Luister Alstublieft!

2008 ◽  
Vol 80 ◽  
pp. 75-85
Author(s):  
Annemarie Groot
Keyword(s):  
Adult Learners ◽  
Positive Result ◽  
Language Learning ◽  
Listening Skills ◽  
Language Courses ◽  
L2 Listening ◽  
Listening Pedagogy ◽  
Grammar Tests

L2 listening is important for both communication and language learning. In language courses, however, the focus on listening is minimal. Moreover, previous research has been inconclusive about the best approach to teach listening skills. Listening pedagogy focuses mainly on comprehension. This article presents a listening training experiment with a pretest-training-posttest design. Two intact groups of adult learners of Dutch were trained on either recognition or comprehension. The Recognition Group improved significantly more on listening and grammar tests than the Comprehension Group. The groups differed significantly in several crucial aspects though. Including these variables as covariates did not change the positive result. However, the number of informants was too low to draw final conclusions and further research is required to find further support the findings in this study.

A study on the effectiveness and usefulness of Animated Graphical Annotation in Japanese CALL

ReCALL ◽  
2001 ◽  
Vol 13 (2) ◽  
pp. 245-260
Author(s):  
SOON-HIN HEW ◽  
MITSURU OHKI
Keyword(s):  
Language Learning ◽  
Research Question ◽  
Japanese Language ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Listening Skills ◽  
Language Courses ◽  
Post Test ◽  
Independent Variable

This paper describes an experiment in which an attempt was made to show that Japanese Computer Assisted Language Learning (JCALL) with Animated Graphical Annotation (AGA) is more effective and useful in assisting learners to acquire Japanese language listening skills compared to JCALL without AGA. The independent variable in the experiment is AGA. The principal research question addressed was, “Does the AGA used in the JCALL contribute to the students’ overall pronunciation and listening performances in elementary Japanese language courses by looking into its AKUSENTO (symbol missing), SEION (symbol missing) and DAKUON (symbol missing) and TANON, CHOUON & SOKUON (symbol missing)?” The experiment was conducted in Malaysia last summer. One hundred and twelve students (25 male and 87 female) who were enrolled in Japanese language courses participated in this study. The students were randomly divided into two groups and the pre-test/post-test approach was used in this study. The results of the research showed AGA’s effectiveness in assisting the students to improve their listening skills. However, AGA appeared to be less effective in helping the students to improve their pronunciation skills.

Perfecting Communication Skills of the Students

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Dr. Neeta Sharma
Keyword(s):  
Language Learning ◽  
Communication Skills ◽  
Oral Communication ◽  
Effective Communication ◽  
Major Elements ◽  
Communication Process ◽  
Listening Skills ◽  
Student Centered ◽  
Effective Use ◽  
Listening And Speaking

Abstract Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The teacher should adopt a student centered approach. The learners should be encouraged to do things in the class which result in developing their communication skills. The trainer has to focus on both the linguistic and paralinguistic features of the communication process while enhancing learners’ communication skills. These features involve the effective use of words, forming grammatically intelligible sentences and an appropriate use of voice and intonation. The teacher should encourage and train his students to use positive body language while listening and speaking. In order to hone the communication skills of the learners, it is very important to make the learners comfortable with the language they have to communicate in. Shedding their inhibitions is also one of the pivotal areas of concerns. This paper explores different techniques that could be useful while training students in communication skills. Communication is a process of sharing information through speech, writing, gestures or symbols between two or more people. The focus of the present paper is oral communication and the language under consideration is English. The major elements of a communication process are sender, receiver, message and feedback. Effective communication is a two way process. It involves both expressive (speaking) skills and receptive (listening) skills. It entails receiver’s understanding of the message sent by the sender and his feedback to the sender. Listening plays a very important role in the language learning process. It is the most primary of the four basic skills of any language i.e. Listening, Speaking, Reading and Writing. Listening paves way for speaking. One can never be a good speaker if one is not a good listener. An effective communicator is first a good listener and then a good speaker. According to Tickoo ( 2003 ), ‘Good listening skills not only lay the foundations of good speech, but they grow best through effective communication’.

scholarly journals Developing Bilingualism in Nursing Students: Learning Foreign Languages beyond the Nursing Curriculum

