It deals with how the ESL students learn some new mental lexicons and how well the ESL students absorp the knowledge in language production while their cognitive systems try to encode some linguistic components, in my perspective.

Diah As, does this have to do with brain absorption?

I find this phenomenon..And theoretically, it was explained by Cognitive Linguistics..But, as the phenomenon..I keep observing it...and it could have to do with brain absorption..

I wonder what factors are involved in this phenomenom. I gave my students an exercise yesterday where there are two kids talking in English. I found that the students couldn't get the word apple when one kid pronounced it. My students definitely knew the word, but they couldn't figure out what it was until they saw the transcript. I believe that intonation plays a role and language pitch. That affects how our brains process information, but also how we originally learned or acquired the word. What do you think Diah As?

Yes..I do agree with your perspective..from my first answer, I have mentioned what dealing with 'mental lexicon'..something that ESL students acquired when they're encountering some new lexicons..as we know, mental lexicon deals with some other components of a lexicon such as pragmatics, semantics, morphological ones and phonological ones. That's why intonation and language pitch play important roles.

I agree Diah As. How about geographical names, historic places people have never heard? I found that these factors proved difficult to discriminate. My problem is that I am trying to get a group of students who are an "advanced" level of English but this group in general are failing listening quizzes. That is my problem and I want to find a way to raise this skill in them.

By starting their schemata about these subjects and doing the assimilation about the subjects and the real world of your students

Total emersion starting at home then at th learning institution, followed by a continuation at home. IT ALL BEGINS AND END AT HOME!