Asep
Dudi Kurnia (asdud@gmail.com)
Rina
Herlina (rherlina85@yahoo.co.id)
Purwati
(purwati_1@yahoo.com)
ABSTRACT
L2 listeners usually find more
difficulties in listening to English native speakers than to non-English native
speakers and it causes misunderstanding in listening to speech through false identification
of words, which is the same source of confusion in comprehending English spoken
by English native speaker. This paper will particularly emphasize the role of
micro skill components consisting of linking and weak sounds as a phonological
processing in listening to English native speaker. According to McDonough and
Shaw (2003), micro skill components are different components of sound
processing mechanisms. They also added that micro skill components are the
analysis of language sound consisting of linking and weak sounds. This paper
will also elaborate that the mastery of micro skill components is important to
construct L2 listeners’ listening skill in order to avoid misunderstanding in
listening comprehension.
Keyword: Micro skill
components, Linking sounds, Weak sounds.
INTRODUCTION
One of the basic language skills is
listening comprehension that is included into receptive skill. As stated by
Rost (2002), listening is getting something or catching what the speaker says.
So, listening comprehension to English means getting something or catching what
the English native speaker says. The first goal in listening is comprehension.
That is also, what the listeners want to achieve. Gou and Wills (2005) argue
that according to second language acquisition theory, an input skill is very
much essential for students’ language development, particularly in understanding
the linguistic information they hear (see Krashen, 1985)
Krashen (1982) as cited in
Larsen-Freeman and Long (1991) insisted that ‘comprehension is necessary in
order for input to become ‘intake’-language data that is assimilated and used
to promote further development’. It can be language acquisition such as new
vocabulary, grammatical construction, and pronunciation mechanism processing.
Listening comprehension is widely applied to all listening aspects such as
interpreting activity, communication with native speakers either formal or
non-formal. In particular, Ur (1998) indicates that listening involves hearing
the sounds, recognizing words, understanding varieties of accents,
understanding intonation, coping with noise (external interference and
indistinct pronunciation), recognizing sentences, predicting the meaning and
understanding whole course.
In Richard’s view (2008), ‘to
understand the nature of listening processes, we need to consider some of the
characteristics of spoken discourse and the special problems they pose for
listeners’. He also underlined that spoken discourse usually happens
immediately and causes the listener to try hard to process it ‘online’. To put
it another way, listening to spoken English provokes some difficulties because
L2 listeners, in this case Indonesian learners especially the beginners, have
limited knowledge of English word recognition and English sound processing
mechanism. In listening classes, teachers usually ask the students to do
listening practices, but they are not really taught how to comprehend English
spoken by native speakers. In other words, they are not taught the key of
listening comprehension, because practice are enought.
This paper highlighted linking and
weak sound, because L2 listeners have more restricted experiences in
identifying both than others. L2 learners introduced to micro skill components
before listening comprehension exercises begin. As we know, English native
speakers never get rid of linking and weak sounds, either in formal or
non-formal talk. That sounds unfamiliar to L2 learners because they just
understand English spoken mostly by non-English native speakers, such as
English teachers at schools. Another reason is lack of practices concerning the
theories of micro skill components in listening comprehension. Frequently, L2
listeners listen to English native speakers in teaching learning activities,
but the teachers seldom explain the theories of micro skill components to the students.
So, their listening proficiency is what they have mapped in their brains from
non-English native speakers. In fact, word recognition takes important roles in
understanding spoken English from English speakers, but without micro skill
components mastery, misunderstanding comes up. L2 learners with good knowledge
of word recognition, in this case vocabulary mastery, but lack of theories of
micro skill components, they will surely have the accent shock when firstly
contact with English native speakers, because their English knowledge is
obtained mostly from reading and listening spoken by non native English
speakers which is absolutely different from what they listen from native
speakers. At last, accent fatigue will drive them give up, because they understand
nothing. Accent fatigue is the point that L2 learners get upset and tired of
listening. That is why L2 learners always blame the speed of native speakers’
speech, whereas it is the normal speed for native speakers. Linking and weak
sounds are always beyond the focus in listening class compared to other points.
Hence, this paper will elaborate more about linking and weak sounds, and it
does not mean that other aspects of micro skill components.
Micro Skill Components
Micro skill components in listening
comprehension to English native speaker takes important roles to achieve better
comprehension of the English native speaker’s speech. It is better to be
introduced firstly before giving listening practices. As cited in Omaggio
(1986), Richards (1983) divided micro skill components as follows:
-
Retain chunks of language in short-term memory
-
Discriminate among the distinctive sound in the
new language
-
Recognize stress and rhythm patterns, tone
patterns, intonation contours.
-
Recognize reduced forms of words
-
Distinguish word boundaries
-
Recognize typical word-order patterns
-
Recognize vocabulary
-
Detect key words, such as those indentifying
topics and ideas
-
Guess meaning from context
-
Recognize grammatical word classes
-
Recognize basic syntactic patterns
-
Recognize cohesive devices
-
Detect sentence constituents, such as subject,
verb, object, preposition, and the like.
