For many students, listening to academic lectures is one of
the hardest listening skills (Lebauer, 1988). There are various
possible reasons for this: the jargon and specialised words of
the field that are used; also the language that is used is often
at a more formal level; the lecture situation which is unidirectional
with the listener having little role to play, and no
control of the oral message; the expectations that the listener
is assumed to have in listening to lectures which depends on
many factors such as attitude, motivation, linguistic
knowledge and world experience.
Trying to find an answer to where difficulties lie is the
purpose of this study, with the focus on the type of problems
that post-graduate non-native students of English might have
had during their study in a native English academic
environment.
Chapter one presents the purpose and significance of
study, and deals with a few problems in the history of the
teaching of listening in Vietnam.
Chapter two looks at the different developments in
understanding the listening processes in general and listening
to lectures in particular.
Chapter three studies difficulties that non-native
speakers of English may face in lecture listening.
Chapter four mentions some of the recommendations that
the study implies.
| Identifer | oai:union.ndltd.org:ADTP/219140 |
| Date | January 1991 |
| Creators | Luyen, Pham Phuong, n/a |
| Publisher | University of Canberra. Education |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
| Rights | ), Copyright Pham Phuong Luyen |
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