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The Role of Listening Comprehension: A Theoretical Base
... Lingren (1997) and Devito (2004) mention that listening is a vital and necessary skill needed for :" (1) creating and maintaining relationships ,(2) parenting children effectively ,(3) learning and acquiring information (4) working together and making effective decisions on the job , and (5) influencing the attitudes and behaviors of others". Byrnes ( 1984 ) assures that listening plays an important role in building students understanding which is crucial to develop other language skills ,e.g. speaking, reading, and writing. ...
... Vandergrift (1996) states that listening comprehension has been considered a vital role in language development. According to Byrnes (1984), listening is a basic competence of internalizing the language message presented by the speakers; listening is a complex and active process of listeners' mental activity when they are receiving the message from the speakers. Feyten (1991) claim that listening is a necessary language skill to diagnose and predict learners' language achievement. ...
... Therefore, listening comprehension plays a key role in facilitating language learning. Byrnes (1984) emphasizes the importance of listening by pointing out that "listening comprehension precedes production in all cases of language learning, and there can be no production unless linguistic input was provided and became comprehensible intake for a listener" (p.318). Also, listening is the first language skill developed; it comes before speaking, reading, and writing (Lundsteen, 1979, Devine,1982, Wolvin & Coakley, 1988. ...
... Additionally, according to Ockey and Wagner (2018), listening can be considered as a prerequisite skill to the four skills and can even greatly facilitate second language learning because it enables learners to internalize the core linguistic and cognitive processing skills which are essential to successful language use. In line with this view, Byrnes (1984) expresses that listening comprehension precedes production in all cases of language learning. He also argues that comprehension is the basic mechanism for listeners to absorb the rules of language. ...
... Byrnes's proposal (1984) for the process of listening comprehension has three steps: the semantic decoding phase, the anticipatory feed-forward phase, and the discrepancy feedback phase. It is clarified that to enter a new meaning system, listeners must try to break up the existing one of the first language which is also the cause of negative repercussions listeners may face during the process (Byrnes, 1984). Then, if their anticipations are a mismatch with what they actually receive, they will resolve the differences by accepting or learning. ...
... No detailed explanations were given for the process, but this view shares some commonalities with Byrnes (1984) regarding the role of personal experience. They both highlight the influence of listeners in making meanings. ...
This dissertation investigated the effects of the Optimized Prosodic Approach for improving Vietnamese EFL learners’ listening ability as well as their working memory capacity. This approach was developed on the basis of the underlying principles of a theory of language learning proposed by Lian and Sussex (2018), a theory of perception – verbotonalism, a theory of selective attention, and the latest empirical evidence in lateralization related to language learning. At the same time, this research also examined the relationship between listening ability, working memory, and vocabulary knowledge. Besides, students’ opinions about this approach were also explored. The study employed a mixed-methods approach within a quasi-experimental design. Two intact classes, 65 second-year non-English major students in a college in Ho Chi Minh City participated in the study. One class was randomly assigned as the experimental group and the other as the control group. For 10 weeks, while the control groups were taught listening in a traditional, teach-led, and classroom-based approach, the experimental group practiced listening with the OPA embedded in a self-regulated online listening platform.
Results of T-tests analysis indicate that the experimental group significantly outperformed the control group in their listening performances. This finding underlines the value of prioritizing prosody by using the techniques developed in the study such as listening to low-pass filtered audio, repetition in synchrony with body movements, and shadowing to enhance listening comprehension. Regarding working memory, the experimental group achieved scores significantly higher than those of the control groups, suggesting that practicing with the OPA had a positive effect on how the students managed and processed auditory signals, reflecting the neuroplasticity of the working memory or the efficiency gains from working memory training. However, the improvement was observable only in the visual memory tasks and the auditory simple memory tasks, indicating that different modalities of presentation mode can have a different bearing on how learners manipulate stimuli. Furthermore, correlational analysis shows that listening ability was significantly correlated with vocabulary knowledge at a moderate level. A moderate connection between listening ability and working memory was also detected in the case of more skilled listeners (or the experimental group). Data analysis from the questionnaire, semi-structured interviews, students’ journals, and observation reveal that after 10 weeks’ intervention, the experimental group had positive opinions about this approach in terms of its effectiveness and its efficiency. Their general belief was that as a result of the practice with the OPA, they could improve their listening comprehension, their pronunciation, their vocabulary knowledge, and their working memory. They all agreed that this approach could develop their learning autonomy and offered a self-paced listening practice. Therefore, there was a consensus among students that the OPA had the potential to be widely implemented in listening teaching.
Overall, the results of this thesis offer not only insights into the nature of the listening process from a perceptual perspective, but also an alternative approach, that is the OPA, for improving EFL learners’ listening ability. The findings also make significant theoretical contributions to the field of language learning and teaching, prompting the rethinking of the current approaches to the teaching of listening.
... From this perspective, listening is viewed as comprising a number of complex, active sub-skills (Goh, 2017). The interaction between the various component sub-skills is postulated to determine the degree of comprehension (Byrnes, 1984;Call, 1985). One such cognitive model (Anderson, 1995) consists of three stages; perception, parsing and utilization. ...
... p < .05)). When considering this difference, it is worth noting that since the perceptual realisation of the phoneme varies according to its immediate phonetic environment (Liberman, (Byrnes, 1984;Call, 1985), the L2 phonological awareness results indicate that efficient word recognition is facilitated by the interaction between sound and multiple information sources. ...
... Therefore, the context and purpose of listening play an important role in conducting a listening comprehension. When listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehending the message (Byrnes, 1984) [6]. ...
... Therefore, the context and purpose of listening play an important role in conducting a listening comprehension. When listeners know the context of a text or an utterance, the process is facilitated considerably because listeners can activate prior knowledge and make the appropriate inferences essential to comprehending the message (Byrnes, 1984) [6]. ...
VNU HN Journal of Science (Education Research)
... Since schema theory is somehow the backbone of top-down and interactive processes in general, and understanding it is crucial in understanding and applying these approaches to listening, in this section, a brief history of schema theory is discussed and some significant studies on the place of schema theory on listening comprehension is reviewed. Byrnes (1984) defined listening as a highly complex problem-solving activity which he believed is the most important skill to be improved since it is the most frequently used skill in our daily lives. In the process of comprehending this highly complex problem-solving activity, it has been assumed that background knowledge plays a crucial role. ...
This study investigated the impact of three teaching methods that employ three models of listening comprehension, namely, bottom-up, top-down, and interactive, on fostering the listening performance of Iranian English as a foreign language (EFL) high school students. For the purpose of this study, 60 male participants aged 15 to 18 were selected. Convenience sampling was employed in this study. The intact classes were randomly assigned to three experimental groups. Group One (n = 20) received the bottom-up strategy, group Two (n = 20) received the top-down strategy, and group three (n = 20) was provided with the interactive strategy. For the bottom-up group, the ‘discovery listening’ proposed by Wilson (2003) was used. The top-down group, underwent the modified model used in Goh and Taib (2006). For the interactive group, the selected procedure was based on the metacognitive pedagogical sequence which was proposed by Vandergrift (2004). Eight beginner level audio files from the Cambridge Proficiency Exam: Key English Exam (KET) with their passages were provided for each group for eight 90 minute sessions of treatment and examination. Listening tests were administered three times: before, immediately after, and two weeks after the 8 sessions. The results of the post-test and delayed post-test indicated that all three models bring about a significant effect to developing listening comprehension of low-intermediate EFL learners. However, the results also illustrated no significant difference between bottom-up, top-down, and interactive strategy instruction. The findings suggest the importance of strategy-based instruction and the potential of using bottom-up, top-down and interactive approaches for helping less-skilled listeners to help them cope with their listening comprehension problems.
