MẪU ĐỀ CƯƠNG LUẬN VĂN THẠC SĨ KHOA TIẾNG ANH.docx

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MẪU ĐỀ CƯƠNG LUẬN VĂN THẠC SĨ KHOA TIẾNG ANH
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TABLE OF CONTENTS
TABLE OF CONTENTS ................................................................................................2
1. Introduction .................................................................................................................3
1.1. Rationale...............................................................................................................3
1.2. Aims of the study..................................................................................................3
1.3. Scope of the study ................................................................................................4
2. Literature review..........................................................................................................4
2.1. Listening skill .......................................................................................................4
2.2. Factors that affect listening learning ................................................................6
2.3. Type of Listening Strategies.................................................................................8
2.3.1. Cognitive strategies .......................................................................................9
2.3.2. Memory strategies .......................................................................................10
2.3.3. Compensation strategies..............................................................................10
2.3.4. Metacognitive strategies..............................................................................11
2.3.5. Affective strategies......................................................................................11
2.3.6. Social Strategies ..........................................................................................12
2.4. Previous studies..............................................................................................12
3. Methodology..............................................................................................................12
3.1. Some definitions.................................................................................................12
3.2. Method of the study............................................................................................14
3.3. Data collection instrument..................................................................................14
References .....................................................................................................................16

1. Introduction
1.1. Rationale
Listening is a process that allows the listener to understand a message, help them
engage in dialogue and succeed in communication. Without listening skills, people
engaged in communication activities will not receive the message, and therefore, they
can not respond quickly and efficiently. Many researchers agree that in language
learning, listening plays an important role in the reception of a language.
In recent decades, listening skills have been gaining much attention among researchers
in teaching and learning foreign languages in general and learning English as a
Foreign Language (EFL) in particular. Many scholars believe that the most important
step to start learning English is to try to hear the language. Rubin & Thompson (1994)
has stated: "Listening skills are probably the most important language skills, because
people spend about 60% of their time listening ... In addition, listening skills bring the
students the opportunity to feel the language and improve the overall ability to use
English. Rost (1994) also emphasized that Listening can be seen as a necessary skill in
the process of training a foreign language learner and even can be considered as a tool
to predict the success of English learners. As such, listening skills play an important
role in learning English. Therefore, the topic “An investigation of listening strategies
applied for the 10th grade students at Binh Lieu high school” is chosen to carry out.
1.2. Aims of the study
The study aims to explore listening strategies that is applied for the 10th
grade students
at Binh Lieu high school
(1) Investigate memory listening strategies that the 10th
grade students applied in
their English learning process
(2) Investigate cognitive listening strategies that the 10th
their English learning process,
(3) Investigate compensation listening strategies that the 10th
grade students applied
in their English learning process

(4) Investigate metacognitive listening strategies that the 10th
grade students
applied in their English learning process
(5) Investigate affective listening strategies that the 10th
their English learning process
(6) Investigate social listening strategies that the 10th
grade students applied in their
English learning process
1.3. Scope of the study
The research is studied at Binh Lieu high school. The respondents are 100 students
learning at this school the report is taken place in 2018.
Moreover, there are some mistakes that can happen when doing survey. The type of
error occurred when the respondents selected not to focus on the questions. Thus, they
circle their answer by chance without thinking and share their true idea, for instance
their answers are just all “agree” or “disagree”. In addition, the respondents had no
time to answer the questionnaire, then they gave incorrect answers.
2. Literature review
2.1. Listening skill
According to Hasan (2000), "hearing" and "understanding" are two distinct processes
in which "hearing" is a process by which listeners receive information, and this
process takes place one way at a time, Ask for any interpretation or interaction with
the text. Listening understands the process of two-way interaction between the listener
and the listening text, and this interaction gives the listener an overall understanding of
the text. This "hearing" and "understanding" process is performed when the listener
selects and interprets the information received through the hearing organ and other
visual cues (if any) for the purpose of understanding the message of the speaker.
This view of listening comprehension is also consistent with the second hypothesis of
the language spoken by Richards (2002) and O'Malley & Chamot (1999). This
assumes that listening to spoken language is an activity and a complex process in
which the listener focuses on the chosen aspects of the listening. From the sounds they
hear, they find the meaning of the listening message, and relate what they hear to the

knowledge they currently have. Brette (1995) states that "hearing is a decisive
language skill. It plays an important role in the acquisition of language. "When
comparing listening with other language skills, Morley (2001) also points out that on
average each of us hears "twice as much as we say, four times what we read, and five
times what the learner wrote ".
The researchers distinguish between Listening and Hearing. Listening is an active
process, including sound analysis, which is different from Hearing, which only
captures sounds passively. In the same way, Harmer (2001) states that Listening is a
"receptive skill" when learners receive the main idea through what they hear. Listeners
receive the message of the speaker through accent, pronunciation, grammar, and words
that the speaker uses and understands the meaning of their message.
Richards & Schmidt (2002) describes listening as comprehension of speech in the first
or second language, and listening comprehension of a second language involves both
top-down and bottom-up processes. (Bottom-up). Brown (2006) also shares this view
and argues that the "top-down" process occurs when learners use background
knowledge and vocabulary available to capture the content of the listening, while the
bottom-up process is to use the context of the listening to predict the meaning of the
new word. According to Helgesen (2003), hearing is an active and purposeful skill.
During the listening process, the listener not only captures the content they are
listening to but also can listen to the information they have previously known to
understand the listening. In addition, Helgesen also said that when listening, the
listener is not just listening to the words, but also understand the implications behind
the words.
According to Rubin & Thomson (1994), listening skills are divided into two categories
based on the type of listening process. (i) Reciprocal Hearing: This process occurs
when the listener is asked to participate in the interaction process and to alternate
between listening and speaking. Situations that require interactive listening include
live and telephone conversations. In these situations, listeners have the opportunity to
ask the speaker to speak more clearly, repeat or speak slowly. (ii) Non-reciprocal
listening: This kind of hearing takes place when the listener participates in a passive
passage of a monologue, a speech or a conversation.

Successful listeners are those who can incorporate "inside the head" knowledge - that
is, knowledge that is not coded directly in words - and that knowledge "outside the
head" outside the head "knowledge) to understand what they are hearing, acorrding to
Nunan (1991). Anderson & Lynch (1988) also distinguishes these two processes by
opposing the process. The bottom-up process of the listener - like the "tape recorder" -
with the top down process - is "modeling" (model builder). Therefore, the use of both
types of knowledge is essential. The concept of the processes up and down in listening
comprehension is also discussed by Anderson (1983) and Rubin (1994). According to
them, the bottom up process involved initiating by identifying sounds, distinguishing
words and understanding grammatical structures, and finally understanding the
meaning of the message. This is a mechanical process and a research focus of some
teaching methods (Brown, 2006). The above process takes place when the listener
focuses on the general meaning of the listening text and the application of the
schemata. According to the researchers, the schema is an intellectual framework built
on past experiences that can be used to help listeners understand current situations.
Examples of top-down processes may be: the reflection of ideas and the guessing of
words and the identification of the subject. The bottom line is that understanding
language is a process that goes through many stages, and the output of each step
becomes the input of the next stage. This is why Buck (2001)calls this process one-
way street.
2.2. Factors that affect listening learning
According to Underwood (1989), foreign language learners often face the following
seven challenges: (1) uncontrollable speed of speech, (2) (3) the constraints of the
listener, (4) the failure to recognize the signal, (5) not understanding the information,
(6) not concentrating, and (7) no learning habits.
Rubin and Thompson (1994) also identify three issues and suggest solutions. First, the
speaker speaks too fast. If the listener can not keep up with the speed of the speaker,
he or she can ask the speaker to repeat, say more loudly, or express the same idea but
in a more understandable way. Second, listeners do not understand the target language
on television or in movies. Listeners need to know what to judge, or anticipate what
they will hear next, based on visual cues, teacher questions, warm-ups, and

