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 no listening comprehension skills. Comprehensible input (Krashen, 1989) is a vital 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. It 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 chestnut goes.

2. Rhyming Sounds

Have you taught or learned composition? If so, you'll remember that a variety 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 Language.

Note: If you or have to 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 create Poems That Capture the and Imagination of Your Readers" by the 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 together effortlessly besides your hemorrhoids . greater clarity that simply "explaining" everything verbally. And also the helpful to learn as you will sometimes as possible, but in order to don't, the meanings numerous conversations or spoken exchanges may you "lost" for 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 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 lack of 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 a relevant context, learners could be "handicapped" so to speak by not knowing just when and how particular grammar structures arewidely-used by native speakers during an oral discourse or Click Here 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 hardly understand what they're hearing.

7. Language Rhythms

One of the big differences between English and say, Spanish, constantly one language is "syllable-based" while another is "accent-based". This makes up about 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 boat."

These associated with epithets derive not due to a lack of English or other foreign speaking skills in particular, but rather from pronunciation based on using an "incorrect" spoken language habit.
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