Tài liệu Nghiên cứu về chiến lược nghe cho học sinh lớp 10 tại trường thpt bình liêu

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES BUI THI THANH VIEN AN INVESTIGATION OF LISTENING STRATEGIES FOR THE 10TH GRADE STUDENTS AT BINH LIEU HIGH SCHOOL (Nghiên cứu về chiến lược nghe cho học sinh lớp 10 tại trường THPT Bình Liêu ) M.A. THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Cao Duy Trinh (PhD) THAI NGUYEN – 2019 DECLARATION I certify my authorship of the study report entitled “An investigation of listening strategies for the 10th grade students at Binh Lieu high school” The topic is a product that I have tried to study in the process of studying at Thai Nguyen University as well as teaching at Binh Lieu high school. During the writing process, there are references to some clearly-derived documents, under the guidance of Cao Duy Trinh (PhD). I assure you if there is any problem, please accept my responsibility Quang Ninh, September 20th 2019 Trainee Bui Thi Thanh Vien This study was approved by: Cao Duy Trinh (PhD) i ACKNOWLEDGEMENTS I am deeply indebted to a number of people for helping me to make this M.A thesis possible. First and foremost, my deepest gratitude goes to Cao Duy Trinh (PhD), my supervisor, who supported and encouraged me generously throughout this study. Without his excellent academic guidance and support, my thesis would not have been completed. I would like to sincerely thank the anonymous participants who contributed data to this study. Without their outstanding cooperation, this thesis would have never been done . I would like to thank my family, especially my parents and my husband for their constant source of love, support and encouragement in times of difficulty and frustration. Finally, I would like to thank my readers for their interests and comments on this thesis. While I am deeply indebted to all these people for their help to the completion of this thesis, I myself remain responsible for any inadequacies that are found in this work. Bui Thi Thanh Vien ii ABSTRACT This paper studies an investigation of listening strategies for the 10th grade students at Binh Lieu high school. The study has the population of total 69 students of the 10th grade of Binh Lieu high school at Quang Ninh province. These 69 students come from three classes of the 10th grade. Sampling of a study is defined by qualitative research and quantitative research. Through this research, many aspects of listening have been clarified, such as definition, types of listening, difficulties, importance of listening, how to improve listening skill, listening strategies, and role of teachers in teaching listening skill. The application of listening strategies in learning listening skill is very important. Indirect listening strategy is considered as an effective strategy in improving efficiency of listening compared to direct listening strategy. Its efficiency and effectivenes is shown in the result of survey of 10th grade students at Binh Lieu high school. In the survey to give solution for improving listening skill, a larger number of students also give answers of listening learning skills related to indirect strategies: learning listening in group, controling emotions, feelings and attitudes, and plan to learn listening strategically. iii TABLE OF CONTENTS Chapter 1: Introduction 1.1. Rationale ...............................................................................................................1 1.2. Aims of the study..................................................................................................1 1.3. Research questions ……………………………………………………………1 1.4. Scope of the study ................................................................................................1 1.5. Significance of the research…………………………………………………….2 1.6. Structure of the research………………………………………………………..2 Chapter 2: Literature review 2.1. Listening definition ..............................................................................................3 2.2. Type of listening ..................................................................................................8 2.3. The difference between hearing and listening………………………………...10 2.4. Listening skill…………………………………………………………………13 2.5. The importance of listening skill in daily life, work environment and language learning……………………………………………………………………………….14 2.6. Barriers and difficulties in listening and learning listening…………………..17 2.7. The improvement of listening skill…………………………………………..24 2.8. The role of teacher in teaching listening skill………………………………..27 2.9. Type of listening strategies ……………………………………………………30 2.9.1. Direct listening strategies………………………………………………31 2.9.1.1.Cognitive strategies........................................................................31 2.9.1.2. Memory strategies.........................................................................32 2.9.1.3. Compensation strategies ...............................................................33 2.9.2. Indirect listening strategies……………………………………………..33 2.9.2.1. Metacognitive strategies ...............................................................33 2.9.2.2. Affective strategies .......................................................................34 2.9.2.3. Social Strategies ............................................................................34 2.10. The reality of learning English at high schools in Vietnam today…………..35 2.11. Previous Studies ...............................................................................................36 Chapter 3: Research methodology iv 3.1. Introduction ......................................................Error! Bookmark not defined.8 3.2. Research design ...............................................Error! Bookmark not defined.8 3.3. Research site ………………………………………………………………….39 3.4. Sample and sampling procedures .......................................................................39 3.5. Data collection instrument……………………………………………………40 3.6. Data collection procedures ……………………………………………………41 3.7. Data analytical method……………………………………………………….41 3.8. Reliability and validily ………………………………………………………42 Chapter 4: Findings and Discussion. 