... (Yazıcı, 2021), "dikkatin kulağa gelen seslere odaklanıp beynin bu sesleri anlamlandırması" (Onan, 2019, s. 83), "işitilen bir şeye dikkat etme ve ondan anlam çıkarmaya çalışma" (Underwood 1989, s. 1), sözlü veya sözlü olmayan mesajları alma, anlam oluşturma ve bunlara yanıt verme süreci (ILA, 2012) olarak tanımlanan bir dil becerisidir. "Dinlediğini anlama ise, bir dizi farklı alt becerilere bölünebilen oldukça karmaşık bir problem çözme etkinliği olarak kabul edilmektedir (Byrnes, 1984). ...
“Düşünmediğim zaman, yaşamadığım zamandır.” (Rembrantd)
Modern izlencelerle yapılandırılan ana dili eğitiminde “öğretme” yerine “etkinliklerle öğrenme” üzerinde durulur. Bu sayede farklı duyuların işe koşulabileceği, ezber yerine keşif sürecinin harekete geçirilebileceği, merak, heyecan ve başarı hissinin duyumsanabileceği eğlenceli aktivitelerle kalıcı öğrenmenin sağlanması amaçlanır. Öğrencilerin yeni öğrenilen bilgileri eski bilgilerinin üzerine inşa edebilecekleri, anlama ve anlatma becerilerini geliştirici, düşüncenin görünür kılınması marifetiyle bilişsel ve iletişimsel tekâmüllerini gerçekleştirmelerine olanak tanıyabilecek etkili öğretim ortamlarının oluşturulması önemlidir. Bu süreçte çocuk edebiyatı ürünleri ile hazırlanan multimedya destekli, düşünme becerisini geliştirici izlemlerin ve faaliyetlerin Türkçe derslerinde kullanılmasının öğrencilerin bütünsel gelişimine, dünyayı alımlayabilme yeteneklerine ve nitelikli bireyler olarak yetişmelerine katkı sağlayacağı düşünülmektedir.
“Çoklu medya destekli çocuk edebiyatı ürünleriyle oluşturulan düşünen sınıf etkinliklerinin ortaokul öğrencilerinin dinleme becerisine etkisi” isimli doktora tezinden üretilen bu kitabın ilk bölümünde multimedya kavramı, multimedya araçları ve LearningApps uygulaması açıklanmıştır. İkinci bölümde düşünme, düşünmenin tarihçesi, düşünme biçimleri ve düşünen sınıf hakkında bilgi verilmiştir. Üçüncü bölümde dinleme becerisi, dinleme türleri ve dinleme stilleri izah edilmiştir. Dördüncü bölümde çocuk edebiyatı, çocuk edebiyatı ürünleri ve çocuk kitapları ile ilgili malumatlara değinilmiştir. Beşinci bölümde ise Miyase Sertbarut, Koray Avcı Çakman ve Ahmet Büke’nin çocuk edebiyatı ürünlerinden ve LearningApps uygulamasından yararlanılarak hazırlanan düşünen sınıf etkinlik örnekleri sunulmuştur.
Kitabın hazırlanma sürecinde beni koşulsuz destekleyen annem Neriman, babam Mehmet, kardeşlerim Bekir ve İlayda ile saf sevginin yaşamımızdaki önemini duyumsayabilmeme yardımcı olan minik kedimiz Mindi’ye tüm kalbimle teşekkür ederim.
Bu kitabın “Alevler içinde fakat yanmayan” ve “ana dilinin ses ile duygu coğrafyasından hiç kopmayan” gençler yetiştirebilmesine katkı sağlaması dileğiyle…
... Listening comprehension skills are one of the main parts of foreign language teaching because learners acquire basic information through listening. Studies show that 30% speaking, 16% reading and 9% writing compared to the average 45% is spent listening [2]. That's a lot of listening time by any standard is spent. ...
The article presents ways aimed at improving the listening skills of pupils of primary classes at schools.
... As listening is assuming greater importance in foreign language classrooms and in language acquisition (see, e.g., Nord, 1978;Byrnes, 1984;Long, 1989;Feyten, 1991;Dunkel, 1991), researchers have tried to do some detailed study of this skill. One idea that has been of focus is the role of the listener as an active processor and the type of knowledge that he/she brings to the context of listening. ...
... Consequently, the context and purpose of listening play a crucial role in assessing listening comprehension. When listeners are aware of the context of a text or utterance, the process is greatly facilitated because they are able to activate prior knowledge and make the necessary inferences to comprehend the message (Byrnes, 1984). ...
p>Listening skill is a vital component of language acquisition on the grounds that it can foster the improvement of other language skills. Therefore, enhancing students’ listening is constantly gaining the prominent attention of most English teachers at secondary schools. Besides, applying competency-based instruction into teaching listening is a novel method that helps teachers attain students’ attitudes, affecting their listening comprehension. Therefore, this current study aimed to examine students’ attitudes toward using competency-based instruction in listening for a main idea and specific information. The study employed a qualitative approach to determine 45 8th graders’ attitudes at a secondary school in Kien Giang province. The students’ diaries were the critical data collection. The study’s findings showed that their views affected their listening skills. Most of them had positive attitudes toward the utilization of competency-based instruction in listening comprehension.
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... It is a process of matching speech with what listeners already know about the topic. Therefore, when listeners know the context of a text or an utterance, the process is enabled considerably because listeners can activate prior knowledge and make the proper inferences necessary to understand the message (Byrnes, 1984). Therefore, instructors must help students organize their thoughts and activate appropriate background knowledge to understand and make predictions to prepare for listening. ...
The test results (mid-semester and final examinations) of various English courses indicate a clear majority of non-English major undergraduate students studying at the university where the current study was undertaken leave the university after four years without acquiring the required proficiency in English. This condition can deprive them of local and international social and educational opportunities. Given the situation described above, this study was conducted to explore the effectiveness of an instructional intervention supplemented with authentic materials that included TED Talks videos to enhance English as a Foreign Language (EFL) tertiary-level learners' listening and speaking skills in Thai tertiary education. The study employed a pre-test and post-test research design in which two study groups (Teaching Chinese as a Foreign Language (n = 44) and Teaching Elementary Education (n = 38) were chosen using a random purposive sampling technique. The study groups were instructed with TED Talks: Keynote 4 teaching materials for one semester, and the study used two research instruments (pre-test and post-test). The pre-and post-test data were analyzed using descriptive and inferential statistical tests. The results were statistically significant at .05, indicating an improvement in listening and speaking competencies equivalent to the B2 level in the Common European Framework of Reference for Languages (Council of Europe, 2020) for both groups. In addition, a large effect size between variables was reported. This means that this study is practically significant. Assuming the study's positive outcomes, it can be concluded that the instructional intervention supplemented by TED Talks: Keynote materials can effectively enhance non-English major EFL undergraduate learners' listening and speaking competencies. Introduction Mastering an international language like English in the 21 st century can benefit learners. They can enhance cognitive and social growth on both the individual and national levels to achieve economic development by being competitive globally and understanding people belonging to diverse cultures. As we move toward a new century where worldwide human interaction plays a crucial role in communication, our education system should equip students with skills, knowledge, and attitudes that help them face challenges in life as responsible citizens of a community. As practitioners of English, we should be aware of how we can help our students develop their target language skills. To this end, Krashen (2019) has informed us that we should provide our learners with comprehensible and compelling rich language input to achieve competence in the target language. The insightful understanding gained in teaching English to undergraduate non-English major programs in the current university for a decade has prompted the researchers to investigate why many non-English major students fail to communicate proficiently in English. A condition like this seems pathetic for Thai undergraduate students who spend four years studying different courses, including English, in a university before graduating in their chosen majors. Unlike in the past, now English education has become accessible to most students worldwide due to the advancement of technological innovations and the Worldwide Web. Regardless of these opportunities and resources, most of our undergraduate students still fall behind in the required competence in English (Waluyo, 2019; Khamkhien, 2011). Given the low proficiency problem of non-English major students, the researchers decided to conduct a study in which an instructional intervention (using video materials, textbook, audio materials, teacher prepared speaking activities) was implemented to help students enhance their English proficiency in listening and speaking. The researchers of this study have been teaching different English courses for non-English major undergraduate students studying at this university for the past few years. They have found that a clear majority of them in several English courses show low performance in examinations and real-world situations in that most students fail to communicate proficiently. Regarding speaking proficiency, most non-English major students are still below the required level (Jaiyai, Torwong, Usaha, Danvirattana, Luangthongkam, & Piyadamrongchai, 2005). Speaking and listening skills play a crucial role in communication. Therefore, students' ability to express their ideas proficiently in most academic and social situations seems vital. In terms of listening and speaking, undergraduate students in this university are expected to reach the B1 or B2 proficiency level as specified in the Common European Framework of Reference for Languages (Council of Europe, 2020). In addition, effective communication skills are highly demanded in public and private sector employment. Analysis of prior English examination results (mid-semester and final examinations) emerged from several English courses conducted for non-English major students at this university, and the available evidence from classroom instruction indicates that non-English major undergraduate
... There are different ideas on the definition of listening. Byrnes (1984) stated that listening comprehension is a highly complex problem-solving activity and it can be broken down into a set of distinct sub-skills. Some take it as an interactional and active process, during this process the listener would receive the speech and try to attach it with meanings. ...