Healthcare ◽  
2021 ◽  
Vol 9 (3) ◽  
pp. 326
Author(s):  
Luis M. Dos Santos
Keyword(s):  
Nursing Students ◽  
Foreign Language ◽  
Language Learning ◽  
Social Cognitive ◽  
Research Question ◽  
Foreign Language Learning ◽  
Nursing Curriculum ◽  
College Leaders ◽  
Language Courses ◽  
Foreign Language Courses

Nursing curriculum usually focuses on vocational development to train students to become nursing professionals after graduation. However, due to the packed major schedule and curriculum, many students are not required to take additional foreign language courses for their associate degree. Based on the lens of social cognitive career theory, the researcher sought to understand the motivations and reasons behind the learning behaviours. One research question was guided in this study, which was, what are the motivations and reasons for taking foreign language courses beyond their (i.e., nursing students) major curriculum and coursework plan? A qualitative research method was employed to collect interview data from 60 nursing students. The finding of this study indicated that the interest in career development and personal consideration were two of the most important factors for foreign language learning for these groups of nursing students. The results of this study provided recommendations for college leaders, government agencies, and policymakers to reform and polish foreign language courses and offer directions to contemporary students of the nursing curriculum. Students may also be benefitted as the study outlined the motivations and reasons for foreign language learning. Therefore, all parties may take this study as a blueprint to exercise their future developments.

scholarly journals DESIGNING COMMUNITY LANGUAGE LEARNING METHOD BASED CLASSROOM ACTIVITIES USING ELEARNING RESOURCES TO TEACH LISTENING SKILLS AT THE TERTIARY LEVEL

2019 ◽  
Vol 6 (1) ◽  
pp. 1-7
Author(s):  
Sujatha P ◽  
Thippu Sulthan H
Keyword(s):  
Language Learning ◽  
Tertiary Level ◽  
Learning Method ◽  
Listening Skills ◽  
Learning Materials ◽  
Classroom Activities ◽  
Current Scenario ◽  
E Learning ◽  
Community Language

In the current scenario, English plays an inevitable role in all the fields. The learners and teachers of this language understood the need of it and have taken certain steps to learn/teach language effectively using different methods to meet the needs of the society. Only recently, after the outlook of ELT scholars moved towards a blend of methods to suit the unique needs of a particular class and students during the post methods era, This paper is an attempt to design classroom activities based on CLL using E-learning materials to teach listening skills.

scholarly journals Self-assessment based on language learning outcomes: a study with first year engineering students

2010 ◽  
pp. 133 ◽  
Author(s):  
Pilar Durán Escribano ◽  
Joana Pierce McMahon
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Bologna Process ◽  
First Year ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Self Assessment ◽  
Language Courses ◽  
The Bologna Process

As the Bologna Process moves forward, changes in European systems of higher education are expected. The introduction of the ECTS focussing on the students’ achievements described in terms of the learning outcomes and competences acquired is one of the innovations. This process, encouraged by Universidad Politécnica de Madrid, signifies a change in teaching focus, from an input model to an output one, which promotes self-assessment in a flexible curriculum, in this case adapted to student’s language profile. To illustrate this new approach in language learning, a pilot experience with Technical English mining engineering students is discussed, with special attention to learner reflection and self-assessment practices. Students’ progress in self-assessment, based on the introduction of learning outcomes in specific language courses, is analysed to conclude that personal engagement and clear purpose -specified in terms of learning outcomes- seem to have become relevant components to student's self-assessment practice.

scholarly journals Setting Up a Language Learning Environment in Microsoft Teams

2020 ◽  
pp. 263-270
Author(s):  
Carolin Schneider
Keyword(s):  
Learning Environment ◽  
Language Learning ◽  
Language Learners ◽  
Team Members ◽  
Short Notice ◽  
Language Courses ◽  
The University ◽  
Support Students ◽  
Staff Skills ◽  
Do So

