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A study of junior high school students' problems in english listening comprehension from students' and teachers' perspectives
English Listening Probelms
Students' and Teachers' Perspectives
|Issue Date:||2016-05-09 15:47:31 (UTC+8)|
The purpose of the present study is to investigate junior high school students' listening comprehension difficulties. This study is mainly concerned with three aspects: (1) the overall difficulties that student encountered in junior high school; (2) the similarities and differences in listening difficulties between high achievers and low achievers; (3) the differences in the perspectives on students' listening problems between students and teachers. This thesis research was based on the data analysis of 366 ninth-graders from 11 odd-numbered class and 17 English teachers at a public junior high school in Taoyuan.
The findings of the study were summarized as follows: (1) among five factors, the text factor held the highest frequency followed by the listener, task, speaker, and listening process. For text factor, the main difficulty emerged from unknown phrases and unknown words. For listener factor, weak grammar was identified as the foremost difficulty. For task factor, the task demanding dictation arose most difficulty. For speaker factor, the speech rate was the main obstacle. For listening process, the students suffered from the perception problem that they could not chunk streams of speech into meaningful segments. Among listeners’ top ten difficulties in taking a listening comprehension test, six of them were categorized into text factor, and five were classified into listener factor. (2) There were highly significant differences in listening difficulties between the effective and the ineffective listeners. The difficulties the effective listeners met with were fewer than those ineffective listeners encountered. The effective listeners in this study met with listening comprehension problems in text factor more frequently than the other factors; however, the ineffective listeners encountered difficulties in listener factor most often. Among the top ten listening difficulties, the foremost difficulty for the effective listeners was unrepeated materials, and for the ineffective ones was weak grammar. (3) Overall, the teachers’ perceptions about their students’ listening difficulties are significantly different from the students’. Specifically, there were significant differences in the perspectives between the teachers and the students in the factor of listening process and listener. The teachers reported that their students encountered listening difficulties in the listener factor most often, whereas the students indicated that the text factor was the hugest barrier to their listening. Among the top ten students’ listening comprehension problems, the individual difficulty with the highest mean acquired by all of the students was the text with unknown phrases (text factor) However, the foremost listening problem from the teachers’ perspectives was the fast speed rate of the speaker (speaker factor).
Based on the findings of the present study, pedagogical implications and suggestions were provided at the end of the thesis.
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