Incorporating Culture into Listening Comprehension Through Presentation of Movies

The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to various pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages:previewing, viewing, and postviewing. In the previewing stage, learners read a bried description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize-either with or without any subtitles-and while doing so they are supposed to answer several questions in written form. Finally, the learners are enganged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sentizing them to the target culture, which is an inseparable aspect of language learning.

Download Full-text

TEACHING LISTENING COMPREHENSION AT A NON-LINGUISTIC UNIVERSITY: FACILITATION THROUGH INTERNALIZATION OF CONNECTED ENGLISH SPEECH FEATURES

Bulletin of Kemerovo State University ◽

10.21603/2078-8975-2018-2-183-189 ◽

2018 ◽

pp. 183-189

Author(s):

I. N. Kosheleva

Keyword(s):

Foreign Language ◽

Language Learning ◽

Listening Comprehension ◽

Language Skills ◽

Foreign Language Learning ◽

Language Teachers ◽

Teaching Staff ◽

Listening Skills ◽

Bottom Up ◽

Phonological Features

Listening is not only one of the most important language skills, which is necessary for everyday communication, but an integral part of foreign language learning. It is evident that the students need an effective training in building auditory skills. However, proper attention is seldom paid to the process of listening to the English speech, altering phoneme recognition in the stream of speech, which often causes difficulties in audio-comprehension. The subject of this research is facilitation of teaching listening comprehension to the students of non-linguistic universities. The purpose of the article is to identify the core phonological features of coherent English speech and provide the examples of activities aimed at their recognition. The methodological framework of the conducted research is represented by bottom-up approach to teaching listening and the tenet that speech perception and comprehension by ear is a process. Therefore, the ability to correctly decode phonemes, words, phrases and infer meaning plays an utmost role. In thiscontext the students’ wrong answers should be analyzed, it contributes to determining the point of misunderstanding. It is shown that making students aware of phonological features of coherent English speech helps them to overcome difficulties in audiotext perception and thus enhances teaching listening comprehension. The results of the research can be of interest to both foreign language teachers and to the researchers dealing with English phonetics learning. Finally, the conclusions are drawn that a successful development of listening skills requires a combination of the bottom-up and top-down approaches. This enables teaching staff to create favorable conditions for acquisition of one of the most challenging language skills.

Download Full-text

The Impact of Cultural Background on Listening Comprehension of Saudi EFL Students

10.31235/osf.io/vr4gp ◽

2020 ◽

Author(s):

Mohammad Hamad Al-khresheh

Keyword(s):

Foreign Language ◽

Language Learning ◽

Listening Comprehension ◽

Cultural Background ◽

Listening Skills ◽

Saudi Students ◽

Efl Students ◽

Teaching Learning ◽

Listening Process ◽

The Impact

One of the most critical areas where considerable attention is required in teaching a foreign language involves listening skills. Listening plays an essential role in both communication and learning, and it is one of the most crucial necessary language skills in the field of language learning. Recent studies in foreign language listening have extensively focused on the prevailing difficulties of listening. There has been little research on the cultural- background as a sociolinguistic dimension of listening. Therefore, this study set out to determine whether Saudi EFL students face particular difficulty in their listening comprehension, to identify possible reasons for the problems, and to find out whether the cultural- background affects the listening process. To achieve these objectives, a triangulation method was followed. A diagnostic test and a questionnaire were used on a group of 31 Saudi students of English and a reflective essay was carried out on eight EFL teachers. The findings suggest, first, that listening is the most challenging language skill and, second, that Saudi EFL students encounter substantial difficulty in the perception, parsing, and utilization phases of their listening comprehension for many reasons. The findings also suggest that the cultural background has a significant effect on their listening process. This study is expected to contribute markedly towards increasing the understanding of listening difficulties in language learning, and improving the teaching-learning process, by recommending effective remedies for addressing such challenges.

