Abstract
Listening to a conversation, dialogue, or a story in foreign language is an activity which needs effort to understand the content. There are several aspects that should be considered to do accordingly. This research investigated the main problems of listening comprehension in English as a foreign language faced by vocational high school students. Thirty students of the first grade participated in the research. The quantitative descriptive and qualitative methodologies were applied in this study with questionnaires and interviews used as instruments for collecting data. The findings show that the foremost problems of understanding the spoken text are the unfamiliar accents and topics. The other problems also have contribution to the students' comprehension. They are noises, poor quality equipment, long spoken text, and the high speed of delivery. The findings of this study is expected to provide valuable information for English teachers regarding the listening difficulties faced by English as a foreign language students, which enable them to help students to improve their listening skills.
Highlights
Listening comprehension in English as Foreign Language (EFL) context has been considered as the several procedures to apprehend the spoken language derived from several experts
AND DISCUSSION The results of the data collected from students’ responses and the result of interview based on the 7 categories of listening comprehension problems are presented in the form of percentages
Problems related to the listening materials Listening comprehension problems related listening materials are the first domain of the listening comprehension problems questionnaire
Summary
Listening comprehension in English as Foreign Language (EFL) context has been considered as the several procedures to apprehend the spoken language derived from several experts. Those procedures are including recognizing the speech sounds, understanding the meaning of each word, and understanding the structure of the sentence (Nadig, 2013 in Gilakjani and Sabouri, 2016). Vanderplank (2012) defines listening comprehension as a progressive process where the listeners proceed what they have heard based on their perceptions and their understanding of the theme given In this case, the listeners are demanded to have good linguistics knowledge such as their knowledge of vocabulary, to create the appropriate meaning from what they have heard from the speaker. He states that the skill is defined as the capability to get the message of spoken language of other spoken language
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