background knowledge. Third, listeners tend to stop listening, when they hear a new
word or phrase. As a result, they lose information that can help explain unfamiliar
words or phrases. Listeners need to focus on the familiar parts and keep listening to
get the complete information. According to Hasan (2000), learners are sometimes
unaware of their mistakes in identifying the causes of their problems. They often (i)
use ineffective listening strategies and (ii) try to listen and try to understand each
word, every detail of the text. Trying to listen and trying to understand each word in
the listening is wrong, because even native speakers do not listen in this way. Good
listeners usually only hear keywords to understand the gist of the message and always
try to guess the meaning of the new word in the context of the listening.
Nguyen Bang and Nguyen Ba Ngoc (2002) cite some difficulties as regards the Tai
sound, English vocabulary and speed in which point out the difficulties of the learner
as (1) Difficulty in listening to English, (2) Trying to understand all the words to catch
the mind. the speaker, (3) do not understand the native speaker when they speak
naturally, (4) need to listen, Listen repeatedly, (5) Difficult to capture all the
information and not predict the next information, (6) Do not focus on listening.
Rubin (1994) indicates five factors that may affect hearing comprehension. These are:
(i) the characteristics of the speech such as speech speed, stop, accent and rhyme,
difference between first language and second language, etc. (ii) and language
proficiency; (iii) exercise characteristics such as type of exercise; (iv) Listener
characteristics such as language proficiency, memory, concentration, age, gender,
ability to use the first language, background knowledge, and (v) such as using top-
down, bottom-up processes, parallel processing, listening strategies.
Yagang (1994) assesses the difficulty of listening based on four factors: (1) listening
message, (2) speaker, (3) listener, and (4) listening context. Rubin also shared this
view. When learning a foreign language, listening and understanding unfamiliar
sounds over a long period of time is very tiring. Although successful listeners do not
try to understand every word they hear (in fact, they only hear the words), they still
find it difficult to separate keywords from a long and dense word list. In addition, if
the message contains too much information that can not easily be stored in short-term
memory, the listening strategies may not be feasible. Short-term listening is more

effective, as it reduces the complexity of the content, and helps the listener reduce
fatigue and shorten the concentration time. When discussing the thickness of
information in a listening post, many researchers, including Underwood (1989), have
indicated that information in spoken language needs to be presented more sparingly
than speech. written language.
According to Rubin (1994), background knowledge has a great impact on
understanding the subject. Learners build the meaning of the listening by breaking
down what they hear (or read) into meaningful units, then pair them up, based on their
social and linguistic knowledge, and then use them. Speculate logic fill in the blanks.
Learners with a background knowledge of a topic at varying levels understand and
interpret new information in different ways as they decode new information.
By using their existing knowledge and strategies, learners try to interpret new
information by linking to familiar information. Boyle (1984) see "knowledge of a
particular subject or topic" as a factor influencing foreign language comprehension.
Learners find it easier to listen to a familiar topic than to hear a new subject. To help
learners become familiar with the subject of the listening, the instructor should initiate
the learner's background before performing the listening task, helping them use what
they already know about the topic, the listening process is effective.
In short, there are many listening strategies that apply to each subject, each situation,
each listening objective, and so forth. Teachers and learners should actively learn,
select appropriate methods and strategies and apply them to each type of listening. The
bottom line is that regardless of the method or strategy employed, the ultimate goal of
all listening is to understand the message of the speaker and respond appropriately to
the message.
2.3. Type of Listening Strategies
Oxford’s classification system of LLS applied not only in learning language, but also
in learning language skills such as reading, listening, writing and speaking, is divided
into two general types of strategies, direct strategies and indirect strategies. In the
current study, the two general types of strategies are also analyzed and applied to
learning listening skill.

