Besides, Chang and Roebl (2011) point out that L2 listening difficulties come from text, listener, speaker and task. Additionaly, they added two more factors ¨input chanel and surroundings¨ and ¨relevance¨. In the same line, Yang (2011) divides listening comprehension problems into five categories: text, listener, listening process, speaker, and task. On the other hand, according to Hamouda (2013) EFL learners have crucial problems in listening comprehension because universities pay attention to grammar, reading and vocabulary. Listening and speaking skills are not important parts of many course books or curricula and teachers do not seem to pay attention to these skills while designing their lessons. In addition, Ruggiero
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There are also some consonants sound in English that can cause discrimination difficulties because they are uncommon: the initial sounds in this, thin, ship, and the final sound in sing. In addition, Machackova (2009, p12) states that ¨ a great number of students believe that listening is the most difficult skill and they start to panic when they hear the word listening or see a CD player. But on the other hand students, who learn from what they hear, usually achieve better results at listening¨ She identifies a list a common problems that students face in the classroom during the listening classes. They are as follow: 1) Problems with pronunciation; 2) Problems caused by the lack of control of a speaker´s speech speed; 3) Problems caused by the inability to get thing repeated; 4) Problems caused by the listeners´ limited word …show more content…
Furthermore, Al-Thiyabi (2014) puts forward some frequent problems of learners as well as reasons blocking their listening comprehension skill such as hasty speaking, unknown words, and weird pronunciation, adding that such problems are severe and ought to be overcome to enhace learner´s listening competency level. In addition, Hasan (2000) affirms that unfamiliar words”, “difficult grammar structures and the “length of the spoken text” are the most important message factors for listening problems. In terms of speaker factor, it was revealed that “clarity” was the main cause of EFL listening difficulties. Also “lack of interest”, “the demand for full and complete answers to listening comprehension questions” were the two main difficulties encountered by EFL
There are also some consonants sound in English that can cause discrimination difficulties because they are uncommon: the initial sounds in this, thin, ship, and the final sound in sing. In addition, Machackova (2009, p12) states that ¨ a great number of students believe that listening is the most difficult skill and they start to panic when they hear the word listening or see a CD player. But on the other hand students, who learn from what they hear, usually achieve better results at listening¨ She identifies a list a common problems that students face in the classroom during the listening classes. They are as follow: 1) Problems with pronunciation; 2) Problems caused by the lack of control of a speaker´s speech speed; 3) Problems caused by the inability to get thing repeated; 4) Problems caused by the listeners´ limited word …show more content…
Furthermore, Al-Thiyabi (2014) puts forward some frequent problems of learners as well as reasons blocking their listening comprehension skill such as hasty speaking, unknown words, and weird pronunciation, adding that such problems are severe and ought to be overcome to enhace learner´s listening competency level. In addition, Hasan (2000) affirms that unfamiliar words”, “difficult grammar structures and the “length of the spoken text” are the most important message factors for listening problems. In terms of speaker factor, it was revealed that “clarity” was the main cause of EFL listening difficulties. Also “lack of interest”, “the demand for full and complete answers to listening comprehension questions” were the two main difficulties encountered by EFL