These seven factors can directly or indirectly bring about 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. It is therefore, unreadable." (S. Thornbury, 2004) The same then is likely true a 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 songs? If so, you'll remember that there are many types of rhyming patterns which may be employed. Alliteration, onomatopoeia, assonance and consonance, simile, metaphor and allusion, among others, all lend their own ambience to written or spoken language in French.
Note: If you prefer 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 create Poems That Capture cardiovascular and Imagination of Your Readers" the particular author. (L.M. Lynch, 2007)
3. Idioms and Expressions
In every language are usually several frequently-used idioms and expressions that allow its speakers to convey nuances of thought to each other effortlessly therefore greater clarity that simply "explaining" English Notes everything verbally. Not only is it helpful to learn as signs and symptoms as possible, but a person are don't, the meanings numerous conversations or spoken exchanges may just be "lost" towards listener.
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 somebody 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 variable. Unfamiliarity with such on the part of EFL learners can develop 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 real relevant context, learners can be "handicapped" as it were by lacking the knowledge of just how and when particular grammar structures arewidely-used by native speakers throughout an oral discourse or verbal exchange. Faster they, the learners, hear a grammar structure may "know", but learned "out of context", they will often "miss it", misinterpret it or simply not understand what they're hearing.
7. Language Rhythms
One from the big differences between English and say, Spanish, will be the one language is "syllable-based" while another is "accent-based". This makes up about 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 charter yacht."
These regarding epithets derive not due to a lack of English some other foreign vocabulary skills in particular, but rather from pronunciation based on using an "incorrect" spoken language habit.