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 discouraging. 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 valuable part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly promote 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 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 ever taught or learned verse? If so, you'll remember that there are many types of rhyming patterns which may be placed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend specific ambience to written or spoken language in English.

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 compose Poems That Capture soul 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 one to the other effortlessly besides your hemorrhoids . greater clarity that simply "explaining" everything verbally. It's a helpful to understand as most of these as possible, but a person are don't, the meanings numerous conversations or spoken exchanges may you "lost" to 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 somebody basis. When learners are unfamiliar, as well 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 diverse. Unfamiliarity with such on the a part of EFL learners can produce a definite connected 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 real relevant context, learners could be "handicapped" if you'll by not knowing just how and when particular grammar structures arewidely-used by native speakers during an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure these people "know", but learned "out of context", they can regularly "miss it", misinterpret it or simply not understand what they are hearing.

7. Language Rhythms

One from the big differences between English and say, Spanish, is that one language is "syllable-based" while one other is "accent-based". This is mainly responsible 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 involving epithets derive not due to a lack of English or another foreign language skills in particular, but rather from pronunciation Free 9 Grade Papers based on using an "incorrect" spoken language habit.