/she has passed a series of translation tests.
Once the interpreter has finished, he/she must sign and swear everything that has been
interpreted orally or in writing.
1.1.3 The process of interpreting
Casey Loftin describes that there are five steps to interpret one speech from one
language into another language
 Step 1: Take in Source Language
You must be physically able to hear or see the source
Use context clues when necessary
Use Bilingual-Bicultural Competence
Make sure you are always using proper social skills
 Step 2: Analyze Deep Structure Meaning
You must make sure you are thinking about the meaning of the message you are trying to
convey
Use your critical thinking skills
Be fluent enough in each language to recognize any unstated but clearly implied
information.
 Step 3: Apply Contextual/ Schema Screen
Be able to identify the overall goal of the participants in the interaction

9

Recognize the similarities/ differences in background and experience of all parties
involved
Understand the level of formality in the setting in which you are interpreting
 Step 4: Formulate/ Rehearse Equivalent Message
Be able to present the same dynamic impact from one language to the other
Make proper cultural and linguistic choices
Acknowledge the parameters of the target culture
 Step 5: Produce Target Language Interpretation
Always know the speaker goal
Only make linguistics expansions if absolutely necessary.
1.1.4 Importance of Interpretation
Nowadays, Interpretation plays an importance role in our daily life. Many fields,
contents of human lives such as: economy, social, education, politics, tourism, technology,
science … use the specialized materials which need to be interpreted from the original
language to another language. In the process of integration and development especially
when Vietnam has become a member of World Trade Organization, the demand of having
expert interpretation is necessary and significant. It is true that all of the contracts, emails,
agreements, or conventions… need to be interpreted exactly and effectively to avoid some
regrettable misunderstandings. Interpretation helps people to overcome the barriers of
cultural and language. We can never know how many languages being used in the world
today. It is estimated that there are two or three thousand languages being used in the
world, but some other says the number may be eight thousand. Since communication
within only one speech community is not enough, certainly there has a great number of
times arisen a situation in which some individuals are unable to understand the words or
expressions of others. This phenomenon creates a barrier to understand whenever people
try to communicates across a great distance of space or across a great interval of time. But
something has to be done to overcome to obtain the foreign language. Therefore,

10


interpretation may be considered as the most universally accepted solution for
overcoming the obstacles.
1.2 Common challenges in studying Advanced Interpretation
Melville Jackson stated that: “One of the primary problems related to consecutive
interpreting is the fact that it is made up of a number of operations which have to be done
at the same time. These require a high of processing capacity of the interpreter”. An
interpreter has to perform a number of tasks at the same time such as:
 Listening:
He/ She has to listen to the speaker and also analyze what he/ she is saying
 Short-term memory:
This is one of the most difficult parts of the entire process. He/ She has to remember
the information from the speaker until it can be altered in the TL.
 Production:
He/ She has to come up with a TL to reproduce the speech of the speaker.
On the other hand, during the reformulation process an interpreter has to go through
another set of operations which include:
 Note reading:
An interpreter is required to know and if required decipher the notes which he/ she has
written.
 Long term memory:
This is another difficult part of any interpreter’s work. He/ She should retrieve all the
knowledge of which is stored in the short-term memory and construct the content of
the speech in the TL.
 Production:
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Finally, he/she has to reproduce the whole speech from the speaker in the TL.
English is the remote dialect of understudies and therefore the speaker frequently
makes a quick discourse. In this manner, understudies regularly have inconveniences
primarily with tuning in, memory, and note-taking expertise. In case they will utilize
those abilities well, translation isn't an infinite bargain.
1.2.1 Listening
The first step of interpreting is to listen clearly and understand what the speech is
about so as to grasp the keynote. Listening well may be a great way to obtain information.
But it’s a posh process from “listening” to “understanding”. Agreeing to a few analysts,
“listening” is not a completely detached handle but or maybe a prepare of dynamic and
interlaced handling of information. An interpreter must try their best to recreate the
speaker’ words as complete and accurate as possible. Because of this reason, interpreters
need to be more concentrate to process the bulks of knowledge rapidly from the speeches
of the speakers.
Many interpreting students normally, face and encounter many challenges in
listening English. What are their issues? There is a part of analysts who have been carried
out to find out the difficulty in tuning in. The problems were accepted to cause by the
discourse rate, lexicon and pronunciation. As Nguyen Ngoan stated in “listening to VOA:
advantages, problems and solutions” the students have to face these three problems. First
of all, the students find it hard to know proper names as they have never heard about it
before. In other words, they have no background knowledge about what they are listening.
The second problem is believed to rise from the unfamiliar, uninteresting and too long
listening which makes the students feel strange, discouraged and bored of what they are
hearing. The last one is assumed to be about the sound connections and intonation spoken
by native speakers with different accents. According to Yagang, the issues in listening
were accompanied with the four following factors: the message, the speaker, the listener
and the physical setting. Furthermore, numbers of research have been carried out to select
the matter in listening. An able listener is capable of doing these four things
12

