FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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Table-5: Other factors that affected the learners listening Performance...................................52 Table-6: Learners’ responses that refer to the listening problem that poses the most difficulty for them.......................................................................................................53 Table-7: EFL listening barriers identified through the interviews...........................................58 Table-8: Factors that influenced the learners' listening comprehension...................................85 AAU – Addis Ababa University Acronyms and Abbreviations BBC – British Broadcasting Corporation BDU – Bahir Dar University EFL – English as a Foreign Language ELIP – English Language Improvement Program ESL – English as a Second Language HDP – Higher Diploma Programme ILA – International Listening Association Lab – Laboratory L1 listening – Listening in a Native Language L2 listening – Listening in English MOE – Ministry of Education TOEFL – Test of English as a Foreign Language VOA – Voice of America USA – United States of America vi
ABSTRACT This study explores the factors that contribute to the problems learners encounter in EFL listening comprehension, assesses whether the factors are associated with the text, the speaker, the listener, or the environment, and identifies which particular factor poses the most difficulty for the learners. The subjects of the study were first year English major students of Bahir Dar University and 149 students who took the listening course in 2007/8 were selected for the study. Data was collected using questionnaire, interview, observation, material analysis and document analysis. The study confirmed that EFL learners in college encounter listening problems whenever they are engaged in EFL listening activities on the listening course. The study identified thirty six factors that influenced the learners listening comprehension, and it further identified that the learners’ listening difficulties emerged from the defects of the listening materials used in the course, from the students lack of exposure to native speaker English, and from the inconvenience of the listening environment where the EFL listening took place. The study also revealed that the students perceive native speaker pronunciation and fast speed of delivery posed the most difficulties for them while they are engaged in EFL listening activities. vii
Page 1 and 2: ADDIS ABABA UNIVERSITY INSTITUTE OF
Page 3 and 4: ADDIS ABABA UNIVERSITY INSTITUTE OF
Page 5 and 6: ACKNOWLEDGEMENT I would like to exp
Page 7 and 8: 3. Methods of the Study------------
Page 9: LIST OF TABLES Table-1: Factors rel
Page 13 and 14: laboratories of the university. The
Page 15 and 16: same course to different groups. Fu
Page 17 and 18: speakers speak, not being able to g
Page 19 and 20: Chapter Two: Review of Related Lite
Page 21 and 22: descriptions concerning the influen
Page 23 and 24: years (Penny Ur, Mary Underwood, Fa
Page 25 and 26: From the above points it seems reas
Page 27 and 28: of main clause and subordinate clau
Page 29 and 30: problem. She says that perception o
Page 31 and 32: given, rate, and pacing of informat
Page 33 and 34: It is obvious that students will fi
Page 35 and 36: sounds that are unusual to the L2 l
Page 37 and 38: epetitions and other elaborations a
Page 39 and 40: part of the speech.” This tells t
Page 41 and 42: These factors are important not onl
Page 43 and 44: Samuels, 1994; Ur, 1984; Underwood,
Page 45 and 46: statements arranged, on the basis o
Page 47 and 48: is the cognitive complexity of the
Page 49 and 50: However, to make the analysis easil
Page 51 and 52: Item No. partly due to the structur
Page 53 and 54: particular, unfamiliar words, compl
Page 55 and 56: Item No. Table-2b shows that the ma
Page 57 and 58: Item No. Students’ No. Never Stud
Page 59 and 60: Item No. students. In the Ethiopian
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grammar, its vocabulary, all the pi
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organized into four categories acco
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The target students were asked to i
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Q2: After you joined a university,
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also reported, “What I have learn
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input, activating related schemata,
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from his poor listening ability: "I
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of delivery of the native speakers.
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egarding his approach in the teachi
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necessary skills and knowledge of E
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headphones for each student, and th
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4.6.1 The Listening Materials As sh
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for the teaching of listening and t
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5. The listening material introduce
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Strength of the module 1. The modul
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the skills and the strategies again
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4.6.2.2 Achievement scores in ‘Co
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Chapter Five Summary, Conclusion an
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Speaker 21. the pronunciation of na
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which pose the most difficulty for
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context of the discourse before ask
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Bibliography Asher, J. (1969) 'The
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Oxford, Rebecca (1993) Research Upd
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APPENDIX-A Questionnaire Dear stude
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APPENDIX-B Students Interview Guide
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Item No. APPENDIX-D Observation che
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