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Why Your English Language Learners Listening Comprehension is Bad and What to Do About It

When English EFL foreign language learning 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 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 test is unknown, the text has less than a 90% vocabulary recognition rate. It really is therefore, unreadable." (S. Thornbury, 2004) The English Notes same then is likely true a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the phrase goes.

2. Rhyming Sounds

Have you ever taught or learned poetry? If so, you'll remember that plenty of types of rhyming patterns which can be used. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their particular ambience to written or spoken language in French.

Note: If you desire 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 create Poems That Capture cardiovascular and Imagination of Your Readers" the particular 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. And also the helpful realize as many of these as possible, but in order to don't, the meanings numerous conversations or spoken exchanges may just be "lost" towards listener.

4. Pronunciation

Everyone speaks differently and uses types 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, or 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 versatile. Unfamiliarity with such on the part of EFL learners can cause a definite lack 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 real relevant context, learners can be "handicapped" if you'll by not understanding just when and how particular grammar structures are utilized by native speakers during an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure may "know", but learned "out of context", they can often "miss it", misinterpret it or not understand what they are hearing.

7. Language Rhythms

One from the big differences between English and say, Spanish, tends to be that one language is "syllable-based" while another is "accent-based". This makes up about 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 ship."

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

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