Listening skills, as one of the four macro skills in language teaching, is regarded as the most difficult one by some educators. This meta-analysis, computing the data from 20 previous studies, aims at studying the effect of a technology-enhanced learning approach on English learners’ listening comprehension. It also studied the difference between the effect of different treatment types and treatment length. Data shows that the technology-enhanced learning approach help learners improve more than the traditional learning approach, CALL works better than MALL and long-term treatment have greater effect than short term one, which suggests the application of suitable learning aid as well as a longer application.
... La comprensión auditiva es primordial, ya que la clave para aprender un idioma es recibir entrada (input) del idioma [8]; no puede ser subestimada ni tratada de manera trivial en la instrucción de una lengua extranjera [9], no solo porque es la manera como se aprende un idioma, sino porque es el proceso básico a través del cual se aprende pronunciación, vocabulario y se obtiene una idea de la organización del idioma, es decir, la sintaxis [10]. Según Bynes [11], la comprensión auditiva es importante ya que además de preceder la producción lógica y cronológica, constituye el mecanismo básico por medio del cual se internalizan las reglas del lenguaje. ...
Listening comprehension is considered the most important and the most demanding among all language skills; however not enough attention is paid to its importance in the English language teaching. In addition, the listening comprehension practice provided in class does not help students develop effective English listening comprehension. As a result, many students have low English listening comprehension level or fail to reach level A2 in listening comprehension, which make evident the need to improve the teaching of the English language listening comprehension. The aim of this paper is to explain the listening comprehension as well as its significance in the English language teaching and learning in order to develop the students’ listening comprehension in the English language course A2. The study of the specialized literature along with the analysis of the listening comprehension in the English language course A2 allowed to identify deficiencies in the teaching of the listening comprehension and demonstrated the importance and pertinence of the adequate design of listening comprehension tasks as well as the use of suitable materials to help students achieve level A2 English listening comprehension.
... Розвиток навичок слухання та сприйняття на слух є, згідно Р. Байрнес [3] складною діяльністю, що сприяє вирішенню виникаючих проблем. Щодо іноземних студентів, такого роду проблеми можуть характеризуватися соціокультурним і комунікативним аспектом. ...
The article deals with one of the elements of the media education system used in the foreign student adaptive
training, namely the practical audio tools using. We analized the programs used in the United States higher
educational institutions, which contribute to the formation and development of well-constructed intonation,
pronunciation and other tools used by a person in the linguistic and cultural patterns production in the process of
communication.
In the study the use of audio equipment by educational institutions in the process of English as a foreign
language learning by foreign students in the directions of «listening» and «speaking» training is analized. It was
found that audio tools can be used not only for English learning, that makes this method relevant for its general
implementation in the preparatory process aimed at foreign students studying in Ukraine.
... Flowerdew (1994) menciona que la destreza auditiva es las más utilizada en los cursos de inglés, (citado en Wang, 2004) y no es casualidad, puesto que en la adquisición de la lengua materna la comprensión auditiva es fundamental tanto en las fases iniciales del aprendizaje de la misma como en las etapas más avanzadas. (Byrnes, 1984) explica esta posición claramente cuando dice que, la comprensión auditiva precede la producción en todos los casos del aprendizaje de un idioma, y no puede haber producción oral o escrita a menos que se dé el estímulo lingüístico (linguistic input) y que éste, a su vez, se convierta en material comprensible (comprehensible intake) para la persona que escucha. ...
La implementación de las Tecnologías de la Información y las Comunicaciones (TIC’s) en la educación superior ha sido una estrategia potenciadora del aprendizaje y de la comprensión auditiva y la expresión oral en el aprendizaje del idioma Inglés en el alumnado. El desarrollo de estas habilidades de comunicación oral pueden ser ampliamente beneficiadas con la aplicación de las múltiples opciones que el uso de la tecnología brinda a los educadores y educandos. En este artículo se detallan actividades aplicables en plataformas educativas con el fin de lograr mejoras en el proceso de enseñanza-aprendizaje del idioma inglés. La realización de éste trabajo permitió determinar la incidencia de la enseñanza virtual en el desarrollo de habilidades de comunicación oral en el aprendizaje del idioma inglés, así como proporcionar principios metodológicos apropiados derivados de enfoques de enseñanza de lenguas basado en tareas, aprendizaje cooperativo, y el aprendizaje asistido por computador, aplicables de manera efectiva en el diseño de actividades para el desarrollo de las destrezas lingüísticas en ambientes no presenciales y semipresencial a nivel de educación superior. Cincuenta estudiantes y dos coordinadores del área de inglés de universidades de la provincia de Manabí fueron considerados en este estudio. El método cuantitativo y las técnicas de análisis bibliográfico, aplicación de encuestas y entrevistas personalizadas, y análisis estadístico facilitan el análisis y discusión de la temática. Se propone, entonces, que en el diseño de plataformas educativas para la enseñanza de lenguas se incluya el modelo metodológico y estrategias del aprendizaje combinados. PALABRAS CLAVE: expresión oral; aprendizaje combinado; aprendizaje de lenguas asistido por computador; enseñanza de lenguas basada en tareas; aprendizaje cooperativo. E-LEARNING AND THE DEVELOPMENT OF THE LISTENING AND SPEAKING SKILLS IN THE ENGLISH LANGUAGE LEARNING IN HIGHER EDUCATION ABSTRACT The implementation of Information and Communication Technologies (ICTs) in higher education has been an empowering strategy for the development of listening comprehension and speaking skills in the learning the English language in students. Listening and speaking skills can be greatly benefited through the knowledge of the multiple options that the use of technology offers to educators and students. This article provides an effective guide to develop and implement activities in educational platforms and achieve improvements in the teaching - learning process. The aim of this article is to determine the incidence of the development of listening comprehension and speaking skills in the English language learning through virtual teaching, as well as to implement methodological principles from task-based language teaching approaches, cooperative learning, and computer-assisted learning, which can be applied effectively in the design of activities for the development of language skills in non-classroom and blended environments at the level of higher education. A total of fifty students and two coordinators of the English area of universities of the province of Manabí were considered for the realization of this study. The quantitative method and its techniques such as bibliographic analysis, the application of surveys and personalized interviews, and statistical analysis facilitate the analysis and discussion of the subject. It is proposed, then, that the methodological model and strategies of Combined Learning be included in the design of educational platforms for language teaching. KEYWORDS: oral expression; blended learning; computer-assisted language learning; task-based language teaching; cooperative learning.
... By "Foreground Approach'', as used in the title, is meant to depict the prominent role of listening and speaking skills in language acquisition and learning. Research studies have shown that listening and speaking play a complementary role in the process of language acquisition and learning; in fact, both complete each other and cannot be separated (Byrnes, 1984;Rost, 1990;Helgesen, 2003;Richards, 2008;Erickson, 2015, & Sergin, 2017. The Foreground Approach to Motivating Students (FAMS) is a remedial module designed to help students of English as a Second language enhance their listening and speaking abilities. ...
