A STUDY OF ENGLISH LISTENING STRATEGIES APPLIED BY ENGLISH NON-MAJORED STUDENTS AT TAY DO UNIVERSITY, VIETNAM

Hanh Thi Dang, Bich Van Au, Hai Thanh Chau

Abstract


Listening comprehension is one of the important skills for learning a foreign language. Among four basic skills in language leaning, many researchers say that listening skill is applied the most frequently. Therefore, strategies for listening comprehension and the ability to employ them effectively are indispensable in language learning. This paper was an attempt to investigate the listening strategies employed by English non-majored students at Tay Do University. A total of 64 students of two different majors at the university participated in this study to answer a widely used language learning strategy questionnaire. The questionnaire consists of 31 questions including metacognitive strategies, cognitive strategies, social and affective strategies. The data were analyzed by SPSS 11.5 program. The findings indicated that most students applied listening strategies with different degrees and they needed guidance from their instructors. Moreover, the study also presents the relationships among these listening strategies. Finally, the results of this study provide implications for improving the quality of teaching and learning listening skill in the Vietnamese context.

Article visualizations:

Hit counter


Keywords


English listening strategies; listening comprehension; English non-majored students

Full Text:

PDF

References


Barker, L., Edwards, R., Gaines, C., Gladney, K., & Holley, F. (1980). An investigation of proportional time spent in various communication activities by college students. Journal of Applied Communication Research, 8, 101-110.

Bird, D. (1953). Teaching listening comprehension. Journal of Communication, 3, 127- 130.

Brown, J. D. (1997). Designing surveys for language programs. Eric Document Reproduction Service: ED415700.

Carrier, K., A. (2003). Improving high school English language learners’ second language listening through strategy instruction. Bilingual Research Journal, 27(3), 383-408.

Chao, Y. G. (1999). EFL Listening Strategies by English Majors in Taiwan. Proceedings of the Sixteenth Conference on English Teaching and Learning in the Republic of China (pp. 465-479). Taipei, Taiwan, R.O.C. The Crane Publishing Co., Ltd.

Chamot, A. U., & Kupper, L. (1989). Learning strategies in foreign language instruction. Foreign Language Annals, 22, 13-24.

Chang, C-S. (2008). Listening Strategies of L2 Learners with Varied Test Tasks. TESL CANADA Journal, 25(2), 1-22.

Chiu, B. E. (2006). An Investigation of English Listening Strategies Used by Continuous Education Program Students in Taiwan. Retrieved October 30, 2008 from http://web.nanya.edu.tw/tcof/tcrd/word

Chu, S. H. (2004). The Effects of Vocabulary and Question Type Instructions on Listening Comprehension of EFL Elementary School Students. Unpublished Master thesis, National Cheng Kung University, Tainan.

Duffy, G. G. (2002). The case for direct explanation of strategies. In C. C. Block & M. Pressley (Eds.), Comprehension instruction: Research based best practices (pp. 28–41). New York: Guilford.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: Oxford University Press.

Ferris, D. (1998). Students' views of academic aural/oral skills: A comparative needs analysis. TESOL Quarterly, 32, 289-318.

Feyten, C. (1991). The power of listening ability: An overlooked dimension in language acquisition. Modern Language Journal, 75, 173-180.

Gilakjani, A. P & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2 (5), 977-988.

Goh, C. C. (2002). Learners’ Self-reports on Comprehension and Learning Strategies for Listening. Asian Journal of English Language Teaching, 12, 45-68.

Habte-Gabr, E. (2006). The Importance of Socio-affective Strategies in Using EFL for Teaching Mainstream Subjects. The Journal of Humanizing Language Teaching, 8(5). Retrieved September 10, 2009, from http://www.hltmag.co.uk/sep06/sart02.htm#C1

Hamzah, M. S., Shamshiri, K., Shamshiri, K. (2009). Effects of socio-affective strategy training on listening comprehension. European Journal of Social Science, 11(4). 690-697.