Download Full-text

The students' perception on the use of computer assisted language learning

Journal of Applied Studies in Language ◽

10.31940/jasl.v5i1.2443 ◽

2021 ◽

Vol 5 (1) ◽

pp. 174-186

Author(s):

Kartika Marta Budiana ◽

Keyword(s):

Foreign Language ◽

Language Learning ◽

Listening Comprehension ◽

Qualitative Approach ◽

Computer Assisted ◽

Computer Assisted Language Learning ◽

English Learning ◽

Listening Skills ◽

Foreign Language Acquisition ◽

Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

Download Full-text

LISTENING AS A RECEPTIVE VIEW OF SPEECH ACTIVITY

AZIMUTH OF SCIENTIFIC RESEARCH: PEDAGOGY AND PSYCHOLOGY ◽

10.26140/anip-2021-1001-0054 ◽

2021 ◽

Vol 10 (34) ◽

Author(s):

E.V RUBTSOVA ◽

◽

N.V DEVDARIANI ◽

Keyword(s):

Foreign Language ◽

Language Learning ◽

Facial Expressions ◽

Pattern Matching ◽

Listening Comprehension ◽

Foreign Language Learning ◽

Listening Skills ◽

Speech Activity ◽

Mental Properties ◽

Relationship Of

This article deals with the special fork of speech activity - listening (hearing). The focus is on the receptive nature of this component of learning a foreign language. Based on the methodology of studying the problem, in this study, listening is understood as the internal form of the human activities associated with many aspects of mental properties of the person. Noting the multidimensional nature of hearing, the authors emphasize the involvement in the processes of perceptual (perception), thinking (analysis, synthesis, induction, deduction, etc.) and mnemonic activity (the formation of certain images, the ability to learn and recognize them as the result of pattern matching in memory). Studying the direct relationship of listening comprehension with verbal communication within the communicative approach to foreign language learning, the authors argue the need for the development of listening skills, without which the process of communication in the language impossible. The formation of listening skills promotes thinking by using visual and sound images, helping to recreate a complete picture of what is happening. Based on my own pedagogical experience, the study authors believe it is necessary to pay attention to non-verbal supports in the process of communication and perception of information aurally much attention, such as gestures, facial expressions, touch and other, which are designed to reinforce auditory sensation, and to facilitate the process of perception and information processing.

Download Full-text

Listening Comprehension as a Key Component towards the Success of Foreign Language Learning

American Journal of Education and Practice ◽

10.47672/ajep.549 ◽

2020 ◽

Vol 4 (1) ◽

pp. 36-43

Author(s):

Evans KOKROKO ◽

James Kwaku DUMENYAH

Keyword(s):

Literature Review ◽

Foreign Language ◽

Language Learning ◽

Listening Comprehension ◽

Teaching And Learning ◽

Foreign Language Learning ◽

Speech Communication ◽

Listening Skills ◽

Comprehension Skills ◽

Oral Speech

The objective of this article is to clarify the importance of using listening comprehension to facilitate the process of teaching and learning a foreign language. The approaches underlying the trends supporting listening comprehension teaching and learning, coupled with the literature review point to the development of listening skills as a sure way of smooth foreign language learning. The success of developing listening comprehension skills is hedged on involvement of the learner in well thought out activities by the teacher, their effort and practice, as well as the use of ICT. Researchers in the study exhibit components of oral speech communication which provides the basis for development of other speech aspects and cognitive development. Those findings suggest that oral speech communication is a prerequisite for language acquisition

Download Full-text

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

e-mentor ◽

10.15219/em92.1545 ◽

2021 ◽

Vol 92 (5) ◽

pp. 26-35

Author(s):

Olena Davydenko ◽

Keyword(s):

Foreign Language ◽

University Students ◽

Language Learning ◽

Listening Comprehension ◽

Foreign Language Learning ◽

First Year ◽

Listening Skills ◽

First Year Students ◽

Alternative Means ◽

Learning English

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.

Download Full-text

Does listening comprehension improve as a result of a short study abroad experience?

Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics ◽

10.1075/resla.28.1.09lla ◽

2015 ◽

Vol 28 (1) ◽

pp. 199-212 ◽

Cited By ~ 4

Author(s):

Àngels Llanes ◽

Goretti Prieto Botana

Keyword(s):

College Students ◽

Costa Rica ◽

Study Abroad ◽

Language Learning ◽

Crucial Role ◽

Listening Comprehension ◽

Listening Skills ◽

Oral Fluency ◽

Learning Contexts ◽

To Receive

The need to function in multilingual environments and the fact that study abroad (SA) is believed to be one of the most efficient language learning contexts (Collentine, 2009) have boosted the popularity of SA programs. While numerous recent studies have examined the SA impact on oral fluency, vocabulary or writing, among others, certain areas, such as listening skills (Llanes, 2011), have yet to receive substantial attention. In an attempt to address this issue, a pretest-posttest design study was conducted to gauge the listening skills of 12 college students at the beginning and the end of a 5-week SA experience in Costa Rica. Results from non-parametric tests revealed that despite the brief duration of the program, participants’ overall listening comprehension improved significantly. Individual analysis revealed that significant gains emerged in exit tasks in which the topic of conversation was kept consistent, suggesting that contextualization plays a crucial role in input comprehension.

Download Full-text

UTILIZING YOUTUBE TO DEVELOP NURSING STUDENTS’ AUTONOMOUS LEARNING AND LISTENING COMPREHENSION: AN EXPERIMENTAL STUDY

Nursing Current Jurnal Keperawatan ◽

10.19166/nc.v7i2.2278 ◽

2020 ◽

Vol 7 (2) ◽

pp. 1

Author(s):

Michael Recard ◽

Sandra Sembel ◽

Shinta Hasibuan

Keyword(s):

Experimental Study ◽

Nursing Students ◽

Language Learning ◽

Listening Comprehension ◽

English Language ◽

Industrial Revolution ◽

Autonomous Learning ◽

Control Group ◽

Listening Skills ◽

Comprehension Skills

Industrial Revolution (IR) 4.0. is about dealing with digital-native students and developing autonomous learning. One possible strategy to deal with these issues is using YouTube as a tool for English language learning. There have been some studies discussing the effectiveness of using it, yet we still have niches; for instance, deeper and wider contexts and respondents. Thus, this study aims to examine students’ autonomy over their learning and whether YouTube can develop the listening comprehension skills of nursing students in a Faculty of Nursing in Tangerang. To achieve the first aim, quantitative and qualitative studies were conducted, while for the second aim, an experimental study was used. The experimental study involved an experimental group consisting of 16 students and a control group consisting of 16 students. The result shows that the participants consider YouTube as a useful support to develop their autonomy in learning English and YouTube video has been successful to develop their listening skills.

Download Full-text

Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

The EuroCALL Review ◽

10.4995/eurocall.2011.16272 ◽

2011 ◽

Vol 19 ◽

pp. 56

Author(s):

Vehbi Turel

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Learners ◽

Real World ◽

Digital Computer ◽

Foreign Language Learning ◽

Listening Skills ◽

Positive Effects ◽

Different Types ◽

Audio Video

The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.

Download Full-text

The Effects of Audio Comedy Test on Listening Comprehension Skills of EFL Learners

Journal of Education and Culture Studies ◽

10.22158/jecs.v3n2p90 ◽

2019 ◽

Vol 3 (2) ◽

pp. 90

Author(s):

Anton Subarno ◽

Wen-Fu Pan ◽

Mei-Ying Chien

Keyword(s):

Foreign Language ◽

Listening Comprehension ◽

Female Students ◽

Test Results ◽

Listening Skills ◽

Efl Learners ◽

Practice Tests ◽

Comprehension Skills ◽

English Listening Test ◽

Senior Students

This study aims to investigate the effects of audio comedy on English listening comprehension test results of English as a Foreign Language (EFL) learners. The English listening test comprises four sections; each section has a seven-minute comedy audio mode and 13 questions, and participants listen to the four sections successively. This study was conducted with 117 sophomore, junior and senior students at Sebelas Maret University in Indonesia. Two-way Analysis of Variance (ANOVA) was adopted to distinguish between male and female students on the four successive test sections measuring English listening comprehension skills. The findings are: 1. Successive practice tests will stimulate English listening skills; and 2. Successive practice tests will improve students’ English listening skills. The comedy audio mode creates a low-stress English listening atmosphere and reduces the learner’s anxiety.

Download Full-text