Enhancing Listening Fluency through Well-beaten Path Approach

2016 ◽  
Vol 6 (3) ◽  
pp. 592
Author(s):  
Saeed Ghaniabady ◽  
Hamid Reza Hashemi
Keyword(s):  
Language Acquisition ◽  
The Other ◽  
Listening Test ◽  
Efl Learners ◽  
Listening Skill ◽  
Study Results ◽  
Teaching Of Listening ◽  
Primary Channel

It is axiomatic that listening skill is the primary channel to the process of language acquisition. To foster this skill, a wide array of approaches and methods has been offered, one of which is the often-neglected well-beaten approach. The current study is an attempt to provide glimpse into the possible effect of employing well-beaten path approach on developing learners’ listening fluency. To achieve such intent, 60 EFL learners were randomly selected and assigned to two groups. Before assigning them, they sat for a pre-test to ensure their homogeneity. For one group the well-beaten path approach was applied in that the same listening test was repeated three times and for the other group the test was run only once. The findings signified that using a well-beaten approach noticeably leads learners to outperform their listening fluency. The study results might significantly contribute to the more optimal teaching of listening skill.

scholarly journals Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening

2021 ◽  
Vol 3 (6) ◽  
pp. 13-25
Author(s):  
Nguyen Nu Nhu Linh
Keyword(s):  
Learning Styles ◽  
Background Knowledge ◽  
The Other ◽  
Efl Learners ◽  
Listening Skill ◽  
The World ◽  
Efl Students ◽  
First Time ◽  
International English

Among the well-known international English tests, IELTS has been seen as one of the most well-trusted and popular to EFL learners throughout the world. In Vietnam, most of the universities require their EFL students to have an IELTS score of 6.5 or 7.0 to fulfil their bachelor degree program, which is not quite an easy job. The paper emphasizes the role of background knowledge in improving IELTS Listening scores for EFL students at Saigon University. The research was done by observing two groups of students learning Listening Module 3 at the institution. They were required to do the same test; however, while a group was constructed with pre-listening activities, the other simply listened and completed the task without preparation. The result showed little difference between the two groups in terms of efficiency, but most of the students in the first group were able to complete their test in the first time listening while some members of the latter group needed a second time. They were then required to complete a survey, including learning styles and attitudes. The results also tell us that EFL students pay much attention to pre-listening activities, and they believe such tasks can help them do their listening test better.

scholarly journals Negotiation of Meaning and Language Acquisition by Indonesia EFL Learners

2015 ◽  
Vol 12 (1) ◽  
pp. 60
Author(s):  
Hery Yufrizal
Keyword(s):  
Language Acquisition ◽  
Undergraduate Students ◽  
Role Play ◽  
The Other ◽  
Dyadic Interactions ◽  
Negotiation Of Meaning ◽  
Efl Learners ◽  
Information Gap ◽  
Same Gender

This study was aimed at investigating negotiation of meaning among Indonesian learners of EFL in English interaction. It was also intended to examine which type of tasks stimulate the learners to negotiate meaning. Forty undergraduate students were involved in this study. Information gap, Jigsaw, and Role-play tasks were given to students for dyadic interactions. The results show that the information gap tasks were more productive than the other two types of tasks. The study also shows that more interaction and negotiation of meaning were produced by the learners in the same gender and the same proficiency dyads when they were assigned the information gap and jigsaw tasks.

Study of Consonant Pronunciations Errors Committed by EFL Learners

2019 ◽  
pp. 48-56
Author(s):  
Ali Akbar Khansir ◽  
Afsaneh Salehabadi
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Age Group ◽  
Efl Learners ◽  
Listening Skill ◽  
English Pronunciation ◽  
Efl Students ◽  
Knowledge Of Language

As the topic suggests, the research paper presents Study of Consonant Pronunciations Errors Committed by EFL Learners. Error analysis always tries to resolve language learners’ problems in acquiring second or foreign language setting. Learning to English pronunciation is perhaps as important as learning listening skill, speaking, and spelling. Errors in English pronunciation create several problems for English language learners in their works. In other words, most of the English language errors of pronunciation are due to the lack of knowledge of language learners. However, all the students in our sample are of age group (16-25) at Bushehr language institute and they are all Iranian nationals. In addition, all of them were female learners. An English pronunciation (consonant) test was used to get information about the knowledge of the learners in English pronunciation. Findings of this article indicated that the first and second hypotheses of this article were accepted, but the third hypothesis was rejected. However, the findings of this paper showed that the Iranian EFL students have problem to pronounce English sounds correctly.

