Volume 7, Issue 4, July 2019, Page: 150-157
Issues and Strategies in Improving Listening Comprehension in a Classroom
Khalid Ibrahim Al-Nafisah, The English Language & Translation Department, College of Languages & Translation, King Saud University, Riyadh, Saudi Arabia
Received: May 7, 2019;       Accepted: Jun. 12, 2019;       Published: Jun. 25, 2019
DOI: 10.11648/j.ijll.20190704.11      View  117      Downloads  49
Language is an important aspect of communication in our everyday life. Students must be trained to be cognizant of the semantic and syntactic domains of language. More importantly, they have to be aware of how language is used, as well as its different variations and linguistic twists. Listening, in particular, is the most demanding of all the language skills, as it is a vital discovery that enable students unmask creative ways in which language is pronounced and comprehended. This study explores the existing teaching methodologies applied to teach Listening skills to students of English Department at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia. The paper presents the difficulties encountered by male students when learning the listening skill. Based on the expertise and practice of teaching the listening skill, it suggests new techniques which can be implemented to improve students' performance. It suggests that by using these techniques will result in enhancing the other skills (reading, speaking, writing) It also helps students to improve the pronunciation of difficult vocabulary. It concludes with suggestions to teachers to implement the new techniques in order to allow the students to grasp and enhance the listening skill more effectively and appropriately.
Listening Skill, Listening Comprehension, Students, Language, Second or Foreign Language, Techniques
To cite this article
Khalid Ibrahim Al-Nafisah, Issues and Strategies in Improving Listening Comprehension in a Classroom, International Journal of Language and Linguistics. Vol. 7, No. 4, 2019, pp. 150-157. doi: 10.11648/j.ijll.20190704.11
Copyright © 2019 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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