Teachers' practices and their perceived difficulties in teaching, listening, comprehension to second language L2 learners [manuscript] / Jethro M. Nocom.

include bibliographical reference.

The purpose of the study was to identify teachers' practices and their perceived difficulties in teaching listening comprehension to second language (L2) learners. This study utilized descriptive-cross sectional method of research, using random sampling technique that came up with 86 English teachers in eleven public high schools in Bataan and employed modified standardized test as a survey-questionnaire as the main tool for data gathering, validated by experts. The study found out that all of the respondents viewed teaching listening, as a macro skill, integrated with other skills. On the other hand, respondents found all the items on practices to be very useful and often practiced. Moreover, English teachers of listening actually provide strategies and perceived them as very useful in the teaching of listening to L2 learners since they believe in promoting enthusiasm as they also encourage students to be positive about listening classes. With the perceived level of difficulties of teachers in listening comprehension of students, all respondents find difficulty in finding materials and assessing the students' level of listening skill. Also, 'moderate correlation' exists between the overall teaching listening practices of teachers and the difficulties of students in listening. As this revealed result of moderate correlation which is considered with average relationship between teaching listening practices and difficulties of students in listening, it confirms that the more frequent the practices are delivered, the less difficult listening would be to students. On the other hand, a 'very high correlation' is observed with respect to frequency of practices in relation to perceived usefulness, implying that to a high extent, the higher the rating for frequency of practices the higher the perceived usefulness of teaching listening vi practices and the higher the perceived usefulness, the higher the rating for frequency of practices. The study further gives recommendation for the following: As a whole the department's curriculum developers should develop learning objectives or competencies and prescribed activities where authentic and supplementary materials are available specifically for listening skill development; English teachers should first teach listening not just as an integrated but a separate skill to L2 learners, and they should reinforce the listening activities and practices they perceived very useful in order to enhance listening comprehension of the L2 learners through their own authentic way of teaching the skill. Teachers of listening may start with encouraging students (L2 learners) to be positive about listening classes, be resourceful for the instructional materials to be used, and help them develop comprehension through constant practice and enrichment to be effective in the teaching-learning process; Students, as the direct recipient of the learning, should also be patient in the process of the development of their listening skill. Study and thinking skills are greatly developed through listening; and future researchers may give considerations on investigating more on listening skill as an integrated skill or integrating listening and speaking skills in facilitating English language learners' communicative competence.