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 quite frustrating. If you use videos, CDs or audio cassette tapes, or even perhaps when speaking your learners can have their lesson input interrupted by an absence of listening comprehension skills. Comprehensible input (Krashen, 1989) is a valuable part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly produce 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. Individuals therefore, unreadable." (S. Thornbury, 2004) The 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 saying goes.

2. Rhyming Sounds

Have you ever taught or learned composition? If so, you'll remember that a variety Free notes for 9 class of types of rhyming patterns which may be employed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend specific ambience to written or spoken language in English tongue.

Note: If you or have to quick refresher on these poetic elements, you should read, "How to Evoke Imagery, Emotions and Ideas in Writing Poetry That Captures Your potential customers Imagination" and "How to write Poems That Capture the heart and Imagination of Your Readers" by 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 to each other effortlessly therefore greater clarity that simply "explaining" everything verbally. Not only is it helpful learn as most of these as possible, but in order to don't, the meanings numerous conversations or spoken exchanges may you "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 somebody basis. When learners are unfamiliar, as well ignorant of, these elements, listening comprehension can be significantly afflicted.

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 diverse. Unfamiliarity with such on the a part of EFL learners can create definite connected 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 some relevant context, learners can be "handicapped" so to speak by lacking the knowledge of just how and when particular grammar structures are used by native speakers during an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure may "know", but learned "out of context", they could "miss it", misinterpret it or simply not 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 the opposite is "accent-based". This is answerable to 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 cruise ship."

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