Figure 2. 1: Strategy System summarized from Oxford (1990)
‘Listening strategies’ or tools or actions learners employ to make their L2 learning
easier, enjoyable and transferable to new input (Oxford, 1990), were proposed to help
relieve the difficulties in listening. They are believed to be able to enhance learners’
proficiency in learning other languages, and also develop their communicative
competence and self-confidence. Strategies not only make the listeners better
understand what they hear, but also help them deal with difficulties occurring in their
listening tasks. According to Oxford’s (1990) classification of language learning
strategies, the strategies used in listening can be summarized as a diagram above
2.3.1. Cognitive strategies
Cognitive strategies were used to help learners to obtain knowledge, understand of
linguistic system, for example, learners could understand the meaning of words from
contexts, link new information with existing schema. Particularly, cognitive strategies
are classified into four sets such as practicing, reviewing and sending messages,
analyzing and reasoning, and creating structure for input and output. The first set of
strategies (practicing), consisting of two strategies: recognizing and using formulas
and patterns, and repeating, helps learners use what they hear to facilitate the retrieval
of appropriate information from long-term memory. For instance, using repeating
strategy, listeners could repeat information to facilitate the retention. Moreover,
listeners could recognize familiar patterns and use them for guessing the meaning. The
second set (sending and receiving message) which could help listeners get the idea

quickly by focusing the main ideas and detail ideas while listening. The third strategy
(analyzing and reasoning strategies) was used to construct words or compare and
contrast words or expressions between the target language and the native language to
make listening learning easier. This set which comprises three related strategies
translating, analyzing contrastively and transferring helps learners use words, concepts
or structures from learners’ primary language to understand the target language. The
final strategy (creating structure for input and output) including two strategies; note-
taking and summarizing, helps learners synthesize what they hear to facilitate retention
of the information. With taking notes strategy, learners could write down what they
hear and summarize basing on their notes to help their understating better
(summarizing strategy).
2.3.2. Memory strategies
Memory strategies were used to enter new information into memory storage and for
retrieving it to help learners be able to link one L2 item or concept with another.
Memory strategies are categorized into 4 sets: creating mental linkage, applying
images and sound, reviewing well and employing action. The two sets, creating mental
linkage and applying images and sound are mentioned in the current study.
Specifically, the creating mental linkage includes two specific strategies associating
and grouping. For example, using associating, learners can link what they know with
what they hear, and know how to connect sound and picture to remember words with
grouping use. Meanwhile, semantic mapping is used to help learners to remember the
location of words when listening.
2.3.3. Compensation strategies
Compensation strategies could help listeners make up for missing knowledge when
they do not hear something clearly. Therefore, they could use clues to guess meaning
of words or pieces of information. Hence, compensation strategies are considered as a
tool for ‘‘guess ingintelligently’’ (Oxford, 1990) because listeners guess
‘‘systematically’’ by using clues without listening to every word. The two specific
strategies of compensation strategies are using linguistic clues and other clues. For
instance, using linguistic clues including word order, word stress could help listeners

understand the unfamiliar words. Unlike linguistic clues, listeners can get useful
information from other clues such as situational contexts, background noise to guess
what is going.
2.3.4. Metacognitive strategies
Metacognitive strategies are divided into three sets: centering your learning, arranging
and planning your plan, and evaluating your learning. The first strategy (paying
attention) could help listeners focus their attention on listening tasks, materials,
activities. The second strategy, arranging and planning your plan could aid listeners
organize and gather materials, plan for an L2 task, and arrange a study space like
setting goals and objects. For example, using setting goals and objects strategy could
assist students to know what their purposes are while listening (listen for idea, listen
for identify speakers’ attitude). The final sets, evaluating your learning include two
specific strategies such as self-monitoring and selfevaluating. These specific strategies
could offer the listeners a holistic view of the ongoing listening process to avoid
making their mistakes which they had before and check comprehension a text to verify
that a task has been completed.
2.3.5. Affective strategies
Affective strategies could help listeners handle their feelings, emotions, motivation or
attitudes in learning listening skills. The three sets of affective strategies were
lowering listeners’ anxiety, encouraging themselves, and taking their emotion
temperature. The first specific strategy of lowering listeners’ anxiety in using
progressive relaxation enables listeners to keep calm when listening. The second is
encouraging themselves in making positive statement helps listeners increase their
confidence in finishing listening task. The last set (taking their emotional temperature)
consists of two specific listening strategies, listening to the body and discussing with
someone helps listeners recognize their feelings and exchange their feelings with their
friends.

