مجلة البحوث التربوية والتعليمية
Volume 11, Numéro 3, Pages 443-462
2022-12-31
Exploring Algerian Efl Students’ Difficulties To Understanding Spoken English At Ensb
Authors : Benmezal Wahiba . Bensemmane Faiza .
Abstract
The present paper is meant to draw teachers’ attention to the difficulties non-native students of English may encounter when listening to spoken English. Many teachers of listening comprehension tend to focus on top-down skills in their teaching, and give little or no importance to bottom-up skills. For example, the modification of sounds occurring at word boundaries, such as assimilation, may seriously hinder students’ understanding of spoken English. This study seeks to explore first year students’ perceptions of their listening difficulties, and the extent to which sound modifications at word boundaries affect their ability to recognize familiar words. To achieve this goal, a questionnaire was first administered to the participants, followed by a listening cloze dictation aimed to test students’ ability to recognize words that underwent assimilation. The results reveal the reasons students find listening to spoken English difficult, which are new vocabulary, speed of delivery, pronunciation, and more importantly their inability to understand assimilated words.
Keywords
Listening difficulties ; Word recognition ; Sound modification ; Assimilation ; EFL in Higher education
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