Listening comprehension: the learners' perspective
Graham, S. (2006) Listening comprehension: the learners' perspective. System, 34 (2). pp. 165-182. ISSN 0346-251X
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To link to this item DOI: 10.1016/j.system.2005.11.001
This paper reports on the findings of an investigation into the perceptions held by English students aged 16–18 years regarding listening comprehension in French and how they view the reasons behind their success or lack of it in this skill. The study suggests that listening comprehension is the skill in which students in the post-compulsory phase of education feel they have achieved the least success. The main problems highlighted by learners were dealing adequately with the speed of delivery of texts, making out individual words in a stream of spoken French, and making sense of any words identified. Furthermore, most learners attributed their difficulties in listening to their own supposed low ability in the skill and to the difficulty of the listening tasks and texts set, with little awareness shown regarding the role played by ineffective listening strategies or skill application. Suggestions are made for addressing problems regarding how students listen and their attitudes towards listening comprehension.