EFFECTS OF COMMUNICATIVE SKILLS ON LISTENING COMPREHENSION PERFORMANCE AMONG JUNIOR SECONDARY SCHOOL STUDENTS
1.1. Background to the Study
In the modern world, everybody accepts that listening is one of the most important skills in second language acquisition. When listening to a second language, many language students facelistening difficulties such as trying to construct meaning from what is said by the speaker. Itmay also connotes decoding what is said. Second language learners have significant problems in listening comprehension because schools pay more attention to structure, writing, reading and vocabulary than listening. According to Mohseny and Raeisi (2009), Bozorgian (2012), AlAlwan, Asassfeh, and Al-Shboul, (2013) Lochland, (2013), Renukadevi (2014) listening is not an important part of many course books or syllabus. Most teachers do not attach importance to listening while preparing their lesson plan. A great number of teachers believe that it will develop naturally within the language learning process and learners will learn it learn c consciously. Actually there are a number of listening barriers based on message, delivery, audience and environment. Teaching and drilling listening strategies ease students listening
One very important idea for teaching listening is that listening courses must make use of
students‟ prior knowledge in order to improve listening comprehension (Brown, 2006; Graham, Santos, Vanderplank; Yang, and Plakans, 2012; Abdalhamid, 2012; Azmi, Celik, Yidliz, and Tugrul,, 2014; Asemota, 2015; Jafari, and Hashim; 2015; Kang, 2016; Rao, 2016).
Communicative strategies (CS) can have positive effects on listening comprehension but its impact is highly dependent on the way it is used. The teachers‟ motivation is of paramount importance. Communicative strategy enables the teacher to focus on one specific aspect of the lesson such as pronunciation and vocabulary development. CS promotes the capacity to control.
Statement of the Problem
Listening plays an important role in daily communication and educational process. In
spite of its importance, listening has long been the neglected skill in second language
acquisition, research, teaching, and assessment.Itis a basic skill in first language acquisition and is crucial in English as a Second/Foreign Language (ESL/EFL) learning. This skill, despite its importance, has been allocated inadequate consideration in ESL/EFL teaching. The process of employing listening strategies on the part of learners, and explicitly teaching listening skills on the part of teachers, has been overlooked. This neglect comes through a strong emphasis on assessment of the products of listening.
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