FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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Item No. Table-2d: Learners’ responses that refer to listening problems due to the discrepancy between written and spoken language. Students’ No. Never Students’ % Students’ No. Table-2d shows that the great majority of the students, i.e., 76% of the students have responded that they often or always found it difficult to identify the words they knew in their written form when they hear them in a stream of speech. From this result, we can conclude that there are words that most students normally recognize in their written form, but which the learners find difficult whenever they hear them in a stream of speech. In the Ethiopian case, when a student learns a new word or expression, it is believed the student usually learns both its written and spoken form. His recognition of the new word is linked to his knowledge of what it looks like on paper and what it sounds like when carefully pronounced by the teacher. If the student is not aware of what the new word sounds like when it is said quickly and juxtaposed with other words, the student may not realize that this may affect its pronunciation. This is also consistent with Ur’s statement (1984) which shows that difficulty in listening comprehension is partly due to listeners’ confusion that appears when they encounter juxtaposition of two words in which one of the sounds at the junction point has disappeared or is assimilated with the other. In this case, therefore, the learners fail to recognize the combined word. Table-2e: Learners’ responses that refer to listening problems related to the ability of managing tasks. Facing frustration due to failure to perform tasks, and listening tasks that demand the skills of writing at the expense of listening are the main points which will be presented as follows. To make the analysis easier, item number 12 and 13 are presented together to the fact that both factors are directly related to the managing of listening tasks. Seldom Total positive Students’ % Students’ No. Students’ % LEVEL OF DIFFICULTY Sometimes Often Always Total negative Students’ No. Students’ % 10 2 1.34 9 6.04 11 7.38 25 16.77 48 32.88 65 43.62 138 92.61 45 Students’ No. Students’ % Students’ No. Students’ % Students’ No. Students’ %
Item No. Students’ No. Never Students’ % Students’ No. Seldom Total positive Students’ % Students’ No. Students’ % Table-2e shows that the great majority of the students (85%) have responded that they (sometimes, often, always) feel worried and discouraged when they don’t immediately understand. This result indicated that many students feel worried and discouraged when they don’t immediately understand the spoken text. It seems for this reason that many scholars advise to employ simple passages with the minimum of necessary information that gives students more opportunity to understand the information. Ur (1984) says, when the learners get simple passages, their grasping of the message will be much better. At this point, therefore, the affective barriers decrease. LEVEL OF DIFFICULTY Sometimes Often Always Total negative Table-2e further shows that the majority of the students (85%) have responded that they (sometimes, often, always) found it difficult to answer questions which required other than short answer. From this result, it is possible to infer that many students find it difficult to answer listening questions which require longer answers (which demands writing skills at the expense of listening). This confirms Ur’s statement (1989) which justifies that the difficulty in listening performance is partly due to the provision of irrelevant tasks that demand the skills of reading, speaking and writing other than the skills of listening. This is also in line with Hughes’s statement (1989) which says that if the purpose of the task is to improve listening skills in particular, the response of the task should demand only responses which help only to check the learners’ listening skills. Students’ No. Students’ % 12 8 5.36 13 8.72 21 14.08 58 38.92 37 24.83 33 22.14 128 85.90 13 9 6.04 12 8.05 21 14.09 51 34.23 42 28.19 35 23.48 128 85.89 In general, Table-2a, Table-2b, Table-2c, Table-2d and Table-2e showed that listeners’ factors can interfere with learners’ listening comprehension. The learners’ inability to apply listening strategies, their inability to grasp pronunciation, inability to manage challenging tasks, and frustration interfered with their listening 46 Students’ No. Students’ % Students’ No. Students’ % Students’ No. Students’ %
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ADDIS ABABA UNIVERSITY INSTITUTE OF
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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 and 10: LIST OF TABLES Table-1: Factors rel
Page 11 and 12: ABSTRACT This study explores the fa
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: Item No. Table-2b shows that the ma
Page 59 and 60: Item No. students. In the Ethiopian
Page 61 and 62: grammar, its vocabulary, all the pi
Page 63 and 64: organized into four categories acco
Page 65 and 66: The target students were asked to i
Page 67 and 68: Q2: After you joined a university,
Page 69 and 70: also reported, “What I have learn
Page 71 and 72: input, activating related schemata,
Page 73 and 74: from his poor listening ability: "I
Page 75 and 76: of delivery of the native speakers.
Page 77 and 78: egarding his approach in the teachi
Page 79 and 80: necessary skills and knowledge of E
Page 81 and 82: headphones for each student, and th
Page 83 and 84: 4.6.1 The Listening Materials As sh
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Page 87 and 88: 5. The listening material introduce
Page 89 and 90: Strength of the module 1. The modul
Page 91 and 92: the skills and the strategies again
Page 93 and 94: 4.6.2.2 Achievement scores in ‘Co
Page 95 and 96: Chapter Five Summary, Conclusion an
Page 97 and 98: Speaker 21. the pronunciation of na
Page 99 and 100: which pose the most difficulty for
Page 101 and 102: context of the discourse before ask
Page 103 and 104: Bibliography Asher, J. (1969) 'The
Page 105 and 106: 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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