The Language Zone at the University of Leeds, UK, is well established as a hub for language learners across the campus, both those on language courses and those studying languages independently for a variety of reasons. It has been operating entirely online since March 2020 and will do so until the campus fully re-opens. This written account gives a brief overview of the changes made to the Language Zone’s services and provision of learning materials in response to the Covid-19 pandemic, including how the team members’ roles were adapted to ensure staff skills were taken into account. In addition to showing how services were maintained when the campus was closed at short notice and teaching was moved online until further notice, the study outlines how the Language Zone developed a platform to support the 2020 summer pre-sessional programmes to be delivered completely online. Finally, reflecting on the recent achievements and considering how to support students in the future, it aims to inspire other self-access centres to think about what they can do to develop their services in response to the crisis and beyond.

scholarly journals ELABORATING CRITICAL THINKING SKILLS IN TEFL METHODOLOGY SUBJECT

2020 ◽  
Vol 3 (2) ◽  
pp. 151-158
Author(s):  
Yohanes Gatot Sutapa Yuliana
Keyword(s):  
Critical Thinking ◽  
Language Learning ◽  
Learning Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Target Language ◽  
Authentic Texts ◽  
Learning Agents ◽  
Language Courses ◽  
Effective Use

Elaborating Critical Thinking Skills in TEFL Methodology subject has become one of the 21st century trends, prioritized in the pedagogic process of language courses. Lecturers as facilitators, motivators, boosters, co-learners and inspirational model are the foundation of innovative creativity to adapt and modify comprehensively, and integrate them in their teaching projects contextually; while, the learners themselves play as the active target of learning agents. This modern TEFL Methodology critically makes use of either authentic texts or real texts that are also confronted by the need to approach texts critically. This was revealed in this research, focused on the learners’ activities that enthusiastically engage critical thinking skills in their learning process. It runs actively, innovatively, creatively, dialogically, democratically and in a critical and interactive atmosphere. The importance of applying critical thinking skills in language learning process can empower learners to maximize the objective of TEFL Methodology learning target both oral and written in accordance with their social context. Learners enter in any task using the target language which contains the elements such as identification, investigation, analysis and problem solving then they must think critically. These kinds of communicative task are commonplace for they engage the learners in authentic communication settings. This is impressive and meaningful for the learners. Thus, recommending success in TEFL Methodology subject – as in life - requires effective use of language practically along with some measure of critical thinking.

scholarly journals nvestigating the Information Needs of University Students in Foundational Foreign Language Courses

2012 ◽  
pp. 149-162
Author(s):  
Glenna Westwood
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Information Needs ◽  
Information Resources ◽  
Specific Information ◽  
Personal Learning ◽  
Foreign Language Study ◽  
Starting Point ◽  
Language Courses

This investigation seeks to address two issues: first, to discover if there is evidence that university students in foundational language courses need information resources to support their language learning and second, if such evidence exists, what the specific information resource needs might be and how important those resources are to students’ language learning. After engaging in a year of foreign language study, the author used the evidence gathered to develop and conduct a survey of the user needs of language students at the Self Access Centre (CAADI) of the University of Guanajuato, Mexico. Results of the survey supported the personal learning experiences of the author. Over 80% of students surveyed reported using the information resources in the CAADI at least once a week with general grammar books, course text books and films being reported as the most important resources. This investigation provides a starting point for research in to the collection development practices of academic libraries supporting the learning of foreign languages. By examining the information needs of one population, evidence has been provided that these students do indeed need information resources to support their language learning. The study suggests specific resource types that could be important for these users.

scholarly journals Tracks for Russian university students’ multilingual development within remote education during the pandemic

2021 ◽  
pp. 217-233
Author(s):  
Anastasia Atabekova ◽  
Alexander Belousov ◽  
Oleg Yastrebov
Keyword(s):  
Foreign Language ◽  
University Students ◽  
Language Learning ◽  
Language Translation ◽  
Foreign Language Learning ◽  
Skills Training ◽  
Point Of View ◽  
University Education ◽  
Educational Institutions ◽  
Language Courses

The chapter explores language and non-language university students’ practices of foreign language learning within the unscheduled shift to remote studies in Russia due to the COVID-19 emergency. The RUDN University Law Institute experience is considered as an example. The paper explores common and specific features of foreign language, translation, and interpreting skills training within the Law Institute language and non-language programmes. The research rests on the case study methodology, considered from the policy-making and managerial point of view. The findings reveal both common features and specificities of multilingual university education of non-language and language students. The study also confirms the need for the educational institutions to draft specific guidelines on language courses implementation for different target audiences during the COVID-19 pandemic.

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