Listening Comprehension of Compressed, Accelerated, and Normal Speech by the Visually Handicapped

1982 ◽  
Vol 76 (6) ◽  
pp. 235-237 ◽  
Author(s):  
Norris R. Bancroft ◽  
Leo Bendinelli
Keyword(s):  
Visually Impaired ◽  
Listening Comprehension ◽  
Normal Modes ◽  
Listening Skills ◽  
Compressed Speech ◽  
Listening Ability ◽  
Counterbalance Order ◽  
Visually Handicapped ◽  
Speech Presentation ◽  
Normal Speech

An investigation of listening ability in 13 visually impaired college students was conducted. Subjects were pre-tested on a listening skills test and then exposed to three modes of speech presentation in a counterbalance order: normal speech, accelerated speech, and compressed speech. Results showed a consistent and significant trend towards better performance on the accelerated over the normal mode, and on the compressed over both the accelerated and normal modes.

Listening: A Teachable Skill for Visually Impaired Persons

1979 ◽  
Vol 73 (2) ◽  
pp. 59-67
Author(s):  
Robert W. Bischoff
Keyword(s):  
Visually Impaired ◽  
Listening Skills ◽  
Compressed Speech ◽  
Visually Impaired Students ◽  
Visually Impaired Persons

Reviews the literature on listening and describes ways of helping visually impaired students to improve their listening skills. Discusses advantages of compressed speech.

Assessing Listening Abilities

1998 ◽  
Vol 18 ◽  
pp. 171-191 ◽  
Author(s):  
Geoff Brindley
Keyword(s):  
Language Acquisition ◽  
Listening Comprehension ◽  
Language Teaching ◽  
Language Testing ◽  
Listening Skills ◽  
Wide Range ◽  
Comprehension Skills ◽  
Listening Ability ◽  
To Receive ◽  
Limited Coverage

Over the last two decades, research has highlighted the important role that listening plays in language acquisition (Brown and Yule 1983, Ellis, et al. 1994, Faerch and Kasper 1986, Feyten 1991, Long 1985), and listening comprehension skills have begun to receive a lot more systematic attention in language teaching classrooms. A wide range of books, articles, and materials aimed at assisting teachers to develop learners’ listening skills are now available, and a variety of comprehension-based methodologies have been proposed (see, for example, Anderson and Lynch 1988, Courchene, et al. 1992, Rost 1990; 1994, Underwood 1989). However, although many of the tasks used for teaching listening are virtually identical to those which appear in tests, assessment of listening ability has received relatively limited coverage in the language testing literature.

scholarly journals Vocabulary and listening in English among L1-Spanish learners: a longitudinal study

2021 ◽  
Author(s):  
◽  
Martin Aioz Pinillos
Keyword(s):  
Language Learners ◽  
English Learners ◽  
Listening Comprehension ◽  
Two Dimensions ◽  
Vocabulary Knowledge ◽  
Listening Skills ◽  
Vocabulary Size ◽  
Second Language Listening ◽  
Listening Ability ◽  
L2 Listening

Second language listening causes situations of stress and negative perceptions among learners and teachers. Research has suggested that L2 listening and vocabulary knowledge are related. However, this relationship has been barely explored, and in most cases with inadequate instruments. This thesis is an attempt to bridge those gaps by examining the contribution of the language learners’ vocabulary size to their listening ability. A bilingual multiple-choice vocabulary test, based on the official vocabulary list in a standardized language exam, was created to assess the vocabulary size of L2-English learners. Its 81 items were delivered first orally, and then in writing. The ability to comprehend aural texts was assessed through the listening paper in the same standardized examination. 284 language learners took the vocabulary and listening tests. After an observation period of 35 weeks, the study participants were given the same tests. Both datasets were analyzed with the Rasch model to determine the participants’ abilities and the item difficulties. Evidence from data analyses supported the following findings: 1) A strong and positive relationship exists between L2 vocabulary knowledge and listening comprehension. 2) Aural and written vocabulary knowledge are two dimensions that should be assessed and investigated separately, particularly in relation to listening comprehension. 3) Aural vocabulary knowledge is a better predictor of listening comprehension than written vocabulary knowledge, especially among language learners with comparatively weaker listening skills. 4) Knowing 71.71% of the words featured in a listening comprehension test is sufficient to answer 72% of its questions correctly. 5) Language learners increase their aural and written vocabulary size, and improve their listening ability after attending classes for about 35 weeks. This improvement is particularly acute among lower-level learners. Based on these results, L2 learners, teachers and researchers should focus more on the aural form of words to improve listening comprehension.

scholarly journals The Effects of Accent on English Listening Comprehension in Freshman Students Studying Business English at Phetchabun Rajabhat University

2020 ◽  
pp. 89-93
Author(s):  
Jeerapan Phomprasert ◽  
◽  
Ma'ayan Grace
Keyword(s):  
Listening Comprehension ◽  
Teaching And Learning ◽  
Language Skills ◽  
Listening Skills ◽  
Business English ◽  
Sample Group ◽  
Spoken English ◽  
English Major ◽  
Listening Ability ◽  
Freshman Students

