FACTORS THAT CONTRIBUTE TO THE PROBLEMS EFL ...

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proficient (top ranking) versus less proficient listeners (bottom ranking students) used. The study found out that the less-proficient learners do not use various listening strategies frequently when they are compared with the more-proficient ones. 83
Chapter Five Summary, Conclusion and Recommendations This chapter contains three sections. The first section summarizes the major findings of the study. The second section provides the conclusion. Finally, the recommendations are presented in the last section. 5.1 Summary of the Results In this study the main point of discussion has been to identify the factors that contribute to the problems learners encounter in <strong>EFL</strong> listening comprehension, to assess whether the factors are associated with text, speaker, listener, or environment, and to identify 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. Data was collected using questionnaire, interview, observation, material analysis and document analysis. The following are the major findings of the study. 1. The study identified a range of factors: text, listener, speaker, and environment factors. The discussion and interpretation sections of the study reveal that these factors influenced <strong>EFL</strong> listening comprehension. 2. As far as the listening materials used in the course are concerned, various limitations have been identified. This was done through the analysis of not just the students’ response only but also through thorough investigation of the materials themselves in the light of the principles of ELT materials preparation and selection. The results of the analysis indicate that the materials are not appropriate for the training of necessary skills and strategies of listening to the target students. For example, the textbook was purposely designed for testing, not for teaching. Similarly, the module also contains texts which are not appropriate for teaching listening. Moreover, the tasks are also found to be very difficult. For example, the level of difficulty of the listening materials of the target course was also found to be above the students’ ability. 84
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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------------
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LIST OF TABLES Table-1: Factors rel
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ABSTRACT This study explores the fa
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laboratories of the university. The
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same course to different groups. Fu
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speakers speak, not being able to g
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Chapter Two: Review of Related Lite
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descriptions concerning the influen
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years (Penny Ur, Mary Underwood, Fa
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From the above points it seems reas
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of main clause and subordinate clau
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problem. She says that perception o
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given, rate, and pacing of informat
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It is obvious that students will fi
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sounds that are unusual to the L2 l
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epetitions and other elaborations a
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part of the speech.” This tells t
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These factors are important not onl
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Page 103 and 104: Bibliography Asher, J. (1969) 'The
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