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 an absence of 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 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. Individuals therefore, unreadable." (S. Thornbury, 2004) The same then is likely true to get a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the chestnut goes.

2. Rhyming Sounds

Have you ever taught or learned songs? If so, you'll remember that a variety of types of rhyming patterns which may be employed. 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'd like 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 subscriber list Imagination" and "How create Poems That Capture soul and Imagination of Your Readers" your 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 one another effortlessly together with greater clarity that simply "explaining" everything verbally. It means helpful to know as a great number of as possible, but if you don't, the meanings lots of conversations or spoken exchanges may just be "lost" towards listener.

4. Pronunciation

Everyone speaks differently and uses kinds 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 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 create definite lack 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, Click Here outside of a relevant context, learners could be "handicapped" as it were by with no knowledge of just how and when particular grammar structures utilized by native speakers during an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure these people "know", but learned "out of context", they will "miss it", misinterpret it or simply not understand what they're hearing.

7. Language Rhythms

One of the big differences between English and say, Spanish, will be the 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 a lack of English or another foreign speaking skills in particular, but rather from pronunciation based on using an "incorrect" spoken language groove.