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

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.

scholarly journals A Discussion of Foreign Language Listening Problems and Their Causes among Intermediate EFL learners in Chinese universities

2021 ◽  
Vol 5 (8) ◽  
pp. 47-59
Author(s):  
Zhiyi Zhu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Spoken Word Recognition ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Chinese Universities ◽  
Bottom Up ◽  
Factors Affecting ◽  
Efl Learners ◽  
Chinese Context

Listening has been considered as the most important language skill by many researchers but in Chinese context it has been overlooked for years. The Foreign Language (FL) listening problems gradually reveal when students attend to the Listening Course in universities or colleges. This paper at first illustrates the importance of listening in foreign language learning and provides a discussion on the top-down and bottom-up processes with the analysis of Anderson’s three-model of language comprehension [9] as well as the factors affecting listening comprehension in Foreign Language in general, aiming at the illustration of the necessity on one of the bottom-up processes - the Spoken Word Recognition (SWR). The analysis of two issued official guiding documents for Chinese university students and the current situation of English listening teaching in Chinese universities are followed, providing a general background on English listening teaching in Chinese context. Three possible foreign language listening problems and their causes are proposed, followed by the pedagogical suggestions to EFL learners who are improving their listening skills and instructors who are advancing their teaching procedures.

scholarly journals LISTENING AS A RECEPTIVE VIEW OF SPEECH ACTIVITY

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.

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

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

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

e-mentor ◽  
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.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Wirklichkeitsnah oder stereotyp? Das Bild von Dänemark und den Dänen in ausgewählten deutschen Lehrbüchern für Dänisch als Fremdsprache

2016 ◽  
Vol 20 (1) ◽  
pp. 91-104
Author(s):  
Józef Jarosz
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Language Skills ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Transfer Of Knowledge ◽  
Language Competence ◽  
Communication Situations ◽  
Successful Transfer

Abstract The contemporary teaching of foreign languages assumes the development of the ability to use a foreign language in different communication situations. Apart from language competence, also the cultural competence is developed as it is a necessary component of communication. A successful transfer of knowledge and language skills in the process of foreign language learning is determined by a textbook (in addition to other factors). The goal of this article is to analyze the content and assess three Danish textbooks, which were published in Germany in the years 2008-2010. The textbooks are examined in terms of knowledge about Danish life and institutions, the transfer of intercultural competence and the presence of stereotypes. The textbooks were studied based on the list of criteria and it resulted in stating that the textbooks fulfill the objective of providing the knowledge about the country to a great degree. The intercultural component and the issue of stereotypes are dealt with in a different manner.

Beliefs about foreign language learning among students training to teach English as a foreign language

2011 ◽  
Vol 39 (5) ◽  
pp. 645-653 ◽  
Author(s):  
Julide Inozu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Classroom Practice ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Learning Beliefs ◽  
Trainee Teachers ◽  
Teachers Beliefs ◽  
Language Learning Beliefs

Teachers' beliefs and theoretical knowledge have important effects on their classroom practice and teaching methodology. As trainee teachers' beliefs are critical to their professional development, and ultimately to their learners' improvement, an investigation of the language learning beliefs of trainee English as a foreign language teachers is particularly important. In keeping with this idea, the author examined the key beliefs trainee teachers held relating to language learning during their period of training. Although a few developmental changes were found over the period of training, the overall responses of the trainee teachers remained the same throughout the years of training in most of the beliefs researched.

scholarly journals Metacognitive Awareness and Critical Thinking Abilities of Pre-service EFL Teachers

2018 ◽  
Vol 7 (5) ◽  
pp. 116
Author(s):  
Dilek Cakici
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Language Teachers ◽  
Metacognitive Awareness ◽  
Learning Context ◽  
Efl Teachers

The primary aim of current study was to investigate the possible relationship between Metacognitive Awareness (MA) and Critical Thinking Skills (CTS) in a foreign language learning context. In addition, this research aimed to probe the effect of gender and years of pre-service English language teachers on the relation between metacognitive awareness and critical thinking abilities. 218 pre-service EFL (English as a Foreign Language) teachers participated in the study. Metacognitive Awareness Inventory and Critical Thinking Questionnaire were employed to gather necessary data. Obtained results confirmed that there existed a highly significant positive correlation between MA and CTS. Besides, the results indicated that there was a strong relation between the years of pre-service EFL teachers and their MA and CTS. Seniors were found to be more metacognitively aware and critical thinkers than their counterparts. Conversely, it was revealed that there was no gender effect on both MA and CTS. Finally, certain suggestions were set for tertiary institutions to develop metacognition and critical thinking skills in foreign language classroom settings.

An analysis of translation errors made by Brazilian students

1987 ◽  
Vol 8 (2) ◽  
pp. 25
Author(s):  
Maria da Conceição Magalhães Vaz de Mello
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Mother Tongue ◽  
Communication Strategies ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Topic Avoidance ◽  
Foreign Language Learners ◽  
Brazilian Students ◽  
Translation Errors

This paper presents an analysis of the errors which occurred in translations from Portuguese into English written by Brazilian students. This topic has been chosen because there are few studies of errors made by Brazilian students In the process of learning English and also because many language teachers still consider interference from the mother tongue the only source of errors in foreign language learning. Errors due to interference from the foreign language itself have often been disregarded. In order to explain the causes of the errors five categories were established: errors due to LI interference, errors due to L2 interference, errors due to LI and/or L2 interference, errors due to communication strategies and errors of Indeterminate origin. Errors due to communication strategies were classified according to three different types, proposed by Tarone (1977). The first is topic avoidance, the second is paraphrase and the third is conscious transfer. Errors of indeterminate origin are unsystematic and cannot be assigned to any of the other four categories. My claim In this paper is that since the speech of children learning their first language contains many errors, foreign language learners should be allowed to make errors. By making errors learners provide the teacher with information about what they haven't learned. Este artigo apresenta uma analise dos erros que ocorreram em versões do português para o inglês feitas por alunos brasileiros. Este tópico foi escolhido porque ha poucos estudos sobre erros feitos por alunos brasileiros durante o processo de aprendizagem do inglês e também porque muitos professores de línguas ainda consideram a interferência da língua materna como a única fonte de erros na aprendizagem de uma língua estrangeira. Erros de interferência da própria língua estrangeira freqüentemente não são considerados. Para explicar as causas dos erros cinco categorias foram estabelecidas: erros de interferência da LI, erros de interferência da L2, erros de interferência da LI e/ou da L2, erros de estratégias de comunicação e erros de origem indeterminada. Os erros de estratégia de comunicação foram classificados de acordo com três tipos diferentes sugeridos por Tarone (1977). O primeiro é abstenção de tópico, o segundo, paráfrase e o terceiro, transferência consciente. Erros de origem indeterminada não são sistemáticos e não podem ser classificados de acordo com nenhuma das outras quatro categorias. Um dos objetivos deste trabalho é provar que, do mesmo modo que a fala de crianças aprendendo sua língua materna apresenta muitos erros, alunos aprendendo uma língua estrangeira também deveriam poder fazer erros. Ê através dos erros de seus alunos que o professor consegue informação sobre aquilo que eles ainda não aprenderam.

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