Problems in Teaching Listening to Libyan 3 rd Year Secondary School Students (original) (raw)
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Factors That Influence Students’ Listening Comprehension at Misurata Preparatory Schools, Libya
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English language proficiency is the main goal of any learner of a language. Speaking and listening are major components of key skills and literacy qualifications. We need listening skills to understand and to be understood. It has become one of the most important factors of success and excellence for students who wish to speak, understand, advance their career path or continue their education abroad. When students listen to the English language, they face a lot of listening difficulties. This paper examines the teaching of listening comprehension at Misurata preparatory schools. It investigates the challenges that students face in learning listening comprehension skills. Students move to secondary education without a suitable foundation for listening comprehension skills. For this reason, the present study attempts to investigate some listening hindrances faced by students at preparatory schools to elicit their views about listening comprehension skills. This study reports the facto...
Factors Affecting the Teaching of Listening in United Arab Emirates Public Schools
The main aim of this study was to explore the factors which might hinder the teachers to teach listening effectively in UAE public schools, in particular primary and preparatory schools. One hundred (100) English language teachers were asked to fill out a questionnaire, and 79 responded. Using a descriptive analysis, it was found that the major factors which might hinder the teaching of listening effectively are mainly (i) lack of equipment (no labs, and the tape recorders are neither good nor enough), (ii) poor materials (no suitable listening materials, and the available cassettes are neither interesting nor clear), and (iii) students' interest lies mainly in passing exams rather than in achieving communicative competence in English.
Developing the listening skills of Arab learners of English as a foreign language in the UAE
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The research consists of four parts, which investigates the importance of listening in teaching English to Arab learners and how to improve the teaching of this important skill. In Part One, Chapter One the paper describes the ELT situation in the government secondary schools in the UAE and discusses the reasons that make learning English not fully successful. Besides, the paper indicates how listening skill is neglected in teaching English as a foreign language and the significance of technology in improving oral skills learning. The Second Part of the research falls into six chapters. In chapter Two I will deal with the definitions of listening given by Underwood and others and I will point to the difference between hearing and listening. Chapter Three evaluates the importance of listening. We can not communicate face to face unless we are able to respond to the speaker. In this chapter I will discuss the relationship which obtains between listening and speaking, showing that effe...
Advances in Social Science, Education and Humanities Research, 2021
This study aims to investigate the students' difficulties in listening and to explore the factors of students' listening difficulties. The writer uses mixed methods (qualitative and quantitative) with questionnaire and interview as the data collecting techniques. The participants of this research are 100 students of a senior high school in West Java who filled in the questionnaires and 8 students who took part in in-depth interviews. The quantitative approach is used to show the numeric data of the questionnaire about students' listening difficulties and the qualitative approach is applied to explore the factors of students' listening difficulties. The findings of the research show that the difficulties in listening skills faced by students include unfamiliar words, rate of speech, unfamiliar accent, unclear pronunciation, recording quality, and inadequate facility. As for the factors of those difficulties, it involed the students' background knowledge, lack of practices and environment noise.
An Analysis of Listening Problems Faced by 12TH Grade Students at Sma Muhammadiyah 1 Malang
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ROLE OF TEACHER IN DEVELOPING LISTENING SKILL AMONG STUDENTS
Kala Sarovar, 2021
Abstract The main purpose of this article is to highlight the significance of listening skill in language acquisition. Moreover, the teacher can play vital role in developing this important skill among the pupils for better learning experiences. Listening skill comes first in language acquisition. The first exposure of a child towards language is through listening. We all listened before we read or wrote. All of us are auditory learners first. Listening ability is needed by the students for facing both local and national tests of English tested in written form, so that listening should be learned earlier since kindergarten until the higher education level. The international Listening association claims that 85% of a student's learning is derived from listening. It would be difficult to find a teacher who does not believe that we cannot improve students' learning by teaching them to listen well.
Practices in the Teaching of Listening in Grade 9 EFL Classrooms of Mote Secondary School
Science, Technology and Arts Research Journal, 2015
Article Information This study was designed to examine the practices in the teaching of listening in Grade 9 EFL classrooms of Mote Secondary School. The study employed a descriptive survey design to attain the objective. The research used 108 Grade 9 students and 6 English language teachers who were teaching English as subjects of the study. To gather proper data for the study, questionnaire (both for students and teachers) and classroom observations were used. The data collected through questionnaire and classroom observations were analyzed both quantitatively and qualitatively. The findings of the study indicated that the teaching of listening in EFL classrooms (and that of English language teaching in general) is at a critical risk since teachers do not use the pre-listening, the while-listening and the post-listening activities to promote and facilitate the development of listening comprehension and because they never adapt or adopt activities which help students learn the skill effectively. Hence, the study recommended that an intensive training on classroom teaching and on the teaching materials which are currently in use are required for EFL teachers.