Why Your English Language Learners Listening Comprehension is Bad and What to Do About It

Why Your English Language Learners Listening Comprehension is Bad and What to Do About It

When English EFL language learners have listening comprehension problems it can be depressing. If you use videos, CDs or audio cassette tapes, or even perhaps when speaking your learners can have their lesson input interrupted by no listening comprehension skills. Comprehensible input (Krashen, 1989) is an essential part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly promote your learners' listening comprehension skills and comprehension.

1. Vocabulary

ELT author, researcher and lecturer Scott Thornbury said, ". count one hundred words of a (reading) passage. If more than ten of the test is unknown, the text has less than a 90% vocabulary recognition rate. It really is therefore, unreadable." (S. Thornbury, 2004) The same then is likely true to get a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the saying goes.

2. Rhyming Sounds

Have you taught or learned verse? If so, you'll remember that there are many types of rhyming patterns which is utilized. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their own ambience to written or spoken language in English.

Note: If you'd like or apparent quick refresher on these poetic elements, you should read, "How to Evoke Imagery, Emotions and Ideas in Writing Poetry That Captures Your potential customers Imagination" and "How to write Poems That Capture heart and soul and Imagination of Your Readers" your author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language there are frequently-used idioms and expressions that allow its speakers to convey nuances of thought to each other effortlessly therefore greater clarity that simply "explaining" everything verbally. And also the helpful realize as signs and symptoms as possible, but should don't, the meanings numerous conversations or spoken exchanges may just be "lost" to the listener.

4. Pronunciation

Everyone speaks differently and uses forms of connected speech in distinctive ways. Elements including elision, contraction, juncture, liaison, register, accommodation, aspect, intonation and others, affect pronunciation and speech patterns on somebody basis. When learners are unfamiliar, as well ignorant of, these elements, listening comprehension can be significantly afflicted.

5. Regional Visit here or National Accents

The same sentence when spoken by people from different first language (L1) backgrounds, regional locations, or ethnic backgrounds can be decisively versatile. Unfamiliarity with such on the part of EFL learners can produce a definite lack of listening comprehension or "comprehensible input" as mentioned previously.

6. Grammar in Context

When grammar and its aspects are taught as "separate" themes, that is, outside of a typical relevant context, learners could be "handicapped" as it were by not understanding just how and when particular grammar structures are used by native speakers during an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure they will "know", but learned "out of context", they could "miss it", misinterpret it or just not understand what they're hearing.

7. Language Rhythms

One with the big differences between English and say, Spanish, tends to be that one language is "syllable-based" while the other is "accent-based". This accounts for non-native speakers sounding "funny" when speaking a language other than their mother tongue.

With epithets like, "oh, she luv-ed him but chew-no it wuzn't not no guud, mahn for demm charter yacht."

These types of epithets derive not from a lack of English a further foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beats.
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