With this in mind,I decide to conduct a study on effective tecniques to improve listening skill for students of Le Hoan High School.I do hope that this study can help students better their English learning and especially the learning of listening skill

 Table of contents
Page
 1. INTRODUCTION
Reason for choosing the study 2 
1.2. The aim of study 2
. The scope of the study 3
Methods of the study 3 
Design the study 3
 2. DEVELOPMENT 3 
2.1. Reasons for motivating students in listening lessons 3
 2.1.1. Students’ anxiety in listening lessons.
 2.1.2. Motivation
2.2. The reality of the taching and learning the listening skill. 
 7 
 2.2.1. An overview of listening
 2.2.2. Learner problems in listening comprehension
 2.2.3. Stages of listening lesson
2.3. Some effective techniques to motivate students to listen to EEnglish. 11
 2.3.1. Improving the teaching process
 2.3.2. Designing suitable tasks.
 2.3.3. Developing listening materials
 2.3.4. Suggestion for adapting listening activities in the textbook of English 10
2.4. The effectiveness of the research on education activties, with oneself, colleagues and schools 17
 3. CONCLUSION 18 
 4. REFERENCES 19
1. INTRODUCTION
1.1.	Reason for choosing the study
 	The ability to communicate in a foreign language is the greatest desire of the language learners and it is admitted that to be a language competent comunicator,the students need to master all the four language skills: listening,speaking,reading ,writing .
At high school level,it can be conceded that most of the class time is spent on learning grammar and vocabulary which are believed to be more important than the mastery of the four skills.Both the teachers and the students pay more attention to exam-oriented language so not enough attention has been paid to skills especially listening skill.However,it is time for teachers to realize that improving leaners’communicating skills is crucial as we should prepare them for era of globalization and integration.Also,when chances for overseas study are open for all learners,the requirement for learning language for communication is higher than before.
From informal interviews and short questionnaire,we have found out that most students at Le Hoan High School level have not enough time for language skills acquisition.More obviously,they have not paid due attention to and do not like listening skill because this skill was so challenging that the students often feel tired when learning.However,students also admit that language skill are very important to them and they study listening skill in order to communicate more effectively.
It is students’desire that drives me to find out the best ways to help students to master listening skill and I believe that the acquisition of this receptive skill can performance of others.
With this in mind,I decide to conduct a study on effective tecniques to improve listening skill for students of Le Hoan High School.I do hope that this study can help students better their English learning and especially the learning of listening skill.
1.2.	The aim of study.
The study aim at: 
 - Finding out the students’ perception about listening
 - Investigating major difficulties faced by the tenth form English major students of Le Hoan High School.
 -Giving solutions to the encountered problems.
1.3.	The scope of the study
The study limits itself of finding out the difficulties in learning listening skill of Le Hoan students.The criteria for the writers to compile the supplementary listening materials are largely based on the objectives set in the book designed for the 10th form students of Nha Xuat Ban Giao Duc.
1.4.	Methods of the study.
The following methods are employed to collect data for the study:
Improving the teaching process
Designing suitable tasks
Developing listening materials
1.5.	Design the study
The study is divided into three parts:
*Introduction presents the rationale,aims,scope,methods,significance and design of the study 
* Development consists of 
-Reasons for motivating students in listening lessons.
-Teaching and learning the listening skill
- Some effectives techniques to motivate students to listen to English
* Conclusion summarizes all the the obtained results and includes suggestions for further study
2. DEVELOPMENT
2.1. Reasons for motivating students in listening lessons
2.1.1.	Students’ anxiety in listening lessons.
It is widely accepted that listening comprehension is not only an essential skill but a requirement for oral proficiency as well. Most learners of English as a foreign language experience considerable difficulties in listening comprehension,and these difficulties appearto be main causes of anxiety which should be taken into consideration.In order not to make students motivated in listening lessons,.
