it is spoken. For example: “But, uh—I also—with this course if you’re playing
well —if you’re playing well then you go uptight about, uh, your game.”
e Colloquial language
Colloquial language is language forms that are more often used in speaking than writing. It often includes idiom, slang, and informal language. For example
in writing people use the word ―man‖, while in speaking people say ―guy‖. f
Rate of delivery People, especially native speakers, often seem to talk too fast which is
challenging for listeners. Furthermore, in reading people can reread the parts that they do not understand while in listening people cannot rewind the utterance.
g Stress and intonation
English is stress-timed language, which means there are stresses in the words and in between syllables. It can be confusing to learners whose native language
does not have stress system. The intonation also takes significant role in giving meaning to the utterance. For example, the intonation in a statement and in a
question is different. Intonation may also indicate more subtle message, like emphasis, sarcasm, endearment, etc.
h Interaction
In spoken language, usually people do not just listen. There is an interaction between the two parties, like negotiation, clarification, maintenance of the
conversation, etc.
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7. The Definition of Listening Skill
After the literature on Listening has been reviewed, it is necessary to define ―listening skill‖ as the variable y of this study. Listening skill is the skill in
understanding the meaning behind spoken language. When people listen, they identify the units in the sound or utterance, and use their background knowledge
to make sense of what they hear, and finally form their understanding. People mainly listen to confirm their expectation and to get the general information,
detailed information, or specific information.
25
H. Douglas Brown, op. cit., pp. 252 – 254.
However, in forming their understanding, they may have difficulties, whether internal or external. To overcome the difficulties, they need to practice listening
more frequently, get as much exposure as possible, and familiarize themselves to the spoken English language.
B. Second Language Acquisition Theories and Hypotheses
Humans use language to communicate with each other. Ever since little children are aware of and exposed to a rich language environment, they will begin
to naturally ―absorb‖ the utterances from the people around them. They will begin
to form a language competence and this occurrence is called first language acquisition. When pe
ople ―absorb‖ one more language, it is called second language acquisition SLA.
The following discussion attempts to elaborate five theories and hypotheses regarding Second Language Acquisition, mainly from the views of Stephen
Krashen, one of the pioneers of SLA research.
1. The Acquisition-Learning Distinction
Krashen argued that language acquisition is different from language learning. Language acquisition, according to him, is a subconscious process in which a
person is not aware of the fact that heshe is acquiring a language, and it results in a subconscious skill and competence. It means that acquirers are not generally
aware of the exact rules of the language, like its grammar, for instance. However, they have a sense of
‗correctness‘; they can tell when a sentence feels correct and when it feels incorrect even though they cannot identify the error. In contrast,
language learning involves a conscious process in which someone knows the knowledge and rules of a language and is able to differ and explain the correct and
incorrect sentence by referring to the grammatical structure. Language learning usually takes place in a formal institution.
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26
Stephen Krashen, Principles and Practice in Second Language Acquisition. New York: Pergamon, 1982, Internet Edition, p.10.
