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 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 valuable part of any English or foreign language class.

Contributing Factors

These seven factors can directly or indirectly promote 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. Is actually also therefore, unreadable." (S. Thornbury, 2004) The same then is likely true for a listening passage. Remember, "You can never be too rich, too thin or have enough foreign language vocabulary" as the old saying goes.

2. Rhyming Sounds

Have you ever taught or learned poetry? 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.

Note: If you'd like or apparent 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 create Poems That Capture the heart and Imagination of Your Readers" along with 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 together effortlessly together with greater clarity that simply "explaining" everything verbally. And also the helpful realize as you will sometimes as possible, but a person are don't, the meanings numerous conversations or spoken exchanges may you "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 a buyer basis. When learners are unfamiliar, or even 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 varying. Unfamiliarity with such on the a part of EFL learners can result in definite deficit of listening comprehension or "comprehensible input" as mentioned previously.

6. Grammar in Context

When grammar and its aspects are English Notes taught as "separate" themes, that is, outside of a real relevant context, learners could be "handicapped" so to speak by not knowing just how and when particular grammar structures are suggested by native speakers during an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure they will "know", but learned "out of context", they can regularly "miss it", misinterpret it or not understand what they are hearing.

7. Language Rhythms

One of this big differences between English and say, Spanish, tends to be that one language is "syllable-based" while the other 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 ship."

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