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

When English EFL foreign language learning have listening Free notes for 9 class 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 insufficient listening comprehension skills. Comprehensible input (Krashen, 1989) is a vital 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 words are unknown, the text has less than a 90% vocabulary recognition rate. Individuals 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 composition? If so, you'll remember that available 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 French.

Note: If you'd like 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 create Poems That Capture the heart and Imagination of Your Readers" the particular author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language numerous frequently-used idioms and expressions that allow its speakers to convey nuances of thought together effortlessly and with greater clarity that simply "explaining" everything verbally. Not only is it helpful to understand as a great number of as possible, but in order to don't, the meanings lots of conversations or spoken exchanges may you "lost" into 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 a buyer basis. When learners are unfamiliar, or ignorant of, these elements, listening comprehension can be significantly made an impact on.

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 part of EFL learners can result in 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 some relevant context, learners could be "handicapped" as it were by lacking the knowledge of just how and when particular grammar structures are utilized by native speakers throughout 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 are 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 the reason 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 charter yacht."

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