Search results

1

A process approach to listening comprehension. Types of processing

100%

Kotorowicz-Jasińska K.

Lublin Studies in Modern Languages and Literature

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2009

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issue 33

157-168

EN

Together with the criticism of Comprehension Approach, there appeared a tendency to look at listening comprehension from the point of view of the underlying processes, rather than its product (Field 2008). It has been considered one of the fundamental flaws of the approach to focus only on the final outcome of the listening process in the form of answers to comprehension questions or task responses. The article provides an overview of the processes that listening comprehension entails, categorizing them into two distinctive groups. Also, different types of processing are investigated and the primacy of bottom-up processes is underlined.

2

Portfolio-work and its effects on listening comprehension of very young learners

80%

Leeck P.

Journal of Language and Cultural Education

|

2015

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vol. 3

|

issue 1

43-56

EN

At elementary school the focus often lies on listening and speaking. While listening comprehension is the basis for learning a new language, children often feel differently about that. Many measure their success in their ability to speak. Some become frustrated, because they initially are not able to express much, not noticing how much they understand already. In my research I tried to find a way to help such children appreciate more what they have achieved so far. Through portfolio-work (self-evaluation and reflection) I wanted them to see what is ‘unseen’, as well as get them to think about strategies that improve listening comprehension, as the following study report shows.

3

Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

80%

Lange K., Matthews J.

Studies in Second Language Learning and Teaching

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2020

|

vol. 10

|

issue 4

723-749

EN

The capacity to perceive and meaningfully process foreign or second language (L2) words from the aural modality is a fundamentally important aspect of successful L2 listening. Despite this, the relationships between L2 listening and learners’ capacity to process aural input at the lexical level has received relatively little research focus. This study explores the relationships between measures of aural vocabulary, lexical segmentation and two measures of L2 listening comprehension (i.e., TOEIC & Eiken Pre-2) among a cohort of 130 tertiary level English as a foreign language (EFL) Japanese learners. Multiple regression modelling indicated that in combination, aural knowledge of vocabulary at the first 1,000-word level and lexical segmentation ability could predict 34% and 38% of total variance observed in TOEIC listening and Eiken Pre-2 listening scores respectively. The findings are used to provide some preliminary recommendations for building the capacity of EFL learners to process aural input at the lexical level.

4

Podcasts im glottodidaktischen Medienverbund. Versuch einer vergleichenden Analyse

80%

Adamczak-Krysztofowicz S., Stork A.

Glottodidactica

|

2009

|

vol. 35

117-123

DE

There is no doubt that the development of listening comprehension skills in foreign language learning is one of the least understood, least researched and yet, most important areas of foreign language teaching. In the light of this, the article aims to examine the usage and role of Podcasts in comparison with other didactic listening materials. The paper concludes with the discussion of possible technical and learning potential of podcasts for designing integrative training of listening comprehension.

5

The Influence of Authentic English Video Clips on Students’ Listening Comprehension

80%

Muslem A., Yunus M. M., Rismawati, Usman B., Gani S. A.

The New Educational Review

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2018

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vol. 53

105-114

EN

Various methods of teaching English to EFL students in Indonesia have been used to increase their language skills. However, students’ English proficiency is still not satisfactory. Therefore, this paper aimed at investigating the effects of using authentic English video clips to improve listening comprehension among EFL students in Aceh, Indonesia. A quasi-experimental group design with non-randomized pretest-posttest control was employed in this study. The sample of the study were 68 second-year students of State Senior High School 4 Banda Aceh. The experimental group was treated by using authentic English video clips and the control group was taught by using audio compact disc (CD). A listening test was used as an instrument to collect data. Analysis of variance (ANOVA) was used to analyze the data collected. Results showed that the use of authentic English video clips significantly improved students’ achievement in listening comprehension in comparison to those taught by using audio compact disc (CD), i.e., there was a significant difference between students who were taught by using authentic English video clips and students who were taught by using audio compact disc (CD) in terms of listening comprehension.

6

Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?

80%

Mahdavy B., Mousavi Namavar M.