4.1.Introduction ………………………………………………………………………43 4.2.Result and discussion …………………………………………………………….43 Chapter 5: Conclusions and recommendations……………………………………52 References …………………………………………………………………………54 Appendix A…………………………………………………………………………… Appendix B…………………………………………………………………………… v CHAPTER 1: INTRODUCTION 1.1. Rationale Listening is a process that allows the listeners 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 cannot respond quickly and efficiently (Mberia, 2011). Many researchers agree that in language learning, listening plays an important role in the reception of a language. Recently, listening skill has 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. In addition, listening skill brings the students the opportunity to feel the language and improve the overall ability to use English (Yıldırım and Yıldırım, 2016). Rost (1994) also emphasized that listening could be seen as a necessary skill in the process of training a foreign language learner and even could be considered as a tool to predict the success of English learners. As such, listening skill plays an important role in learning English. Therefore, the topic “An investigation of listening strategies for the 10th grade students at Binh Lieu high school in Quang Ninh province” is chosen for research. 1.2. Aims of the study The study aims mainly to explore listening strategies which the 10th grade students at Binh Lieu high school in their English learning process, particularly: - To explore the direct listening and indirect listening strategies of the 10th grade students at Binh Lieu high school. - To explore their effect differences between using direct listening strategy and indirect listening strategy in learning English. - To provide solutions for improvement of the students‟ listening skill. 1.3. Research questions 1. What listening strategies do the 10th grade students at Binh Lieu high school use? 1 2. Are there any differences of tests‟ results between direct listening strategy and indirect listening strategy used by the 10th grade students of Binh Lieu high school? 3. What are solutions for the improvements of the students‟ listening skill? 1.4. Scope of the study *Geographic location The research is going to be conducted in Binh Lieu high school in Quang Ninh province. This is done to obtain an objective result for the applied research. *Demographic objects The 10th grade student at Binh Lieu high school is included in demographic profile. 100 students of the 10th grade of Binh Lieu high school take part in the survey. In a wide range of respondents, there are some mistakes that can surely happen when doing survey with the type of error such as the respondents not focusing on the questions. Thus, they may decide the answers 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, and then they may give incorrect answers. *Temporal aims The time frame for conducting this research and examining the results is estimated to be a half of year or longer depending on whether there is a constraint of funds and manpower. The research is written in 2018. 1.5. Significance of the research. In the aspect of the scope of the research, it is important in finding out listening strategies. And these strategies are understood through the application of investigation of the 10th grade student at Binh Lieu high school. From that, it is useful to find out the best listening in learning English. 1.6. Structure of the research In chapter 1, it is introduction. The study presents general parts including background to the study; problem statement; review of related literatures; purposes of 2 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 procedures, data collection instruments and data collection and analysis process. In chapter 4, the study shows findings and discussion after analyzing data In chapter 5, the study presents conclusions and recommendations. There are three parts in conclusions consisting of conclusion of the thesis, limitation of the thesis and suggestions for further researches. 3 CHAPTER 2: LITERATURE REVIEW Learning English is a long time process requiring perseverance and patience. The listening subject is one of four difficult skills for learners. In order to have a good listening, listener has a must of a wake head. During listening process, unrelated things need to be removed from the brain. In fact, many students have to face with English listening as well as other foreign languages. The literature review of this research is going to state some things about listening skill, factors that affecting listening and kinds of listening strategies. Some previous studies are also described in this literature so that we can see previous researchers‟ views on listening. 2.1. Listening definition The word “listening” has been defined by many authors all over the world. Babita (2013) gave a definition of listening as a language modality. It is one of four language skills including listening, speaking, reading and writing. Listening must need to have an active involvement of a person. In listening, there is the relationship of sender, receiver and message. Listening is a psychological process of receiving, attending to constructing meaning from and responding to spoken and non-verbal messages. In a similar aspect, Barker (1971) presented listening was the selective process of attending to, hearing, understanding and remembering aural symbols. So, listening is quite complicated and requires high concentration. If not, key words or key messages will be lost. The role of listening is promoted so much. Having a deep view of listening, Tucker (1925) brought a profound definition of listening. Particularly, it is “an analysis of impressions resulting from concentration where an effort of will is required”. As so, both Baker (1971) and Tucker (1925) had same thought that listening required a highly concentrated brain. In the case that a person has responsibility to listen a text and write the main content of the text; however, during the process of listening, he or she lets his or her brain focus on the other issue. Consequently, the result of listening is not good. In other words, he