2.3.6. Social Strategies
Social strategies could help listeners work together and understand the target language
as well as the language. Social strategies include two sets: asking for question and
cooperating with each other. Particularly, asking for question (asking for verification),
for instance, or verification from their teacher or their friends could help listeners
clarify what they are not clear. While, cooperating with each other like cooperating
with peers aid listeners to share information and to check comprehension or to solve
questions.
2.4. Previous studies
3. Methodology
3.1. Some definitions
Quantitative research is the study of the use of (mostly statistical) methods to quantify,
measure, reflect, and interpret relationships between variables (variables).
Quantitative research involves the quantity and number. Its purpose is to measure the
variables for each goal and consider their relevance in terms of numbers and statistics.
Quantitative research is used to generalize research results through randomization and
representative sampling. Quantitative research can provide data to describe the
distribution of the characteristics and properties of the study as a whole, examine the
relationships between them and determine the causal relationship. Limitations of the
Quantitative Approach; (1) The phenomenon of human behavior (behavioral research)
is not clarified; (3) Affected by many factors, sometimes not objective; (3)
Standardized scales have different interpretations, different interpretations.
Descriptive research does not fit neatly into the definition of either quantitative or
qualitative research methodologies, but instead it can utilize elements of both, often
within the same study. The term descriptive research refers to the type of research
question, design, and data analysis that will be applied to a given topic. Descriptive
statistics tell what is, while inferential statistics try to determine cause and effect. The
type of question asked by the researcher will ultimately determine the type of approach

necessary to complete an accurate assessment of the topic at hand. Descriptive studies,
primarily concerned with finding out "what is,". Descriptive research can be either
quantitative or qualitative.
Qualitative research is a type of scientific research. In general terms, scientific
research consists of an investigation that: (1) seeks answers to a question; (2)
systematically uses a predefined set of procedures to answer the question; (3) collects
evidence; (4) produces findings that were not determined in advance; (5) produces
findings that are applicable beyond the immediate boundaries of the study
Qualitative research shares these characteristics. Additionally, it seeks to understand a
given research problem or topic from the perspectives of the local population it
involves. Qualitative research is especially effective in obtaining culturally specific
information about the values, opinions, behaviors, and social contexts of particular
populations.
Richards [4], Anderson [12], Wolvin & Coakley [13], Underwood [14], and Buck [15]
claim that listening is a positive and complex process that determines the content and
level of information. understandable. These processes use speech as the basis for
meaning building, based on the amount of information emitted. This information is
initially identified in short-term memory and is stored in the long-term memory of the
listener. Anderson [12] distinguishes three processes of hearing comprehension: (i)
perceptual processing, (ii) parsing and (iii) use, while Duzer [16] distinguishes nine
stages in the process hear as: (1) determine the reason for the hearing, (2) make the
hearing image in short-term memory, (3) organize the information by identifying the
genre and function of the message, (4) Predict what information can be conveyed in
the message, (5) recall background information, (6) determine the meaning of the
message, (7) verify the message is understood correctly , (8) redefine the information
to be stored in long-term memory, and (9) remove the original form of the message
received in short-term memory.
When studying the listening process, psychologists and linguists are based on the
interaction of two cognitive processes

Processes, which distinguish the two processes of bottom-up and topdown. According
to Nunan [17, 17], in the process of rising up, the learner "separates speech into
composite sounds, connects these sounds to form words, connects words to form
words. sentences and sentences, and so on. "In the process of processing top-down
information, listeners understand the meaning of the message as intended by the
speaker through the use of schemas or knowledge structures (schemata or structures of
knowledge in the brain. This view emphasizes the importance of background
knowledge that learners use to understand the information they hear. Knowledge that
learners have in the past has helped streamline the information-listening effort by
linking familiarity with new knowledge, and the lack of background knowledge that
can damage the effort. Of the listener to understand a particular statement of the
speaker.
3.2. Method of the study
The research is carried out based on a descriptive quantitative study. The descriptive
study aimed to describe the data and characteristic about what is being studied. The
quantitative method, including a listening comprehension test, a brief report about the
participants’ background as well as a LS questionnaire, is used. The listening test was
deployed to measure the participants’ English listening ability to clarify them into the
strategies that they used. The brief report of the participants’ background information
aimed to find out the participants’ prior experience with listening course and their
learning attitude toward listening classes. The LS questionnaire is adapted to examine
the participants’ use of LSs.
3.3. Data collection instrument
In order to collect data, the researcher uses questionnaire. To investigate the students’
application of listening strategies in learning.
The main questions focused on the strategies of listening including Cognitive
strategies, Compensation strategies, Metacognitive strategies, Affective strategies,
Social strategies, the quality of the curriculum, the effectiveness of using these

