FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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Item No. From the above, we can deduce that poor-quality recording materials interfere with the listening comprehension of too many students. This is in line with Yagang’s statement (1994) which shows that the difficulty in listening comprehension is partly due to unclear sounds resulting from poor-quality equipment. Table-4b: Learners’ responses that refer to listening problems related to insufficient time to accomplish a task Students’ No. Never Students’ % Students’ No. Table-4b reveals that the majority of the students (73%) have responded that lack of sufficient time for completing the tasks often interfered with their listening performance. From the result obtained, it is possible to say that lack of sufficient time for completing the tasks often interfere with the listening performance of too many students. Seldom Total positive Students’ % Students’ No. In general, Table-4a and Table-4b showed environmental factors can interfere with learners’ listening comprehension. In particular, poor recordings and lack of sufficient time for carrying out tasks interfered with the learners’ <strong>EFL</strong> listening comprehension. Students’ % LEVEL OF DIFFICULTY Sometimes Often Always Total negative Students’ No. 4.2 Other factors that affect the learners’ listening comprehension The subjects were asked to add other listening difficulties on the course if there are any that were different from those presented in the close-ended questions (See item number 19 in Appendix A). Then, the learners listed down nineteen additional factors that they believe influenced their comprehension in the listening classes. Students’ % 18 7 4.69 5 3.35 12 8.04 27 18.12 44 29.53 66 44.23 137 91.94 Note: The question was in relation to the learners’ listening comprehension, but some of the students have responded to it in terms of their listening performance. With regard to competence versus performance Brown (1994:31) states that “…competence is the underlying knowledge of the system of language- its rules of 49 Students’ No. Students’ % Students’ No. Students’ % Students’ No. Students’ %
grammar, its vocabulary, all the pieces of language and how those pieces fit together. Competence is realized through the actual production (speaking, writing) or the comprehension (listening, reading) of linguistic events.” From this one can infer that listening competence is manifested through listening comprehension, and listening comprehension is also realized through the actual listening performance. Based on this inference, therefore, the responses of the learners which are answered in terms of performance are presented as they are.) 1. Insufficient number of headphones and playing machines. (The number of students in one section and the number of headphones & playing machines in the laboratory were not in equal amount.) 2. Malfunctioning of the headphones (students reported that some of the headphones do not work properly.) 3. Lack of sufficient time to grasp the message (Some students have reported that they are given only two chances to listen to the listening text, and the gap between the two listening activities was also too short so that they had no enough time gap available to process between the first and the second listening.) 4. Inadequate class time; 2 hours per week (Here, one student responded by asking another question, “How does a student improve his skills of <strong>EFL</strong> listening by practicing for 100 minutes per week?”) 5. Lack of interest and motivation in the course. (Some students reported that they were assigned to English department without their choice and consent.) 6. Unfamiliarity to the listening course itself. (There were students who reported that they didn’t practice listening skills in their primary, and secondary schools.) 7. Disturbing noise (some students have reported that there was lack of discipline while they were engaged in listening; as a result, the students’ side talk distracted their attention. Some other students also reported that disturbing noise that comes from the neighboring construction sites distracted their attention.) 8. Lack of support and encouragement (Some students reported that they did not receive the necessary support and encouragement from the instructor. The students mentioned, for example, the instructor was sometimes not available in 50
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ADDIS ABABA UNIVERSITY INSTITUTE OF
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ADDIS ABABA UNIVERSITY INSTITUTE OF
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ACKNOWLEDGEMENT I would like to exp
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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
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Page 15 and 16: same course to different groups. Fu
Page 17 and 18: speakers speak, not being able to g
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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
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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
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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,
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Page 75 and 76: of delivery of the native speakers.
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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
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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
Page 107 and 108: APPENDIX-A Questionnaire Dear stude
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Item No. APPENDIX-D Observation che
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