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Listening Comprehension in Your English Language

Why Listening Comprehension in Your English Language improve english

Learners Is Poor and What to Do About It

I don’t understand, teacher.

“What?” “Huh?” and “Could you just repeat that?” “Teacher, we don’t understand,” and “What did he say?” Do any of these ring a bell? They undoubtedly do.

It can be upsetting when English as a foreign language students struggle with listening comprehension. If you employ films, CDs, audio cassette tapes. Or even just speaking, your students’ participation in the lesson may interrupted by their inability to listen carefully. Any English or foreign language class must include comprehensible input (Krashen, 1989).

Factors that Contribute

These seven elements may influence your students’ listening comprehension abilities and comprehension in either a direct or indirect manner.

1. Word list

Author, educator, and researcher Scott Thornbury remarked, “… count the first 100 words of a passage. The text has a vocabulary recognition percentage of less than 90% if more than ten of the words are unknown. As a result, it cannot read.” (2004) S. Thornbury Therefore, a listening passage will probably be the same. As the old saying goes, “You can never be too skinny, too rich, or have enough foreign language vocabulary.”

2. Rhyming Sounds 

Did you ever study or teach poetry? If so, you’ll recall there are various kinds of rhyme schemes can employed. There are many literary devices can used in English writing or speech. It includes alliteration, onomatopoeia, assonance and consonance, simile, metaphor, and allusion.

3. Expressions and Idioms

Every language has commonly used expressions and idioms that enable its speakers to communicate subtleties of thought to one another more easily and clearly than by simply “explaining” things directly. The meanings of many discussions or spoken exchanges may simply “lost” to the listener if you don’t know as many of these as you can.

4. Vocabulary

Every person has their own unique method of speaking, including their use of connected speech. Individual pronunciation and speech patterns are influence by factors like elision, contraction, juncture, liaison, register, accommodation, aspect, intonation, and others. Listening comprehension can greatly hampered when students are unfamiliar with or even ignorant of these components.

5. Local or American Accents

Different first language (L1) speakers, regional accents, and ethnic origins can significantly alter the meaning of the same statement. Lack of familiarity on the part of EFL learners might result in a demonstrable lack of listening comprehension or earlier described “comprehensible input.”

6. In-Context Grammar

Learners may “handicapped” by not comprehending precisely. How and when specific grammar structures are utilized by native speakers during an oral discourse or verbal exchange. When grammar and its components are taught as “independent” issues, that is, outside of a relevant context. Therefore, when they hear a language structure that they “know”. But that they “learned out of context,” the learners may frequently “miss it,” “misinterpret”

7. Rhythms in language

The fact that English is “syllable-based” while Spanish. For example, is “accent-based” is one of the major distinctions between the two languages. This explains why non-native speakers of a language other than their mother tongue sound “weird” when speaking it.

With remarks such as “oh, she luv-ed him but chew-no it wuzn’t not no guud, mahn fer demm boat,” etc.

These insults aren’t caused by a lack of proficiency in English or another foreign language in particular. But rather by “incorrect” rhythms im pronunciation.

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