Listenting+Comprehension

[|Brainstorming]

bad teachers, close mind students, actualizations, new methods, L1 interference, misunderstanding, communicative situations

[|Sentence outline]: [|Thesis statement]:

Because students do not understand listening activities, teachers have to be focused on the students´ bad listening comprehension in English as a Second Language classes by __help__ them to have __a less connection__ with their first language, be aware of what they say and how its pronounced, and have innovative resources that should made a better learning listening environment on class, I. Introduction

II. Bad perception of the students is placed on the carelessness of the teachers in the pronunciation of the second language. **//__Align this with what you have in your thesis statement and maintain the same order.__//** a. listening as a crucuial aspect for the learners acquisition b. students´ lack of interest

III. The strong relation of the students with their mother tongue **//__I don't see any mention of "mother tongue" in your thesis statement.__//** a. Differienciate what they alredy know with English it´s a problem b. Audio-lingual method

IV. Innovative Educational Courses Again, **//__I don't see this in your thesis statement.__//** a. Courses b. Appropiate enviorements

V. Conclusion (Clousing)

**Listening Comprehension** by Monica Iveth Aguilar Campos "Listening comprehension plays a key role in the process of second language acquisition" (Reseigh, 1989). As a general idea, listening comprehension is best defined as the ability of a person to listen, understand, and have a clear idea about what the speaker intend to be understood. It is known that listening comprehension problems on class are very frequent; and it is not a contemporary problem due to this has been existed for a long time. Teachers blame students for a variety of reasons about their bad perception while acquiring the second language (L2), so b ecause students do not understand listening activities, teachers have to be focused on the students´ bad listening comprehension in English as a Second Language classes by help them to have a less connection with their first language, be aware of what they say and how its pronounced, and have innovative resources that should made a better learning listening environment on class, Bad listening comprehension of the students is placed on the carelessness of the teachers in their pronunciation while giving classes. Nowadays, teachers have been realized that listening comprehension is one of the most main aspects in the acquisition of a second language; that is the reason why they think that all kind of listening activities are appropriate for their students. **//__Citation?__//** According to Clake (2012) pupils over failure the importance of listening on class and then comes the lack of interest and mislead of the students which make harder the input of such skill by themselves. Bad listening comprehension of a new language begins on the teacher due to it is him who takes the first responsibility of have the students in touch with this new language; so it is right there in the classroom where the students create their fear against the audio-activities. Students´ panic will be different if they just considered the idea of “learning to listening, and listening to learn” (Clake, 2012) **//__Finish sentences with either a period or question mark, and follow the MEAL plan when developing body paragraphs.__//** Are you refOne of the most important aspects why the current students have serious problems with the listening understanding of a foreign language is their extreme relation with the mother tongue. Learners tend to be overly close with the language they know, and they know how to deal with the well-known vocabulary; but that the listening activities appear on class it something that they cannot control due to most the of the vocabulary and sounds are unfamiliar, so the practice it is needed. **//__This sentence is too long. Break it down into two separate sentences. Also, follow the MEAL plan in that the second sentence of each body paragraph should provide evidence or details that support your topic sentence. Sentences that provide evidence or details require a citation.__//** Reseigh (1989) says that scholars suggest that not all the methods and techniques used on class reinforce and support students´ listening development because of the tendency to relate known sounds with the new language. According to Clake (1012), __It__ is not needless to say that teacher ought to consider on apply more audio-lingual methods than think more about grammar-translation approaches; that if it is not a bad method it is plenty old to use it with the new generation students//.// These processes as grammar translation method are not greatly helpful for students because they are more close to the more use of their first language than introducing the second language. **//__Follow MEAL plan.__//**

Teachers have to be related with innovative educational courses in order to have better results from their students. Nowadays innovative courses and congresses have been more frequently than in the past, thanks to studies and surveys. The last 20 years a lot of countries have been working on introducing more listening practices on the books and courses that makes the students have a more communicative environment (McKendry, M & Muerphy, V.,2011) which is one of the reasons why students could develop their listening comprehension better. Clake and others (2012) state that teacher´s actualization is the best way of give the students new technique that will help them to increase their interest, confidence, and abilities in the four principal skills. **//__Follow MEAL plan.__//**

<span style="font-family: Arial,sans-serif; font-size: 10pt; text-align: justify;">For all the aspects mentioned, it is important to state that teachers´ position on applying listening activities must be permanent and innovative for having more interested students and avoid de weakness of the audio-activities. The relation teacher-students it is quite significant because this allows a good environment in the class, but more than anything it is that the teacher knows his students and the perfect application of the appropriate techniques according to his student’s profile. This ideal environment has to be complemented with the student’s cooperation through teacher´s ideas and let the situation flows.

References

<span style="font-family: Arial,sans-serif;">Clarke, D (2012). Learning to listening and Listening to learn: One student´s experience of small groups. //The Austraslian Education Researcher 44//(3), pp. 333-348.

<span style="font-family: Arial,sans-serif;">McKendry, M & Muerphy, V (2011). A Comparative study of listening comprehension measures in Enlgish as an aditional language and Native English-Speaking primary school children. //Evolution and Research in Education 24//(1), pp. 17-40.

<span style="font-family: Arial,sans-serif;">Reseigh, D (1989). Second language listening comprehension: A schema-theoretic perspective. //<span style="font-family: Arial,sans-serif;">The Modern Language Journal 73 //<span style="font-family: Arial,sans-serif;">(1) pp. 32-40.

Feedback

 * Review the academic writing checklist that we discussed in class (18 points). 1346356981
 * Check your academic writing checklist for capitalization rules. 1346973897
 * Avoid writing words in all caps (uppercase letting); see note above regarding thesis, outline, and topic sentence alignment 1347133754
 * Headings are in bold. 1347490922