Listening comprehension
is not easy to master for ESL learners. Even though we have learnt the second
language since primary school but, we still have problems. It is supported by
Rapheal (2015) who stated that there are many difficulties an individual may
face in understanding a talk, lecture or conversation in a second language (and
sometimes even in their first language). The speaker, the situation, and the listener can all be the cause of these
difficulties. Below are some of the challenges faced by the learners:
·
Lack
of vocabulary
Cameron
(2001) stated that vocabulary is one of the knowledge areas in language, plays
a great role for learners in acquiring a language.
Lack
of vocabulary is one of the challenges face by me and other learners in
listening comprehension. This affects the process of learning. In a long time,
we were not exposed to learn the language through listening. We are not had
motivation to improve ourselves. However, it would have given a positive impact
if we understood the listening activity. It is supported by Azmi Bingol, Celik,
Yidliz, and Tugrul Mart (2014) who stated that when listening texts contain
known words it would be very easy for students to them. If students know the
meaning of words this can arouse their interest and motivation and can have a
positive impact on the students’ listening comprehension ability
Lacking of vocabulary also gives other effects because
when we listen to a word which is unfamiliar, we will get stuck and lose
concentration. We will focus on the meaning of the word. So, in this situation,
we will miss the next part of speech.
Vocabulary knowledge and language are complementary. We
can use the language when we understand the vocabulary. We cannot do anything
with the language if we do not know the meaning of the word let alone to
pronounce. It is supported by Nation (2001) further who describes the
relationship between vocabulary knowledge and language use as complementary:
knowledge of vocabulary enables language use and, conversely, language use
leads to an increase in vocabulary knowledge.
·
Accent
and variety of native speakers
Different
ethnics have different accents and their accents will influence their tongue in
pronunciation. When they want to speak in another language likes English, they
cannot pronounce like a native speaker without extensive practise. The accent
of a second language learner is affected by his or her pronunciation. It is supported
by Goh (1999) who stated that 66% of learners mentioned a speaker’s accent as
one of the most significant factors that affect listener comprehension.
Unfamiliar accents both native and non-native can cause serious problems in
listening comprehension and familiarity with an accent helps learners’
listening comprehension.
The
Australian English, the British English, and the American English also have
differences style and pronunciation. If we are familiar with the American
English, we also have a problem in catching up and understanding other accents
from different part of the World for example, the word “here”. The American
English person will pronounce the word as /hɪər/ while, the British will
pronounce /hɪə/. Another example, word “advertisement”, the American English
person will pronounce the word as /ədvərtəzmənt/ while, the British will
pronounce as /ədvɜ:tɪsmənt/.
The challenges exist because of
several reasons. I will explain below:
·
Lack
of vocabulary
Lacking
vocabulary is one of the challenges faced by the ESL learners. It is supported
by Graham (2006) who stated that there are some other factors that increase
learners’ listening comprehension problems such as restricted vocabulary, poor
grammar, and misinterpretations about listening tasks.
This
challenge will never end as long as the learners rarely add their vocabulary
list. They have to increase their vocabulary every day even though this task is
too boring. Moreover, cannot give up.
The other
reason for this is they do not find the interesting strategy to avoid them from
getting bored. So, as teachers, we have to introduce them several strategies
such as by using an object, using illustrations and pictures, contrast,
enumeration, guessing from context, eliciting, and translation. Besides, the
learners have to adopt and adapt which best strategy they want to use suitable
for them.
The
problem also arises when there are many new words created because of derivation, compounding, conversion, portmanteaus,
loanwords, and reduplication such as. So, they have be aware of
these new words and have to learn the sophisticated words as well too.
·
Accent
and variety of native speakers
The
intermediate and basic learners rarely use the second language in their daily
conversation. Usually, they only use in the classroom when they were forced to
use it and most of them only answer and give feedback in simple sentences or
they rather kept quiet.
Besides,
when the learners listen to other ethnic speakers, they cannot catch up of the
different pronunciation. It is supported by Buck (2001) who stated that when
listeners hear an unfamiliar accent such as Indian English for the first time
after studying only American English will encounter critical difficulties in
listening. This will certainly interrupt the whole listening comprehension
process and at the same time, an unfamiliar accent makes comprehension
impossible for the listeners. This situation also happens in Malaysia because
of the multi ethnic society. The Chinese and the Indian pronounce in different
way when they speak English because of their accent. Sometimes, we ask them to repeat because they
cannot catch up.
The
teachers never expose their students with a variety of native speakers. So,
that is why the students cannot catch up even though between British English
and American English. It is supported by Abbas Pourhosein Gilakjani and Narjes
Banou Sabouri (2016) who stated that teachers should help their students to be
familiar with the accents of different native speakers. Due to the fact that
native speakers have specific accents, it is necessary for students to
recognize the differences between American and British accents.