Until recently,many foreign language studies have been conducted to find out the specific factors which can help motivate or distract students during the listening lesson.
 	According to Underwood (1989) ,seven problems learners may encounter when learning to listen : fast speed ;unrepeated thing; the learners’ limited vocabulary ; failure to recognise the “ signals” ;interpretation ; concentrate ; and learning habit .Underwood (1989) sees these prrolems as being related to learners’ different background such as their culture and education
 	 Brown and Yule (1983) propose four main groups of factors including the speaker (speech rate,varied accent), the listener, the content (vocabulary, grammar, background and knowledge), and support (whether there are the pictures,diagrams visual aids, etc.) can cause difficulty in listening comprehension. Yagang (1994) attributes the difficulty of listening comprehension to four sources : the message, the speaker, the listener and the physical setting (or listening environment).
 	 I also believe that these four sources could make my students more and more nervous and anxious while listening to the target language.It is necessary to help them to reduce their stress while listening.
2.1.2.	Motivation
a. The importance of the students’motivation
 	 Because motivation is not only a vital but also a highly complex factor determining more or less successful language learning,it is necessary to examine approaches to motivation in learning in order to bring about better insights into it.
 	Over the years there have been in number able studies on motivation in foreign and second language learning.In these studies,researchers have attempted to explain what is meant by moivation.
 	Keller (1984) (quoted in Ellis,1994) sees ‘interest’ is one of the major components of mtivation,defining it as “ a possitive reponse a stimuli based on existing cognitive structures in such a way that learners’curiosity is aroused and sustained”.
 	 However most of the studies on motivation in foregn and second language learning have been influenced by the worker of Gardner (1985) (quoted in Spolsky,1998),who defines motivation as consisting of effort,plus desire to achieve the goal of learning,plus favourable attitude towards learning the language.
 	Another theory on motivation can be seen from Littlewood’s respective (1998) that “in second language learning as in every other field of human learning,motivation is a crucial force which determines whether a learner embarks on a task at all,how much energy he devotes to it,and how long he perseveres.It is a complex phenomenon and includes many components:the individual’s drive,need for achievement and success,curiosity,desire for stimulation and new experience,and so on”.
 	Apparently,Littlewood, not only highlighting the important role of motivation in the second language learnning but emphasizing the “highly complex construct” of motivation claimed that if a learner is motivated she will probably decide to undertake a particular task with a curtain amount of energy and time needed for it.
 	Furthermore,McKay and Tom (1992) point out that the need to communicate with other in new language provide strong motivation for most learners.
 Leaners’ motivation can change overtime and effect on their language learning .Variuos studies have found that motivation in strongly related to success in language learning.
 	 Gardner (1985) (qouted in Spolsky,1998) sums up “it seems clear that achievement in a second language learning is influenced by motivational characteristics.Postulating that achievement in a second language learning is promoted by an integrative motive is not tantamount to saying that this is only cause or predictor”.
 	However, many researcher findings shows that successful learning can enhance motivation, and the relationship between learning achievement and motivation is an interactive one.
b. Classification of motivation
In general,according to Lewis (2007),motivation can be categorized into two main kinds:Extrinsic motivation and Intrinsic motivation.
 	 Extrinsic motivation refers to motivation that comes from outside an individual.The motivation factors are external,or outside,such as rewards.These rewards provide satisfaction and pleasure.
 	 Intrinsic motivation refers to motivation that comes from insides an individual rather than fro any external or outside reward.The motivation comes from the pleasure one gets from the task itself or from the sense of satisfaction in completing or even working on a task.Learners who are intrinsically motivated want to learn for the sake of learning. 	
 It is obvious that intrinsic motivation is more important and teachers should try to include it in their teaching process.