Purpose: This paper is an overview of the listening and speaking skills module titled ‘’Foreground Approach to Motivating Students (FAMS)’’ developed by the writer. An action research, the FAMS module was developed in response to the urgent need to tackle issues relating to ineffective communication via the processes of listening and speaking among ESL students in the Department of English of the Federal College of Education Kano Nigeria. The purpose of designing the module is to provide students with useful and flexible resource materials that gives them the opportunity to continuously practice listening and speaking beyond the classroom. Methodology: Designed on the framework of the ‘Think-Pair-Share' collaborative approach, the module operates in such a way that students can work or navigate through tasks independently at first and then work in pairs, in groups and or in whole class as well as share ideas and collaborate on tasks and projects. Results: In this paper, the researcher unveils the different sections of the module. Each sections contain informative descriptions and explanations of the contents of each units. Additionally, suggestions for the implementation as well as the benefits of using the module especially by ESL students were provided. Unique contribution to practice, theory, and strategy: Even though, the implementation of the module is still in progress, it envisaged that the outcome will yield positive results. The findings from its pilot testing will be used to improve the module. Finally, it is recommended that stakeholders in Higher Education, such as the government, the private and public sectors, should provide financial support to aid the publication, mass production and dissemination of the module throughout Colleges of Education in Nigeria and beyond.
... While the efforts of including unmodified authentic speech are applauded, they also come with certain shortcomings. The literature has already warned us of the detrimental effects of using authentic material with beginners (Ur, 1984;Dunkel, 1986;Omaggio Hadley, 2001) and coincides with this reviewer's opinion that it can become taxing, frustrating, and, in fact, counterproductive because it may bring about undesirable anxiety among learners (see Byrnes, 1984). ...
... In the whole process of listening, students need to operate certain mental steps to solve their listening difficulties. Byrnes (1984) states that listening is a process of matching speech with what listeners already know about the topic. Therefore, teachers need to activate the background knowledge to help students mentally organise and enable them to make predictions in order to prepare themselves for the listening lesson. ...
This quantitative research was conducted to perceive the perceptions of L2 non-native students in Punjab, Pakistan. Data was collected to answer the questions of problems encountered by the L2 students on listening comprehension in non-elite private secondary schools. Questionnaire was segregated into four categories. A high mean score of all categories justified the actual problems faced by the students in L2 classrooms. The sample for this study consisted of 40 students who answered the questionnaire on the Likert scale. The investigation results showed that students frequently faced difficulties in listening comprehension due to insufficient vocabulary, speed of speech delivery, form of language, lack of interest, complex grammatical sentences, and physical setting of the classrooms that have a problem with volume or the quality of sound. The use of digital learning strategies can remediate the difficulties of more or less skilled learners' during listening activities in the classroom. The recommendations for further research are also suggested in this article.
... • Listening comprehension is a highly complex problem-solving activity that can be broken down into a set of distinct sub-skills (Byrnes, 1984). ...
This exploratory study reports on the results of a survey on the tertiary language lecturers' preferences regarding the access of EFL listening materials by Internet resources. A total of 80 EFL lecturers participated in the study. The data were gathered using an online survey that included short-answer questions. Moreover, semi-structured individual interviews were conducted with 10 participants. The study demonstrated that the participants used the Internet mainly for preparing extra materials for their learners so that they could also practice listening outside the classroom. The materials selected were mainly educational videos on a variety of topics, which were spoken by EFL speakers representing different native languages. The participants used these materials outside the class to support their autonomous L2 learning.
... As the latter view underlies the activeness of the listeners, it seems to have numerous advocators. For instance, Byrnes (1984) argues that during listening, learners are often inclined to focus on the word to construct meaning due to negative repercussions arising from having mastered their native language. On the contrary, Brown (1997) draws more attention to the impact of learners' background knowledge and their unique life experience. ...
The potential relevance of neuroscience to education has been gaining attention from scholars and educators in recent years. As stated by Tokuhama-Espinosa (2021), the professionalization of great teachers involves not only the content and pedagogical knowledge but also the ability to leverage technology based on the understanding of brain efficiency. In this sense, the current paper attempts to bring five applicable principles emerging from neuroscientific findings into the context of language learning and teaching, particularly the development of listening skills. The paper begins by presenting some nuggets of neuroscientific knowledge related to language learning, which opens a novel perspective of conceptualizing the process of listening comprehension. It will then go on to a proposal of a brain-based listening technique as an alternative to teach listening.
... Although there is an absence of agreement about the definition, what seems to be a point of consensus among scholars is that listening is a highly complex and covert phenomenon that involves a number of skills and processes (Byrnes, 1984;Ur, 1984;Witkin, 1990;Wolvin & Coakley, 1993a;Celce-Murcia, 1995;Brindley, 1998;Vandergrift L. , 1999;Anderson J. R., 2010). The discussion of the multidisciplinary view per se is evident of the complexity of listening. ...
The purpose of this study is to examine the effectiveness of connected speech instruction in improving learners’ decoding of spoken English and their reactions to it. It follows the trend of a balanced listening session that addresses bottom-up processes and decoding skills without compromising the need to develop top-down processes. Thus, it attempts to examine the effectiveness of a teaching framework which allows for integrating connected speech instruction into the listening comprehension lessons following the principles of the diagnostic approach (suggested by Field, 2008a). The study included a sample of thirty-eight second year students of English from the University of Mohamed Boudiaf -M’sila, divided into two equal groups; an experimental group and a control group. After a pre-test on connected speech decoding, the experimental group received listening comprehension lessons with an extended post-listening phase to address the connected speech features which were diagnosed as problematic during the listening phase. The control group received similar listening lessons without a specific focus on connected speech. After the treatment, a post-test was administered to both groups and the results were compared. The pre-test results revealed that the connected speech aspects of assimilation, elision, weak forms and liaison pose serious obstacles in the processes of lexical segmentation and word recognition. The analysis of the mishearings showed that the participants may resort rather unsuccessfully to top-down processing in a bid to compensate for their inability to decode connected speech features. The mishearings also revealed a poor application and coordination of some top-down strategies, namely predicting and monitoring. Poorly decoded connected speech at the beginning of utterances was found to constrain the way in which the unfolding text is processed by triggering inferences about syntactic and lexical forms (cognitive effects). Even if they are wrong, the participants tended to stick to these inferences despite the presence of sufficient contradictory evidence in the unfolding text. Quantitative data analysis confirmed the hypothesis that connected speech-integrated listening instruction is effective in improving learners’ decoding of speech. A post-instruction interview with the treatment group revealed positive reactions to the lessons.
... In the whole process of listening Students need to operate certain mental steps to solve their listening difficulties. Byrnes (1984) states that listening is a process of Learners in Classroom, Sindh Pakistan matching speech with what listener already know about the topic. Therefore, teachers need to activate the background knowledge to help students mentally organized and enable them to make predictions in order to prepare themselves for the listening lesson. ...
... Además, esta habilidad requiere que los que intentan descifrar el texto oral usen sus conocimientos previos tanto cognitivos, como del segundo idioma para dar sentido a la información oral (Byrnes, 1984, Nagle & Sanders, 1986Young, 1997). Con el propósito de interpretar de forma indicada el texto oral, esta competencia lingüística también requiere que los oyentes almacenen información en su memoria a largo plazo (Murphy, 1985;Mendelsohn, 1994;Young, 1997). ...
Los objetos virtuales de aprendizaje (OVAS) son unidades digitales autocontenibles
que pueden ser combinadas para crear una variedad de
experiencias de aprendizaje. Sin embargo, pocas instituciones de nivel
superior en Colombia están utilizando OVAS para su enseñanza. La
Universidad Popular del Cesar es una de estas instituciones de nivel superior
donde los OVAS habían sido implementados sin conocer que tan útil o
inadecuado era su uso. Consecuentemente, este artículo resalta la relación
entre la implementación de los OVAS y el desarrollo de la habilidad de
escucha en un grupo de estudiantes en esta universidad. Los resultados de
esta investigación revelan que la adecuada mediación del docente fue
fundamental para que el grupo de estudiantes se beneficiara del uso de los
OVAS.
