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Date Posted: 19:25:37 10/07/05 Fri
Author: Rodrigo Nunes Pinto
Subject: Citing Resources: Listening and Grammar

Students may find some difficulties in learning English due to the language itself and to the way it is presented to them. English has a wide range of vocabulary and of other features, such as phrasal verbs, which are generally difficult for students to understand. Moreover, grammar structures may not have been correctly dealt with in a classroom and it frequently affects the students’ ability to listen to English because they do not recognise what they have learned with what is being heard. Mary Underwood (1990) mentions Simon Garrod whose words “suggests that the act of comprehension requires listeners to place the words in context at the same time as they process the sounds”(p.3). Later, according to Underwood ,

“native speakers, when listening, can call upon their accumulated knowledge of the culture and background of the speaker (…). They expect certain kinds of language to occur in particular situations (…). From lifelong experience, native speakers can put what they hear in context, even though they may sometimes need to make adjustments when speakers do not say what they expect them to say”.
“As listeners, we often predict what will follow and then try to ‘match’ what we actually hear with our prediction. Even if the ‘match’ is not perfect, we are generally at least in the right area and have no problem in understanding”.

Consequently, the learner frequently encounters some unfamiliar grammar structures, words, colloquialism and informal speech in listening passages that hinder understanding and I have noticed that students complain about it at many times.

UNDERWOOD,M. (1990).Teaching Listening.Longman.
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location: Publisher

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