Hedge, T. (2005). Teaching and learning in the Language Classroom. Oxford: Oxford University Press.

Howatt, A. & Dakin, J. (1974). Language laboratory materials, ed. J. P. B. Allen, S. P. B. Allen, and S. P. Corder (EDS). 1974, 93-102.

Jou, Y. J. (2010). A Study of English Listening Strategies Applied by Technological University Students. Unpublished master thesis, Department of Applied Foreign Languages, Cheng Shiu University.

Lee, H. M. (1997). A Study of the Listening Comprehension Strategies of Junior College EFL Listening in Taiwan. Proceedings of the Fourteenth International Symposium on English Teaching. Taipei, Taiwan, R.O.C.: The Crane Publishing Co., Ltd.

Lu, P. H. (2008). English listening comprehension strategy used by students of pre-sessional courses of Northumbria University, Unpublished master thesis, Southern Taiwan University.

Luchini, P. L. & Agruello, M. (2009). Listening skill teaching: some pedagogical considerations. Iranian Journal of Language Studies (IJLS), 3(3), 317-344.

Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie Press.

Morley, J. (1999). Current perspectives on improving aural comprehension. http://www.eslmag.com/MorleyAuralStory.html (26 Feb. 1999).

Murphy, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly, 25, 51-75.

Oxford, R. (1990). Language learning strategies: What every teacher should know. Boston, MA: Heinle & Heinle.

O‘Malley, J. M., Chamot, A. U., Kupper, L. (1985). Learning strategies used by beginning and intermediate ESL students. Language Learning, 35, 21-46.

O‘Malley, J. M. & Chamot, A. U. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4): 418-437.

Peacock, M., & Ho, B. (2003). Student Language Learning Strategies across Eight Disciplines. International Journal of Applied Linguistics, 13, pp. 179-200.

Purdy, M. (1997). What is listening? In M. Purdy & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp. 1-20). Lanham, MD: University Press of America.

Richards, J. C. (2008). Teaching Listening and Speaking. Cambridge, England: Cambridge University Press.

Rubin, J. (1987). Learner strategies: Theoretical assumption, research history, and typology. In A. L. Wen Den & J. Rubin (Eds.), Learner strategies in language learning (pp. 15-30). Cambridge: Prentice-Hall International.

Scarcella, R. C., & Oxford, R. L. (1992). The tapestry of language learning: the individual in the communicative classroom. Boston, MA: Heinle & Heinle.

Underwood, M. (1989). Teaching listening. New York: Longman.

Vandergrift, L. (1997). The comprehension strategies of second language (French) listeners: A descriptive study. Foreign Language Annals, 30(3), 387-409.

Vandergrift, L. (2003). Listening: theory and practice in modern foreign language competence. Retrieved January 4, 2009, from http://www.llas.ac.uk/resources/gpg/67.

Wills, R & Guo, N (2006). An Investigation of Factors Influencing English Listening Comprehension and Possible Measures for Improvement. Retrieved March 12, 2011 from: http://www.aare.edu.au/05pap/guo05088.

Wolvin, A. D., & Coakley, C. G. (1988). Listening (3rd ed.). Dubuque, IA: Wm. C. Brown.

Yagang, F. (1994) Listening: Problems and solutions. In T. Kral (ed.) Teacher Development: Making the Right Moves. Washington, DC: English Language Programs Divisions, USIA.

Yan, F. (2006). Listening to the voices of pupils: An alternative route to a balanced curriculum for junior middle schools in China. Proceedings of the Asia Pacific Educational Research Association Conference, Hong Kong Nov 30th - Dec 2nd.

Zare-ee, A. (2007). The Relationship between cognitive and metacognitive strategy use and EFL Reading Achievement. Journal of Applied psychology, 2(5), 105-119.




DOI: http://dx.doi.org/10.46827/ejel.v6i3.3653

Refbacks

  • There are currently no refbacks.


Copyright © 2015 - 2023. European Journal of English Language Teaching (ISSN 2501-7136) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms.

All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).