strategies in their learning. The number of valid questionnaires may be less than 100
hand-outs because of few inappropriate ones.
Questionnaire was designed based on Likert scale with 5 points from 1 to 5 to describe
from lowest level to highest level. For example: 1: Never; 2: Seldom; 3: sometimes; 4:
a lot and 5: always.
3.4. Data analyical method
After data collection, Statistics Package for the Social Science (SPSS) will be used to
compute the data analyses of the study.
4. Design of the thesis
Part 1: Introduction
Part 2: Development
In chapter 1, it is introduction. The study presents general parts including Background
to the study; Problem statement; Review of related literatures; purposes of the study;
Research question; Scope of the study; Methods; Significance and structure of the
study.
In chapter 2, the study presents Literature review including concepts and previous
studies relating to this topic.
In chapter 3, it is research methodology. The study presents Research questions,
Research participants, Research procedure, Data collection instruments; data
collection and analysis process.
In chapter 4, the study shows findings and discussion after analyzing data
In chapter 5, the study presents conclusion and recommendation
Part 3: Conclusion
There are three part in conclusion consisting of conclusion of the Thesis, limitation of
the thesis and Suggestions for Further Researches.

References
British Council. (2018). London, UK.
Aina, M. (2014). EDU 233: General Teaching Methods. Nigeria: National Open
University of Nigeria.
Anderson, A., & Lynch, T. (1988). Listening. Oxford, UK: Oxford University Press.
Babalola, K. (2013). The Place of Educational Media in the Effective Utilization of the
New Curriculum Module in Nigeria. Journal of Research in Education and,
vol.4(1), 108-114.
Bang, N., and Ngoc, N. B. (2002). A Course in TEFL Theory & Practice II. Ha Noi:
Foreign University - Ha Noi National University.
Brette, P. (1995). Multimedia for Listening comprehension: The Design of
Multimedia-based resources for Developing Listening Skills System.
Wolverhampton, UK: University of Wolverhampton.
Brown, S. (2006). Teaching Listening. New York, U.S.: Cambridge University Press. .
Buck, G. (2001). Assessing listening. Cambridge, UK: Cambridge University Press.
Harmer, J. (2001). The Practice of English Language Teaching. London: Longman.
Hasan, A. S. (2000). Learners’ perceptions oflistening comprehension problems.
Language Culture and Curriculum. National University of Science Journal of
Hanoi, 13(2), 137-153.
Helgesen, M. (2003). “Teaching listening”. In D. Nunan (Ed.) Practical English
Language Teaching. New York: McGraw-Hill.
Jessa, M. (2008). Efficient English Teaching. S.B. Nangia: APH Publishing
Corporation.
Morley, J. (2001). “Aural Comprehension Instruction: Principles and Practices”. In
Marianne Celce-Murcia (Eds.), Teaching English as a Second or Foreign
Language. U.S: Heinle and Heinle. .
Nunan, D. (1991). Language teaching methodology. Sydney: Prentice-Hall.
O’Malley, J. M., & Chamot, A. U. . (1999). Learning strategies in second language
acquisition. Cambridge: Cambridge University Press.
Richards, J. C. & Schmidt, R. (2002). Longman Dictionary of Language Teaching and
Applied Linguistics (Third edition). London, UK: Pearson Education Ltd. .
Rost, M. (1994). Introducing listening. London: Penguin.

Rubin, J. & Thompson, I. (1994). How to be a more successful language learner:
Toward learning autonomy. MA: Heinle & Heinle Publishers.
Rubin, J. (1994). A view of second language listening comprehension research.
Modern Language Journal, 78(2), 199-217. .
Underwood, M. (1989). Teaching listening. New York, US: Longman.
Yagang, F. (1994). Listening: Problems and Solutions. English Teaching Forum, 1-3.

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