... There are different ideas on the definition of listening. Byrnes (1984) took listening comprehension as a highly complex problem-solving activity that could be broken down into a set of distinct sub-skills. Some take listening as an interactional and active process during which the listener receives speech sounds and tries to attach meaning with the spoken words. ...
Listening is one of the four macro skills in language learning and is regarded as the most difficult one by some educators. This meta-analysis aims at studying the effect of technology enhanced learning approach on English learners' listening comprehension. Moreover, is also studied the difference of the effect of different treatment type and treatment length. Data shows that technology enhanced learning approach help learners improve more than traditional learning approach, CALL works better than MALL and long term treatment have greater effect than short term one.
... In the whole process of listening Students need to operate certain mental steps to solve their listening difficulties. Byrnes (1984) states that listening is a process of Learners in Classroom, Sindh Pakistan matching speech with what listener already know about the topic. Therefore, teachers need to activate the background knowledge to help students mentally organized and enable them to make predictions in order to prepare themselves for the listening lesson. ...
... Also, when the item calls for constructing a response from auditory elements, or with auditory elements, it may be possible to augment internal resources with external aids built into the CBT -a visual checklist, organizer, or template, or auditory directions and prompts. (for a wider view of listening comprehension and its components see Byrnes, H. (1984), Noonan andMiller, 1995, Handel 1993). ...
The Universal Design for Computer-Based Testing (UD-CBT) guidelines is a systematized representation of the multi-dimensional UD-CBT framework (Harms et al., 2006; Burling et al., 2006) to support test item development and analysis of item designs. These guidelines are organized according to three tiers: test delivery considerations, item content and delivery considerations, and component content and delivery considerations. The component content and delivery considerations tier is further sub-organized according to the
various categories of processing students apply during testing; the former two tiers consider the processing categories implicitly. These processing
categories, which will be defined in greater detail shortly, were developed
from the principles of Universal Design for Learning (UDL, Rose and Meyer, 2002). They provide a logical framework to organize the guidelines within the component categories, and they facilitate the identification of those guidelines relevant to particular student populations, most notably but not exclusively students with disabilities.
... Listening implies more than just hearing or perceiving a stream of sounds; it also requires comprehension of the speaker's intended message. Byrnes (1984) indicated that listening requires "an interplay between all types of knowledge" (p. 322). ...
... When listeners recognize the context of a text or an expression of the conversation, the process is way easier, because listeners can activate prior knowledge and make the appropriate inferences essential to understand the used audio message [6]. ...
p class="0abstract"> The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain sound perception in an unfamiliar communication environment (the foreign language) for the learner. This article stresses the possibilities of using binaural sound in the design and implementation of tests as well as the cognitive issues that might be involved in the process of learning and assessment of a foreign language. </p
The objectives of this research were to find out whether the use of intrapersonal intelligence improves the students’ writing skills This research employed a Quasi-Experimental design. The sample consisted of 68 students in the third semester of business administration, academic year 2023/ 2024 Politeknik LP3I Makassar. The data were collected through the instrument: writing test for the student’s writing skills. Data on the students’ writing skills were analyzed using descriptive and inferential statistics. The results of the research were: that the use of intrapersonal intelligence in teaching writing improved the students’ writing skills. Based on the result of data analysis as summarized on the pretest of the experimental and control groups, the researcher found that the Probability value (0.86) is higher than the level of significance at t-table (0.05) and the degree of freedom 58. It means that H0 was accepted and H1 was rejected. In other words, there was no significant difference between the students’ writing skills in both groups, the experimental and control groups before the treatment. It is supported by Gay (2006:124) states that when variables have equal intervals, it is assumed that the difference between close scores is essentially the same. The data on the posttest of the control and experimental group showed that the probability value was smaller than α (0.00<0.05). It indicated that the alternative hypothesis (H1) was accepted and the null hypothesis (H0) was rejected. It means that Intrapersonal intelligence significantly increased the students’ writing skills. It can be concluded that the use of intrapersonal intelligence is effective to be implemented in improving the students’ writing skills.
Listening is an important skill for learners of English as a foreign language(EFL). This paper examined the listening strategies relevant Englishlearning and teaching in Vietnam. It revealed that most Vietnamese studentshad favorable attitudes towards the use of listening strategies on learninglistening comprehension. The result could be a great help for EFL teachersin the teaching of listening in Vietnam and other countries in Southeast Asiaas well. Moreover, a few points to ponders have been suggested for theimprovement of students’ learning and their cognitive development.
Resumo: O presente artigo objetiva discutir as potencialidades do gênero discursivo podcast na educação linguística, especialmente, em língua espanhola. A metodologia utilizada é a de pesquisa qualitativa-interpretativista, proposta por Stake (2011), com perfil bibliográfico. Kenski (2003) e Moran, Masetto e Behrens (2012) corroboram com a ideia de que as tecnologias transformaram também o contexto educacional. Dessa forma, trazemos parte da história das tecnologias voltadas para a educação, ancoradas sobretudo em Paiva (2015). Na sequência, expomos elementos caracterizadores do gênero discursivo podcast, segundo Carvalho, Aguiar e Maciel (2009), Medeiros (2006) e Villarta-Neder e Ferreira (2020). Discorremos também como o podcast pode contribuir para a escuta e a produção oral em língua adicional. Por fim, apresentamos uma proposta de atividades com o uso de podcast em língua espanhola para a educação básica. Como material autêntico, de fácil acesso, abordando temáticas atuais, avaliamos que esse arquivo de áudio pode contribuir significativamente para o desenvolvimento da escuta e da fala em língua adicional, a depender de como o docente explore-o em sala de aula. Palavras-chave: Tecnologias digitais; Oralidade; Formação de professores. Considerações iniciais Imersos na intensa produção audiovisual promovida pela cibercultura, optamos em refletir sobre o podcast enquanto recurso didático. Justificamos nossa escolha por considerar que uma mídia em áudio oferece um leque de possibilidades no desenvolvimento da educação linguística. Ainda que a utilização de áudios no processo educativo não seja novidade, com o advento da internet surgiram novas formas de atuar no mundo, por meio de vlogs, podcasts, vídeo-minuto, playlist comentada, entre outros. O uso didático das tecnologias digitais tem se mostrado cada vez mais presente, constatação evidenciada em documentos oficiais como a
This study focuses on English phonological operations with emphasis on rule interaction, rule ordering, bleeding, and feeding. It is a study in rule-governed phonological description. The method adopted for analysis is the descriptive survey approach. The theoretical framework adopted is Noam Chomsky’s generative phonology. The finding is that phonological descriptive generalization is best done by rules rather than by phonemic analysis. This study recommends that the study of phonetics and phonology in Nigerian universities should focus more on practical exposure using laboratory instruments; laboratory exercises in conversational English using relevant phonological materials (tapes, records, video films, among others.), distinctive features, and rule writing approach for the advanced students are recommended.
The English language is becoming one of the global languages all over the world. One of the main, but at the same time difficult, tasks in teaching any foreign language is teaching reading which is known as an important type of speech activity, as well as the most common method of communication. It is very difficult to learn any language without basic skills and reading skills. The first stage of learning to read is the formation of technical skills that are the basis for the formation and development of future reading skills. In this article reading is the studied as the process of looking at written symbols and letters and understanding the meaning of them. Students in non-philological directions come across some difficulties in linguistic causes as vocabulary, grammar structures, background knowledge and in some strategies, such as guessing meaning from the context, skimming, scanning and also in psychological causes as attitude and motivation. The paper also finds out some obstacles to help students to get over their difficulties.
Many studies have explored strategies to master word knowledge and communication in English as a Foreign Language (EFL), but only a few have yielded satisfying findings regarding the correlation between these two domains. This research aimed to investigate the significant correlation between English word knowledge proficiency and communication skills. An Ex Post Facto research design was employed, involving a sample of 40 students selected from a total of 150 students at SMK PGRI 3 Badung. Tests were administered to measure the variables, and the data were analyzed using SPSS 25.0 to determine the correlation between English word knowledge mastery and communication skills. The results indicated a significant positive correlation between students' English word knowledge proficiency and their communication skills. These findings imply that a higher level of word knowledge mastery is associated with enhanced communication abilities, highlighting the importance of word knowledge acquisition in facilitating effective communication.
