Professional Documents
Culture Documents
INTRODUCTION
A student with good listening comprehension skills will be able to participate more
listening in different places like in their home, market, school, etc. This means that
listening is one of the most important in five macro skills and is a part of learning in
In reality, listening is used for more than any other single language skill in
normal daily life. On average, it is expected to listen twice as much as to speak, four
times more than to read, and five times more than to write (Rivers, Weaver 1972;
they are presented. Listening comprehension can also involve the prosody with
which utterances are spoken, and making relevant inferences based on context,
1
Brown and Yule (1983) explained listening comprehension as a process of
understanding, repeating what was heard, figuring out the meaning of an exact
understand what spoken language refers to in ones experience or in the real world.
requires a great deal of cognitive effort in the part of the listener such as
interpreting the sounds, figuring out the meaning of the words and activating the
background knowledge.
entails, receiving, interpreting and reacting to sounds being received from a sender
and finally retaining what was gathered and relating it to the intermediate as well as
Povotsky (1978; cited in Fouad 2012) found in result that, lent support to the
Delayed oral Method by comparing two groups of Russian learners. The control
the end of the treatment, the experimental group not only excelled on the listening
Also, Morely (1972) defines listening comprehension as the ability not only to
2
information, remember it and relate it every which entails processing sound and
construction of meaning.
listening skill, there are several theories and studies that identified language
proficiency are based on the list which include the categories of metacognitive,
Based on the study of Goh (2000), it was investigated that the learners
strategy knowledge through a questionnaire, and she found out that the more
Moreover, previous research has indicated that more skilled learners use more
skilled learners (Baker and Brown, 1984; O Malley and Chamot, 1990; Rubin 1987).
This study aims to determine the Listening Proficiency Levels and Strategies
Of The Selected Grade 8 Students Of La Salette Of Roxas College, Inc. S.Y. 2016-
2017.
SITUATION ANALYSIS
3
We, the researchers, would like to conduct this study because authors such
as Tapscott (1999, 2009), Howe and Strauss (1991, 2000), Prensky (2001a, 2001b,
2009, 2010), Oblinger and Oblinger (2005), Palfrey and Gasser (2008) and others
have argued that because todays generation of young people have been immersed
in a world infused with networked and digital technologies, they behave differently
expectations about life and learning. Digital Natives are used to receiving
information really fast. They like to parallel process and multi-task. They prefer their
graphics before their text rather than the opposite. They prefer random access (like
hypertext). They function best when networked. They thrive on instant gratification
and frequent rewards. Because of this, students seem to give little attention in
listening skills.
THEORETICAL FRAMEWORK
very short duration. Almost immediately upon hearing the new language, learners
begin to sift and soft the acoustic information by forming categories and building a
Advanced levels students are able readers and written language has become a
variable source of input, listening should still occupy a central place in their
language use. Superior is able to understand the main ideas of all speech in a
4
standard dialect, including technical discussion in a field of specialization, can follow
colloquialisms, and register shifting, able to make inferences within the cultural
underlying organizational structure of the oral text and includes sensitivity for its
social and cultural references and its effective overtones. Rarely misunderstands
but may not understand excessively rapid, highly colloquial speech or speech that
has strong cultural references and distinguished was able to understand all forms
and styles of speech pertinent to personal, social, and professional needs tailored to
different audiences. Show strong sensitivity to social and cultural references and
aesthetic norms by processing language from within the cultural framework. Texts
public policy statements, literacy readings, and most jokes and puns may have
Cited in the book of Murcia (2006) dual perspective into account, Richards
transactional) and language processes ( top-down and bottom up). He observes that
extent to which one or the other process dominates is determined by (a) whether
the purpose for the listening is transactional or interactional, (b) what kind of
5
background knowledge can be applied to the task, and (c) what degree of familiarity
listeners have with the topic. He concludes, too often listening texts require
understanding of the content of discourse and the recognition of every word and
6
FEEDBACK
To show the flow of the study, the researchers will employ Input-Process-Output-
Model. This explains that the researcher will be using a recorded passage to gauge
the listening proficiency levels and listening strategies of the respondents. The two
mentioned variables are the expected output of the study. Wherein, it will be done
Listening is the beginning of understanding. And until now, this gains great
the following:
Students
School administrator
7
The result of this study would give them solid basis for taking actions to
improve the listening skills and to remedy the problems encountered by the
teachers concerned.
It serves as guide for them to plan, design and develop curriculum beneficial
Teachers
The result of this study may provide teachers with vital information that could
enable them to make the necessary adjustments in their approaches, methods and
strategies of teaching.
