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 insufficient listening comprehension skills. Comprehensible input (Krashen, 1989) is an essential 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 English Notes 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 regarding any 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 poems? If so, you'll remember that there are several types of rhyming patterns which can be used. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend specific ambience to written or spoken language in French.

Note: If you care 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 readers Imagination" and "How to write Poems That Capture soul and Imagination of Your Readers" along with author. (L.M. Lynch, 2007)

3. Idioms and Expressions

In every language there are a frequently-used idioms and expressions that allow its speakers to convey nuances of thought to one another effortlessly besides your hemorrhoids . greater clarity that simply "explaining" everything verbally. It's a helpful to learn as you will sometimes as possible, but if you don't, the meanings several conversations or spoken exchanges may you "lost" for the listener.

4. Pronunciation

Everyone speaks differently and uses forms 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, also 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 a part of EFL learners can produce a definite lack of 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 a typical relevant context, learners could be "handicapped" so to speak by not understanding just when and how particular grammar structures are suggested by native speakers throughout an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure that they "know", but learned "out of context", they will often "miss it", misinterpret it or simply not understand what they are hearing.

7. Language Rhythms

One from the big differences between English and say, Spanish, will be the one language is "syllable-based" while the opposite 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 canoe."

These forms of epithets derive not from the local lack of English another foreign speaking skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beat.