Using social media in teaching listening requires creativity and modification in order to be suitable for learning. The aim of this research is to identify the learners' need for developing assisted-social media learning material in listening comprehension course at the Islamic University of Riau, Indonesia. The study involved undergraduate students taking listening comprehension subject who were selected through cluster random sampling. Along with the students, 5 lecturers were also involved. The instruments used in this study were questionnaire, interviews guide, and observation sheet. The questionnaire was centered on two main categories: Target need analysis and learning need analysis, drawing on the theoretical framework of Hutchinson and Waters (1987). Both analysis results revealed that the challenges faced by students while learning listening comprehension with the help of social media have a notable influence, mainly because of the discrepancy between the anticipated methods of learning and the actual internal factors that drive students to acquire effective listening skills. This situation is likely to contribute to the enhancement of their speaking abilities to meet their specific goals. As a result, meeting these goals requires additional support in terms of psychological, motivational, and material aspects. Overall, these findings provide valuable insights for designing and developing a tailor-made English learning material assisted by social media that meets the specific needs of the learners in the future particularly in listening comprehension course.
Bu araştırmada enstrüman çalan ve çalmayan ortaokul öğrencilerinin dinlediğini anlamalarının karşılaştırılması amaçlanmaktadır. Çalışma, nicel araştırma yöntemlerinin biri olan ilişkisel tarama deseni ile gerçekleştirilmiştir. Araştırmanın evrenini 2021-2022 eğitim-öğretim yılında Yozgat ilinin Aydıncık ilçesindeki ortaokul öğrencileri oluşturmaktadır. Araştırmanın örneklemini ise basit seçkisiz örneklem yöntemi ile tespit edilen 320 ortaokul öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak, öğrencilerin dinlediklerini anlamalarının tespiti için bir adet dinleme metni ve 12 dinlediğini anlama testi kullanılmıştır. Verilerin analizinde SPSS programı kullanılmıştır. Araştırma sonucunda ortaokul öğrencilerinin %68’inin herhangi bir enstrüman çalmadığı, %32’sinin enstrüman çaldığı tespit edilmiştir. Ortaokul öğrencilerinin dinlediğini anlama başarısının 100 üzerinden 57 puan olduğu belirlenmiştir. 57 puanın orta seviyede bir puan olduğu düşünülmektedir. Enstrüman çalmayan ortaokul öğrencilerinin dinlediğini anlama başarı testi puan ortalaması yüz üzerinden 49 puandır. Enstrüman çalan ortaokul öğrencilerinin dinlediğini anlama başarı testi puan ortalaması yüz üzerinden 73 puandır. Enstrüman çalan ortaokul öğrencilerinin, enstrüman çalmayan ortaokul öğrencilerinden dinlediğini anlama puanının yüz üzerinden 24 puan fazla olduğu tespit edilmiştir. Başka bir ifadeyle, enstrüman çalan ortaokul öğrencilerinin, enstrüman çalmayan ortaokul öğrencilerinden dinlediğini anlama puanı %49 daha yüksektir. Enstrüman çalan ortaokul öğrencilerinin dinlediğini anlama başarı puanı, enstrüman çalmayan ortaokul öğrencilerinin dinlediğini anlama başarı puanına göre anlamlı bir farklılık göstermektedir, t(318)=12.08, p
Published by American Journals Publishing Center, USA (Website: https://www.american-journals.com/americanjournals). Metacognition" has been a much-concerned topic in educational psychology for the past two decades, and which is being considered as playing an important role in the instruction of various cognitive activities. Herein the important role that reading playing and the phenomena of the prevailing English teaching methodology, the present study is based on the metacognitive theory, and attempts to construct the metacognitive theory frame of foreign language reading, inspect the relationship between non-English majors' metacognitive awareness of reading strategies and their achievement, and assesses the differences among students in different levels.
Перекладацькі інновації : матеріали XІІ Всеукраїнської
студентської науково-практичної конференції, м. Суми,
25 листопада 2022 р. / редкол.: С. О. Швачко, І. К. Кобякова,
О. В. Бровкіна та ін. – Суми : Сумський державний університет,
2022. – 283 с
Este es un estudio cuantitativo que se enfoca principalmente en las ventajas que pueden generar el uso de subtítulos en inglés para la adquisición de vocabularios, en este estudio participaron estudiantes de nivel avanzado de la licenciatura en Idiomas de la UJAT de entre 18 y 24 años que son capaces de contar sus experiencias, también se utilizó un solo instrumento de recolección de datos que fue un formulario de Google Forms. No obstante, la investigación reveló la efectividad del uso de los subtítulos en inglés, debido a que ver una serie o un video mientras escuchas el idioma meta esto hace que se desarrollen diferentes habilidades como el desarrollo auditivo y lectora, por lo cual al ver series o videos es mucho más entretenido y divertido, por lo consiguiente, los alumnos son capaces de entender el contexto cultural del idioma meta. También se demostró que para los estudiantes es mucho más llamativo aprender a través de películas o series con subtítulos en inglés porque pueden llegar a entender la trama, aunque no sepan todo el vocabulario, al mismo tiempo son capaces de adquirir nuevos vocabularios sin tener que aburrirse. Por el contrario, los materiales didácticos tradicionales pueden llegar a ser aburrido para el estudiante.
This research reports the effect of Partial Dictation as instructional device on students’ listening comprehension at second semester students of Universitas Muhammadiyah Kendari academic year 2019/2020. It was then implemented in Basic - level listening class with 25 participants. Design of the research was quantitative which applied quasy experimental design. The samples were taken through purposive sampling consisted of 50 pArticipants. Two groups participated in this research, i,e one experimental group and control group. A diagnostic test on listening was administered to the both groups. Over 5 meetings, Control Group taught by non partial dictation exercises or conventionally while Experiment Group received Partial Dictation exercises. A post-test was given to the both groups after 5 meetings. In addition to the post-test, Experiment Group worked out with 5-Likert Scale adopted questionnaires to assess their motivation toward Partial Dictation as supporting data. The results of Independent t-test showed the level of significant is .000, p < 0.05. Furthermore, it explained that Ha was accepted, so that it can be concluded that teaching listening comprehension through Partial Dictation as instructional device has significant effect than teaching listening comprehension by non partial dictation. Meanwhile, motivation questionnaires revealed that 62 % of the participants were in moderate category to learn through partial dictation technique in facilitating their listening.Keywords:Listening Comprehension, partial dictation, listening motivation
This empirical study investigates the effects of different caption modes on the content and vocabulary comprehension by Chinese English learners with different levels of English proficiency. The results show that the full captioned group performed better on content comprehension than the keyword group, while no significant difference was found on vocabulary comprehension between the two captioned groups. For the beginning-level learners, the full captioned groups did better both in content and vocabulary comprehension than the keyword caption group; meanwhile, for the advanced learners, both full captions and keyword captions similarly facilitated content and vocabulary comprehension. Therefore, the present findings suggest that keyword captioning is insufficient for foreign language learners' content comprehension, yet might be appropriate for their vocabulary learning. Furthermore, choosing the content caption mode for teaching EFL depends on students' English proficiency and their learning purpose.