Listening has been recognized as one of the most difficult skills in language acquisition and has been the least researched of all four language skills. This has meant listening skills haven't been targeted by teachers and are viewed as a "somewhat neglected and poorly taught aspect of English". This study investigates the English listening ability and the effect of accent on freshman student's ability to comprehend spoken English. The sample group used for this study comprised of 33 students from the Business English Major at Phetchabun Rajabhat University. The results of this study showed that the freshman students studying Business English had a listening ability below the originally expected threshold as well as revealing that students received higher percentages of correct answers when tested using Australian and British accents and lower results when tested using American accents. The results were then analyzed according to the student's backgrounds and exposure to various accents. Correspondingly the results from this study can be used to develop awareness and improve the techniques used to ensure students acquire better English listening abilities and improve the precision and effectiveness of both teaching and learning.

scholarly journals Improving Students Listening Skill by Using Audio Visual Media

2019 ◽  
Vol 7 (2) ◽  
pp. 39
Author(s):  
Mei Hardiah
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Group Discussion ◽  
Visual Media ◽  
Listening Skills ◽  
Listening Skill ◽  
The Subject ◽  
Listening Ability ◽  
Diploma Program ◽  
Selection Of

Teaching Listening skills to the students who learn English as a foreign language is a challenge for the teacher . This classroom action research (CAR) designed to improve the listening ability of students by using audio-visual media. The subject of this research are students of English, University of Bengkulu Diploma Program who take the course Listening For Lecture . This study was conducted in two cycles of progress namely; planning, observation, action and reflection. Moreover, collaborative learning methods are also applied to stimulate student activeness in the classroom. The results showed that the use of audio visual media is able to improve the results of listening course. In addition, the students also Become more motivated and enthusiastic during the lecture which can be seen in the group discussion stage that implement colaborative learning. Generally it can be concluded that audio visual media can improve the focus and concentration of students in listening courses. In addition to the use of audio visual media, the selection of the topic material also influence the results of students listening comprehension.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

Patterns of Listening and Reading Skills in Visually Handicapped Students

1981 ◽  
Vol 75 (5) ◽  
pp. 215-218 ◽  
Author(s):  
Thomas A. Wood
Keyword(s):  
Predictive Value ◽  
Grade Level ◽  
Reading Skills ◽  
Residential Schools ◽  
Reading Scores ◽  
Verbal Intelligence ◽  
Listening Skills ◽  
Developmental Patterns ◽  
Visually Handicapped ◽  
Age Range

This study compared the developmental patterns of listening and reading skills of 71 visually handicapped students in the fourth, fifth, and sixth grades of four residential schools for the blind. Grade level, chronological age, intelligence, mode of reading, sex, socioeconomic status, and degree of visual impairment, were treated as predictor variables. Subjects were tested with the adapted version of the Durrell Listening-Reading Series. The results indicated that tested verbal intelligence accounted for most of the variance in listening and reading scores and had greater predictive value for listening than for reading. The other variables had little or no predictive value for either listening or reading. Furthermore, the development of listening skills was found to be stronger than reading skills at each grade level, and listening remained the superior mode across the age range.

Assessment, Counseling, and Training of Integrated Visually Impaired Children

1979 ◽  
Vol 73 (9) ◽  
pp. 351-358
Author(s):  
Eva Lindstedt
Keyword(s):  
Visually Impaired ◽  
Team Work ◽  
Residential School ◽  
Handicapped Children ◽  
Time Period ◽  
Visually Handicapped ◽  
Impaired Children ◽  
Visually Impaired Children ◽  
And Training

Describes experimental work that has been carried out in creating services for integrated visually handicapped children at a Center of assessment, counselling and training, located at a residential school. The principles and methods applied are outlined and a report given of 70 children visiting the Center during one time period. The clinical procedure and follow-up is described. The complexity of the problems and the necessity of an individual approach in habilitation is stressed as well as the importance of team work engaging both professional and nonprofessional persons.

Interagency Cooperation in an Adult Discussion Group for Visually Impaired Older People

1978 ◽  
Vol 72 (1) ◽  
pp. 15-19
Author(s):  
Donna L. Emerson ◽  
Marla Long
Keyword(s):  
Older People ◽  
Elderly People ◽  
Group Process ◽  
Visually Impaired ◽  
Discussion Group ◽  
Specific Model ◽  
Stages Of Development ◽  
Interagency Cooperation ◽  
Visually Handicapped ◽  
Community Cooperation

The National Association for Visually Handicapped Adult Discussion Group offered a workshop to change the attitudes of a group of visually impaired older people. From an examination of the group process, four discernible stages of development were observed. Also outlined is a specific model of community cooperation among agencies for the visually handicapped and sighted elderly people.

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