Researchers
independent and confident. This study benefited the researchers by enriching their
Future researchers
The result of this study may serve as a benchmark for future researchers who
will undergo further studies related to listening comprehension and other related
studies.
8
This study entitled Listening Proficiency Levels and Strategies of The
Selected Grade 8 Students of La Salette of Roxas College, Inc. S.Y 2016-2017 used
descriptive method that explained the listening proficiency levels and strategies of
limitation of the study. Furthermore, it shall be limited too to the issues concerning
DEFINITION OF TERMS
used as a reminder.
Cognitive strategy. Are problem solving techniques that learners use to handle
the learning tasks and acquisition of knowledge or skill (Derry and Murphy, (1986).
application.
9
Language Learning Strategies. It refers to techniques that learners utilize to
Listening Dimensions. These are the dimensions being tested by LCQ (Listening
Literal- Questions that answered the 4Ws (What, Who, When, and Where)
Critical- These are questions that can put a respondent into a situation.
Listening Skill. It is the ability of the students to understand the English language
10
Second Language (L2). Integration is the process in language Proficiency that
selects incoming meaning input from lower processes such as word recognition and
parsing and integrates these inputs into a coherent meaning representation in the
Chapter II
This chapter presents the summary of related literature and related studies
collected by the teacher. Such, materials, both conceptual and research literature
design.
Foreign:
of studies (O Malley, Chamot, and Walker, 1987: Oxford and Crookall, 1989:
Wenden and Robin, 1987). Cited in Oxfrod (1990) defines language learning
strategies as the techniques that learners utilize to improve the use of the target
11
language information. O Malley and Chamot (1989) categorize strategies into two
added to describe the learning that takes place when learners interact with
classmates s the teachers for clarification or use specific techniques to lower their
anxiety. Skilled-learners where found to be more strategies than their less skilled
counterparts. Also there were differences in the types of strategies skilled and less
skilled learners used. Here are the types of strategies discuss separately.
Cognitive Strategies
visualization. They also note that these strategies arise as responses to specific
from research into listening strategies of ESL learners offers the following
definition. Cognitive strategies are more directly related to a learning task and
Palinscar, 1982; O Malley and Chamot, 1990), language learners use cognitive
strategies to help their process store and recall new information (Goh, 1998). Two
broad types of cognitive strategies have been the subject of L2 listening research:
translation, adjusting the rate of speech, repeating the oral text, and focusing on
prosodic features of the text. The top-down strategies, on the other hand, includes
12
the L2 input without translating to L1. This strategy directs the listeners attention
to the meaning and structure of target language. The second cognitive strategy is
focusing on the main words to understand the new words. The listener creates
sentences. The strategy is very useful, especially for beginning listeners, who rely
cognitive strategy is relying on the main idea to comprehend the whole text. The
strategy helps the listeners locate the theme first and details later on.
Metacognitive Strategies
to have control over their learning through planning, monitoring, evaluating and
metacognitive strategies helps learners get back their focus when they lose it.
However, learners do not use metacognitive strategies very frequently despite the
cognition. The first type is concerned with the learners awareness of what is going
on, and the second type relates to what learners should do to listen effectively. O
Malley (1989) found that skilled listeners use more repair strategies to redirect their
attention back to the past when there is a comprehension breakdown , whereas less
skilled listeners give up and stop listening. Vandergift (2003) found that skilled
listeners used twice as many cognitive strategies as their less skilled counterparts.
