The four basic English language proficiency, reading, writing, speech and hearing is the hardest to get the student's understanding. This is also a skill that can not be "taught"
According to evaluations, EFL students must attend at least three times a semester every six months, the most important area. The biggest difficulty is tacit understanding.
What makes the difficulty of silence?
Includes four factors that may affect the difficulty of language listening tasks. Here is how they are and how they affect student understanding skills.
o How many are there?
Is a person speaking at one time? Are there any speakers? Some talk at once?
o How fast are they talking
Is the speaker pace sufficient time for the student to process the theoretical? Does the loudspeaker language flow faster or slower than the student is accustomed to?
o What type of accent do you have
Is the speaker (or speakers) with unknown knowledge or speech mode less understandable for the student? Is the student accustomed to changing accents and speech modes?
o The role of the student
What is the student's intention to listen to? General understanding? Specific information? Joy? Business? Exclusion of critical data?
o The Response Level Required
What should the student do in response to the speech? Law? React? Think? Enjoy? Nothing?
o Interest in or interest in the topic
Is the content participant or the subject involved with the student? Is this something they want, do they need or need to know?
Is the use of grammar and structure familiar to the student? Is the student able to use or compare the grammatical structure used in the given context?
Is there a new speech or a lesson for the student in the speech? Is the amount of new words significant? Scott Thornbury mentions the author of the linguistics: "Enter the 100 word number, if more than ten words are unknown, then the text has less than 90% of the vocabulary recognition rate and is therefore unreadable." The same applies to tacit text.
o Information structure
Is the information or material presented in speech in a form that is clear and understandable to the student? Is the order of delivery logical, progressive, dismissal or non-ordering?
o Assuming Background Knowledge
Is there a need for prior knowledge in understanding speech? Are all prior knowledge necessary, highly specialized or technical?
What kind of support will you receive, if any? In this context, support means that there are pictures, diagrams, or other visual help to support the text.
Although there are many approaches that can be used to better understand hearing, regular and consistent practice is important. The EFL or ESL teacher is also able to provide guided practice in developing key student skills. Taking these other factors into account, it is possible to identify auditory understanding segments that tend to cause problems for students or have a sufficient number of relevant aspects to make them more practical and useful
Supported by sbobet