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 no listening comprehension skills. Comprehensible input (Krashen, 1989) is a vital part of any English or foreign language class.
These seven factors can directly or indirectly promote your learners' listening comprehension skills and comprehension.
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. 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 nugget of advice goes.
2. Rhyming Sounds
Have you ever 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 specific ambience to written or spoken language in English tongue.
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 Prospective customers Imagination" and "How to write Poems That Capture cardiovascular and Imagination of Your Click Here Readers" by the 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 therefore greater clarity that simply "explaining" everything verbally. It can be helpful to learn as you will sometimes as possible, but an individual are don't, the meanings many conversations or spoken exchanges may you "lost" towards listener.
Everyone speaks differently and uses types of connected speech in distinctive ways. Elements including elision, contraction, juncture, liaison, register, accommodation, aspect, intonation and others, affect pronunciation and speech patterns on 1 basis. When learners are unfamiliar, also 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 varied. Unfamiliarity with such on the a part of EFL learners can cause a 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 real relevant context, learners could be "handicapped" as it were by not knowing just when and how particular grammar structures arewidely-used by native speakers during an oral discourse or verbal exchange. So when they, the learners, hear a grammar structure these people "know", but learned "out of context", they could "miss it", misinterpret it or hardly understand what they are hearing.
7. Language Rhythms
One within the big differences between English and say, Spanish, tends to be that one language is "syllable-based" while the opposite is "accent-based". This accounts 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 ship."
These associated with epithets derive not from being a lack of English a further foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language beats.