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 no 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. Is actually also therefore, unreadable." (S. Thornbury, 2004) The same then is likely true regarding any 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 ever taught or learned songs? If so, you'll remember that available types of rhyming patterns which can be used. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend specific ambience to written or spoken language in French.

Note: If you care or do you need a quick refresher on these poetic elements, you should read, "How to Evoke Imagery, Emotions and Ideas in Writing Poetry That Captures Prospective customers Imagination" and "How compose Poems That Capture heart and soul and Imagination of Your Readers" with the author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language there are frequently-used idioms and expressions that allow its speakers to convey nuances of thought one to the other effortlessly therefore greater clarity that simply "explaining" everything verbally. It means helpful realize as most of these as possible, but should 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 an individual basis. When learners are unfamiliar, or even ignorant of, these elements, listening comprehension can be significantly impacted.

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 part of EFL learners can cause 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 real relevant context, learners could be "handicapped" as it were by not understanding just how and when particular grammar structures are used by native speakers during an oral discourse or 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 just not understand what they are hearing.

7. Language Rhythms

One of the big differences between English and say, Spanish, constantly one language is "syllable-based" while one other is "accent-based". This makes up about non-native speakers sounding "funny" when speaking a language Free notes for 9 class 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 charter yacht."

These involving epithets derive not due to a lack of English a further foreign language skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beat.