15 1974 claimed, as cited by Buck 2001 that the inferences necessary to
understanding the meaning of a text.
4 Listening Selectively
Listening selectively refers to listening only to specific parts of the input. Listeners are to listen to specific parts of the input, depending on the purpose for
listening. It helps listeners to listen in a more relaxed manner, as they do not need to concentrate on the whole passage. Nevertheless, it may lead the listeners to
ineffective understanding because they may have their own prejudices or bias.
5 Making Prediction
Making prediction is the ability to anticipate before and during listening what is going to be heard. Contexts, co-texts and visual input are the clues
included in making predictions. Listeners tend to listen more purposefully and attentively when they make predictions because they want to find out if they have
predicted correctly.
c. The Importance of Listening Comprehension for EFL Students
Krashen 1981 claimed, as stated in Anderson and Lynch ‟s book
Listening 1988, that comprehension plays a central-and possibly predominant
part in the whole process of learning. There are three main skills which are important for foreign listeners, emerged from the discourse analysis studies:
1 The ability to recognize the topic of conversation from the native
speaker‟s initial remarks. 2
The ability to make predictions about likely developments of the topic to which he will have to respond
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The ability to recognize and signal when he has not understood enough of the input to make a prediction or a response. These explicit signals
are crucial, as they usually elicit a repetition or reformulation by the native speaker, and so give the listener another chance to make a
relevant response. In devel
oping learners‟ listening comprehension skill, teachers are supposed to also concern about the factors that influence learner listening. Goh
2002, previously in a study cited Rubin‟s 1994 explanation, that factors which enhanced or depressed listening comprehension can be summarized into five
categories: text type, task, interlocutor, process, and listener. 1
Text There are three types of text feature can affect listening. First are the
acoustic features, including phonological modification and speech rate. Second, the discourse features, such as macro- and micro
– markers, linear and non-linear organization of information, difficult vocabulary, colloquialism, sentence length
and complexity, visual support, and explicitness of information. The last, is the clear influence of text types. For example the influence of news broadcasts,
lectures and conversation, abstract versus non-abstract topics, and static versus dynamic relationship.
2 Task
Types of question, the amount of time available for processing information, and whether or not the listener can capture the information repeated, are the
features that influence the complexities of listening tasks.
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Interlocutor speaker The degree and quality of comparison might be affected by the speaker‟s
characteristics, including the accent, fluency, standard or non-standard usage, and gender.
4 Listener
Listeners also have the characteristics that can influence comprehension, including language proficiency, gender, memory, interest, purpose, prior
knowledge, attention concentration, accuracy of pronunciation, physical and psychological states, knowledge of context, topic familiarity, and established
learning habits. 5
Process The process here refers to the types of processing that listeners engaged in
directly which affect listening comprehension. Goh 2002 added the factors above with the specific problems in each
phase of comprehension faced by the learners as adopted by the researcher as follows.
PERCEPTION PARSING
UTILISATION
Do not recognize words they know
Neglect the next part when thinking about meaning
Cannot chunk streams of speech
Miss the beginning of texts Concentrate too hard or
unable to concentrate Quickly forget what is
heard Unable to form a mental
representation from words heard
Do
not understand
subsequent parts of input because of earlier problem
Understand words but not the intended message
Confused about key ideas in the message
Figure 2.1 Lear ner’s Problems at Different Phases of Listening Goh 2002: 9
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3. Authentic Materials
