The success of the learner's language proficiency and effective language learning. In fact, getting to know and contact with a language they hear and say that the first mentioned edge. A specific example is the people Vietnam we are learning from birth, say, learn to hear the first few years and then go to school to learn new grammar, school culture. Obviously that listening is one of the most important factors is the most difficult part of learning the language.
Tables of hearing impairment, Underwood (1989) has stated his views in his book 'Teaching Listening 'about some difficulties were:
(1) Do not keep up the speed of the speaker,
(2) Unable to recall the information,
(3) limited vocabulary,
(4) Do not remember all hear information,
(5) Do not grasp the information,
(6) can not focus
(7) Not habit forming listen. When referring to the difficulty of the subjects learned to listen, P. (1996), author of many books on the language (language teaching) has listed the difficulties that students face while studying hear is: (1) Do not recognize the sounds that people He said, (2) There are routine must understand all the words in the sentence to understand the content of the article, (3) Can not understand when people speak English quickly in a natural way, (4) needs to be heard several times can understand, (5) Seeing is difficult to grasp all the information and do not predict what people talk about to say, (6) If you have prolonged listening, students will feel tired and lack of concentration. Also on that content, both legal language school teacher Nguyen Bang and Nguyen Ba Ngoc also lists the following six problems: (1) Having difficulty with the English pronunciation, (2) Must understand all the words, (3) Do not understand when people speak fast Natural England, (4) Seeing is difficult to keep up the pace of the English speaking, (5) Need to listen to it many times, (6) Tired Fatigue and frustration. The difficulties in the learning process visual skills from the perspective of the learner is also the author Hoang Van Van, Nguyen Thi Chi and Hoang Thi Xuan Hoa (2006) outlined in the book 'Reforming teaching English in High School Vietnam 'as follows: (1) difficulty hearing sounds of English, (2) Must understand all the new words capture the intent of the speaker, (3) No understand native speakers when they speak fast naturally, (4) Need to listen to it many times, (5) Seeing trouble grasping all the information and failed to predict the next information, (6) Inattention to hear. - In short, as identified by the scientists mentioned above, the learners often face common difficulties following while listening to: (1) Do not recognize the English pronunciation, ( 2) limited vocabulary, (3) lack of concentration while listening, (4) It is difficult to grasp the main idea of listening, (5) should be heard several times (6) Do not keep up the pace of the speaker . Overall, the authors agree on the issues mentioned above - the subjective factor but they have yet to comment on the objective factors, the ones partly profound effect that listening to : (1) The time introverted sound in English (2) A number of consonants in the English language is not in the table Vietnamese consonants just mentioned are both 2 point lead to mispronounce and did not recognize the sound when listening. So in this study, we will focus on deep vortex and clarification on the particular objective factors and the difficulties in general.
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