Teaching and Practicing Listening Skill at the Tertiary Level in Bangladesh: Prospects and Problems

Roksana Akter

doi:10.46281/aijssr.v4i1.254

Abstract

This paper tries to study and investigate on the topic" Teaching and Practicing Listening Skill at the Tertiary Level in Bangladesh: Prospects and Problems". The main objectives of the study is to find out to what extent teachers try to teach listening skill in Bangladesh, to what extent the learners have the scope to practice listening skill in Bangladesh. One hundred undergraduate students took part in this research. Both qualitative and quantitative methods have been used to conduct the study. Two sets of questionnaire have been developed for students as well as teachers to collect data. This paper describes the actual practice of listening skill by the teachers and the students, their behavior and attitudes and the problems they face in practicing Listening skill in Bangladesh. The methodology used for the study was a questionnaire. The results from an analysis of the questionnaire indicate that though most of the universities offer compulsory courses including listening, speaking, reading and writing, learners listening skill is not properly assessed at the tertiary level in Bangladesh. The paper concludes with a few recommendations to enhance the practice of listening skill at the tertiary level in Bangladesh.

Highlights

1.1 Background of the Research Listening is a passive skill that means we have to listen to carefully in order to act in the different linguistics environment
Are there any activities/activity done in your English classes for listening skill?
Do you think that the content of your classroom activities is from Bangladeshi context?

Summary

Introduction

1.1 Background of the Research Listening is a passive skill that means we have to listen to carefully in order to act in the different linguistics environment. Listening materials prepare students; they will need to do when using the language outside the classroom. It is necessary to enhance the listening skills to be proficient in any language. Marc Hegelson(2003) writes that the emphasis on listening begins in the late1800swith the direct method in Guin’s Series and the Berlitz school. This was continued by audio lingual method where language was presented orally before being presented in the written form. Hedge (2001) has pointed out that training second language learners in listening to English is important at the tertiary level because they need to comprehend the language of classroom and lecture halls. Considering the Grammar Translation Method (hereafter, GTM) inadequate to the demand for producing efficient English speakers and listeners, Communicative Language Teaching (CLT) has been introduced as a tool for communication (Hamid and Jr, 2008). 1.2 Objectives of the Research www.cribfb.com/journal/index.php/aijssr

Objectives

Methods

Results

Discussion

Conclusion