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 wearisome. 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 a crucial part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly contribute to 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 is 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 phrase goes.

2. Rhyming Sounds

Have you ever taught or learned verse? If so, you'll remember that there are several types of rhyming patterns which is commonly used. 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 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 Your potential customers Imagination" and "How to write Poems That Capture cardiovascular and Imagination of Your Readers" along with 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 therefore greater clarity that simply "explaining" everything verbally. It can be helpful learn as a great number of as possible, but should don't, the meanings numerous conversations or spoken exchanges may just be "lost" to 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 persons basis. When learners are unfamiliar, or even 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 versatile. Unfamiliarity with such Click Here on the a part of EFL learners can result in definite insufficient 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 suggested by native speakers throughout 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 regularly "miss it", misinterpret it or not understand what they're 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 is mainly responsible for 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 a lack of English another foreign speaking skills in particular, but rather from pronunciation based on using an "incorrect" spoken language habit.