Tiến Sĩ Kĩ năng tiếp nhận và kĩ năng thực hành của sinh viên năm thứ nhất trong Đại học Thái Nguyên: Cơ sở c

TABLE OF CONTENTS
Page
TABLE OF CONTENT i
LIST OF TABLE iii
CHAPTER
I. THE PROBLEM . 4
Introduction . 4
Statement of the Problem . 10
Scope, Delimitation and Limitation of the Study . 12
Significance of the Study 13
II. REVIEW OF LITERATURE 15
Conceptual Literature . 15
Research Literature 34
Synthesis 40
Theoretical Framework . 43
Conceptual Framework 46
Hypothesis 48
Definition of Terms . 48
III. RESEARCH METHOD AND PROCEDURE 51
Research Environment 51
Research Design . 53
Subjects of the Study 53


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


2
Data Gathering Instrument 55
Data Gathering Procedure 57
Statistical Treatment of Data . 58
IV. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA 59
INTRODUCTION . 83
V. SUMMARY, CONCLUSION AND RECOMMENDATION 101
Conclusions 111
Recommendations: 112
BIBLIOGRAPHY 113
APPENDICES 124
A. Letters of Request
B. Questionnaires
C. Documentations
CURRICULUM VITAE


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


3
LIST OF TABLES

Table Title Page
1 Distribution of Sample Respondents . 54
2 Gender Profile of the Student Respondents . 59
3. Residence Profile of the Student Respondents 62
4. Parent's Education Profile of the Student Respondents . 63
5. Years of Exposure to English Media of the Student Respondents.
6. Type of English Media Exposure of the Student Respondents . 65
7. Level of student's performance in the listening skill test. 66
8 Ranking of student's performance in the listening skill test
according to degree of difficulty . 78
9. Ranking of student's performance in the speaking skill test
according to degree of difficulty . 79
10. List of 8 listening and speaking skills validated to be employed.
in teaching the Basic English course by the respondents
11. List of 8 listening and speaking skills and their frequency of use
by the respondents. . .
12. List of 8 listening and speaking skills and their degree of
importance. .
13. Parameters used as basis for the design of remedial learning
and speaking activities. . 80


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


4
CHAPTER I
THE PROBLEM

Introduction
In the day to day life, language plays a very vital role in
communication. Most of daily activities need the interplay of these four
language skills listening, speaking, reading and writing. A balance among
them should be required for an individual to become an efficient and
effective speaker of the language but there seem to be factors that lead to
its incompleteness causing problems to users of the second language.
It has been claimed that over 50 percent of the time that students
spend functioning in a foreign language will be devoted to listening
(Nunan,1998). Despite this, among the four language skills, listening is
taken for granted, it is least understood and most overlooked. Since the
natural precursor to speaking is listening, in a person‟s first language, the
early stages of language development are dependent on listening. In first
language education on going attention is needed for both listening and
speaking development. Before, first language speakers were taken for
granted in terms of instruction relative to reading and writing but not for
listening and speaking because these skills were acquired by native
speakers automatically.


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


5
In the 1980‟s, listening had a very important role in second language
learning. This notion resulted to a corresponding drop in the importance of
speaking in the early stages of learning and that even in a course it is
discouraged to speak early. Based on the insight on what it means to learn
a language support the contention of giving emphasis to listening and delay
speaking.
One way of learning the language is attributed to listening. There are
approaches to language teaching that gave importance to listening. Nord‟s
(1980) view was clearly expressed when he stated that some people now
believe that learning a language is building a map of meaning in the mind
and these people believe that talking may indicate that the language was
learned, but they do not believe that practice in talking is the best way to
build up this cognitive map in the mind and in doing this, they feel that the
best method is to practice listening. Through listening, the learner is given
information from which the knowledge necessary for using the language is
built up. The learner can start speaking when knowledge is built up.
There are many benefits if learners concentrate to listening and delay
speaking. One of these is cognitive benefit wherein there will be no
overloading relative to focus of the learner on two or more skills. Another is
the speed of coverage, wherein, since receptive knowledge grows faster
than productive knowledge, there is a possibility to experience and to learn


THAI NGUYEN UNIVERSITY
Socialist Republic of Vietnam



BATANGAS STATE UNIVERSITY
Republic of the Philippines


6
more about language through listening. Further, there is a strong effect on
motivation if there is a move to realistic communicative listening activities. It
is a psychological benefit also to have listening activities involved in
language learning as it reduces stress and in independent learning these
activities are well suited.
Listening before is viewed as passive process wherein the listener
acts as receiver of information transmitted by the speaker. Recently, a
much more active and interpretive process is attributed to listening as the
message is not fixed since it is created through interactional space between
participants. Listeners constructed meanings that are shaped by context
through the act of interpreting meaning, rather than receiving it intact
(Lynch, 2002).
Listening comprised not only of one skill but varied sub- skills. There
is better performance in comprehension questions for listeners with more
skills. A fundamental platform for second language development and
content learning is provided through experiences with meaning-focused
listening. Directed attention to perceptual processing and parsing skills
enriched these experiences. Finding an appropriate balance between
providing opportunities for listening skill development through meaning –
focused listening and through language learning focused listening which
focuses on bottom-up listening practice is needed by teachers.