or she does not understand what the key words of the text are. He or she failed in listening. According to the view of Ahmadi (2016), listening consisted of “the auditory discrimination, aural grammar, choosing necessary information, remembering it, and connecting it to the process between sound and form of meaning”. In general, listening is a skill that needs the 4 choice of key information, need to remember it. The below is listening definitions of many authors who wrote very long time ago. As time passes, listening has been defined in different ways which has depended on the areas of expertise of educators; these educators have done in social sciences. Listening, at the beginning of 19th century was understood “in terms of reliably recording acoustic signals in the brain” (Rost, 2002). The definition was different in decades later when there was more information about human brain. It was defined as “unconscious process controlled by hidden cultural schemata”. Coming to 40s of 19th century, due to the development of telecommunications, listening was “successful transmission and recreation of messages”. In the 1960s, listening composed of listeners‟ own experiences to understand the intention of the speaker. In the 1970s, “the cultural significance of speech behavior” was accepted. “Parallel processing of input” is the definition of listening in decades of 80s and 90s. Listening comprehension was defined as “an active and conscious process in which the listener constructs meaning by using cues from contextual information and from existing knowledge, while relying upon multiple strategic resources to fulfill the task requirements” (O‟Malley, Chamot, and Kupper, 1989). The definition of Vandergrift (1999) was more widen when listening was more complex and active. The complexity was due to the discrimination of listener between sounds. Moreover, it was also understood in vocabulary, grammatical structures, interpret stress and intonation Figure 1: Listening definitions of authors Author Tucker Year Definition 1925 An analysis of the impressions resulting from concentration where an effort of will is required Rankin 1926 The ability to understand spoken language Nichols 1948 The comprehension of expository materials presented orally in a classroom situation Barbe & 1954 language in terms of past experiences and further course of action Meyers Brown The process of reading to interpreting and relating the spoken & 1955 The aural assimilation of spoken symbols in a face-to-face speaker 5 audience situation with both oral and visual cues present Carlson Barbara 1957 A definite usually voluntary effort to apprehend acoustically Spearritt 1962 The active process involved in attaching meaning to sounds Barker 1971 The selective process of attending to hearing, understanding and remembering aural symbols 1972 Weaver A process that takes place when a human organism receives data orally. The selection and retention of aurally received data 1975 Kelly A rather definite and deliberative ability to hear information to analyze it, to recall it at a later time and to draw conclusions from it Steil et al. 1983 Consists of four connected activities – sensing, interpreting, evaluating and responding Wolff et al. 1983 A unitary-receptive communication process of hearing and selecting, assimilating and organizing and retaining and covertly responding to aural and nonverbal stimuli. Wovin & 1988 aural stimuli. Coakley Brownell The process of receiving, attending to and assigning meaning to 1994 An overt behavior that conceptualizes the teaching and training process ILA 1996 The process of receiving, contructing meaning from and responding to spoken and/ or nonverbal messages Cooper 1997 Listening competency means behavior that is appropriate and effective. Appropriateness means that the content is undertsood and effectiveness deals with achievement of interactive goals. de Ruyter 2000 { as perceived by customers} A set of interrelated activities, including apparent attentiveness, nonverbal behavior, verbal & Wetzels bahaviors, perceived attitudes, memory and behavioral responses Bostrom 2011 The acquisition, process and retention of information in the interpersonal context. * Definitions published prior to 1988 are drawn from Glenn (1989) and Wolvin and Coakley (1988) 6 Listening is an important skill and is expressed by some key components. Babita (2013) listed components of listening such as the discrimination among sounds, the recognization of words and the understanding of meaning, the identification of grammars, the identification of expressions and sets of utteranes that act to create meaning, the connection between linguistic cues and non-linguistic and paralinguistic cues. Moreover, listening still uses the background knowledge on the purpose of predicting and confirming the meaning; for the final purpose, it is used to recall important words and ideas. As a result, the participation of these components will create a good ability in listening. The process of listening is implemented through five steps. It includes hearing, understanding, remembering, evaluating and responding (Babita, 2013). Hearing is the process of sound waves awakening the subconscious of brain. It is not to listent to hear, but it is to hear to listen. In order to have effective listening, it is essentially neccesary and important to have a brain with a good hearing. You can hear something, but you must analyse what you heard. It is called “understanding”. In other words, when you perceive an information from sender, you are in charge of analyzing the meaning of the information. The analysis is not only about sounds, but also about words, sights, body…etc. So, so as to obtain successful communication, the listener has to understand the intended meaning and the context assumed by the sender. In listening process, “hearing” and “understanding” is not enough. You hear the content of message, you also understand what the message is about; after that, you forget the messeage content that sender want to transmit to you. As a result, you fail in listening. A completed listening process must require the word “remembering”. Based on