THE EFFECT OF METACOGNITIVE INSTRUCTION ON MAXIMIZING EFL LEARNERS’ METACOGNITIVE AWARENESS IN LISTENING

2018 ◽  
Vol 7 (1) ◽  
pp. 8-17
Author(s):  
Mahsa Assadi
Keyword(s):  
Experimental Research ◽  
Listening Comprehension ◽  
Intervention Program ◽  
Metacognitive Awareness ◽  
Listening Test ◽  
Efl Learners ◽  
Metacognitive Instruction ◽  
Before And After ◽  
Comprehension Ability ◽  
The Impact

This study reports a pre-experimental research on the impact of metacognitive instruction on EFL learners’ metacognitive awareness and their listening performance. To obtain the goal of the study, a group of 30 Iranian intermediate EFL learners, including 14 males and 16 females, were selected randomly. Their ages range from 20 to 24. The participants took part in 16 weeks’ intervention program based on metacognitive pedagogical sequence consisted of five stages. The metacognitive awareness listening questionnaire (MALQ), and a listening test were also used to find changes in metacognitive awareness and listening performance before and after the treatment. The results of comparing pre and posttests scores revealed that metacognitive instruction raised the learners’ metacognitive awareness and helped them improve their listening comprehension ability.

The acquisition of Hungarian recursive PPs

2018 ◽  
Vol 4 (1) ◽  
pp. 105-123
Author(s):  
Ágnes Langó-Tóth
Keyword(s):  
Language Acquisition ◽  
Functional Element ◽  
The Other ◽  
Functional Head ◽  
Experiment Subject ◽  
The Given

Abstract In this study an experiment is presented on how Hungarian children interpret two word orders of recursive PPs (subject-PP-verb and PP-subject-verb order). According to the research of Roeper (2011) and Hollebrandse and Roeper (2014), children tend to give conjunctive interpretation to multiple embedded sentences at the beginning of language acquisition. This interpretation later turns into an adult-like, recursive interpretation. Our aim is to discover (i) whether Hungarian children start with conjunction as well, and whether (ii) the apparently more salient functional head lévő appearing in Hungarian recursive PPs can help them to acquire the correct, recursive interpretation early. We also want to find out whether (iii) the word orders in recursive PPs have an influence on the acquisition of children. In this paper two experiments are presented conducted with 6 and 8-year-olds and adults, in which the participants were asked to choose between two pictures. One of the pictures depicted recursive and the other one depicted conjunctive interpretation of the given sentence. In the first experiment subject-PP-verb order was tested, but in the second one sentences were tested with PP-subject-verb order. We will claim that lévő, which is (arguably) a more salient Hungarian functional element than -i, does not help children to acquire the embedded reading of recursive sentences, because both of them are overt functional heads. However, the two types of word orders affect the acquisition of recursive PPs. PP-subject-verb order is easier to compute because the order of the elements in the sentences and the order of the elements in the pictures matches.

Teaching Translation:

2017 ◽  
Vol 1 (1) ◽  
pp. 17-23
Author(s):  
Rina Alfikawati Rohmah ◽  
Zida Kamalia
Keyword(s):  
Teaching Method ◽  
The Other ◽  
Efl Learners ◽  
Other Hand ◽  
Qualitative Descriptive ◽  
Inaccurate Result

Google Translate as the recent platform which enables people translate from one language to others has been hype nowadays.On the other hand, inaccurate result in translating frequently happens. In accordance with that, Google Translate lets everyone help them in correcting the result of translation through their Google account. They are asked to fix inaccurate words then give corrections or translate from one language to others. This idea has been brought as teaching method in Translation course for EFL learners at Department of English of Universitas Negeri Malang. By giving contribution in translating the words, they will get badges and stats as rewards and become the lecturer’s assessment. Therefore, the researchers are going to analyze the effectiveness of Google Translate based in Translation course. Meanwhile, the significance of this study is to give insight for education practitioners in developing teaching method of Translation. The data is analyzed using qualitative descriptive by distributing questionnaire to twenty seven EFL learners who took the course and interviewing the lecturer who applied this method.