Theory and Practice of Second Language Acquisition

|

2023

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vol. 9

|

issue 1

1-22

EN

Many studies have so far tried to examine the relationship between listening strategies and listening comprehension. However, it seems that none of them have focused on the effect of the test method on the findings. The present study has investigated the issue by having 55 English language learners respond to pictorial and non-pictorial listening test items with different response formats. The listening section of the Preliminary English Test (PET) and a 36-item listening strategies questionnaire were administered in the first session and after a week’s interval, the participants took a modified version of PET listening. The data were collected in a language laboratory. Several correlation and regression tests were run to investigate the relationships between listening comprehension as measured by the original and modified PET listening tests and metacognitive, cognitive and socio-affective listening strategies. The results showed that L2 learners’ use of metacognitive listening strategies is the strongest predictor of listening performance. In addition, the findings indicated that the relationship between the use of listening strategies and listening performance is mediated by the kind of test method which is used for measuring L2 listening. Directions for future research and implications for practice are presented.

7

Comprehension and metacomprehension in preschoolers from low- and middle- socioeconomic status families:

70%

Zápotočná O., Urban K., Urban M.

Československá psychologie (Czechoslovak Psychology)

|

2020

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vol. 64

|

issue 6

625-638

EN

Objectives. The aim of the study is to investigate reading comprehension and metacomprehension as they occur in preschool age in relation to sociocultural environment of the family, in comparison with traditional predictors of beginning reading acquisition represented by several indicators of phonological awareness. Participants and setting. A group of 327 preschool- age children from middle-SES families and 55 children from low-SES families were compared. Hypotheses. It was assumed that children from low-SES families would perform worse than children from middle-SES families namely in literacy tasks requiring specific social experience with reading, i.e. text comprehension and metacognitive monitoring. Statistical analysis. The differences between the groups were tested using independent samples t-tests, monitoring accuracy on the correct and incorrect answers using the chi-squared test and the relationship between monitoring accuracy and performance in the two text comprehension tasks using 2-way ANO VA. Results. Results showed that children from low- SES families demonstrated significantly lower overall performance in all literacy tasks, however, the group differences in text comprehension varied in relation to the task difficulty (complexity and the level of comprehension). Moreover, in metacognitive monitoring, children from low-SES families showed significantly higher tendency to underestimate their correct performance, indicating lower self-esteem. Study limitations. The main limitation of the study was the lack of information about everyday reading behaviour in children’s family environment.

8

LEARNERS’ PERCEPTIONS AND ATTITUDES TOWARDS L2 VODCASTING TASKS IN AN E-LEARNING PROJECT

61%

Faramarzi S., Tabrizi H. H., Chalak A.

Teaching English with Technology

|

2019

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vol. 19

|

issue 3

3-21

EN

The Vodcasting technology has thrived as an auxiliary tool to support learners with supplementary materials. The current study aimed at exploring the use of vodcasting technology and the learners’ perceptions and attitudes towards practicing L2 vodcasting tasks. For this reason, a sample of 120 Iranian EFL learners were selected and they received twelve weeks of treatment which included working on five different genres of vodcasting tasks. Participants received vodcasting tasks via Telegram application and were asked to do them in specific stages. In order to measure the participants’ attitudes and perceptions, a learner engagement questionnaire was electronically distributed. The results revealed that the learners viewed the experience as significantly positive and constructive. It is concluded that the vodcasting technology can be executed independently as it can change the studying habits of learners, facilitate the monitoring process and the assessment system, maximize cooperation among the learners, and improve the relationship between the learners and the instructor.

9

PUPILS’ PROBLEMS OF LISTENING COMPREHENSIONAT ENGLISH LESSONS

61%

Кобченко І.

Педагогічні науки: теорія, історія, інноваційні технології

|

2015

|

issue 9(53)

260-265

EN

The urgent problem today is English language learning across Ukraine because nowadays Ukraine is joining the European Union so it means the co-operation between member states. Among the many languages in the EU English is one of the official and working languages. During our research it has been stated that the pupils often are faced with different problems while learning English. But listening comprehension in English is more difficult and more important for learners to master. They can look up unknown vocabulary in dictionaries and use reference books when reading and writing a text in English, which is impossible when listening in English. In addition, the teaching of listening has attracted a greater level of interest in recent years than it did in the past. University entrance exams, school leaving and other examination now often include a listening component, acknowledging that listening skills are a core component of second language proficiency. There have been a number of attempts to define the listening skill in the literature. In this article we offer some definitions of listening of some foreign researchers. The goal of the article is to find out the reasons why listening is difficult and to give some ideas on how to tackle them. We have analyzed the problems of listening comprehension during English lessons at schools. The reasons why some pupils find listening in English language difficult vary just as much. There are some of them: they just don’t know the most important words; they are trying to understand every word; they don’t recognize the words that they know; they have problems with different accents; they have a mental block; they are distracted by background noise; they can’t tell the difference between the different voices; they can’t cope with not having images. It was proved that listening plays a crucial role in the communication process, in general and in language learning in particular. Nowadays we have a lot of opportunities to improve our language. Some important conclusions were made concerning the effectiveness of the improving of students’ listening comprehension. The main of them is the Internet. So, in this article we suggest some useful websites for English learners.

10

Using BBC Learning English Podcasts to develop university students' listening skills

61%

Davydenko O.

e-mentor

|

2021

|

issue 5 (92)

26-35

EN

The emergence of podcasts in an English foreign language (EFL) setting is seen as a helpful aid to foreign language learning. Using podcasts might help improve language learning efficiency. This research addresses how podcasts can be an alternative means of improving English listening comprehension for university students. The study was carried out at Nizhyn Gogol State University, Ukraine, using quantitative and qualitative methods of analyzing data. To collect the data, research tools such as a questionnaire, initial and final testing, and observation were used. The procedure was introduced for a group of first-year students and implemented for six weeks. Special BBC Learning English podcast activities were designed and offered to the students. The main stages have been specified in the process of developing students’ listening skills. In the pre-listening stage, students do preparation activities to prepare for the podcast using their background knowledge. The while-listening stage is aimed at listening for gist, listening for details, making inferences, and summarizing. In the post-listening stage, the listeners are taken beyond the podcast content and set tasks which contribute to integrating other language skills. Samples of activities which correspond to these three stages are provided. A balanced approach to choosing top-down or bottom-up processing within the stages improves the process of forming competencies in listening of first-year students. Hence, based on the positive results of this study, BBC Learning English podcasts with meaningful, appropriate, and interesting activities attract the students’ attention, increase their motivation, and improve their listening comprehension.

11

ROZWIJANIE ROZUMIENIA PUBLICYSTYCZNYCH AUDYCJI RADIOWYCH: SPECYFIKA ETAPU POPRZEDZAJĄCEGO SŁUCHANIE

57%

Górecka J., Wojciechowska B.

Neofilolog

|

2013

|

issue 40/1

59-77

EN

The paper focuses on the development of the listening comprehension of advanced students of French as a foreign language and concerns current affairs radio programs. It presents the main conclusions discussed with reference to one of the problems researched within a larger academic project conducted from 2010 to 2013. The aim of the paper is to determine some essential principles that should guide the development of questions in the pre-listening stage so that, during the subsequent while-listening stage, they could foster the individual comprehension process. The conclusions emphasize the relationship between the form and function of these pre-listening stage questions and the quality of cognitive and communicative actions performed by the listeners.

12

Čtenářské profily dětí s vývojovou dysfázií ve srovnání s typicky se vyvíjejícími vrstevníky

51%

Richterová E., Seidlová Málková G.

E-psychologie (E-psychology)

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2016

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vol. 10

|

issue 4

9-23

EN

The study is focused on investigating the reading profiles in both 1st grade and 4th grade children with specific language impairment (SLI). According to the previous research, it tests the assumption that the reading performance of children with SLI is significantly worse compared to the age control group at the level of reading speed and fluency, and at the level of reading comprehension. Based on the theoretical framework, (namely “The Simple View of Reading“– Gough & Tunmer 1986), it verifies the hypothesis that the difficulties of the SLI children are manifested both in the area of reading comprehension, and of decoding (reading technique). 67 children with SLI and 253 children with typical development of language skills participated in our study. We administered a battery of tests assessing reading skills and language skills which are related to the reading development. The results of our study only showed significant differences in the area of the language comprehension (namely in the test of the listening comprehension) in the 1st grade children. There are significant differences in all tests assessing both reading accuracy and reading comprehension between SLI children and the age control group in the 4th grade. The size of reading fluency and reading comprehension deficits in SLI fourth grade children is discussed in more details.

XX

Tato studie sleduje čtenářské profily dětí z 1. a 4. ročníku základních škol s vývojovou dysfázií. V návaznosti na předchozí výzkum testuje předpoklad, že čtenářské výkony dětí s vývojovou dysfázií jsou signifikantně horší ve srovnání s výkony stejně starých vrstevníků, a to jak v rovině elementárního čtení, tak v rovině porozumění čtenému. V souladu s teoretickými poznatky /zejména tzv. Jednoduchý model čtení (Gough & Tunmer, 1986)/ ověřuje předpoklad, že obtíže dysfatických dětí se výrazně manifestují v oblasti porozumění čtenému i v oblasti dekódování (techniky čtení). Na studii participovalo 67 dětí s vývojovou dysfázií ze speciálních a základní škol a 253 běžně se vyvíjejících dětí ze základních škol. Dětem byla administrována baterie testů zaměřená na komplexní hodnocení čtenářských dovedností a na posouzení jazykových schopností souvisejících s vývojem čtenářství. Výsledky studie prokazují statisticky významně slabší výkony dysfatických dětí v prvních ročnících pouze v oblasti porozumění jazyku, konkrétně v úloze porozumění slyšenému textu. Ve čtvrtém ročníku se pak statisticky významné rozdíly ve prospěch běžně se vyvíjejících dětí objevují ve všech administrovaných čtenářských úlohách – tedy tam, kde je hodnocena přesnost čtení i porozumění čtenému. Zvláštní pozornost je věnována charakteristice deficitů starších dětí s vývojovou dysfázií v oblasti dekódování a porozumění čtenému.

13

Pomiar postępu a introspekcja w głąb procesu słuchania w jęz. angielskim

51%

Chojnacka E.

Społeczeństwo. Edukacja. Język

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2016

|

vol. 4

221 -234

EN

The present article has taken as its main objective the presentation of a statistically complicated research process of investigating progress in students who underwent an instruction and reflective introspection practice in mobilizing cognitive strategies within the process of listening comprehension. The research study aimed at verifying the hypotheses pertaining to effectiveness of the applied form of training. The study took place among students of English Department, based upon two different samples within the time space of two and four terms between the pre and post-tests. The statistical analysis relied on the results of less and more effective listeners that emerged after the post-tests. The latter part of the present article involves comparison between the evaluation of two variables, i.e. content aiming at the product and, a more desirable in teaching - since process-oriented - strategy assessment

PL

Celem niniejszego artykułu jest wskazanie na skomplikowany statystycznie proces badania postępu u studentów poddanych instruktażowi oraz refleksyjnej introspekcji i praktyce w aktywizacji strategii myślowych w procesie rozumienia ze słuchu. Badanie miało na celu zweryfikowanie hipotez dotyczących efektywności tejże formy treningu. Studium odbyło się wśród studentów filologii angielskiej na podstawie dwóch prób statystycznych, składających się z testów wstępnych i końcowych wykonanych w pierwszej próbie w przedziale dwóch semestrów studiów, a w drugiej - w odstępie 4-semestrów. Analiza statystyczna dotyczyła zestawienia wyników testów między mniej i bardziej efektywnymi słuchaczami wyłonionymi względem wyników po pre-teście. W drugiej części artykułu ma miejsce porównanie dwóch form ewaluacji: względem treści, ukierunkowanej na produkt, oraz bardziej pożądanej w nauczaniu – ewaluacji strategii, koncentrującej się na procesie myślowym

14

Wpływ badań tekstów mówionych na dobór materiałów do egzaminów certyfikatowych z języka polskiego jako obcego – bilans dziesięciolecia

51%

Prizel-Kania A.

Język Polski

|

2018

|

vol. 98

|

issue 2

81-95

PL

W artykule przedstawione zostały badania tekstów mówionych przeznaczonych do testowania sprawności rozumienia ze słuchu w ramach egzaminów certyfikatowych z języka polskiego jako obcego na wybranym poziomie zaawansowania. Kryteria doboru tekstów opracowano na podstawie badań językoznawczych dotyczących polszczyzny mówionej i jej odmian, typów tekstów oraz teorii komunikacji. Badaniem objęto materiały testowe z lat 2006–2008 oraz testy najnowsze (z roku 2017). Perspektywa czasowa pozwala dostrzec, jakie zmiany zostały wprowadzone w procesie doboru tekstów do testowania sprawności słuchania ze zrozumieniem w ciągu ostatnich dziesięciu lat. Pozwala także wskazać, w jaki sposób badania językoznawcze wpływają na glottodydaktykę polonistyczną w jej praktycznym wymiarze.

