Original title: Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review
The paper reviews research on why students struggle to understand spoken English. It says schools and universities often give more attention to writing, reading, and vocabulary than to listening. Many course books also give listening little space, and teachers may not focus on it in class. The review says teachers who notice students’ difficulties can help them use strategies to listen more effectively.
Imagine trying to learn a new game when practice mostly covers its written rules and barely lets you play. You get little chance to hear what is happening or learn how to respond. In this paper, that lack of practice matches the limited attention English classes give to listening, while a teacher who spots what is hard can help students find better ways to understand.
For students learning English, weak listening practice can make it harder to understand spoken language. The review argues that teachers who recognize students’ difficulties can help them use listening strategies and improve comprehension.
The abstract describes a review of literature but gives no details about which studies were included or how they were selected. It reports no new experiment or measured results, so it does not establish how much any teaching strategy improves listening comprehension.
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Learners’ Listening Comprehension Difficulties in English Language Learning: A Literature Review — Abbas Pourhosein Gilakjani, Narjes Banou Sabouri — English Language Teaching — doi:10.5539/elt.v9n6p123
Abstract licence: CC BY
Explanation generated by Synthesis from the abstract — it is not the original paper.