 	In particular, according to Scrivener (1994) ,learners’motivation can be identified as follows:
 Exams and grades Class goals
 Parents Amount of control on lesson content/activities
 Peer pressure “Face”(how they are perceived by others)
 Relationships Self-esteem
 Gender/gender ratio Age(younger and older teens)
 Class contract Time of day
Exams and grades: certain school,parents and teachers,as well as cultures,can place a lot of emphasis on the results of tests.As such,these can have a large role to play in learner motivation or can place a lot of stress on learners who may think certain activities are not useful to do in class because they are not in exam format-why waste time in “game –style” activities when test are near.
Parents: learners can be assisted by parents and encouraged ormalternatively,their parents may think language are not important,and may provide little support at home with homework and building confidence.
Peer presure: dependent on cultures as well as the age of leaner.If placed next to “funny” or “ talkative” leaners,others may also become distracted-equally this can also assist when other leaners are motivated and keen,it can used to create a more productive atmosphere –madels or goals to aim for( to be as good as person A)
“Face” : (how they are perceived in the classroom by others) –If leaners are keen and motivated they may be teased by other learners.Correcting learners in front of their peers can be embarrassing and care should be taken over how and when this is done.This can also be affected by age and gender-as they become more self-aware and aware of the opposite sex.
Self-esteem: this can also be affected by correction techniques,as well as how much praise is given when they contribute in class and take part in activities and book work – no one like to be continuously told they are not as good at something.You must also remember to give the praise for the small things as well- interaction with others,sharing,taking turns,etc. as this has an effect on classroom dynamics and group/pair work.
Relationships: (between learners as well as the teachers)-Team or pair work could be difficult to set up between opposite genders and between groups of “friends”.Leaners may also be less inclined to speak if the teacher is listening – they need to be familiar with the teacher monitoring regularly and closely and therefore become more accustomed to it.
Gender/gender ratio: as leaners develop,both genders go through a lot of hormanal and physical changes.Awareness of their body and how they look,awareness of the opposite sex,how they interact with adults-are a few areas that can affect how they act in class.Gender ratio may also affect class motivation.A higher ratio of one gender may be more difficult due to socializing and the minority gender may feel more self-concious or isolated.
Age: younger and older teens,young teens being similar to kids and old teens like adults-younger learners may be less self –conscience and teaching may need to be more game-like and activities changed regularly to keep interest,while with other learners the opposite may be true.More in depth analysis of language is possible with older teens-may be not so with younger learners,who have difficulty with abstract concepts.
Amount of control on lesson content/activities: if given the opportunity to choose topics and activity types ,motivation can change for the better .Learners are more likely to talk about things they are interested in,and have more to say.They may also be more inclined to ask about,extend and try to remember vocabulary related to such topic.
Class goals : especially if the whole class is held accountable for not completing tasks/taking part fully in lessons or homework-with punishments given to the whole class for class goals not met! Care should be taken that peer pressure does not turn into bullying.These can be agreed and set up with contribution from the whole class and teacher-so it comes from al members and is not just teacher controlled.
Class contracts: similar to class goals,cotracts can be agreed upon in the first few lessons.Leaners are aware of what is expected of them and they can also have input into what is expected of the teacher,e.g.If all learners complete tasks to a high standard they will be rewarded with “game” activities they like.It can be displayed on the wall of the classroom so it can be referred to when needed.
Time of day: If the lesson is at the end of the day,they may be less likely to concentate due to tiredness.If is just before lunch,they may have low motivation due to hunger.After lunch or sports,they may be more excited and have more energy.In the morning,they may be difficult to motivate,again,due to tiredness.
2.2. Teaching and learning the listening skill.
2.2.1. An overview of listening
a. Definition
 	 It seems to be difficult to define what listening is.Through years, variuos definitions of listening have been proposed.Listening is more than merely hearing words.It is claimrd to be a complex and active process.
 	 Howatt and Dakin (1974) define listening as the ability to identify and understand what others are saying .This involves understanding a speaker’s accent or pronounciation,his grammar and vocabulary,and grasping his meaning.An able listener is capable of doing these four things stimultanously.
 b. Classificationof listening.
