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 a lack of listening comprehension skills. Comprehensible input (Krashen, 1989) is a crucial part of Free 9 Grade Papers any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly contribute to 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. Is actually also therefore, unreadable." (S. Thornbury, 2004) The same then is likely true for a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the chestnut goes.

2. Rhyming Sounds

Have you taught or learned verse? If so, you'll remember that a variety of types of rhyming patterns which may be employed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their own ambience to written or spoken language in English tongue.

Note: If you or need a quick refresher on these poetic elements, you should read, "How to Evoke Imagery, Emotions and Ideas in Writing Poetry That Captures Your subscriber list Imagination" and "How create Poems That Capture cardiovascular and Imagination of Your Readers" along with 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 one to the other effortlessly and with greater clarity that simply "explaining" everything verbally. It's a helpful to know as you will sometimes as possible, but should don't, the meanings several conversations or spoken exchanges may you "lost" towards listener.

4. Pronunciation

Everyone speaks differently and uses kinds 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 even ignorant of, these elements, listening comprehension can be significantly harmed.

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 varying. Unfamiliarity with such on the a part of EFL learners can develop a definite deficit 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" so to speak by with no knowledge of just when and how particular grammar structures are used by native speakers throughout an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure they will "know", but learned "out of context", they can often "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 is answerable to 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 involving epithets derive not from a lack of English or another foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language rhythm.
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