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 foreign language learning 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 a reduction in listening comprehension skills. Comprehensible input (Krashen, 1989) is a crucial part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly produce 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 words are unknown, the text has less than a 90% vocabulary recognition rate. It's not therefore, unreadable." (S. Thornbury, 2004) The same then is likely true regarding any listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the phrase goes.

2. Rhyming Sounds

Have you taught or learned poetry? If so, you'll remember that a variety of types of rhyming patterns which is utilized. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their particular ambience to written or spoken language in French.

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 Readers Imagination" and "How compose Poems That Capture the and Imagination of Your Readers" the particular author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language are usually several frequently-used idioms and expressions that allow its speakers to convey nuances of thought to one another effortlessly and with greater clarity that simply "explaining" everything verbally. It's a helpful to learn as you will sometimes as possible, but a person are don't, the meanings of many conversations or spoken exchanges may you "lost" on the listener.

4. Pronunciation

Everyone speaks differently and uses varieties of connected speech in distinctive ways. Elements including elision, contraction, juncture, liaison, register, accommodation, aspect, intonation and others, affect pronunciation and speech patterns on persons basis. When learners are unfamiliar, or ignorant of, these elements, listening comprehension can be significantly made an impact on.

5. Regional or National Accents

The same sentence when spoken by people from different first language (L1) backgrounds, regional locations, or ethnic backgrounds can be decisively variable. Unfamiliarity with such on the part of EFL learners can result in definite insufficient listening comprehension or "comprehensible input" as said before.

6. Grammar in Context

When grammar and its aspects are taught as "separate" themes, that is, outside of some relevant context, learners could be "handicapped" as it were by with no knowledge of just how and when particular grammar structures are utilized by native speakers throughout an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure may "know", but learned "out of context", they will "miss it", misinterpret it or simply not understand what they're hearing.

7. Language Rhythms

One from the big differences between English and say, Spanish, constantly one language is "syllable-based" while one other is "accent-based". This accounts for non-native speakers sounding "funny" when speaking a language other than their native language.

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

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