the view of Ulum (2015), remembering means that a person has not only received and clarifies a message but has also added it to the brain‟s stockpile. Remembering is something saved in the memory after hearing and understaning. Remembering is different from what was seen and heard. Referring to evaluating, not all listener would like to join in this step, but active listeners are supposed to complete this step. By experience and fact, active listeners will determine the apprearance or absence of bias or prejuidice in a message. Evaluating must be carefully assessed after hearing and understanding as well as remembering messages (Babita, 2013). An effective listening 7 is achieved only when evaluating does not begin too soon. It means that evaluating is practiced when the incoming message ends. On the other hands, if without hearing, understanding and remembering all contents of message, evaluating will be wrong. Sometimes, the beginning and the middle of the message do not present all aspects. As a result, we must follow the message from the beginning to the ending on the purpose of getting effective listening. The final step in listening process is responding. Responding is understood as the feedback that the receiver provides after the completion of listening process. The feedback can be shown through verbal or nonverbal. Feedback is the description of the succesful level of the transmission of message to receivers. Figure 2: Five steps of listening process. 2.2. Types of listening Depending on the purposes and ways that listeners perceive and respond to the process of listening. It can be divided into different types as below: -Active listening: simply understanding that listeners are active in listening process. In other sentences, active listening means listeners show their interests in listening to what speakers are speaking. This type of listening is related to the encouragement of continued speaking. It is continuous to speak as listeners want to continuously listen. 8 - Appreciate listening: while listening to senders, listeners would like to find the way to appreciate senders. The reason is that listener‟s needs and goals are satisfied (Babita, 2013). Consequently, listener will be appreciated to praise sender. This type of appreciate listening is suitable for good music, good presentation …etc. - Biased listening: it is easy to be clear about biased listening that one person just only hears what he or she wants to hear. He does not want to hear others. There are much news in the text; however, listener will choose the message that is useful for him or her. Naturally, biased listening is very evaluative. - Attentive listening: it is opposite of biased listening. It means listener cares much about message. Therefore, he or she will pay attention to what sender is talking. He or she listens obviously and carefully. - Casual listening: show listening attention not obviously. Sometimes, listener cares much about the content of one message. Nevertheless, the attention is left when he or she does not care. Actual attention may vary a lot. - Comprehension listening: the purpose of this type of listening is to understand the information of message that sender wants to transmit to. When hearing the text, listener will seek the meaning of the text. It is not necessary for listener to be clear about all information on the text, but listener must understand what main content is. - Critical listening: this type of listening is more professional because the purpose of listening is to evaluate. After hearing, understanding and remembering; listener will give an evaluation about the message. The evaluation can be the agreement, approval, criticism, or judgment (Skills you need, 2019). - Deep listening: it is to seek to understand a person, understand about the personality, characteristics and real meaning which are not spoken. In clearer meaning, deep listening is not only to hear what sender said, but also to listen to the whole person. Whole person here is to listen to the body, gesture, attitude, and action. Listener can also see the person‟s bias, beliefs, values and preferences …etc - Discriminative listening: this is the basic kind of listening. It is different between different sounds. The meaning is that different sounds are identified. If you cannot hear the differences, then you cannot make sense of the meaning that is expressed by such differences. We learn to discriminate between sounds within our 9 own language early, and later are unable to discriminate between the phonemes of other languages. This is one reason why a person from one country finds it difficult difficult to speak another language perfetly, as they are unable distinguish the subtle sounds that are required in that language. Likewise, a person who cannot hear the subtleties of emotional variation in another person‟s voice will be less likely to be able to discern the emotions the other person is experiencing (Purani, 2013) - Empathetic listening: understanding the feelings of other peoples is what to be called empathetic listening. This demonstrates empathy. This type requires excellent discrimination and close attention to emotional signals. In the case that listener is really empathetic; he or she will feel what other people are feeling. - Evaluative listening: it is similar to critical listening. The purpose is to evaluate, criticize, and judge on what other people said. - Inactive listening: it is opposite of active listening. Listener will pretend to listen to the message; but in fact, he or she would like to spend more time on thinking. He or she can think about what the person said before, and does not care or listen to what the person will say next. Or listener can think about the matter outside the message that the person is talking. - Partial listening: listener takes much time on listening to the person saying. Nevertheless, some times, listener will listen in a drowsy way; or he or she does not continue listening and thinking of the answer for the previous question. This type of listening is often seen for learners who hear English listening. They struggle to think about the first answer; and do not know the second question is floating away. - Reflective listening: you have listened to a text, and then you reflect the content of the text back to other persons - Informational listening: when you listen to learn something, it is called informational listening. Informational listening is held most of everyday, at most of everywhere. It is easy to be recognized in education when students try to listen to learn their lessons. It is also recognized at work Generally, among various types of listening, five types of listening are considered as the most important and main listening. They are discriminative listening, comprehensive listening, informational listening, critical listening and empathetic listening. 