simultaneously. We think that strong students in our groups can also do these things
simultaneously and show their great progress.
1.2.1.1 Problems from the speakers
- The accents
First of all, many foreign language learners are shocked and alarmed when
listening to someone else but not their instructors since they are utilized to their teacher’s
complements. In addition, understanding the spoken form of language requires the
adaptation of the idiosyncrasies of a particular speaker. Ikeno and Hansen find that
differences accents cause lower accuracy. Complemented discourse has been found to
influence both the extent to which audience members effectively realize a speaker’s
message and the exertion included as audience members distinguish specific words within
the message. To some extent, in academic courses, the students are quite accustomed to
the native speakers like American or English; however, they will hear the speakers from
non-native speaking English countries as well. Subsequently, they cannot capture the
words or pass on the messages of the discussions and the broke down communication is
the result.
- The speed of the speakers
Secondly, the speed of the speakers also hinders the learners in their exertion of
learning English. Because the students cannot sort them out when listening before they
disappear. It is not the same as remaining reading text on the page for them to retrieve
whenever they need. Sometimes, while they are working with this portion, they miss the
subsequent portion. Most of the foreign language students perceive that native speakers
speak too fast and that makes it difficult for them to follow (Brown & Yule, 1983).
Similarly, Butt (2010) has the same ideas in negative impacts of the native speakers to
listening comprehension. This coincides with the results of the studies done by
Flowerdew and Miller (1992) who has reported that their subject unanimously rated speed
of delivery as one of the greatest obstacles to understanding. The students can play
recorded materials again and again until getting the knowledge.
13

- Hesitations and pauses: Hesitations and pauses in spontaneous speech cause
perceptual problems and comprehension errors for non-native speakers, according to
Hasan (2000). When individuals talk, they frequently falter, rehash themselves, say things
that are ungrammatical and alter their minds midway through a sentence. These items are
a normal highlight of discourse and may be either a offer assistance or a obstacle,
depending on the students’ level.
1.2.1.2 Problems from the content
- The density of information
It should be taken into consideration that thickness data is one of the troublesome
for the understudies, reagularly the tenderfoots. The dense passage is a long one (Rost,
2006) with the great amount of data included. Again, greater information density is
believed to make higher cognitive demands of L2 listeners, which may increase the effort
involved in listening comprehension (Gilmore, 2004).
- The complex text
In some cases, the organization of the text is rather complex. Cervantes and
Gainer (1992) found that listeners hearing a syntactically simplified version of a lecture
scored significantly higher on a recall test than did listeners hearing a more complex
version of the lecture. In this manner, on the off chance that the understudies don't have
capacity to draw a clear transparent of this content, they also come up short to capture the
data viably.
- The reduced form, elision and assimilation
In articulating clauses, the speakers crave to precise the implications successfully.
Thus, the words that play a less significant role in the message may be slurred or dropped,
and other words may be more unmistakable. According to Madsen and Bowen, spoken
English is particularly characterized by three features of sandhi-variation: contraction
(e.g., gonna, wanna, hasta), reduction (e.g., “could” /kʊd/ is reduced to /kəd/ in a sentence
like we could go to the park this afternoon), and assimilation (e.g., /hieɪʃtərləntʃ/ for “He
14

