The Importance Of Listening Comprehension

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1.3. Statement of the Problem As Isaza (2013) stated, to learn any language, it is important and essential 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 that EFL learners cannot easily develop it, as they find challenging to intelligible the target language when they should interact with…show more content…
Most of the second/foreign language learners complain about not being able to listen or hear appropriately. Learners are not aware of the nature of listening, how to improve their listening ability, and how to overcome the listening comprehension difficulties while listening (Sheshgelani, 2013). Osada (2004) emphasized that both teachers and learners has not pay much attention to listening comprehension, they are less aware of its importance. In classrooms, teachers seem to test, not to teach listening and students seem to learn listening, not listening comprehension. This is a challenge for the students enrolled in English programs. Osada (2004) reported that listening as a complex mental process, involves perception, attention, cognition, and memory. Comprehending speech in a foreign language is a very difficult activity for language learners. While listening to a foreign language, most of the language learners face difficulties. In order to help students improve their listening ability and solve their listening difficulties, language teachers need to understand students’ listening difficulties in comprehending spoken texts, and teach effective listening…show more content…
Proficiency and interest on listening comprehension tasks are highly constrained among some learners who attend courses at Iranian institutes (Ehsanjou & Khodareza 2014). It is remarked that most researchers try to improve students' listening comprehension in Iran. The motivation factor plays a crucial role in teaching listening. According to Isaza (2013), motivation plays a key point that might help the process of improving listening comprehension to be successful. Therefore, we, as future teachers, should be creative to use attractive and interesting ways of facilitating and maximizing the level of listening comprehension as an important skill that is undoubtedly necessary for communication; we have to consider that Iranian EFL learners belong to a non-native context in which the exposure to the English language is somehow limited and they lack the background knowledge about foreign countries and cultures. Thus, it is essential to highlight the importance of the activities such as pre-listening and post-listening tasks in motivating ways. By addressing the above arguments and findings, and lack of data on the relative effects of pre- listening and post- listening activities, the present study fill the gap by the intention of comparing the effects of different pre-listening and post- listening tasks on the listening comprehension performance of Iranian adult learners of Second

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