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

When English EFL foreign language learners have listening comprehension problems it can be frustrating. 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 a vital part of any English or Free 9 Grade Papers 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 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 a 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 ever taught or learned songs? If so, you'll remember that plenty of types of rhyming patterns which can be used. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their particular ambience to written or spoken language in Uk.

Note: If you prefer or do you need a 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 compose Poems That Capture the and Imagination of Your Readers" with the 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 one to the other effortlessly and with greater clarity that simply "explaining" everything verbally. It means helpful to know as most of these as possible, but should don't, the meanings numerous conversations or spoken exchanges may you "lost" to the listener.

4. Pronunciation

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

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 varied. Unfamiliarity with such on the a part of EFL learners can develop a definite insufficient listening comprehension or "comprehensible input" as mentioned earlier.

6. Grammar in Context

When grammar and its aspects are taught as "separate" themes, that is, outside of a relevant context, learners can be "handicapped" for just a moment by lacking the knowledge of just how and when particular grammar structures utilized by native speakers throughout an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure that they "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, will be the one language is "syllable-based" while the opposite 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 ship."

These forms of epithets derive not due to a lack of English another foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language rhythm.