Актуальные научные исследования в современном мире iscience. In. Ua

«MODERN SCIENTIFIC CHALLENGES AND TRENDS»
 
SCIENCECENTRUM.PL 
ISSUE 3 
ISBN 978-83-949403-3-1 
172
have difficulty in seeing the relevance of learning English, Their immediate use of 
language may be seen far from removed from their own circumstances, and 
classroom hours may be the only part of the day when they are exposed to English. 
Moreover, speaking is a skill that very needs many exercises. In EFL, the time to do 
exercise is limited in the classroom. When the students out from the class they will 
use their mother language. From the fact, the teacher should choose the most 
suitable method in teaching speaking. Therefore, the language that teacher present, 
model, elicit, and treat takes on great importance. Problem in teaching speaking is 
complex. It is not only related with the students‘ factor but also about context 
outside. In the internal aspects, the problems occurred are related with native 
language, age, exposure, innate phonetic ability, identity and language ego, and 
motivation and concern for good speaking. The points of those problems are related 
with condition of the students. Based from the problems above, it suggest to the 
teacher to choose the suitable method based on the problems that they found in 
their teaching. Several methods that are often used in teaching speaking are Direct 
Method, The Silent Way, Community Language Learning, Total Physical Response, 
and Communicative Language Teaching. 
As for Listening skill,
Benson discovered that whereas in his EAP listening 
classes his Arab student had been listening to comprehend, to get some facts, in 
his content lectures he was listening to ‗learn‘, to the facts, but also to understand 
the attitudes that underlay their selection and presentation. Benson also discovered 
that in lectures, listening is only one of a range of skills employed. 
Problems in learning listening.
To identify problems, students are asked to 
put their answer on a scale of frequency ranging from never to always. Problems 
are classified into two different categories, namely problems from the listeners and 
listening materials. Problems from the listeners 
Making prediction what the speaker talk about 
Guessing unknown words or phrases 
Recognizing main points 
The first problem students have is predicting what the speaker is going to 
say. In fact, the prediction brings about a number of advantages to students in their 
listening comprehension. The second problem is the limitation of vocabulary 
powder. Most participants suffer from incomplete comprehension. Some listeners 
thought that meaning resides within the unfamiliar words so they need a huge 
amount of vocabulary. On facing a new word, they tend to find out the meaning 
rather than infer it from the context. The first and most basic strategy is to use the 
clues which are the words or phrases coming after the unknown words. 
Nevertheless, students have to make sure that they do not spend much time on 
guessing the unfamiliar word or they will miss the speaker‘s next point. In addition, 
the speakers may use synonyms, antonyms or appositives to explain the words. 
The third problem is recognizing the main points in listening comprehension. If 
students cannot obtain any main points, failure will be an inevitable result. Most of 
students can not recognize the main points in a listening because they concentrate 
too much on listening to word by word. Thus, they cannot identify the key words or 
the content words of the listening tasks. 
To conclude, the point has finished t
he common problems of learners‘ 
language skills are discussed from teaching point of view. Basing on the fact and 

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