Socio-Affective Strategies
13
The last category of strategies is socio0affective, which encompasses the
attempts to create and promote positive emotional reactions and attitudes towards
language learning (Chamot and O Malley 1987). Vandergift (2003) defined socio-
1993), the affective strategies used to control learning experiences are very
important because the learning experiences are very important because the
Based from the report of Martin (1982), learners orient themselves to the
listening task by becoming accustomed with the various characteristics of the input,
learners decode input and attempt to fit meanings together to determine the main
idea of the input. Once the main idea is established, learners can then draw upon
their previous knowledge. Martin also noted that the strategy use occurs in the
pattern of strategy. He says that learners first employ either inferencing to guess
the topic of the text through contextual and acoustic cues, or elaboration to activate
their background knowledge of the topic. Once background knowledge had been
text. At this point, learners employ strategies such as self-monitoring and self-
and foremost in addition to finding similar pattern of strategy used, both of these
Learners take an active role in orienting themselves to the listening task, assessing
14
their background knowledge and comparing their interpretation of the input with
the actual input. They also evaluate and monitor their strategy use. This information
language listening should encourage employing the same strategies that they use
in first language. Moreover, this strategy brings to a conscious level and helping
learners apply them in a second text. The conscious use of strategies allows to be
increase the learners confidence and their ability to tackle more difficult listening
them with useful tools for solving communication problems and enhancing
instruction: (a) present student with appropriate expressions to ask for assistance
and indicate non-comprehension; (b) develop and use training videos that allow
learners to observe and discuss strategy use; (c) model and practice reception
strategies in class, particularly in group and cooperative activities that require the
a different set of steps to guide learners through the listening process and foster the
15
development of meta cognitive strategies in particular: (a) familiarize learners with
idea of strategies ; (b) teach learners to become strategically smart ; (c) teach
Strategies ;(f) help learners deal with anxiety ; (g) talk the learners in the target
language ; and (h) expose learners to relevant listening texts. In addition Vandergrift
(1997b) during the first two years of language study, with the learners gradually
specific action or step taken to solve the comprehension problem. moreover, Goh
found that more proficient listeners used more strategies than less proficiency
learners the more proficient listeners employed 10 cognitive and 8 meta cognitive
tactics. Based on these findings, Gohobserved that less proficient listeners may be
more hampered by using fewer tactics , especially meta cognitive tactics, than they
different tactics used by the learners: 22 cognitive tactics grouped under eight
cognitive strategies and 22 meta cognitive tactics grouped under six meta
cognitive.
16
Receiving
auditory and visual sensory receptors. While the listening process can include
hearing sounds, listening and hearing are not synonymous function that many
process involving the intricate mechanism. the sound must enter the middle ear ,set
into vibration the tympanic membrane , and be conducted through the inner ear to
the brain .problems with the hearing mechanism can compound the receptive
process . Research at the National Institutes of Health suggests that as many as one
out of every nine Americans has some type of hearing loss . Exposure to loud
music , especially through head sets , has been identified as a major contributor to
this situation. While many researchers and practitioners have focused their
also involves the visual channel when the source of the stimulus is in the presence
of the listener. The visual channel is an influential communication media , the other
Attending
After the message has been received through auditory and visual channels ,
point, the listener is required to focus on the auditory and /or the visual stimuli and
concentrate on the message received. While researchers differ as how the short-
term memory system receives and holds the information, they do agree that the
17
limited resource of fixed capacity of sensory systems and memory mechanisms
combined .the human attention span today undoubtedly has been limited further by
the impact of the media. Many people raised in the television generation , for
example , have come to expect a-7 to 10 minutes program format with time out for
a commercial break. This shortened attention spam affects ones capacity to listen
energy may be distributed according to (1) the difficulty of the mental task;
uses the listeners name); and (3) conscious decisions ( such as focusing on ones
Perceiving
Attention to the message is affected not only by the listeners energy in short
term memory system but also by the listeners perceptual filter. The perceptual filter
serves to screen the stimulus so that ones predispositions alter the message
roles, and mental , and physical states makes up the perceptual filter. The frame
the communication so that, essentially , we see and hear what we want to see and
hear. The listener who understands how the frame of reference shapes his or her
18
responding as they do. Getting to this level of emphatic perception affords the
Interpreting
Once the message has been received and perceived by the listener through
the auditory, visual, and attention processors , the message must be interpreted by
the listener. This stage of listening process involves fitting the verbal and/or
assigned. The assignment of meaning to the message is influenced not only by the
linguistic category system but also ones cognitive processing. This mental activity is
categories in the long term memory store . As individuals are called on to handle a
vast amount of information during the course of any givn day, techniques to process
task of decoding and interpreting the messages . Schema theory posits that
19
and links (relationship of the nodes). New information that listener receive is first
represents the generic concepts that are stored in memory and relate persons or
suggests that schemata serve important listening functions in (1) telling us what we
should attend, (2) serving as the framework for interpreting incoming information,
the message , thus, serve to frame the listeners interpretation of the information
received.
Responding
After assigning ones own meaning to the message , the listener responds to
it. This phase of listening process involves moving the received, attended to, and
interpreted message from the short-term memory into a long-term memory store
dynamics of short term memory and recall. The listeners response also is external ,
manifested in the feedback that the listener provides to the source of the message .
that with increased feedback , responses that might take the form of a listeners
effectiveness on the feedback , both listener and speaker gain confidence that the
20
communication . other communicators in an interaction base their assessment of a
Thus , while some listening scholars argue that feedback goes beyond listening and
takes listener to back into senders role in the communication transaction, we rely on
circles (figure 16.1) while stages of listening occur in some sequence , in the
every stage of this process. It should be apparent , then, that listening behavior is
one of the most complex of all human behaviorsand certainly far beyond the
auditory processing that has been the focus of so many of the earlier listening
scholars.