No one denied the important role of reading comprehension in learning reading because reading becomes meaningless without comprehending the texts. So, the research “Difficulties in reading comprehension of English majored sophomores at Tay Do University, Cantho, Vietnam” was conducted to help sophomores recognize their problems in reading. The participants of the study comprise 90 English majored sophomores from Bachelor of English 10 (2015-2019) at Tay Do University. All of them still have some difficulties in linguistic causes as vocabulary, grammar structures, background knowledge and in some strategies, such as guessing meaning from the context, skimming, scanning and also in psychological causes as attitude and motivation. The research was divided into 2 stages. The former was delivering questionnaire to participants. Then, students were chosen to do interview paper. The paper also finds out some obstacles to help students to get over their difficulties. Không ai phủ nhận vai trò quan trọng của đọc hiểu đối với học môn đọc hiểu vì việc đọc sẽ trở nên vô nghĩa nếu không hiểu nội dung. Vì vậy, nghiên cứu “Khó khăn khi học môn đọc hiểu của sinh viên năm thứ hai chuyên ngành Ngôn Ngữ Anh tại Trường Đại học Tây Đô, Thành phố Cần Thơ, Việt Nam” được thực hiện nhằm giúp sinh viên năm hai nhận ra vấn đề của họ khi học môn đọc hiểu. Đối tượng nghiên cứu bao gồm 90 sinh viên năm thứ hai Cử nhân tiếng Anh khóa 10 (năm học 2015-2019) tại Trường Đại học Tây Đô. Tất cả sinh viên gặp một số khó khăn về ngôn ngữ như từ vựng, cấu trúc ngữ pháp, kiến thức cơ bản và một số chiến lược đọc hiểu như đoán nghĩa từ theo ngữ cảnh, đọc lướt, đọc lấy ý chi tiết và cả nguyên nhân tâm lý như thái độ và động lực học tập. Nghiên cứu được chia thành 2 giai đoạn. Đầu tiên là gửi bảng câu hỏi cho những người tham gia. Sau đó, chọn người tham gia trả lời phỏng vấn trên giấy. Bài nghiên cứu cũng tìm ra một số trở ngại để giúp sinh viên vượt qua khó khăn khi học môn đọc hiểu.
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The present study focuses on the use of Motivational Synergy as means to ameliorate the comprehension of ESL Learners at various campuses of the University of Education. The study is correlational. The survey method was adopted to carry out the research. A convenient purposive sampling technique was used to collect the sample which is comprised of 100 public sector university students including 33% males and 67% females studying in the M.A. English program. This study focused on reading comprehension and listening comprehension. The results show that bottom-up training had a negative impact on comprehension. In contrast, top-down training positively affected fluency but had no impact on comprehension. Further, the results do suggest that fast-paced reading may potentially lead to improved comprehension. These findings have implications for the type of language instruction used in classrooms and, therefore, for teachers of adult ESL learners.
Giriş Dinleme en çok kullanılan dil becerisidir. İnsanlar sözlü dili yazılı dilden daha fazla kullandıkları gibi, sözlü dil becerileri içinde dinlemeyi de konuşmadan daha fazla kullanırlar. Bu denli önemli olan dinlemenin eğitimi verildiğinde ba-şarının elde edilmesi için dinlemenin nasıl oluştuğunu açıklayan modeller, amaca göre dinleme türleri, girdi farklılıklarına göre dinleme türleri, dinleme yapılırken kullanılan bilişsel işleme türleri, dinlemeyi zorlaştıran faktörler, dinleme eğitimin-de öğrencilere kazandırılması gereken beceriler, dinleme stratejileri öğretimi ile ilgili bilinmesi gerekenler, geçmişte ve günümüzde dinleme dersinin aşamaları, kullanılacak olan materyallerde göz önüne alınması gereken konular ve sınıf içi dinleme eğitiminde kullanılacak teknikler Türkçeyi yabancı dil olarak öğreten eği-timciler için gerekli mesleki bilgilerdir. Bu bölümün amacı, okuyucuya dinleme alanında kullanılan temel kavramlar ve aralarında var olan ilişkileri önemli çalış-ma ve kaynaklar temelinde sunmak ve sınıf içi dinleme eğitimi ile ilgili kuramsal ve pratik bilgi ve teknikleri paylaşmaktır. İlk olarak dil ve dinleme ile ilgili bilgiler ve dinleme eğitimin kısa bir tarihsel değerlendirmesi yapılacaktır. Dil insanların diğer insanlarla iletişim kurmak ve kendilerini ifade etmek için kullandıkları yegâne araçtır. İnsanların kendi düşüncelerini ifade etmesinde de kullandıkları tek kaynak dildir. Dil düşüncenin somutlaşmasına, sözcüklere ve cümlelere dökülerek ifadelendirilip başkalarına aktarılmasına olanak sağlar. Bu bireysel işlevlere ilave olarak, dilin toplumların hayatında da önemli işlevleri var-dır. Bu işlevler arasında, insanların günlük yaşamlarında kullandığı anlık iletişim ve edinilen bilgilerin kaydedilerek gelecek kuşaklara aktarılması gibi son derece önemli işlevler bulunmaktadır. Alperen (2017) dili "oluşumu bakımından psiko-lojik, görünümü bakımından biyolojik, kullanımı bakımından da sosyolojik" bir olgu olarak tanımlar. Dilin iletişim için kullanımı dört farklı şekilde olur. Bunlar
In the practice of foreign language teaching, the opinion is widely held that there are four language skills, namely listening, reading, writing, and speaking, of which each requires separate attention and different teaching procedures (Rivers 1976). In contrast, the Comprehension Approach is a method of second-language instruction that focuses on the teaching of understanding through listening and reading. Instruction emphasizes acquiring a solid understanding of a foreign language before engaging in the reading of advanced texts, speaking, and writing.
Three issues that have been identified by language scholars as critical components children’s learning of their first language are (1) auditory segmentation of words in running speech, (2) simplification of language units in the early stages of language learning, and (3) the amount of language input.
The purpose of this chapter is to present an Adaptive and Intelligent model for online Qur'anic Arabic learning. The goal of this model is to make the learning process easier by extracting frequently used words and collocation in Qur'an with different contextual connotations and then applying a periodic reminding system via online. The target is to make occasional learning easier for the subscribers. The work focuses on non-native speakers of Arabic among the Muslims because it is an obligation for them to memorize and recite a part of the Qur'an during the five daily prayers. While for native Arabic speakers, it is relatively easy to understand, this approach of ours aims at achieving a level of understanding of the recited Arabic words even for the non-native users. The power of Social Media, thus Information and Communications Technology (ICT) has been effectively used in this domain. A part of this project has already been implemented. Alongside the description of our base learning model, we also present the technical details and obtained results from our implemented prototype.
Given the complexity as well as the salience of listening in communication, many researchers have made constant efforts to offer more insights into the second language (L2) listening process. A range of listening barriers have been diagnosed with the hope that they may assist learners in aural comprehension. As a part of this mainstream effort, the paper aims to explore the most frequent listening difficulties perceived by Vietnamese learners of English as a Foreign Language (EFL). Unsurprisingly, these problems were lack of vocabulary, speech rate and pronunciation. However, based on an analysis of a comprehensive literature review and the fundamental principle of Social Constructivism, the paper argues that these reported listening barriers are likely to be the products of individualized perception. Therefore, the paper suggests approaching listening with a more holistic manner by accepting the idiosyncratic features of each listener and the spontaneity of the interactive contexts. Subsequently, some prosody-based techniques are proposed for improving learners' Listening Comprehension (LC).
The present research investigated listening strategy utilization among 60 Iranian EFL senior high school learners. Furthermore, it tried to distinguish 1) the strategies utilized all the more frequently by learners, 2) the relationship between listening strategy utilization, and listening comprehension problems. In this study, problems included input, context, listener, process, affect, and task problems while the listening strategies comprised of cognitive, meta-cognitive, and socio-affective strategies. To gather the required information, a survey was dispersed among the members. After collecting the information and analyzing them through SPSS software, the outcomes uncovered that 'input' and 'affect' were two primary listening comprehension problems the students experienced. Results additionally showed that the principle listening strategy utilized by students was meta-cognitive strategy. The connection between listening problems and technique utilized among the students was measurably critical and negative. Results suggest that it is essential for second language educators to know about the distinctive listening problems to empower listeners to use the suitable techniques.
