Thomlison (1984) and Hamouda (2013) on the other hand define listening as the capability to “identify and understand what others are saying” which include aspects such as speakers’ accent and pronunciation, grammar, vocabulary and comprehension of meaning. Goss (1982) defined listening as a process of receiving what is heard and analysing in into verbal units where meaning is then applied. Specifically, this study wants to investigate teacher’s beliefs and teaching practices in teaching listening comprehension Thus, it attempts to answer the following research questions: 1) What are teachers’ beliefs in teaching listening comprehension? 2) What are teachers’ teaching practices in teaching listening comprehension? Therefore, this study aims to contribute to the knowledge of teachers’ belief in teaching listening to not only the Malaysian education field but also in teaching listening as a whole. Kuen & Embi, 2012 Tahsildar & Yusoff, 2014 Nur Sakinah & Nooreen, 2013) and fewer were done in the secondary or primary level ( Lim, 2013 Appukuttan, 2013). In the Malaysian context, the study in teaching listening is also very limited and most of the studies have been done in the higher institution level ( Deepak, Noriah, Norhuda, Nur Aza, & Umi Farradilla, n.d. Aside from that, listening also is the least researched among all of the four skills ( Khuziakhmetov & Porchesku, 2016 Vandergrift, 2007). However, despite its importance, listening skill is the most neglected in the classroom ( Hamouda, 2013). Among all of the four skills, listening is considered the most important skill as learners require 45% of language competence from listening ( Renukadevi, 2014). To master English, one has to master all of the four skills which are reading, writing, listening and speaking. It is suggested that more research need to be done in the area of listening comprehension in Malaysian schools.Įnglish is considered one of the most important languages to be mastered as it is deemed as the world’s lingua franca and is spoken by 1.5 billion people all over the world by the year 2000 ( Crystal, 2003). It also can help teachers to understand better the teaching of listening to improve their teaching skills.
The result of this study should be able to help teachers reflect on their beliefs and how it is shown through their teaching practices. The study also suggests that most teachers often practice direct instruction and drilling in teaching listening comprehension. The findings suggest that most teachers believe that the lack of vocabulary among students is the biggest obstacle for students in learning listening comprehension. The target population of this study was 25 (n = 25) Form 1, 2 and 3 teachers who are teaching in five different schools in a district in Sabah, Malaysia.
The result of this study was taken from a preliminary study, with quantitative study as the research design and questionnaire was used as the instrument. The purpose of this study is to examine the beliefs and teaching practices of teaching listening towards low proficiency students. However, listening has been neglected in the classroom and less research has been done regarding listening.
English is considered one of the most important language s in the world and among all of the four skills, listening is considered the most important skill.
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