Theories and Strategy of Difficulty in Listening

assalamu'alaikum good viewers..

today I would like to write in my blog about the continue of the last week of my blog. In this blog the content is about the theories and strategy of difficulties encountered when undergoing listening.

• first theori is from one obvious obstacle is the fact that “the pronunciation of words may also differ greatly from the way they appear in print” (Bloomfield et al 2010:3). With the acoustics of the spoken language often varying dramatically to the form of the written language, the identification of the words that constitute the oral discourse could prove to be problematic for the student.
• second theory, “listeners, unlike readers, do not have the luxury of regular spaces that signal where words begin or end” (Vandergrift 2007:296), meaning that in addition to trying to recognise the words in spite of their unfamiliar pronunciation, students are also trying to decipher which linguistic unit belongs to which word.
• third, “vocabulary and grammar also tend to be far more colloquial and much less formal” (Osada 2004:59) than what the student may be accustomed to, making for potential confusion should their vocabulary knowledge not be familiar with such expressions, as “an obvious factor that can influence comprehension of a spoken passage is the overlap between the listener’s vocabulary knowledge and the vocabulary of the passage” (Bloomfield et al 2010:12).
• the last theory, “listeners use pragmatic knowledge, which is often culturally bound, to make inferences and determine the speaker's implied meaning” (Vandergrift 2007:298) seems to be a fairly common belief amongst pedagogues, meaning that this aspect should also be considered by the teacher when teaching listening. 

The strategy having discussed the problems that the student faces when undergoing a listening exercise, and thus the associated difficulties that a teacher faces when teaching listening, a natural progression would be to examine the listening skills and strategies that the teacher should strive to develop in the student. It is widely accepted that top-down and bottom-up processes are common practice when inferring both written and verbal input. 

The efficacy of current teaching materials to effectively train students in the technicalities behind the listening process seems to be a rather dubious matter. With most doing very little to develop metacognitive knowledge through raising learners' consciousness of listening processes. Therefore, It is imperative for teachers to teach students how to listen through raising students awareness of listening strategies.

so, that's some of the things I've explained about theory and strategy about the journal that I discussed. thank you for your visiting, and keep reading in my next other blog..

wassalamu'alaikum