Listening comprehension is theoretically viewed as an active process during which second language (L2) learners focus on selected aspects of aural input, construct meaning from aural messages, and relate what they hear to the existing knowledge stored in their schemata that help them predict what will follow in the discourse. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' English listening comprehension skill. Sixth, general principles in teaching listening comprehension are discussed. Fifth, researchers review teaching listening activities. Fourth, teaching methods for listening comprehension will be discussed. Third, analysis of listening comprehension problems is reviewed. Second, it reviews the process of listening comprehension, strategies of listening comprehension. First, it discusses the definition of listening, significance of listening. The study tries to find the factors influencing English listening comprehension and the strategies to be taken that might improve students' listening comprehension. However, in recent years there has been an increased focus on L2 listening ability because of its perceived importance in language learning and teaching. In spite of its importance, listening has long been the neglected skill in second language acquisition, research, teaching, and assessment. Listening plays a significant role in daily communication and educational process. Proponents of comprehension approaches recognize the primacy of listening in the processes of comprehension, retention of information in memory, and acquisition of second language competence. The shift toward emphasizing listening comprehension in the ESL/EFL classroom can be attributed to developments in L2 acquisition theory. It is an important element in the step toward competent second language (L2) performance and is used more often than speaking, reading or writing during the course of a normal work day.(Van Duzer, 1997)Listening comprehension has become more central in the process of L2 learning. Listening is a fundamental language skill, and as such it merits a critical priority among the four skill areas for language students. Without understanding inputs at the right level, any kind of learning simply cannot occur. Thus language acquisition is achieved mainly through receiving understandable input and listening ability is the critical component in achieving understandable language input. Krashen (1985) argues that people acquire language by understanding the linguistic information they hear. As an input skill, listening plays a crucial role in students’ language development. The same claim was supported by Rost (1994) who confirmed that listening is vital in language classrooms because it provides input for learners. Krashen, Terrell, Ehrman, & Herzog (1984) claim that acquisition takes place only when students absorb enough comprehensible input. Thus, the key to acquire a language is to receive language input. Listening is the most frequently used language skill in the classroom (Ferris, 1998 Murphy, 1991 Vogely, 1998), a primary medium of learning at all stages of education that can facilitate the emergence of the other language skills (Oxford, 1990). English language learners often say that listening is the communication skill that is easiest to learn and they may be right to think that because listening is a receptive skill, not a production one.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |