Skills of listening in learning a foreign language have been neglected in spite of being most needed ability in everyday communication. Ability to follow a speaker and respond appropriately needs to be taught like all other language skills. An innovative approach to teaching listening skills has emerged due to audio publishing online. It is known as ‘podcasting’ and has become very popular because it offers language learners extra listening practice both inside and outside of the classroom. Moreover, podcasting as online communication technology is a new way to inspire learning: it provides an exciting way for students and educators to explore and discover educational content. Applicability of podcasting to teaching English needs researching. This paper describes research into learners’ perceptions of online listening to podcasts, self-evaluation of their own performance in individual listening practice and reflections on ways of improving listening skills. The findings give insights into a practice of developing listening competence. Some implications of research are described including a recommendation for blended learning, i.e. combination of multiple approaches to learning by harmonizing online listening with classroom audition activities in teaching / learning English.
Der Band enthält die Abstracts ausschließlich in englischer Sprache.
EN
This study investigated the potential effect of using Technology, Entertainment and Design (TED) talks in developing the listening performance of an available sample of 25 Jordanian enrollees in United Nations (UN) police monitors courses. The study follows a one group, pre-/post-test quasi-experimental design. Following a four-week treatment, the data analysis, both quantitative and qualitative, revealed a positive effect for the utilization of TED talks on the participants’ listening performance. The participants were further self-reportedly satisfied with the content, method and timing of treatment as well as their motivation, interaction, and overall improvement.
FR
Le numéro contient uniquement les résumés en anglais.
Knowing another language other than the first language is stereotypically regarded as a prestigious feature, distinguishing an individual from the rest of the community while providing him/her with more job opportunities. Nowadays, language classes are easily available through the expansion of recent technologies such as MALL (Mobile-Assisted Language Learning) and language learning applications (apps). App developers have been competing to design the most efficient apps to facilitate meaningful language learning by focusing on oral production and auditory reception to increase language learners' communicative competence. A characteristic app of the kind is Learning English Listening & Speaking BBC/ VOA News which offers learners a massive archive of updated BBC and VOA podcasts both online and offline. The current review intends to present a detailed description of the important features of this app.
At the most fundamental level of analysis one may speak of educating as the act of someone saying and showing something to another in a way that leads the mind from where it is to where it might be, in the process widening horizons and fashioning habits of thought that make it possible for students to participate in the conversation that is their culture. The student stands to this conversation not only as learner but as initiate. Students appropriate habits, ideas, and questions that have their origin in the world of the ancients while the overriding imperative of the learning process is to take the conversation further in some respect and to find their voice within it. In what sense, however, is conversation the heart and soul of education, and what is the nature and role of listening in education so conceived? At a time when qualitative matters place a distant second to quantifiables such as test scores, information retention, and marketable credentials, it falls to education theorists to remind us of what philosophers since ancient times have in one fashion or another maintained: that this practice has an identifiable orientation and purpose that transcends the order of the utilitarian.
The role of self-regulation in general learning has been investigated for some time now. Its significance and contribution to second language (L2) listening, however, has yet to be discussed extensively with empirical support. This article reports a case study involving four college EFL students in China over a six-month period of self-regulated learning (SRL) in developing their listening in independent settings. The study examined how the achievement and metacognitive awareness of four high-achieving and low-achieving listeners may have been affected by strategies they used for self-regulating extensive listening activities. It also examined the learners’ engagement during four phases of self-regulated listening, namely, task definition, goal setting and planning, strategy enactment, and metacognitive adaptation. Findings revealed substantial differences in the two groups’ metacognitive engagement in three SRL phases. The article argues that the achievements of the respective learners in listening development were affected by these differences. Pedagogical implications of a self-regulated learning approach in extensive listening for L2 listening development are discussed.
RESEARCH OBJECTIVE: This article is intended as a contribution to discussion on the role of music philosophy in educating contemporary participants in the world of culture. From a broader perspective, it fosters reflection on the condition of the humanities today. THE RESEARCH PROBLEM AND METHODS:The author makes use of traditional literary studies, employing, as a music philosopher, a speculative method and availing herself of the tools of analytical philosophy; she also refers to the empirical experiences of musicians and listeners. THE PROCESS OF ARGUMENTATION: The argumentation is based on metacritical analysis of the subject literature within the scope of trends and challenges in music philosophy. The author considers the possibility of educating sensitive and active receivers of classical music. She invokes the reflection of the philosopher Peter Kivy in light of the discussion carried on with him by James O. Young and Jerrold Levinson. Irrespective of their differences of opinion, these philosophers all emphasised the role of the aesthetic education of the listener. The author highlights points on which the philosophers’ dispute is merely superficial. RESEARCH RESULTS: The subject literature is dominated by the analytical model. This results partly from the obligation to imitate the sciences that weighs upon the humanities and also from subjecting the results of humanistic reflection to processes of parametrisation. Music philosophy and musicology are increasingly divorced from live experience and are turning into elite disciplines, reserved solely for a narrow group of specialists. Therefore, we should aspire to specifying how the academic goals of music-related study can be reconciled with the mission of disseminating the culture of listening to music and understanding it. CONCLUSIONS, INNOVATIONS AND RECOMMENDATIONS: The idea of interdisciplinary reflection on the experiencing of music should be promoted among scholars (musicologists and music philosophers).
The art of communication – listening and speaking – is a major life skill, with a thorough influence on every human life. Remaining silent while the interlocutor speaks is not all that there is to the act of listening to messages. True listening is based on an intention to get involved in understanding of the other person, enjoying his or her presence, learning something from the conversation, giving assistance, or comforting the interlocutor. In the article the author describes obstacles (barriers), which render true listening impossible. These barriers have been identified by a group of young adults
Listening is one of the basic communicative competencies and language skills that enable proper functioning of a child in the social and educational environment. This competency, depending on the educational model, is assigned a different meaning, and each of them prefers specific forms of listening. The aim of the following article is to show the need to shape and develop the skills of effective listening in the process of educating children at early school age with the teachers' recognition of the essence of the pedagogical relationship as a subject interaction. The author analyses factors conditioning effective listening, understood on the one hand as a competency conditioning interpersonal communication, and on the other ‒ as a skill whose goals are related to the performance of complex intellectual operations, measured with self-learning competency indicators.
Comprehension is one of the four basic language activities required to use a foreign language efficiently both in speech and in writing. In language didactics as part of Polish studies, relatively little attention has been given to this skill although the difficulty experienced by foreigners in understanding spoken Polish is often pointed out. The purpose of this article is to draw attention to the current methodological practice in teaching aural comprehension in the context of psycholinguistic analysis of the processes involved in the reception and understanding of spoken text, which forms the basis for a revision of the existing assumptions.
The aim of the present article is to present the typology of listening comprehension skills activated during Polish language lessons. What the author claims is that in Polish school two types of listening co-exist, namely: natural and activated. The former resembles conditions of natural communication, since a student assumes the role of text recipient, whereas the latter is a process of teaching the skills of listening comprehension. Based on questions and instructions elicited from selected school handbooks shows in what way the activated type of listening comprehension is taught as a part of Polish as a mother tongue lessons.
In the article there is a – hermeneutically inspired – reinterpretation of a seminar as a conversatorium. The fundamental argument is that the very form of university education contains a dialectic of translation and reading. But, none of them are possible without listening and the ability to transform what is heard into expressed word. However, the process of the very transformation is actually the translation. At first, the whole idea is illustrated by an etymological preliminary research and some hermeneutic, esp. Gadamerian, inspirations. They lead, then, to a topic of conversatorium to be analysed in the context of translation and hermeneutic dialectics comprehended as a searching for word. Finally, some reflections on education as translation are presented.
In the article there is a – hermeneutically inspired – reinterpretation of a seminar as a conversatorium. The fundamental argument is that the very form of university education contains a dialectic of translation and reading. But, none of them are possible without listening and the ability to transform what is heard into expressed word. However, the process of the very transformation is actually the translation. At first, the whole idea is illustrated by an etymological preliminary research and some hermeneutic, esp. Gadamerian, inspirations. They lead, then, to a topic of conversatorium to be analysed in the context of translation and hermeneutic dialectics comprehended as a searching for word. Finally, some reflections on education as translation are presented.
The text concerns the issue of translation in relation to education. It begins with a reference to contemporary discussion on translation study. The reference is done in order to show a complexity of problems in the field and to introduce the hermeneutic perspective of translation, reading and education. The main conclusion is that education is a translation of experiences, different ways of understanding the world. The more the world changes and seems to be completely different and alien than the one we used to understand, the more it needs a hermeneutist, i.e. a translator and an interpreter with – at least in the Gadamerian context – a poetic ear. The hermeneutist of education has the very ‘ear’ that makes him/her feel that theory is practice and practice is theory.
Listening is often listed as the most challenging language skill that the students need to learn in the language classrooms. Therefore the awareness of listening strategies and techniques, such as bottom-up and top-down processes, specific styles of listening, or various compensatory strategies, prove to facilitate the process of learning of older individuals. Indeed, older adult learners find decoding the aural input, more challenging than the younger students. Therefore, both students’ and teachers’ subjective theories and preferences regarding listening comprehension as well as the learners’ cognitive abilities should be taken into account while designing a teaching model for this age group. The aim of this paper is, thus, to draw the conclusions regarding processes, styles and strategies involved in teaching listening to older second language learners and to juxtapose them with the already existing state of research regarding age-related hearing impairments, which will serve as the basis for future research.
The text concerns the issue of translation in relation to education. It begins with a reference to contemporary discussion on translation study. The reference is done in order to show a complexity of problems in the field and to introduce the hermeneutic perspective of translation, reading and education. The main conclusion is that education is a translation of experiences, different ways of understanding the world. The more the world changes and seems to be completely different and alien than the one we used to understand, the more it needs a hermeneutist, i.e. a translator and an interpreter with – at least in the Gadamerian context – a poetic ear. The hermeneutist of education has the very ‘ear’ that makes him/her feel that theory is practice and practice is theory.
The broadcaster, who uses the possibility of functioning in the broadcasting media space as a social broadcaster, ensures not only independence from power centres, political parties and commercial entities, but also full control over the broadcast content. He consciously directs ithe message to a specific group of recipients, often a niche group, providing content that commercial and public stations avoid, considering it to be unattractive. The type of programmes broadcast is strictly defined by the role it has to fulfil, the requirements set by the legislator for social broadcasters and the possibilities resulting from having such status. This has a significant impact on the place it occupies in the media radio market.
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.
In the article the features of psycho-emotional state while listening to music. Art of Music is a specific generator is a specific value attitude to the environment that enhances the knowledge of the artistic picture of the world through the transfer of various moods, activates the scope of their own feelings and psychic states of man and can be used as an effective means of self-regulation. During the course of the research was implementation the methodology of Luscher color test. To characterize the impact on the livelihoods of adolescents during the music listening and their emotional sphere was developed a special questioners. Found that in adolescence teens are prefer pop music (43,48 %), the second highest of priority - rock (15,22 %), in third - rap (10,87 %), fourth place is occupied completely opposite in style - classical and electronic music (by 8,7 % of respondents). During the sound of modern music in 84,78 % of cases there is improvement in mood, a sense of excitement, offensive tendencies, high activity, the need to act and achieve success. Listen to classical music evokes a feeling of confidence, perseverance, high efficiency, quietude (58,71 %) and musical «chills» (23,91 %). Music helps to overcome and reduce the discomfort provided negative emotional states for 60,87 % of the surveyed teenagers. Wherein the priority given to classical music (21,74 %), rock music (19,57 %), pop music (17,39 %), rarely used chanson (4,35 %), disco (4,35 %) and country (2,17 %). In contrast to the conventional relaxing influence of music therapy on human organism (with using separate music of classic style), adolescents responded that they reach a state of relaxation by listening to rock music - style (73,91 %) and pop-music (8,7 %). Thus, listening music can be used for correcting the emotional states and emotional response to certain music and aesthetic education of pupils, adaptation of organism to specific, sometimes unusual conditions day to day operations, ensuring adequate physiological formation of the organism. Prospects for further scientific studies should be study the formation of musical tastes as a teenager with the level of anxiety, such as temperament training for several years.
The article introduces the most important philosophical and musicological contexts of Jakub Momro’s book The ear has no eyelid. Sonic primordial scenes. The author of the book places the music and sonic practices of late modernity into an extensive network of philosophical concepts, especially those related to the philosophy of deconstruction and psychoanalysis. In this way he shows the relationship between music and the issues of time, voice, materiality and corporeality, sound and vision, freedom and determinism, trauma and desire. The text also includes a reconstruction of some theses on the ephemeral and performative nature of sound and on listening as the domain of freedom. At the end conclusions are presented about the importance of the book in the context of contemporary musical thought.
This article is dedicated to an investigation of the main methods of developing professional foreign language competence in students majoring in philology.
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