10 2.3. The difference between ―Hearing‖ and ―Listening‖ As mentioned above, there are many different opinions about listening. It is also recognized that “listening” and “hearing” are two different categories. According to Hasan (2000), "hearing" and "listening" 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, unlike interpretation or interaction with the text. Simply understanding, “hearing” is the information that it gets into the ear by accident, or randomly. Hearers can perceive all messages or a part of messages. In contrast, listening is 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. With wisdom and understanding, listener will make an effort to listen all information in the text. This "hearing" and "listening" 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 to what they hear to the knowledge they currently have. Additionally, Brette (1995) stated 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 listens "twice as much as we say, four times what we read, and five times what the learner wrote ". The researchers distinguished 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) stated 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. 11 Richards and 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 Kline (1996), in order to learn and teach listening effectively; it is extremely important to be aware of the difference between listening and hearing. The difference in the view of Kline was obviously described as the following: “hearing is the reception of sound, listening is the attachment of meaning to the sound. Hearing is passive, listening is active”. In the similar meaning, Rost (2002) presented hearing different from listening that “hearing is a form of perception, but listening is an active and intentional process”. It is clear that both hearing and listening are shown in the involvement of perception. However, the level of perception is different. Listening is involved with high degree of intention. Hearing is at lower degree. Hearing is formed early. It is true for new born children. As soon as being born, children are able to hear (Flowerdew and Miller, 2005). Right after getting out of the womb, children could be able to hear the sounds around. However, their perception of sounds is very low. At the starting time, children will hear, and then show their attention to listen. Speaking is the second activity of children after listening. The next activity is reading, and then writing is the final skill of children. This proves that listening is the first skill of language (Lundsteen, 1979). In recent time, Surbhi (2016) provided an easily knowledge of listening definition that hearing is through ears, but listening is through the mind. As so, both hearing and listening use ear for involvement, but they are different. In hearing, ears will help you perceive sound waves and noise. It is the power of perceiving sounds. In 12 contrast, listening means you receive sound waves and clear about it by paying attention to words and sentences of speaker. Figure 3: The difference between hearing and listening BASIC FOR HEARING LISTENING COMPARISON What is it ? Hearing refers to one‟s ability to Listening is something done perceive sounds, by receiving consciously, that involve the analysis Vibrations through ears. and understanding of the sounds you hear An ability A skill Nature Primary and continuous Secondary and temporary Act Physiological Psychological Involves Receipt of message through ears Interpretation Meaning of the message received by ears Process Passive bodily process Active mental process Occurs at Subconscious level Conscious level Use of senses Only one More than one Reason We are neither aware nor we have We listen to acquire knowledge Concentration any control over the sounds we hear and receive infotmation. Not reqiured Required 2.4. Listening skill According to Rubin and Thomson (1994), listening skills are divided into two categories based on the type of listening process: (i) basing on 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) Nonreciprocal 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 knowledge” to understand what they are listening, according to Nunan (1991). Anderson and Lynch (1988) also distinguished these two processes by 13 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) named this process One-way listening 2.5. The importance of listening skill in daily life, work environment and language learning In daily lives, it cannot be without listening and speaking function. A question is that how we would feel if no listening. Actually, it is very terrible. Without listening, we could not feel the world around. Thus, this part is going to feature the role as well as the importance of listening in life and language learning. Based on the opinion of Guo and Wills (2006), listening promotes people gaining many profits such as the improvement in education, information collection, knowledge of the world and human affairs, and ideals and sense of values. Thus, listening has big role in motivating the brain to discover many things. Mendelson (1994) stated that listening occupies from 40 to 50 percent of the total time spending on communication. Speaking is at lower percentage, from 25 to 30 percent. Reading and writing are from 11 to 16 percent and 9 percent respectively. Consequently, listening is used mostly. The percentage is given at aim to emphasize the importance of listening in daily life as well 14