4. The strategies of listening skill listening strategies are very helpful to the students, but without grammar, vocabulary and the knowledge of phonology, these strategies stay not enough, teachers should teach students these strategies and increase the knowledge of grammar and etc. (Goh, 2000) .
Vandergrift (1999) reported that strategies are conscious means where learners can manage and assess their own comprehension and responses, for that reason, strategy development is very significant for listening training.
According to most researchers, there are cognitive, metacognitive, and socio-affective strategies in the listening comprehension, where this strategy could be changed according to the learner's level which is the main reason affecting …show more content…
Socio-affective strategies were defined according to Vandergrift (2003) the techniques which listeners use in order to verify understanding, collaborate with others or to lower anxiety.
According to Habte-Gabr (2006) Socio-affective strategies were defined as nonacademic strategies in nature and contain stimulating learning by mean of building a degree of relation between the teacher and student.
5. The stages of listening process
According to John A. Kline (1996) the process moves through these three steps; receiving, attending, understanding, in sequence.
1. Receiving: Such as sending a clear and understood message to someone by E-mail or phone, everyone should know that there is a big difference between hearing and listening; hearing is 'receive the sound'; listening is "the attachment of meaning", in addition, hearing is an essential prerequisite for listening and an important element of the listening process.
2. Attending: There are two kinds of stimuli; internal such as a deadline we must meet tomorrow, a backache because of sitting too long at the computer, external such as words were spoken by a teacher or printed on paper. We cannot concentrate on both at the same time, so we must choose to attend to some stimuli and ignore …show more content…
Cultural Barriers: Accents; which can interfere with the ability to understand the meaning of the words, for example; India, it has an immense cultural diversity and the accents may vary between regions states itself.
4. Gender Barriers : Gender Barriers: where men and women listen for different goals; the woman focuses on the emotion behind the words of the speaker, whereas the man focuses on facts and content.
5. Lack of Training : Lack of Training: No one born as a good listener. Listening is developed by mean of practice and training.
6. The weaknesses of listening difficulties
The most common problems faced by students in listening are forgetting what is heard quickly, understanding the message but not the meant message, ignoring the next part because of thinking about meaning and the last one is the inability to construct a mental representation from words that heard. Goh (1999)
From Underwood (1989) viewpoint, he organized the main problems faced by students as follows:
1. Listeners cannot control the speed at which speakers speak.
2. Listeners cannot get things repeated.
3. Listeners are limited vocabulary.
4. Listeners fail in recognizing the “signals,”.
5. Listeners suffer from the interpretation problems.
6. Listeners are unable to
Vandergrift (1999) reported that strategies are conscious means where learners can manage and assess their own comprehension and responses, for that reason, strategy development is very significant for listening training.
According to most researchers, there are cognitive, metacognitive, and socio-affective strategies in the listening comprehension, where this strategy could be changed according to the learner's level which is the main reason affecting …show more content…
Socio-affective strategies were defined according to Vandergrift (2003) the techniques which listeners use in order to verify understanding, collaborate with others or to lower anxiety.
According to Habte-Gabr (2006) Socio-affective strategies were defined as nonacademic strategies in nature and contain stimulating learning by mean of building a degree of relation between the teacher and student.
5. The stages of listening process
According to John A. Kline (1996) the process moves through these three steps; receiving, attending, understanding, in sequence.
1. Receiving: Such as sending a clear and understood message to someone by E-mail or phone, everyone should know that there is a big difference between hearing and listening; hearing is 'receive the sound'; listening is "the attachment of meaning", in addition, hearing is an essential prerequisite for listening and an important element of the listening process.
2. Attending: There are two kinds of stimuli; internal such as a deadline we must meet tomorrow, a backache because of sitting too long at the computer, external such as words were spoken by a teacher or printed on paper. We cannot concentrate on both at the same time, so we must choose to attend to some stimuli and ignore …show more content…
Cultural Barriers: Accents; which can interfere with the ability to understand the meaning of the words, for example; India, it has an immense cultural diversity and the accents may vary between regions states itself.
4. Gender Barriers : Gender Barriers: where men and women listen for different goals; the woman focuses on the emotion behind the words of the speaker, whereas the man focuses on facts and content.
5. Lack of Training : Lack of Training: No one born as a good listener. Listening is developed by mean of practice and training.
6. The weaknesses of listening difficulties
The most common problems faced by students in listening are forgetting what is heard quickly, understanding the message but not the meant message, ignoring the next part because of thinking about meaning and the last one is the inability to construct a mental representation from words that heard. Goh (1999)
From Underwood (1989) viewpoint, he organized the main problems faced by students as follows:
1. Listeners cannot control the speed at which speakers speak.
2. Listeners cannot get things repeated.
3. Listeners are limited vocabulary.
4. Listeners fail in recognizing the “signals,”.
5. Listeners suffer from the interpretation problems.
6. Listeners are unable to