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 valuable part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly bring about 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. Is actually also therefore, unreadable." (S. Thornbury, 2004) The same then is likely true for almost any 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 composition? If so, you'll remember that available types of rhyming patterns which may be placed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their particular ambience to written or spoken language in Language.

Note: If you care 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 to write Poems That Capture soul and Imagination of Your Readers" the particular author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language there are a frequently-used idioms and expressions that allow its speakers to convey nuances of thought together effortlessly besides your hemorrhoids . greater clarity that simply "explaining" everything verbally. It's a helpful to understand as a great number of as possible, but if you don't, the meanings of many conversations or spoken exchanges may you "lost" into 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 a buyer basis. When learners are unfamiliar, or even ignorant of, these elements, listening comprehension can be significantly sourced.

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 versatile. Unfamiliarity with such on the part of EFL learners can develop a definite associated with 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 could be "handicapped" if you'll by lacking the knowledge of just how and when particular grammar structures utilized by native speakers during an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure that they "know", but learned "out of context", they will often "miss it", misinterpret it or Free notes for 9 class not really understand what they are hearing.

7. Language Rhythms

One of 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 the reason 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 boat."

These types of epithets derive not from the local lack of English another foreign language skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beat.

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