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 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 a lack 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 assist 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 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 taught or learned poems? If so, you'll remember that available types of rhyming patterns which may be employed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their particular ambience to written or spoken language in English.

Note: If you or apparent 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 heart and soul and Imagination of Your Readers" along with 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 to each other effortlessly together with greater clarity that simply "explaining" everything verbally. It can be helpful realize as you will sometimes as possible, but if you don't, the meanings lots of conversations or spoken exchanges may just be "lost" into the listener.

4. Pronunciation

Everyone speaks differently and uses connected with 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, as well 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 variable. Unfamiliarity with such on the part of EFL learners can result in definite insufficient 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 relevant context, learners can be "handicapped" if you'll by not understanding just how and when particular grammar structures utilized by native speakers throughout an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure that "know", but learned "out of context", they will "miss it", misinterpret it or not understand what they're hearing.

7. Language Rhythms

One from the big differences between English and say, Spanish, constantly 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 native language.

With epithets like, "oh, she luv-ed him but chew-no it wuzn't not no guud, mahn for demm boat."

These associated with epithets derive not from a lack of English some other foreign vocabulary skills in particular, but rather from pronunciation Free 9 Grade Papers based on using an "incorrect" spoken language groove.