According to Sylviane Granger, this is due time restrictions on the teachers, who often do not have enough time on their educational schedules to teach a wide arrange of vocabulary and study it in depth, in addition of all the other aspects of English language a teacher must include in their program. She suggests that when teachers explain phraseology to their students, they should focus on phrasemes with obscure meaning, such as red herring. She also proposes the creation of corpora composed by ESL’s texts and speeches as a tool for analyzing the frequency and use of the different kinds of phrasemes and words used by
In componential models of L2 listening ability, consistencies in listening performance are attributable to the characteristics of the test-taker’s underlying competence which leads to the leaners’ ability in a variety of settings and tasks (Buck, 2001). Therefore, the components and processes of listening must be clear in defining the construct of L2 listening ability. Unsurprisingly, defining the construct of L2 listening ability has been challenging. As Buck (2001) states that there is still incomplete understanding about the important sub-skills or components of listening ability. Vandergrift (2004); Graham (2006); Prince (2012) state that listening comprehension is a massively parallel interactive process in which students interpret rapidly
However, the majority of students does not have to be good at listening skills and normally feel difficult or bored while they are learning this skill in class. To raise learner’s interest for studying listening skills more effectively, teachers can apply and combine new methods or approaches to teach; especially using songs to enhance learner’s listening skills will be more efficient. Therefore, using songs in classroom is one of methods that will bring several benefits in order to promote listening skills in English as well as other skills. According to Vandergift, listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. Listening is the ability to identify and understand what others are saying.
This is a challenge for the students enrolled in English programs. Osada (2004) reported that listening as a complex mental process, involves perception, attention, cognition, and memory. Comprehending speech in a foreign language is a very difficult activity for language learners. While listening to a foreign language, most of the language learners face difficulties. In order to help students improve their listening ability and solve their listening difficulties, language teachers need to understand students’ listening difficulties in comprehending spoken texts, and teach effective listening
It can cause stress which is already an obvious thing, but it also causes more serious things like fatigue and loss in interest with academics. Not only this, but sometimes kids tend to focus mainly on one class that gives out too much homework. To illustrate, if Math class gave out too much homework students in school would focus more on Math with the intent to finish all that work, but leave no time to finish other class's homework as well. Leaving them bad grades with other classes. The struggle for grades can also cause more harm than said, students stress out, worry, and freak over their grades.
Students usually comment about some challenges they have on learning vocabulary, they said that their oral skill is affected by not knowing enough vocabulary words to use, and also forgetting them vocabularies very soon is another problem. However, vocabulary teaching has not always been very responsive to such problems, and teachers have not fully recognized the tremendous communicative advantage in developing vocabulary. The teacher is held accountable for making sure students reach course expectations and are ready for the next level. Contextualized teaching materials are necessary to effectively teach vocabulary and assure students have a strong foundation for next
Open ended questions are those that do not lead you to a “yes” or “no” answer. Open ended questions lead you to think and open new horizons. Types of open ended questions are; what, how, where, who and why. VALIDATION & ACKNOWLEGMENT Acknowledgment is another powerful skill of communication because it assures the speaker that they are really listened to. To acknowledge the speaker, the listener throws back the info (using words different from those used by the speaker (deep paraphrasing) received at the speaker to let them know they are listened to and cared about as well as to ensure common grounds is key to further
refuse to go to a bad argument even if it looks like the only one available to support them. As a result, one who has acquired the skills, may function better both in educational contexts and everyday life since they can come to conclusions in a more rational and logical way. 2.2. Listening Comprehension Listening comprehension is the key to communication since more than half of humans’ communication is verbal. However, as Vandergrift states the teaching of listening requires a lot of efforts since it is the least explicit of communication skills (2004).
In some cities there is a lack of language laboratories and teaching materials like audio book to give adequate opportunity for students to listen to native speakers speech. Another problem to teach or learn listening skill is that some language laboratories which are equipped, teacher plays audio cassette for students and after asks students to repeat or asks some question without being taught that student understand it or not, even students don’t have time to think about it. In addition, expect of this, it is not always to possible for learners to repeat the words; in class teacher decides whether or not a recording needs to be replayed.it is “hard for the teacher to judge whether or not the students have understood any particular section of what they have hard” (Underwood, 1989,
As describe above, speaking is one of the skills that should be mastered when we learn English. One of the important aspects in speaking is the interactions between the speaker and listener. Of course this will not goes right if we, as the Indonesian did not make speaking English as our habit. The other important aspect is confidence. We usually give so much thought about the correct grammar, so most of the learners are afraid of making mistakes.