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 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 an integral 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 words are 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 for a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the saying goes.

2. Rhyming Sounds

Have you taught or learned songs? If so, you'll remember that plenty of types of rhyming patterns which is utilized. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their own ambience to written or spoken language in English tongue.

Note: If you'd like or desire 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 cardiovascular and Imagination of Your Readers" the particular 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 to one another effortlessly therefore greater clarity that simply "explaining" everything verbally. It can be Click Here helpful to know as most of these as possible, but a person are don't, the meanings several conversations or spoken exchanges may just be "lost" towards listener.

4. Pronunciation

Everyone speaks differently and uses kinds of connected speech in distinctive ways. Elements including elision, contraction, juncture, liaison, register, accommodation, aspect, intonation and others, affect pronunciation and speech patterns on persons basis. When learners are unfamiliar, also 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 create 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 typical relevant context, learners can be "handicapped" for just a moment by not understanding just how and when particular grammar structures are used by native speakers throughout an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure they will "know", but learned "out of context", they could "miss it", misinterpret it or not understand what they are hearing.

7. Language Rhythms

One with the big differences between English and say, Spanish, is that one language is "syllable-based" while one 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 charter yacht."

These types of epithets derive not from being a lack of English or other foreign speaking skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beats.
Posted in