 According to Ur (1996) listening can be divided into real – life listening and classroom listening. Many learners of English find themselves in variety of situations where they need or want to listen to English being used in real – life for different purposes.There is, however, a big gap between listening activities in the classroom and actual listening situation in real life. This is because listening materials which learners ussually listen to (dialogues or conversation for example) are very grammatically and controlled in so many ways as the speakers often speak at perfectly controlled speed,with perfect voice tone,accent and correct grammar.Whereas, in real-life conversations,different people speak with different accents, speed and voice tones without or less paying attention to grammar.
Real – life listening
In real – life ,there are two ways in which we often listen:
 - Casual listening 
 	Sometimes,we listening with no particular purpose in mind,often without much concentration.Usually,we do not listen very closely,unless we hear something that particularly interests us,and afterwards,we may not remember much of what we hear,for example,listen to the radio while chatting to a friend
Focused listening
 	Someties, we listen for a particular purpose to find out information we need to know or to study the language. In this situation,we listen much more closely,trying to get the content as much as we can,for example,listening to your friend explaining how to use a new cassette player
Classroom listening
 	Listening on the classroom may be divided into intensive listening and extensive listening.
* Intensive listening
 	Intensive listening is the careful,focused listening to a short passage for full,detailed comprehension,for example,listening to a dialogue on the tape to study its structures,intonation patterns in an English class.
 	In the classroom context,there are two possible types of intensive listening exercises:
a)Exercises focusing on detailed comprehension of meaning
 This can be done through
+ Comprehension quetionss which may be : 
-Factual ( where the answer is clearly stated somewhere in the passage)
-Inferential (where the learner has to make some sort of connection for himself)
-Personal (where the question is related to the learner’s own experience or opinion)
+Summary questions(where the learner listens to a passage and has to summarize it)
+ Logical problems
b)Intensive listening for language
 	Teacher often do more detailed work on language once the learners can understand what they are listening to
* Extensive listening
 	Extensive listening is the freer,more general listening to natural language for a general idea,not for a particular detail and not necessarily under the teacher’s direct guidance.With this type of listening,the learner is not reinforcing a structure or practicing a grammar point linked to the rest of the course.Extensive exercises are those where the learner is primarily concerned with following a story ,or finding something out from the passage he is listening to.
 	In summary ,to a large text ,however, the division between intensive and extensive listening is somewhat artificial .Listening does not lend itself neatly to this type of classification in the way that reading does.It is perfectly easy to use the same listening passage for both extensive and intensive listening.
c. The importance of listening
 As mentioned before ,listening is an important,active skill of spoken language as it involves various kinds of the listener’s knowledge: knowledge of phonology,vocabulary,semantics of the language in use,culture of its people ,his life experience in the topic,his ability to predict and respond,etc.It decides his comprehension,content and attitude in response to the speaker’s speech as well.
 	 In learning English as foreign language,the learner can not develop speaking skill unless he develops listening skill.To have a successful conversation,He must understand what is said to him.Later on,the ability to understand the native speaker in direct conversations,on the radio or tape may be very important for him to further study the language and communicate in it.
 	 Besides ,listening to spoken language is an important way of acwuiring the language –of “picking up” structures ,vocabulary.In the Vietnamese situation where the learners do not have a chance to hear English spoken around them every day and can not acquire it easily the teachers need to give them as much opportunity to listen to spoken English on the as possible.
 	To conclude ,listening provides a foundation for all aspects of language and cognitive development.It can be said to be not only the end but also the means of teaching,learning languages in general and English in particular.
2.2.2. Learner problems in listening comprehension
 	It can’t be denied that listening is considered to be the most difficult among the four skills. Many learners have difficulties with different aspects of listening comprehension .These difficulties are closely associated with the characteristics of spoken language. 
 	 Underwood (1990) identifies seven potential problems learners often encoun