to have a good input in terms of listening, because through this skill, language learners can understand and learn most of the aspects of the language. In fact learners are not equipped with key elements to interact alone with input (Ehsanjou & Khodareza 2014). According to Luo (2008), it is so difficult for the students to understand English through listening and undoubtedly, the speed of getting information is so faster through listening than reading. Listening is one of the four skills in English
to explore instructional solutions to problems in employing appropriate listening strategies faced by my students of Listening 3 class. As the problems observed in my Listening 3 class are similar to those observed by some researchers in the field of Foreign Language Teaching (FLT), my study will benefit from previous research results. Much of these results has influenced my study. The teaching of English academic listening in foreign language classrooms has been reported in some research to have
Listening skill is vital in language learning because aural input helps language acquisition and language use. Without understanding the input at the right level, any learning simply cannot begin. Spoken language provides a means of interaction for the learner, since learners must interact to achieve understanding, access to speakers of language is essential. Listening is an interactive process because for comprehension the brain acts on the impulses that bear various cognitive and affective mechanisms
This chapter presents a review of literature and studies relevant to the study. The essential concerns that emerged in this chapterare the use of audio-aided materials in reading,reading, reading difficulty, andreading comprehension. The related literatures and research findings are taken from some websites on the internet, foreign books, foreign studies, and local studies. Foreign Literatures Audiobooks and Reading Aloud The benefit of audio-aided reading for improving reading skills is relative
1. State the challenges that an EFL learner would encounter when learning receptive skills. How could he/she overcome such challenges? Receptive skills for EFL are those concerning receiving information and can be identified as listening and reading. Students must process a text (either in written or audio format) and the way in which they do this and the usefulness of the process depends of course upon the teaching methodology employed during the activity. . Receptive skills pose challenges
language problems . A study " The students' genre awareness and their reading comprehension of different text types" which conducted by
skills assignment I will be focusing on the listening skill by referring to top-down and bottom-up processes since it usually involves both processes. Top-down process, on the other hand, will be my main focus as I have realized that students in my teaching context, most of whom are at A1 level while a few are at A2, are trying to understand each word they hear rather than trying to understand the general idea. Besides, in my current teaching context listening skill has been neglected, as it has not
After that, the impotence of extensive reading on vocabulary in second language learning will be summarized. Finally, the previous studies relevant to the current study will be reviewed. 2.2. Importance of vocabulary learning Vocabulary is central to English language teaching and and of critical importance to EFL learners because without sufficient vocabulary students cannot understand others or express their own thoughts and ideas. According to Lynch (1996), acquiring vocabulary is assumed as a
5. Challenges of Dealing with Students with Reading Difficulties There are a lot of challenges facing the teachers while dealing with students with reading difficulties. The aim of reading is comprehension and many students with reading difficulties suffering from the lack of the aspect of comprehension which creates a big problem for teachers when teaching them . These challenges include teaching sounds, shortage of materials, and inadequate time that needs to teach reading and mother tongue. Lerner
Taylor (2010) argue, critical thinking can be thought of as a toolbox of abilities which makes learners to think more deeply and clearly about what they believe, and about what they should do. Here again, the role of critical thinking in listening comprehension is highlighted as the process helps achieve better understanding. Cohen (2015) declares critical thinking is really about a range of skills and understandings, including an ability to play with words, a sensitivity to context, feelings and