TÂY NGUYÊN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES STUDIES

-------------------

THE OUTLINE OF GRADUATION ASSINGMENT

AN INVESTIGATION INTO HOW 10th GRADE STUDENTS

STUDY LISTENING SKILLS AT TRAN DAI NGHIA HIGH
SCHOOL

Supervisor: TRAN NGOC ANH, M.A

Student: Nguyễn Thị Thủy

Student Code: 20702585

Class: English Linguistics Course 2020

DakLak, May 2022

i
 TÂY NGUYÊN UNIVERSITY

FACULTY OF FOREIGN LANGUAGES STUDIES

-------------------

THE OUTLINE OF GRADUATION ASSINGMENT

AN INVESTIGATION INTO HOW 10th GRADE STUDENTS

STUDY LISTENING SKILLS AT TRAN DAI NGHIA HIGH
SCHOOL

Supervisor: TRAN NGOC ANH, M.A

Student: Nguyễn Thị Thủy

Student Code: 20702585

Class: English Linguistics Course 2020

DakLak, May 2022

ii
 CHAPTER I: INTRODUCTION
1.1. Statement of the problems
In the trend of modernization, English is a wisely used language in the world
with more than 400 million users. It also plays an important role in the
development of culture, politic, society, science, technology, international
relationship… Therefore, the demand for teaching and learning English is
rising.
In learning new language, listening is a significantly essential skill. Listening
has an important place in four major skills. Even though the others such as
reading, speaking and writing are essential to develop language proficiency.
Listening contributes primarily for learning English. However, listening is
overlooked at many high schools in Vietnam. This is due to the fact that many
students at high school have big difficulties when learning listening skills.
When I had two weeks at No Trang Long high school, I was surprised that
some students here are good at listening skills. Beside learning on the class,
they spent much time for self-study as much as possible. However, there are
some problems when learning listening. In the other word, it is significantly
important to determine the appropriate ways that they use to learn listening
and provide some recommendations to help them learn better.
Due to these reason, the research entitled “An investigation into how tenth
grade students study listening skills at Tran Dai Nghia high school” was
conducted.
1.2. Objectives of the study.
The study aims:
- to find out how tenth grade students at Tran Dai Nghia high school learn
listening strategies.
- to provide some useful suggestions to help tenth grade students at Tran Dai
Nghia high school learn better.
1.3. The outline of the study.
The study consists of five chapters:

1
Chapter I: INTRODUCTION, covers the statement of the problem, the
significance of the study, the objectives of the study and the outline of the
study.
Chapter II: LITERATURE REVIEW, is a review of literature on the topic.
The literature includes a number of previous studies and articles.
Chapter III: METHODOLOGY, presents the subjects of the study, the
scope of the study, the contents of the study and methodology of the study.
Chapter IV: FINDING AND DISCUSSION, presents the findings and
discussion. It includes the results of the analysis of collected data.
Chapter V: CONCLUSION AND RECOMMENDATION, give
conclusions and recommendations of the study.

1.4. Significance of the study.

The findings from collecting and analyzing the strategies that tenth grade
students use to learn listening skills are believed to be important and essential.
The findings of research would help high school students learn listening in
particular and others skills in general better.

2
 CHAPTER II: LITERATURE REVIEW
This part is a review of literature on the topic. The literature includes a
number of previous studies and articles.
2.1. Definition of listening.
2.2. Listening strategies
2.2.1. Metacognitive strategies
2.2.2. Cognitive strategies
2.2.3. Social/Affective strategies
2.2.3.1. Social strategies
2.2.3.2. Affective strategies
2.3. Previous researches

3
 CHAPTER III: METHODOLOGY
This part presents subjects of the study, the scope of the study, the contents of
the study and the methodology of the study.
3.1. Subjects of the study
The target participant of the study is tenth grade students of Tran Dai Nghia
high school, who are attending school year 2021-2022. The pilot study and
the real study were conducted when they were at the second semester in 2012.
In the paper, fifty students of five grade 10 at Tran Dai Nghia high school
were chosen for the research.
3.2. Scope of the study.
The main key of the study is “listening strategies” which call for a variety of
processing and techniques. The main purpose of the study primarily focuses
on listening strategies that tenth grade students at Tran Dai Nghia high school
use and some suggestions to help them to overcome the difficulties in learning
listening and learn better.
3.3. Research questions.
The study is carried out to find out listening strategies the tenth grade students
at Tran Dai Nghia high school use. Particularly, the study is to provide the
answers to the following questions:
- What listening strategies are tenth grade students at Tran Dai Nghia high
school using?
- What are the most effective listening strategies?
3.4. Research methods.
The major method used in the study are questionnaire. Questionnaire was
used as the main research instrument because the study aimed to exploit a
large number of participants.
The questionnaire consists of 20 questions in order to investigate the listening
strategies of tenth grade students at Tran Dai Nghia high school. The
questionnaire includes:
- Question 1, 10, 21 aim to investigate “pre-listening strategies”.

4
- Question 4, 9, 17 aim to investigate “while-listening strategies”.
- Question 2, 7, 15 aim to investigate “post-listening strategies”.
- Question 5,8, 11 aim to investigate “top-down strategies”.
- Question 3, 6, 12 aim to investigate “bottom-up strategies”.
- Question 16,18, 19 aim to investigate “social strategies”.
- Question 13,14, 20 aim to investigate “affective strategies”.
The questionnaire was written in English and then translated into Vietnamese
when being distributed to students.
Data will be collected and analyzed.

5
CHAPTER IV: FINDING AND DISSCUSSION
REFERENCES
IN VIETNAMESE
Hoàng Văn Vân (2006). Tiếng Anh 10. NXB GIÁO DỤC VIỆT NAM.
IN ENGLISH
1. Brindley, G., P. (1982). Listening proficiency descriptions. Sydney:
Adult Migrant Education Service.
2. Brown, A. C-S. (2001). The impact of vocabulary preparation on L2
listening comprehension, confidence, and strategy.
3. Ellis, Graham, S., Santos, D., & Vanderplank, R. (2008). Listening
comprehension and strategy use: a longitudinal exploration. Thompson, I.
and J.
4. Ferris, D. and Tagg, T. (1996). Academic Listening/Speaking Tasks for
ESL students: Problems, Suggestions, and Implications. TESOL
QUARTERLY Vol. 30, No. 2, Summer 1996
5. Rubin (1996): “Can strategy instruction improve listening
comprehension?” Foreign Language Annals 29-3, pp. 331-342.
6. Vandergrift, L. (1997). The comprehension strategies of second language
(French) listeners: A descriptive study. Foreign Language Annals, 30(3),
387~409.
7. Vandergrift, L. (1999). Facilitating second language listening
comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-
176.
8. Yagang, F. (1993). Listening: Problems and Solutions. English Teaching
Forum, January 31.
9. https://inclusiveschools.org/metacognitive-strategies/
10. https://inclusiveschools.org/metacognitive-strategies/

6
 PROCEDURES

Tasks Week Week Week Week Week Week Week Week

1 2 3 4 5 6 7 8
1. Finding the X
document
2.Writing the X
outline
3.Writing the X
literature
4.Writing the X
methodology
5.Collecting, X
surveying and
analyzing the data
6.Writing the X
findings and
discussion
7.Writing the X
table of content
8.Writing X
preferences,
appendices and
acknowledgement
9.Completing
Daklak, ....../...../..........

STUDENT
(signature, full name)

Nguyễn Thị Thủy

SUPERVISOR
(signature, full name)