21
focus
energy
Attention
visual Frame of
taste
reference
smell
taste
Reception message
Perception
speaker
touch
auditory
Influences empathy
environmenttnt channel
nt
listener
external verbal
cognitive
Interpretati
Response
on
Non-verbal
internal
Listening comprehension is a very important skill that children will use throughout
their life. It is also very important skill for a number of reasons .first, being able to
reader later on child must be able to recall information when it is presented orally.
Second, children who have strong listening comprehension skills also tend to be
good listeners overall. As adults we often spend too much of our time talking and
not enough time to listen .listening is a skill that a child will use throughout his/her
22
entire life. And finally, strong listening comprehension skills also promote thinking
and problem-solving skills. When listening to a story the children begin to develop
their own thoughts and ideas about the situations presented in the story .Rost
(2005) , points out that listening strategy are under learners conscious control and
and materials. Way (1973) , who suggested that it is possible to train listening skills
and to construct the teaching situation in such way that listening techniques and
skills develop fully and toward a more mature level. Likewise, Benson(1989)
highlights that whereas in the past , listening had been seen mainly as model for
Indeed, it canbe argued that just like any good investment , effective listening
provides the students with valuable long term benefits : competence , confidence,
The neglect of the listening skills (speaking, listening, reading and writing) is
the most crucial for the learning and acquisition for second language. However, past
research has thus far revealed that a large proportion of the L2 research findings
indicates that listening is the most important widely use English skill in normal daily
life.(Morley 2001;Rost 2001) and it develops faster than oher language skills , which
23
in turn suggests that can facilitate the emergence of other language skills (Oxford ,
1990).
an initial exposure to listening gives learners a more natural way to learn the
knowledge is required to process and decode the aural input , whereas retrieval
more efficient when learners are not immediately required to speak and are only
required to listen to the language. The third advantage is utility, on the usefulness
speaking, 9% writing and 11-16% reading( Rivers in Gelman and Moody ). The last
Learners feel embarrassed and sometimes discouraged when they are forced to
make early oral production . when this pressure does not exist , learners can relax
and stay focused on the developing the listening skill , which helps the emergence
comprehensible input facilities the learning of the second language . Krashen and
Terrell(1984), argue that the priority of listening in second language learning is the
same as the priority of the listening only stage of a child needs to acquire his/her
first language . Dunkel (1986) also indicates that the developing proficiency in
24
listening is the key to achieving proficiency in speaking. However, despite the fact
that the listening has been now subjected to research for more than three
language researchers.
which the listener anticipates what will come next . Goss(1982) defines listening
meaning out of the information received from the speakers. Wipf (1984) defines
reading to sounds being received from a sender , and finally retaining what was
gathered and relating it to the immediate as well as the broader socio cultural
context of utterance.
listening as a metal process that requires a great deal of cognitive effort on the part
of the listener such as interpreting the sounds, figuring out the meaning of the
between input and knowledge does not always exist; comprehension gasp are
frequent and special efforts to infer meaning are required for second language
learners in particular.
25
Related studies
primary importance in the communication aims to be reached. The reasons for the
nearly total neglect of listening are difficult to assess, but as Morley (1972) notes
receives overt teaching attention ones native language has masked the importance
reality, listening is used for more than any othe single language skill in normal daily
life . according to Rivers (1981) and Weaver (1972) we can expect to listen twicw as
much as we speak , four times more than we read, and five times more than we
write.
development as a skill in its own right. (Morley 1999). The utility of listening
understand spoken texts in the target language and to interact with native speakers
(e.g., 2002).
