Essay --

EFL students always have knowledge problems in listening for m each another(prenominal) complicated reasons. The listening materials are considered to be too fast and versatile for EFL students, especially for the arising language learners. Renandya and Farrell (2011) believed that any increase in wrangle rate tends to result in a decrease in comprehension (p. 53). Whats to a greater extent, when the speaker modifies the sound or blend several row together when they are speaking, listeners will get confused. When we talk with others out of doors class, dialogue seems much easier compared with the in-class formal listening practice, and that is because face-to-face communication is a bipartizan listening. If we have any difficulty or miss any information, we behind easily go back and ask the speaker to speak to a greater extent slowly and clearly, or to repeat the information. In this case, listening is not that difficult. On the contrary, formal listening exercises are usua lly one-way tasks listeners cannot get any extra clue except the listening material itself. This is even more difficult for beginning listeners, and they have nothing to do except followers the so-called good listeners strategies, which are actually ineffective for them. According to traditional listening researches, the lower-level listener should be able to solve their comprehension problems by themselves with a lot of formal strategy training. However, the reality is a distinguishable situation. In this article, Renandya and Farrell (2011) stated that the traditional training of listening strategies is very popular, besides some problems still exist. For example, it is a great burden for teachers to acquire many different strategies and theories in revisal to train their students and the so-called effective listen... ...few projects instead, students at different language proficiency levels should have their own listening plans and designs. For those beginning learners, eas ier and more interesting listening resources would be appropriate. They may listen to kids songs catch up with cartoons and movies with simpler conversations listen to podcast or read latest news that they are raise in and communicate with their classmates and friends. Their focus should be on fluency and adequacy. For those at higher proficiency level, more complicated video and audio resources could be a good try, and they may withal focus on complexity. Teachers should also notice that, extensive listening does not only refer to outside class and self-monitoring activities. Teachers must take charge of some tasks in order to better control the effect and guide students to practice toward the correct direction.