EN

The article recounts a study on spoken texts intended for testing listening comprehension in certificate examinations of Polish as a foreign language at selected levels. The criteria for selecting texts have been developed on the basis of linguistic research on spoken Polish and its varieties, text types and communication theories. The study covers materials used in the years 2006–2008 and in the most recent tests (2017). This time perspective makes it possible to observe the changes made in the process of selecting texts for testing aural comprehension over the past ten years. It further helps indicate how linguistic research influences languageeducation as part of Polish studies in its practical dimension.

15

Teaching listening to university students: methodological and cognitive dimension

41%

Vovk O., Khmelnytsky B.

Zeszyty Naukowe Ostrołęckiego Towarzystwa Naukowego

|

2016

|

vol. Zeszyt

|

issue XXX

469-485

PL

Artykuł skupia się na problemie nauczaniu słuchania studentów kierunków językowych. Rozumienie ze słuchu rozpatrywane jest z punktu widzenia kognitywistyki, dostarczając dowodów, że język i myślenie są ze sobą powiązane, więc, nie mogą być postrzegane oddzielnie. W związku z tym pojęcia poznania, kompetencji ogólnej, kompetencji poznawczej i kompetencji rozumienia ze słuchu są tu zbadane i wyjaśnione. Okazuje się, że kompetencja rozumienia ze słuchu obejmuje szereg składników, a mianowicie jej tworzą: wiedza proceduralna i deklaratywna; język, umiejętności instruktażowe, intelektualne, organizacyjne i kompensacyjne; nawyki językowe i, wreszcie, zdolności poznawcze i komunikacyjne. Stąd, kompetencja rozumienia ze słuchu jest postrzegana jako zintegrowana zdolność do właściwego zrozumienia i dostosowania języka mówionego. W artykule tym przedstawiono podstawowe pojęcia kognitywistyki (koncepcyjna sfera, domen, pole, koncept, propozycja, frejm, sieć i ontologia). Dokonano tu próby uruchomienia mechanizmu konceptualnego modelowania w procesie rozwijania kompetencji rozumienia ze słuchu.

EN

The article focuses on the problem of teaching listening to students of linguistic fields. Listening comprehension is addressed from the perspective of cognitive science, providing the evidence that language and thought are interrelated and consequently cannot be viewed separately. Accordingly, the notions of cognition, general competence, cognitive competence and listening comprehension competence are explored and clarified. It is revealed that listening comprehension competence embraces a number of constituents which are: procedural and declarative knowledge; language, instructional, intellectual, organizational, and compensational skills; language habits and, finally, cognitive and communicative abilities. Hence, listening comprehension competence is looked upon as an integrated ability to adequately understand and adapt spoken speech. Similarly, in the paper the basic notions of cognitive science are elaborated (a conceptual sphere, a domain, a parcel, a concept, a proposition, a frame, a network, and an ontology). The attempt is made to employ the mechanisms of conceptual modeling in the process of developing listening comprehension competence.

Refine search results

A process approach to listening comprehension. Types of processing

Portfolio-work and its effects on listening comprehension of very young learners

Exploring the relationships between L2 vocabulary knowledge, lexical segmentation, and L2 listening comprehension

Podcasts im glottodidaktischen Medienverbund. Versuch einer vergleichenden Analyse

The Influence of Authentic English Video Clips on Students’ Listening Comprehension

Listening Strategies and L2 Listening Comprehension: Does the Test Method Matter?

Comprehension and metacomprehension in preschoolers from low- and middle- socioeconomic status families:

LEARNERS’ PERCEPTIONS AND ATTITUDES TOWARDS L2 VODCASTING TASKS IN AN E-LEARNING PROJECT

PUPILS’ PROBLEMS OF LISTENING COMPREHENSIONAT ENGLISH LESSONS

Using BBC Learning English Podcasts to develop university students' listening skills

ROZWIJANIE ROZUMIENIA PUBLICYSTYCZNYCH AUDYCJI RADIOWYCH: SPECYFIKA ETAPU POPRZEDZAJĄCEGO SŁUCHANIE

Čtenářské profily dětí s vývojovou dysfázií ve srovnání s typicky se vyvíjejícími vrstevníky

Pomiar postępu a introspekcja w głąb procesu słuchania w jęz. angielskim

Wpływ badań tekstów mówionych na dobór materiałów do egzaminów certyfikatowych z języka polskiego jako obcego – bilans dziesięciolecia

Teaching listening to university students: methodological and cognitive dimension