Data from a wide variety of sources are cited in support of the cloze technique as a global measure of language proficiency. Cloze tests as measures of readability, reading comprehension, quality of translations, pragmatic expectancies due to textual illustrations, attitudes, and ethno-linguistic background are discussed. In second language applications of the cloze procedure the effects of variations in difficulty, scoring methods, and the language used are considered. Analyses of response types and frequencies are examined. Correlations with external criteria and other theoretical considerations suggest that short term memory constraints are invoked by the cloze procedure. It is argued that such constraints are limitations on competence rather than mere performance. It is claimed that cloze tests tap this underlying competence.
The word-by-word time-course of spoken language understanding was investigated in two experiments, focussing simultaneously on word-recognition (local) processes and on structural and interpretative (global) processes. Both experiments used three word-monitoring tasks, which varied the description under which the word-target was monitored for (phonetic, semantic, or both) and three different prose contexts (normal, semantically anomalous, and scrambled), as well as distributing word-targets across nine word-positions in the test-sentences. The presence or absence of a context sentence, varied across the two experiments, allowed an estimate of between-sentence effects on local and global processes. The combined results, presenting a detailed picture of the temporal structuring of these various processes, provided evidence for an on-line interactive language processing theory, in which lexical, structural (syntactic), and interpretative knowledge sources communicate and interact during processing in an optimally efficient and accurate manner.
Spontaneous spoken language is very different in form and function from written language. A discourse analysis approach enables us to analyse and state some of these differences and to see the implications for teaching students to understand spontaneous speech. Understanding spontaneous speech as it flashes past is a very difficult task for many foreign students. It is not sufficient to present them with texts taken out of context and followed by a series of questions which test their correct understanding of the text. Rather, they must be taught to use all the ethnographic cues available to enable them to predict what the likely content of a text will be. And they must predict not only the factual content of spoken language but also, crucially, the interactional structuring. Understanding, then, is seen as a process of prediction and sampling rather than a desperate attempt to keep up with the words flashing past. And the notion of the "correct understanding" of a text is replaced by the more humane and attainable notion of "reasonable interpretation."
There seems to be a scarcity of commercially available listening comprehension materials for advanced level students. In this article we outline a plan for developing systematic and sequential listening comprehension materials for advanced students based on natural discourse. Our lessons include formal and informal speech samples.
It is proposed that language acquisition improves if beginning students are allowed to experience three stages of acquisition: comprehension (preproduction), early speech production, and speech emergence. Each stage requires a different kind of activity building on the previous stage's development. (MSE)
Abstract Based on extensive insights from the foreign language classroom as well as recent studies in psycholinguistics, neurolinguistics, and semantics, the authors plead for more emphasis on active listening comprehension as a prerequisite for oral communication in a foreign language. The not-sufficiently-recognized potential of text-independent language cassettes for enhancing active listening comprehension is discussed. The paper presents numerous samples of excellent cassette materials and illustrates their varied use at different levels of instruction in French and German. The article concludes with some reflections on expanding and enriching the student's education through active listening in a foreign language.
Linguistically, sentences contain both Given information (what the listener is expected to know already) and New information (what the listener is not expected to know already). According to a proposed Given-New Strategy, the listener, in comprehending a sentence, first searches memory for antecedent information that matches the sentence's Given information; he then revises memory by attaching the New information to that antecedent. To provide evidence for this strategy, we presented subjects with pairs of sentences, where the first (the context sentence) provided a context for the second (the target sentence). The subjects were required to press a button when they felt they understood the target sentences. Consistnet with the proposed strategy, Experiment I showed that a target sentence with a definite noun phrase presupposing existence took less time to comprehend when its Given information had a direct antecedent in the context sentence than when it did not. Experiment II ruled out a repetition explanation for Experiment I, and Experiment III demonstrated the same phenomenon for target sentences containing the adverbs still, again, too, and either.
Since its original publication in 1968, Rivers's comprehensive and practical text has become a standard reference for both student teachers and veteran instructors. All who wish to draw from the most recent thinking in the field will welcome this new edition. Methodology is appraised, followed up by discussions on such matters as keeping students of differing abilities active, evaluating textbooks, using language labs creatively, and preparing effective exercises and drills. The author ends each chapter of this new edition with questions for research and discussionâa useful classroom toolâand provides an up-to-date bibliography that facilitates further understanding of such matters as the bilingual classroom.
Thesis (M.A.)--University of Kansas, Human Development and Family Life, 1988. Includes bibliographical references (leaves 83-86).
From Signal to Sign: A Piagetian View of Thought and Language During the First Two Years
- Donald M Morehead
- Ann Morehead
Morehead, Donald M. and Ann Morehead. " From Signal to Sign: A Piagetian View of Thought and Language During the First Two Years, " pp. 153-90 in Richard L. Schiefelbusch and L.L. Lloyd, eds. Language Perspectives-Acquisition, Retardation, and Intervention. Baltimore: University Park Press, 1977.
A Reconsideration of Comprehen-sion and Production in Language Training The Comprehension Approach to Foreign Language Instruction. Row ley, MA: Newbury House, 1981. 38. 39. 40. 41. , ed. The Comprehension Approach to Foreign Language Instruction
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Winitz, Harris. " A Reconsideration of Comprehen-sion and Production in Language Training, " pp. 101-40 in Harris Winitz, ed. The Comprehension Approach to Foreign Language Instruction. Row ley, MA: Newbury House, 1981. 38. 39. 40. 41., ed. The Comprehension Approach to Foreign Language Instruction. Rowley, MA: Newbury House, 1981. SEPTEMBER 1984
Speech Rate and Listening Comprehen-sion View-points on English as a Second Language New York: Regents, 1977. Rivers, Wilga M. Teaching Foreign Language Skills
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Pimsleur, Paul, Charles Hancock, and Patricia Furey. " Speech Rate and Listening Comprehen-sion, " pp. 27-34 in Marina Burt, et al., eds. View-points on English as a Second Language. New York: Regents, 1977. Rivers, Wilga M. Teaching Foreign Language Skills. Chicago: University of Chicago Press, 1968. Schumacher, Helmut. Konzeption eines neuen Worterbuchs deutscher Verben. [Forschungsberichte des Instituts fur deutsche Sprache Mannheim. Vol.
Cognitive Development and the
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Three Steps Leading to Listening Fluency: A Beginning The Cornprehension Approach to Foreign Language Instruction Cloze Tests of Second Language Proficiency and What They Measure
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Nord, James R. " Three Steps Leading to Listening Fluency: A Beginning, " pp. 69-100 in Harris Winitz, ed. The Cornprehension Approach to Foreign Language Instruction. Rowley, MA: Newbury House, 1981. Oller, John W. " Cloze Tests of Second Language Proficiency and What They Measure. " Language Learning 23 (1973): 105-18.
Bibliographie zur Valenz und Dependenz Language Acquisition and Cognitive Development
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Tiibingen: Gunter Narr, 1983., and Norbert Trautz. " Bibliographie zur Valenz und Dependenz, " pp. 314-41 in Helmut Schumacher, ed. Untersuchen zur Verbvalenz. Tiib-ingen: Gunter Narr, 1976. Sinclair-deZwart, Helen. " Language Acquisition and Cognitive Development, " p. 25 in Timothy E.
The Origins of Grammatical En-coding of Events The Child's Construction of Language Remarks on Analysis and Synthesis and Distinctive Features
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Slobin, Dan I. " Cognitive Prerequisites for the Development of Grammar,'' pp. 175-208 in Charles A, Ferguson and Dan I. Slobin, eds. Studies of Child Language Development. New York: Holt, Rinehart and Winston, 1973. 31.. " The Origins of Grammatical En-coding of Events, " pp. 185-99 in Werner Deutsch, ed. The Child's Construction of Language. London: Academic Press, 198 1. Stevens, Kenneth N. and Morris Halle. " Remarks on Analysis and Synthesis and Distinctive Features, " pp. 88-102 in Weianth Wathen-Dunn, ed. Models for the Perception of Speech and Visual Form. Cam-bridge, MA: MIT Press, 1967.
Floresd'Arcais, eds. Studies in the Perception of Language
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“Methodische Überlegungen zur Entwicklung der Hörverstehensfähigkeit.”
- Beile Werner