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 frustrating. 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 an essential 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's not therefore, unreadable." (S. Thornbury, 2004) The same then is likely true to get a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the old saying goes.

2. Rhyming Sounds

Have you ever taught or learned poems? If so, you'll remember that there are many types of rhyming patterns which is commonly used. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend specific ambience to written or spoken language in Uk.

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 readers Imagination" and "How to write Poems That Capture cardiovascular and Imagination of Your Readers" by the author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language numerous frequently-used idioms and expressions that allow its speakers to convey nuances of thought together effortlessly along with greater clarity that simply "explaining" everything verbally. It means helpful realize as a great number of as possible, but in order to don't, the meanings many conversations or spoken exchanges may just be "lost" on 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 an individual basis. When learners are unfamiliar, or 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 variable. Unfamiliarity with such on the a part of EFL learners can create definite deficit English Notes 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 relevant context, learners can be "handicapped" so to speak by lacking the knowledge of just when and how particular grammar structures arewidely-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 will often "miss it", misinterpret it or simply not understand what they're hearing.

7. Language Rhythms

One within the big differences between English and say, Spanish, will be the one language is "syllable-based" while the opposite is "accent-based". This is the reason 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 canoe."

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