We can divide Richards’
classification into three categories. They are grammar, vocabulary, and pronunciation
aspects. All points are coherent. In fact, all are taught separately in all
school levels started from elementary school to the university such as grammar,
vocabulary, and basic pronunciation. They are constructed in school curriculum implicitly
and explicitly. Only linking and weak sounds, which are parts of pronunciation,
are always beyond teaching treatment. Whereas, weak and linking sounds have
significant prominence, because those are the most difficult aspect for L2
learners especially Indonesian learners to make meaning figured out. As we know
that native speaker use linking and weak sounds in every single talk, they
make. It is their habit and style. We, however, cannot find it in written
language because it always presents the formal form of a language with good
grammar. Based on our experiences in a three-year teaching experience, students
show significant progress as we gave them the theory of linking and weak sounds
before going into practices. Great surprise appeared in their faces when they
knew how words they used to pronounce actually have different ways to
pronounce.
Linking sounds
Linking sound occurs when the last
consonant of a word is assimilated with the vowel of the beginning of the
following word. Linking sound, however, can occur when the last vowel of a word
is assimilated with the vowel of the following word. Notice the following
examples:
Get out
of here
You and
I
Here we
are
They are in an interview
No idea
Wait a
minute
Linking sounds in English are hard
to figure out for L2 learners because in Indonesian language linking sounds are
not applied. If we do not see the sentence context we will be get stuck with
ambiguity.
It is
over sound like it’s sofa
This art is easy sound
like this artist easy
I mean it’s great sound
like Amin is great
Weak sound
All words that are unstressed or
becoming weak to be pronounced are called weak sounds. They consist of function
and grammar words, prepositions, conjunctions, and articles and so on. Therefore,
it is hard as well for L2 learners to work with it because of the absence of
weak sounds in Indonesian language. The vowel and consonant sounds are
prominent and difficult to catch. The use of weak sounds is more complicated
than linking sounds. They sound very lightly or even they are not heard at all.
Notice the following example:
I
want to be with u I
wanna be with you
She
has got to talk to him she’s
gotta talk t(o) (h)im
We
couldn’t listen to him we
ku(d)n lis(t)n t(o) (h)im
We
couldn’t listen to him we
ku(d)n lis(t) t(o) (h)im
I
have some invitations I
hv s(ə)m invətation
That
mountain is so blue from a distance That
mount(ə)n is so blue frəm a distance
Construction and connective speech
are parts of weak sound, because they do not have stress, such as, couldn’t,
wouldn’t, haven’t, do you (dju), would you (wouldju), etc. They sound unclear
and the only way to be able to catch their meanings is looking at the next and
analyzing them.
Some misunderstanding in comprehending
English from native speakers will disturb the communication especially those
who work with native speakers. The impact will definitely deals with the
feeling of insecurity, the decrease of work quality because of some
misunderstandings coming up during the work. Linking and weak sounds usually
turn out during the normal speed of daily talk and either formal or informal
speech. Native speaker, however, will adjust it for the sake of L2 learners’
comprehension. It depends on the level of study. Beginners will get the speed adjustment,
but for intermediate and advance, the adjustment will gradually normal. The
advantages of micro skill components taught in listening comprehension are:
For learners
1. Quickly
understand spoken English from native speaker
2. Motivate
learners to learn more about English
3. Build
leaners’ self confidence
4. Get
accustomed to linking and weak sound
5. Influence
learners’ speaking skill in English with native like accent
Below are the strategies we can do
to get better comprehension in listening:
1. Take
one audio script of a native speaker talk
2. Listen
how words are pronounced
3. Put
some marks of linking and weak sounds in each sentences of the script
4. Practice
it from a song is not a good idea since it does not have normal speed. It means
the rhythm follow the music beat.
5. For
the better result, it would be better for you to apply them in your
conversation practice
6. Do
it repetatedly until you get accustomed to it
CONCLUSION
Listening comprehension to English
spoken by native speakers for L2 learners especially Indonesian learners is
hard. It needs a prior treatment, which clarifies and elaborates the clues of
native speakers’ style and accent in speaking. They use linking and weak sounds
most in their talk and speech. Linking and weak sounds, which are parts of
micro skill components of listening comprehension, can be given as a prior
treatment in listening comprehension. Not all aspects are implemented in micro
skill components should be given because others like grammar and vocabulary
aspects must have been taught in different subjects. Linking and weak sounds
are unfamiliar for those who never practices listening to English from native
speakers. So, if micro skill components are applied as a prior treatment, it
will definitely contribute to construct L2 learners’ skill in comprehending
English from native speakers.
REFFERENCES
Jack C.R. (2008). Teaching
listening and speaking: From theory to practice. Cambridge:
Cambridge University Press
Krashen, S. (1985). The input hypothesis: Issue and Implications. Harlow: Longman
Larsen-Freeman and Long. (1991). an
introduction to second language acquisitiion research. New York: Longman.
McDonough, J.&Shaw, C. (2003). Materials
and methods in ELT: A teacher’s guide. USA: Wiley-Blackwell.
Guo, N.&Wills, R. (2005). An
investigation of factors influencing English listening comprehension and
possible measures for improvment. A paper presented at AARE Conference.
Retrived from: www.aare.edu.au/05pap/guo05088.pdf
(March 28, 2011).
Omaggio, A.C. 1986. Teaching
language in context: Proficiency-oriented instruction. Boston: Heinle and Heinle.
Rost, M. (2002). Teaching and researching listening. England:
Pearson Education.
Ur, P.
(1998). Teaching listening comprehension.
Cambridge: Cambridge University
Press.