ate your lunch”). Johana pinpoints that accommodatory phonological processes affect
precisely the points at which the listener needs unambiguous information-namely word
beginnings and endings. To be more specific, students may have some inconveniences in
materials like assimilation, elision or linking word. Liaison (the linking of words in the
speech when the second word begins with a vowel, e.g., an orange) and elision (leaving
out a sound or sounds, e.g., suppose may be pronounced in rapid speech) are common
phenomena that make it difficult for students to distinguish or recognize individual words
in the stream of speech. They are used to seeing words written as discrete entities in their
textbooks.
- The intonation and stress
One of the outstanding features of English is stress and intonation. The aim of
stress is to highlight substance words to communicate the meaning. Understudies by one
means or another cannot recognize between the substance and function words. Moreover,
they don't know the reality that words in talked persistent discourse are regularly not
given the same push as they are said in segregation. As a result, they cannot listen the
word that they as of now know. Moreover, students sometimes fail to recognize the
acknowledge use focuses in tuning in since of the stretch.
- The noise and redundancy
When listening, the listeners often have to cope with the amount of noise. Some
words are may be suffocated by exterior impedances, such as the encompassing sounds.
The foreign language learners must put more effort to understand the meaning among
these noises. Sometimes, they cannot get the purpose because of the interruption of noise.
Besides, redundant utterances may take the form of repetitions, false starts, rephrasing,
self-corrections, elaborations, tautologies, and apparently meaningless additions like “I
mean” or “you know”. This redundancy could be a natural feature of speech and may be
either a help or a hindrance, depending on the students’ levels. It may make it more
difficult for beginners to grasp what the speaker is saying; on the other hand, it may give
advanced students more time to “tune in” to the speaker’s voice and speech style.

15


- Discourse markers: Apart from the above difficulties, failure to acknowledge
signal words of the speakers is also an obstacle to the learners. The speakers use the
discourse makers to point out that they are moving the ideas, giving examples, or
repeating the previous points (Underwood, 1989). Being unable to attention to these
markers will prevent the learners from following the continuous stream of the speech.
1.2.1.3. Problems from the listeners
• The first problem students have is predicting what the speaker is going to
mention. In many cases listeners cannot predict what speakers are going to say, whether it
is a news report on the radio, an interviewer's questions, an ordinary discussion, etc. In
reality, the expectation brings approximately a variety of points of interest to understudies
in their tuning in their listening comprehension. According to Hasan, the problem is
believed to cause by the habit of listening to word by word. They do not focus on main
ideas which help them predict what is going to be talked about.
• The second problem is the limitation of vocabulary. Many people suffer from
incomplete comprehension. Some listeners thought that meaning resides within the
unfamiliar words in order that they require a massive sum of vocabulary. On facing a new
word, they have an inclination find out the meaning instead of infering it from the context
(Hasan, 2000).
• The third issue is recognizing the most focuses in listening comprehension. In
case understudies cannot get any primary focuses, disappointment will be an inescapable
result. Almost the students cannot recognize the most focuses in a tuning in since they
concentrate as well much on listening to word by word. In this way, they cannot recognize
the key words or the substance words of the tuning in assignments.
1.2.1.4. Problems result from physical settings
Unclear sounds resulting from poor-quality equipment can interfere with the
interpreter’s comprehension. In addition, in a crowded classroom, the students who sit at
the end of the classroom may not listen to the lessons clearly. According to

Chetchumlong, the scarcity of opportunities to pay attention to variety of spoken texts
16