CA MAU COMMUNITY COLLEGE
FACULTY OF PROFESSIONAL TRAINING
HOW TO DEVELOP LISTENING SKILL
AT TRAN THOI HIGH SCHOOL
STUDENT’S NAME: Tran Thi Nhien
STUDENT’S NUMBER: CK1203A035
CLASS: English 2012
SUPERVISOR: Mr. Do Song Nguyen
Ca Mau, May 10
th
2013
1
ACKNOWLEDGEMENTS
After I have studied at Ca Mau Community College for 3 years, I get a lot of
helpful lessons as well as experience, and now I have a chance for practice and
writing a report. In this report, I got many difficulties. However, due to the
knowledge I have learned and the supports from many others, I could completely
finish the report.
Firstly, I would like to give faithful thanks to my supervisor –Mr. Do Song
Nguyen– who enthusiastically supported me in my report. Secondly, I would like to
give a grateful thank to my teachers who have taught me as well as my classmates
at English class 2012. Then, I would like to thank the headmaster of Tran Thoi high
school who gave me a chance to practice and do the report, the students' and the
teachers who helped me a lot in the research. I would like to thank my friends who
have offered good opinions for me to do the report.
Finally, I would like to give a faithful thank to my parents. They were always
my side and supported me of the mental and the materials so that I could finish the
report. I am very grateful to them, and I will try to study better to get my dream.
Thank you a lot
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ABSTRACT

3.3. Procedure 5
3.4.Questionnare 5
Chapter 4: RESULTS AND DISCUSSION 6
4.1. Result 6
4.1.1. The questionaire 6
4.2. Discussion 7
Chapter 5: CONCLUSION 8
REFERENCES 9
APPENDIX I 10
THE SUPERVISOR'S COMMENT 11
4
5
LIST OF ABBREVIATION
Ca Mau Community College CMCC
LIST OF APPENDICES
Appendix 1: Questionnaire 19
LIST OF TABLES
Table : Table 1 student’s opinion 6
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CHAPTER I: INTRODUCTION
1.1. Background to the study
Nowadays, English is a popular and indispensable language around the
world. People almost know English. English is taught as a compulsory subject
at schools, including primary schools. Besides, people find foreign language
centers to study. To many countries, including Vietnam, English is considered
as mother tongue, and serves a lot of things in studying as well as in working.
Even in the most development countries like the United States America, the
United Kingdom people living there still need to learn English. In Vietnam,
the event of Vietnam joining the international organizations, of Vietnam's
impressed development and regularly trading with foreign countries shows

as:
- Most authors consider listening a necessary skill.according to
“Castleberry & Sherpherd, 1993, p. 36” – Effective listening occurs when
there is a high degree of correspondence between the sender’s original
message and the listener’s
Re-creation of that message.
- Rather than really listening, many of us have learned to focus our
attention on all the visible manifestation of listening. We know much more
about how to be polite than how to really take in the information that is being
presented (Ellingson, 1992, p. 41).
- Lewis (1989) explains that “repetition is the key to remembering”.
- When you acknowledge the speaker, you demonstrate your interest
and attention. Your acknowledgment encourages the speaker and actually
helps the speaker send a clearer message (Alessandra & Hunsaker, 1993, p.
59).
- Listening is interpretive process through which listeners generate
internal text which commonly differ from what they hear in unexpected ways
(Murphy. 1985) so that the listener has to put all his energy to communicate
with the text.
- According to Byrnes (1984) listening is a “highly complex problem-
solving activity”. As Byrnes said, listening is a complex activity. It needs the
listener focus to speaker. It has been hypothesized that background
knowledge and schemata plays a significant role in the comprehension of this
highly complex problem- solving activity.
- Employees with effective listening skills are more productive with
new technologies (Sypher, Bostrom & Seibert, 1989).
9
- Effective listening occurs when there is a high degree of
correspondence between the sender’s original message and the listener’s re-
creation of that message ( Castleberry & Shepherd 1993).

school. The following table include the result of question 1 to 5:
Answers
Questions
A B C Total
students % Students % students % students %
1 4 13 6 20 20 67 30 100
2 6 20 9 30 15 50 30 100
3 15 30 10 33 5 17 30 100
4 12 40 10 33 8 27 30 100
5 15 50 4 13 11 37 30 100
Table 1 : Students’s opinion through the survey
In question 1, it tells about the students attitude about learning listening
skill English.The most chosen option is “C” with 67% of students who lazy
listen English. The few chooses option is “A” 13%, That means students feel
boring in learning english listening.
In question 2, only 20% students always practise listening skill while
50% of students rarely practise listening skill and 30% of students sometime
practise listening. They said that they rarely practise listening skill because
they don’t have much time.
In question 3, a half of students study English listening on the internet,
33% of students learn English listening skill on the book and 20% of students
learn English listening skill by other ways. We can see that learning English
learning skill is popular on the internet.
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In question 4, 40% of students think that they are good at hearing more
to develop listening skill while 33% of students think that learning many
vocabularies and 27% of students choose other methods.
In question 5, 37% of students think that the difficult problem of
listening is lack of vocabulary while 50% of students choose the voice of
native speaker and 13% think that hard to hear more words. That means all

important skill that needs to be nurtured and developed. Listening is perhaps
the most important of all interpersonal skills. Effective listening is very often
the foundation of strong relationships with others, at home, socially, in
education and in the workplace. Thus, I decided to write a topic relating to
this problem, and chose Tran Thoi high school to be my practical place.
I have had a survey and showed the results of the kids' English learning
situations at Tran Thoi high school. Certainly, my report will get many
inevitable shortcomings. Therefore, I am actually looking forward to
receiving ideas and comments from the teachers, the friends at CMCC as well
as others after referring the report.
Finally, I hope that my research will bring any significance to teaching
and learning English. I also expect that kids as well as all of people will well
know English, succeed and get their dreams in the future.
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REFERENCES
- Adrian Doff (1995). Teaching English. Cambridge University Press.
- Barnhart, Clarence L. (1968). The World Book Dictionary. Clarence L.
Barnhart. 1968 Edition. Published by Thorndike-Barnhart, Chicago, Illinois.
- Bleyhl, Werner (Hrsg.) (2000): Năng lực và đánh giá năng lực. Trong:
Ngoại ngữ trong trường tiểu học. Những nền tảng và ví dụ thực tiễn.
Hannover, Trang 28 – 34
- Engel, Gaby; Groot-Wilken, Bernd; Thürmann, Eike (Hrsg.) (2009):
Englisch in der Primarstufe - Chancen und Herausforderungen. Evaluation
und Erfahrungen aus der Praxis. Berlin: Cornelsen Scriptor (jetzt bestellen).
- Jane Willis (1998). Teaching English through English. Longman.
- Nguyễn Đức Dân (1995). Các phương pháp giảng dạy ngoại ngữ. Tạp chí
ngôn ngữ, số 1.
- Tracy, Rosemarie (2007): Trẻ em học ngôn ngữ như thế nào? Và chúng ta
nên hỗ trợ chúng như thế nào trong việc này? Tübingen.
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B. Hard to hear many words
C. Lack of vocabulary
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THE SUPERVISOR’S COMMENTS
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Ca Mau, May 30
th
, 2014
SUPERVISOR’S CONFIRMATION
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