Abstract
Through the years, investigation into English captioned movies has been the subject of many studies in language teaching and learning. Most of these studies have found that listening strategies play a crucial part in enhancing students’ listening skills. Focusing on the same subject but with a new perspective, this research aimed at exploring the frequency use of listening strategies in watching English captioned movies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC). One hundred and fifty college freshmen participate in answering the questionnaire and twenty-five students in responding the semi-structured interview questions. The data gained from the questionnaire was analyzed by SPSS in terms of descriptive statistics and ANOVA test. The results of the study indicated that a vast number of students employed listening strategies at different levels of frequency in which the cognitive strategy was used more frequently than meta-cognitive and socio-affective strategies. The results further proved that there was no significant difference of non-English majors’ listening strategies in watching English captioned movies in terms of majors.
Highlights
Researchers like Ellis (1997) or Harmer (2007) have asserted that listening is one of the four basic skills of language learning, and it plays a major role in everyday communication. Morley (1991: p.81) highlights that “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write”
Focusing on the same subject but with a new perspective, this research aimed at exploring the frequency use of listening strategies in watching English captioned movies in five general English classes at Ho Chi Minh City Industry and Trade College (HITC)
The results further proved that there was no significant difference of non-English majors’ listening strategies in watching English captioned movies in terms of majors
Summary
Researchers like Ellis (1997) or Harmer (2007) have asserted that listening is one of the four basic skills of language learning, and it plays a major role in everyday communication. Morley (1991: p.81) highlights that “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write”. Researchers like Ellis (1997) or Harmer (2007) have asserted that listening is one of the four basic skills of language learning, and it plays a major role in everyday communication. Morley (1991: p.81) highlights that “Listening is the most common communicative activity in daily life: we can expect to listen twice as much as we speak, four times more than we read, and five times more than we write”. Learners should receive input before switching to any other stage of language learning. According to Walker (2010), listening is seen as one of the most difficult skills and yet the most important to have. That is why English teachers must seek for some way to facilitate their learners’ listening process
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