On the Measurement of Interfirm Power in Channels of Distribution

1983 ◽  
Vol 20 (2) ◽  
pp. 158-166 ◽  
Author(s):  
Gary L. Frazier
Keyword(s):  
Construct Validity ◽  
Marketing Channels ◽  
The Other ◽  
Role Performance ◽  
Channel System ◽  
Empirical Results ◽  
Channels Of Distribution ◽  
Channel Relationship ◽  
Primary Channel

Based in part on previous research reported in the marketing channels literature, an approach for measuring interfirm power is developed which centers on power's hypothesized sources. Within a dyadic channel relationship, the role performance of a firm in its primary channel responsibilities is seen to drive the level of the other firm's dependence in their relationship. This dependence, in turn, determines the former firm's level of power over the latter firm. Empirical results from a study in a franchise channel system are used to evaluate the reliability and construct validity of the proposed measures.

Intra-individual variation in adults and children: measuring and conceptualizing individual dialect–standard repertoires

2021 ◽  
Vol 7 (s2) ◽  
Author(s):  
Irmtraud Kaiser ◽  
Andrea Ender
Keyword(s):  
Language Acquisition ◽  
Individual Variation ◽  
The Other ◽  
Standard Language ◽  
Methodological Choices ◽  
Standard Spectrum ◽  
Speech Data ◽  
Adults And Children ◽  
The One ◽  
The Individual

Abstract This paper explores intra-individual variation as a manifestation of language-internal multilingualism in the Central-Bavarian Austrian context. Based on speech data from children and adults in different contexts, we discuss different methods of measuring and analyzing inter-situational variation along the dialect and standard language spectrum. By contrasting measures of dialectality, on the one hand, and proportions of turns in dialect, standard language or intermediate/mixed forms on the other, we gain complementary insights not only into the individual dialect-standard repertoires but also into the consequences of different methodological choices. The results indicate that intra-individual variation is ubiquitous in adults and children and that individual repertoires need to be taken into account from the beginning of the language acquisition process. We suggest that while intra-individual variation can be attested through the use of various methods, the revealed level of granularity and the conclusions that can be drawn as to the individual repertoires on the dialect-standard spectrum largely depend on the measures used and their inherent assumptions and intrinsically necessary categorizations.

Individual Differences in Attention and the Prediction of Flight Criteria

1971 ◽  
Vol 33 (3_suppl) ◽  
pp. 1335-1342 ◽  
Author(s):  
Daniel Gopher ◽  
Daniel Kahneman
Keyword(s):  
Individual Differences ◽  
Selective Attention ◽  
Dichotic Listening ◽  
High Performance ◽  
The Other ◽  
Listening Test ◽  
Transient Instability ◽  
High Performance Aircraft

A dichotic listening test was constructed which requires S to monitor a relevant message and to ignore a concurrent message presented to the other ear. The test has promising validity for predicting different criteria of proficiency in flying high-performance aircraft. An analysis of the most valid type of errors suggests that a change in an existing orientation is accompanied by a transient instability of selective attention. Most errors in continuous attention are omissions, which indicate a failure of the listening set. Intrusions, which indicate a failure of selectivity, are rare and their frequency is not correlated to flight criteria.

Research meets practice

2016 ◽  
Vol 51 (3) ◽  
pp. 236-251 ◽  
Author(s):  
ZhaoHong Han
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
The Other ◽  
Research And Teaching ◽  
Research Findings ◽  
Instruction And Learning ◽  
The Relationship

At the recent CLTA-S2 conference, a spirited debate occurred between critics of second language acquisition (SLA) research and researchers who embraced it. Fascinating as it was, neither camp appeared to have convinced the other, but, more important, the debate left much of the audience flummoxed. In this paper, I intend to provide a follow-up, attempting to clarify a) the relationship between research and teaching in the context of Chinese as a second language (CSL), b) misunderstandings on the part of critics over research findings, and c) potential pitfalls in interpreting the SLA literature. My goal is to encourage, as well as contribute to, further communication between the two camps, for the ultimate good of CSL instruction and learning.

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