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Comprehensive listening theory1/18/2024 ![]() Moreover, the presence of visual support-such as video, pictures, diagrams, gestures, facial expressions and body language-can improve her comprehension provided that she is able to correctly interpret it.īasically, listening involves two types of cognitive processing: top-down and bottom-up (Van Duzer, 1997 Nunan, 1997 Norris, 1994). ![]() The listener can grasp meaning easily if she has adequate previous knowledge on the subject of the dialogues or the texts she hears. Content that is familiar is easier to understand. Consequently, adjusting the speaker's speed to the listener's level is important.Īnother factor determining comprehension is content, which is closely related to the aforementioned concept of background knowledge. She will have difficulties in making sense of an indistinct utterance that sounds like a mumble to her. ![]() A speaker's rate of delivery may be too fast, resulting confusion on the part of the listener. The listener who possesses sufficient knowledge of the topic usually understands the content better than that who does not.Īdditionally, the speaker also affects the listener's success in listening comprehension. In addition to interest, background knowledge can also facilitate comprehension. She often tunes out topics that are not of interest. If she has greater interest in the topic of the dialogues or the spoken texts, she gets more motivated to learn and her comprehension may improve considerably. the listener, probably holds a central role in the listening process. Van Duzer (1997) proposes four factors which determine the learners' success in comprehending ideas presented through auditory channel: the listener, the speaker, content, and visual support. Although the learners appear to be the only one involved in the decoding activity, there are other factors that should be taken into account. Listening is often claimed as a passive skill as in the classrooms the learners seem to merely sit quietly and listen to dialogues or spoken texts, trying to decipher meaning. Concerning the instruction in the classrooms, the types of listening activities that can be done there will be described, followed by some principles which entail consideration from the teacher.įactors Affecting Listening Comprehension Putting listening into practice refers to the teaching of this skill in EFL (English as a Foreign Language) classes. This theoretical review serves as the framework of the practical issues explained in the other half. The first half of the article discusses the theoretical aspects of listening comprehension, which include factors that influence listening and the nature of the listening processes occurring in learner's mind. ![]() This article attempts to present a brief overview of listening in theory and in practice as it relates to foreign language learning. Therefore, listening should be well acquired and deserves greater attention in language learning. It is essential to note that through the normal course of the day, listening is used nearly twice as much as speaking and four to five times as much as reading and writing (Van Duzer, 1997). Herschenhorn (1979) blames the neglect toward listening on the small proportion of listening comprehension sections in language textbooks as well as the lack of available materials specifically developed for and focused on the teaching of listening skills. Nunan (1997) even calls listening the 'Cinderella skill' because it is overlooked by its 'sister', speaking, despite its critical role in language performance. Listening is a crucial element in language skills however, it has received much less emphasis than the other three (reading, writing, and speaking) in foreign language classrooms. Theoretical and Practical Aspects of Listening Comprehension Kusumarasdyati Theoretical and Practical Aspects of Listening Comprehension
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