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 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 assist 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. Is actually also therefore, unreadable." (S. Thornbury, 2004) The same then is likely true for almost any listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the nugget of advice 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 their own ambience to written or spoken language in Language.

Note: If you care or desire a quick refresher on these poetic elements, you should read, "How to Evoke Imagery, Emotions and Ideas in Writing Poetry That Captures Readers Imagination" and "How compose Poems That Capture heart and soul and Imagination of Your Readers" your 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 together with greater clarity that simply "explaining" everything verbally. It means helpful realize as you will sometimes as Free notes for 9 class possible, but if you don't, the meanings lots of conversations or spoken exchanges may you "lost" into the listener.

4. Pronunciation

Everyone speaks differently and uses connected with 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, 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 varying. Unfamiliarity with such on the a part of EFL learners can develop a definite deficit 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" if you'll by lacking the knowledge of just when and how particular grammar structures are used by native speakers throughout an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure that "know", but learned "out of context", they can often "miss it", misinterpret it or hardly understand what they're hearing.

7. Language Rhythms

One with the big differences between English and say, Spanish, truth one language is "syllable-based" while one other is "accent-based". This accounts 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 boat."

These involving epithets derive not from a lack of English some other foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language rhythm.
Posted in