on the the computerized TOEFL test. Context visuals (pictures that set the scene for
26
the upcoming verbal exchange) prepare listeners for the text or verbal exchanges ,
whereas content visuals (related to the actual content of the verbal exchange)
support the text. Results indicated that the content visuals decreased
information (e.g., context visuals) are not helpful to the listener these visuals still
the amount of working memory available to the listener for attending to the
required information. This interpretation also provides theoretical support for the
recognition skills ,i.e,. fluent bottom up processing is critical for successful listening
she found no significant differences between the two groups in the final
the contents and exercises for the training and testing conditions , as well as
insufficient training. The contextualized nature oh the stimulus materials may also
explain the findings. Training in word recognition skills that acknowledges the
and idea unit analysis , he found that low-proficiency Japanese students of English
27
level learners cannot construct meaning when they process connected speech on a
The literature base in listening strategy instruction has grown little in recent
years, however, studies on the differences between more skilled and less skilled
Vandergrift (2003) have produced some useful insights. Grounding their research in
earlier work by OMalley and Chamot (1990), the findings of Goh,Marescham, Peter,
and Vandergrift highlight the importance of the effective use of met cognitive
strategies (1) total meta cognitive strategy use, (2) comprehension monitoring,(3)
differences and, in addition , found that the successful listener used an effective
combination of the meta cognitive and cognitive strategies , a finding also reported
CHAPTER III
28
This chapter deals with methods and procedure in the gathering of needed
data for the future day. This includes the research design, respondents, sampling
procedures, research instruments and the statistical tools which will be utilize.
RESEARCH DESIGN
The descriptive method of research will be used in this study. The descriptive
serves to organize the findings in order to fit with explanations and then test or
validate their explanation. It is used to analyze, interpret and report the present
will prevail in a group chosen for study and method for qualitative description of
situations. In the study, this method will be used to describe the listening
Thirty (30) out of ___ students coming from Grade 8 A and B of La Salette of
Roxas College, Inc. will be chosen as respondents of the study. The researchers will
use simple random sampling through fishbowl technique for the selection of
samples. Simple random sampling is the basic sampling technique where we select
a group of subjects (a sample) for a study from a larger group (a population). Each
29
individual will be chosen entirely by chance and each member of the population will
have an equal chance of being included in the sample (Easton and MacColls
RESEARCH INSTRUMENT
Since the study will try to identify the levels of Listening Comprehension, the
dimensions. Each has5 questions with a total of 20 items. In the literal, items has
constructed through Multi-choice format where questions are concerned with 4Ws
(Who, What, When and Where). On the other hand, the succeeding dimensions are
respondents will answer questions concerning the how and why questions. On the
other hand, the critical dimension will focus on questions that can put them in the
questions that will be focusing on the values they will learn and how will they apply
it in real life.
30
The researchers will construct at least 30 questions about the story of Shrimp
the Teaching of Foreign Languages (ACTFL 1989) used for rating the listening
proficiency level of the subjects in the study. The researcher will level the rubric
from 1-5 with the particular descriptions. Levels 5 to 1 will be named distinguished,
Comprehension
5 9-10 Distinguished
4 7-8 Superior
3 5-6 Advance
2 3-4 Intermediate
1 1-2 Novice
31
The scores that will be given by the raters in the rubric for each participant
will be tabulated and computed for the average and weighted mean to determine
Comprehension
5 8.50-10.00 Distinguished
4 6.50-7.49 Superior
3 4.50-6.49 Advance
2 2.50-4.49 Intermediate
1 1.00-2.49 Novice
comprehension level of the students; the identified level of the respondents will be
multiplied to the band where they belong. Then the result will be subjected to
32
Checklist is a tool used to check tasks accomplished by the students. In the
study, this will be use to identify the strategies will be used by the respondents in
L2 learning.
the respondents in assessing themselves on how they learn the target language. It
gathered from the previous studies one of which is Teaching L2 Learners How to
(2010) and the other L2 Learners Strategic Mental Processes during a Listening
Test by Taguchi (2001). Originally, there are 21 listening strategies but the
researchers will only select 15 and contextualize it to the locale of the study.
Each of the 30 respondents will be called in a room where they will answer
First, the respondents will be set to relax themselves and explain to them that
their participation and honesty is highly required for the validity and objectivity of
recorded reading of The Sparrow and the Shrimp. In this phase, respondents will
33
be simply asked to be quiet and be attentive to specific details as well as the gist of
the story.
On the taking of the test, the researchers will assist each respondent for
them to ensure that they understand the questions given and for the researchers to
When all the respondents have accomplished the questionnaire, the listening
strategy checklist will be administered next. The researchers will guide the
When both instruments are duly accomplished, the researchers will analyze
The listening comprehension rubric will serve as guide in assessing the level
of each participant. One (1) second language teachers, including the three (3)
researchers, will rate the listening proficiency of the respondents. This will be done
for the objectivity of the rating and coincides with the idea of triangulation- a typical
strategy for improving the validity and reliability of research findings. The ratings
given by the raters will be computed for the average to get level of the listening
Finally, the data collected from the questionnaires and the listening
34
The responses that will be collected from each respondent will be tabulated
35