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hUE UNIVERSITY COLLEGES OF FOREIGN LANGUAGES|
HUCFL FIRST YEAR ENGLISH MAJOR STUDENTS’S LISTENING SKILL: IMPROVE BY THEMSELVES| [Type the document subtitle]|
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Instructor: Truong Thi Nhu Thuy
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Students:
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Dau Thi Tuyet
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Nguyen Thi Diem My
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Le Thi Hoang Phi
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Nguyen Thi Thu Trang
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Tran Thuy Khanh Quynh
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HUCFL FIRST YEAR ENGLISH MAJOR STUDENTS’S LISTENING SKILL: IMPROVE BY THEMSELVES I. Acknowledgement
To fulfill this research paper successfully, we firstly would like to express our deepest gratitude to our instructor – Mrs. Truong Thi Nhu Thuy – for her helpful encouragement, and guidance during the time we did this research. Moreover, we would like to thank HUCFL first-year English major students for their being willing to answer our questionnaire. Finally, we also would like to send our sincere thanks to anyone involved in aim of completing the research paper such as libraries, our friends and others. II. Abstract

This paper investigates how to improve HUCFL first-year English major students' listening skill .The research has been done with a small group of the first-year. The research developed a questionaire to find out the difficulties of the HULFL first-year students in listening and suggest some solutions as well. A random representative sample was selected from 40 first- year students belonging to English department of HUCFL .With full responses and data were gathered, analyzed, compared and generalized, our group are taken out some strategies for common difficulties and our experiences to help students improve their listening skill effectively

III. Introduction
Of the four English skills- Listening, Speaking, Reading and Writing, it is supposed that listening skill is the most challenging. To obtain this skill requires a great effort from learners which emphasizes much practice. However, it is impossible for all learners to find out suitable ways to improve their listening skill. This is one of the reasons why we do research on improving listening English skill. HUCFL English major first year students are the typical object of our research. The first reason for our subject choice is their relatively poor condition of learning English in general and English listening in particular. Most of the students of HUCFL come from the central part of Vietnam where most students do not have many opportunities to develop their English skills including English listening skill. Therefore, the first-year students face more difficulties in new learning environment. Secondly, we learn the same major as them, so we can take advantage of our experiences in order to offer solutions which improve their listening skill as soon as possible. This research concerns the following problems:

1. What are listening skill levels of HUCFL English major first-year students now? 2. What are the difficulties faced by HUCFL English major first-year students when they are listening? 3. What are solutions suggested to improve the listening skill of HUCFL English major first-year students?

III. Literature review
1. Listening English levels
Nowadays, there are a variety of international English frameworks that estimate level of language skills including listening skill, such as: IELTS, TOEFl, TOEFL ibt, British General Qualifications. Recently, The Common European Framework of Reference for Languages (CEFR) is the one that our university using. It is used around the world to describe learners’ language skills. The CEFR has six levels – from A1 for the most basic beginner to C2 for the very highest level of...
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