INTRODUCTION OF

FACTORS AFFECTING
STUDENTS’
LISTENING , COMPREHENSION
GROUP 1
REMEDIAL INSTRUCTION
SEMI-FINALS
TERMINOLOGIES

LISTENING- IT IS THE ACTIVE PROCESS OF RECEIVING

AND RESPONDING TO SPOIKEN MESSAGES.
COMPREHENSION- IT IS THE CAPACITY FOR
UNDERSTANDING FULLY.
LISTENING COMPREHENSION- IT REFERS TO THE
ABILITY TO LISTEN AND COMPREHEND SPOKEN
LANGUAGE OF MULTIPLE UTTERANCES AND ORAL
TEXT.
 - Basically guided by
INTERNAL the attitude of an
individual
FACTORS
- Physical and
emotional condition
which affect the
listening process
1. Physical Condition
2. Emotional Condition
3. Attitude towards the MAJOR
INTERNAL
speaker FACTORS
4. Personal Beliefs
5. Expectations
Internal Factors
(Part 1)
1. Problems in language proficiency
(cover problems on phonetics and
phonology like phonetic
discrimination, and phonetic
varieties; problems in grammar;
and lexicological problems).

2. Poor background knowledge. A

student’s background knowledge
on a subject affects his listening
comprehension.
3. Lack of motivation to listen.
4. Psychological factors.
 -belonging to or forming the
outer surface or structure of
EXTER something.
NAL -coming or derived from a
FACTO source outside the subject
affected.
RS -the outward features of
something.
 a circumstance, fact, or influence that
contributes to a result or outcome.

EXTER one that actively contributes to the

production of a result
NAL
FACTO one that actively contributes to an
accomplishment, result, or process.
RS
are mainly related to the type of language
input and tasks and the context in which
listening occurs
 EXTERNAL FACTORS
1. Speed of delivery and different accents of the speakers.
2. The content and task of listening materials.
3. Context refers to the spatial – temporal location of the utterance, i.e. on
the particular time and particular place at which the speaker makes an
utterance and the particular time and place at which the listener hears or
reads the utterance.
4. Co-text- It refers to the linguistic context or the textual environment
provided by the discourse or text in which a particular utterance occurs.
Co – text constrains the way in which we interpret the response. Here we
can infer that the person is not going to a picnic by judging from the co –
text.
a. Are you coming to Baguio with us?
b. I have a paper to finish by Monday
HOW TO IMPROVE STUDENTS
LISTENING COMPREHENSION
 ENRICH VOCABULARY
Vocabulary enrichment enables an individual to speak, write, and read
in confidence and effectiveness. Vocabulary enrichment really helps
language learners in the foreign language learning. It is needed by the
language learners to understand the words they listen or read in the
foreign language learning. And also Vocabulary helps students express
themselves more precisely and sharpens communication skills it also
requires students to cognitive academic language proficiency. When
students learn more of 90-95% of the vocabulary words helps students
to understand what other people are saying and what she/he is reading.
 TEACH GRAMMAR
Knowing more about grammar will enable learners to build better sentences in
speaking and writing performances. A good knowledge of grammar helps learners
to make sentences clear enough to understand. Improper use of grammar will not
convey meaningful messages. Grammar is an important aspect of a language
where learners' and teachers’ opinions vary. Some students love to find out or
learn the proper usage of grammar while some wanted to do grammar exercises.
While some love grammar, others hate it and think that it is the most boring part
of learning a new language. Whatever your stand is, you cannot escape from
learning grammar; it is vital in every sentence you read or write, speak or hear.
Grammar is simply the word for the rules that people follow when they use a
language. We need those rules in the same way as we need the rules in any game
 TEACH GRAMMAR
Grammar in Daily Life

In our everyday lives, grammar is everywhere. We use it at home, in school, at work, and in
the streets. It is the core of a language regardless of one’s culture, mastery and
understanding of it. Being able to use grammar also widens one’s vocabulary. It opens
doors of opportunities for us to be able to communicate freely, with no barriers and
hesitations.

In teaching, grammar plays a vital role in how effectively a teacher conveys his lessons.
Knowing the highs and lows of the language could make or break a lesson. In one instance,
a teacher could adjust the level of difficulty of words to be used if he is familiar with
grammar. This could lead to a more enjoyable experience for both teachers and students.
One more thing, being able to express yourself confidently as a teacher with the right
grammar commands respect and positive outlook from your students. Mastering proper
grammar could inspire your students to also strive harder in learning the language.
 PRACTICE INTERFERING
INFORMATION NOT DIRECTLY STATED
Observations occur when we can see something happening. In contrast,
inferences are what we figure out based on an experience. Helping
students understand when information is implied, or not directly stated,
will improve their skill in drawing conclusions and making inferences.
These skills will be needed for all sorts of school assignments, including
reading, science and social studies. Inferential thinking is a complex skill
that will develop over time and with experience. Inferences are what we
figure out based on an experience. Helping your child understand when
information is implied (or not directly stated) will improve her skill in
drawing conclusions and making inferences. These skills will be needed for
all sorts of school assignments, including reading, science and social
studies.
IMPROVE SKILLS AND PREDICTING

TEACH NOTE-TAKING SKILLS