Listening comprehension is one of the important skills that learners must master for communicating in English. Without good listening comprehension skill, learners will find difficulties when they engage in the daily conversation using English. However, eventhough every learners knows that listening comprehension is an important skill, many of them do not feel determined to hone it. The possible cause might be the tedious learning atmosphere in the class. Being a student who attended the listening comprehension class, I felt the atmosphere of learning was dreary.
If hearing issues remains untreated, this might post a number of serious consequences in term of social communication as well as academic performance that can bring severe concerns later in life. Poor listening conditions classroom may limit the students’ access to educational information and knowledge. Students with hearing impairment are often thought have weaker classroom performance or lack of participation in class. A lot of HI students were considered and labeled ‘problematic’ by the teachers in an ordinary classroom due to the misunderstanding of the real issues that the student is going through (Leverett, 2002). The fact is, a HI student has difficulty focusing because of the distractions of noise from the surrounding environment, or they just simply can’t hear well for most of the time.
Speaking activities do not work well in the class because many factors prevent students from speaking with their friends. They are afraid to make some mistake, of being laughed at by his or her friends and of having lack of their ability.
Due to limited knowledge about English for the students, they are afraid to use English in real life because they are scared that they would make mistakes. Also, some english teachers emphasize correct grammar more than applications in real life, this is like a two-edged sword because the students would have a well know knowledge in grammar but since the lesson is very focused on grammar, students are afraid speak English because they are scared that they would used the grammar wrong. The third list on Amatyakul 's article is social studies teachers. Social studies are supposed to be very useful in real life and applicable but since they are errors in the way of teaching, only few students are able to apply what they 've learnt in real life. This is because during lesson time there is very less idea exchanging between the teacher and students since the teachers are very dependent on the textbooks and are afraid to bring students outside the box.
The proponent of Affective Filter Hypothesis, some students learns when they are ready, when they know what they are getting from the teacher, also how language is acquired. The higher the filter for the students the lower the second language acquisition; but if they are ready, if they can use other avenues in learning the second language the higher the second language acquisition. (Stephen Krashen). However, it may not helpful for the students in learning the other language if they will find always easy using code switching. Otherwise, the other one really don’t use code switching because of the culture of his school is not applicable by code switching.
In order to listen carefully learners need effort and they have to concentrate; however, it is not easy to tell whether a learner actually listens to the speaker. Not listening carefully can lead to bad grades, incorrect homework or even losing opportunities. Woottipong confirms the fact that listening skill is seldom taught, all the other 3 skills are more important this, and only a small number of courses are devoted to improving listening skills. Nevertheless, listening is a natural process through which acquiring a new language is possible. According to the researcher, listening can also help in the enhancement of speaking skills, as spoken language offers interaction for the
Student say that acquiring vocabulary in a second language is very difficult, using their native language is an instinct, therefore they lack confidence in using a second language to communicate with others. Sometimes it is not easy for students to find the words when they are asked to speak in class. They avoid participating or take their time to build ideas in their mind, searching for the right words to answer. “Vocabulary learning is an essential part of foreign language learning as the meanings of new words are very often emphasized, whether in books or in classrooms. It is also central to language teaching and is of paramount importance to a language
As a result, students might not understand their weakness and be fear to use it again. Besides, many students may obtain some psychological impacts from a study in classes. Learning with Thai teachers makes students do not have opportunities to practice speaking English with native teachers. Therefore, when Thais confront situations that enforce them to speak English, they might worry about other people to look down on their pronunciation and fear to speak foreign languages with people in the
Language mixing has been rated unfavourably by teachers on their primary students’ oral proficiency in a study conducted by Berthele (2011). On the contrary, this language mixing phenomenon is a normal and natural aspect of bilingual acquisition (Myers-Scotton, 2006, p.264). Unlike the popular belief that language mixing is a sign of confusion or the inability to separate languages, language mixing is actually a pragmatic and creative way to communicate as their language systems are still developing. The young bilinguals usually have limited vocabulary thus they may borrow the word from another language if they are unable to retrieve it from one language (Byers-Heinlein & Lew-Williams, 2013). The bilingual children’s language mixing is also not done thoughtlessly but rather well- governed by a predictable set of grammar rules that the adults follow (Paradis,
Abstract The purpose of this study is to find out the factors which affect English second language learner in Speaking Activities and the cause of the factors that affects in speaking activities. Beside the factor and the cause, this study give possible solution to overcome the factors which influence in the process of speaking activities. this study consist psychological factors and others factors. Psychological factors such as lack of motivation hinder learners from interaction in speaking class, shynees, lack of confidence, anxiety and fear of mistake caused by their fear being laughed by other learners. Others factors are like lack of vocabulary, learner inhibiton, strong and dominated learner in the class, improper listening, lack of