scholarly journals Extensive Listening in ESP: An Experiment in the Course of “English for Tourism 2” at Dalat University

2018 ◽  
Vol 34 (4) ◽  
Author(s):  
Nguyen Truong Quynh Nhue ◽  
Truong Thi My Van ◽  
Nguyen Vu Long
Keyword(s):  
Listening Comprehension ◽  
English Language ◽  
Design Procedure ◽  
Theory And Practice ◽  
English For Specific Purposes ◽  
Control Group ◽  
Listening Test ◽  
Cambridge University ◽  
Oxford University ◽  
Oxford University Press

This article presents the results of an experimental study on the practice of extensive listening strategy (EL) for the third-year students at the Faculty of Tourism, Dalat University, when studying the course of English for Specific Purposes (ESP) “English for Tourism 2”. The students of the experimental group spent eight weeks conducting searching listening materials, listening outside the classroom independently and with their team, taking weekly listening tests designed by other teams before taking the final listening test; the results of which would be used to compare with the English listening results of the control group performing traditional listening practice activities. The results of the final listening test, survey and interview responses revealed a statistically significant positive correlation between the application of EL during the course period with the English listening competence of the students, researchers also investigated the perception of these students about the application of this listening strategy. This study implies improvements in the design for future implementations of EL, including the length of practising EL activities and the enhancement of students participation in these listening activities Keywords English for Specific Purposes (ESP); Extensive listening (EL); Listening skills References 1. Bruce, I., Introduction to EAP: Key issues and concepts, in Theory and concepts of English for academic purposes2011, Palgrave Macmillan: Hampshire, UK. p. 3-14.2. Field, J., Special issue: Listening in EAP. Journal of English for academic purposes, 2011. 10(2): p. 73-78.3. Beall, M.L., et al., State of the context: Listening in education. International journal of listening, 2008. 22: p. 123-132.4. Bommelje, R., J.M. Houston, and R. Smither, Personality characteristics of effective listeners: A five factor perspective. International Journal of Listening, 2003. 17: p. 32-46.5. Conaway, M.S., Listening: Learning tool and retention agent., in Improving reading and study skills, A.S. Algier and K.W. Algier, Editors. 1982, Jossey-Bass: San Francisco, CA. p. 51-63.6. Ridgway, T., Listening strategies - I beg your pardon? ELT Journal, 2000. 54(2): p. 179-185.7. Brown, S., Teaching listening2006, Cambridge, England: Cambridge University Press.8. Ediger, M., Listening in the integrated curriculum. Reading Improvement, 2012. 49(1): p. 3-5.9. Richards, J.C. and R. Schmidt, Longman dictionary of language teaching and applied linguistics. 3rd ed2002, Harlow, England: Pearson Education Ltd.10. Bruce, I., The EAP and teaching the listening skill, in Theory and concepts of English for academic purposes2011, Palgrave Macmillan: Hampshire, UK. p. 154-176.11. Flowerdew, J. and L. Miller, in Second language Listening: Theory an practice2005, Cambridge University Press: Cambridge, England.12. Harmer, J., Listening., in The practice of English language teaching2007, Pearson Education: Essex, England. p. 303-322.13. Thiele, A. and G. Scheibner-Herzig, Listening comprehension training in teaching english to beginners. System, 1983. 11(3): p. 277-286.14. Chang, A.C.S., Gains to L2 listeners from reading while listening vs. listening only in comprehending short stories. System, 2009. 37(4): p. 652-663.15. Brett, P., A comparative study of the effects of the use of multimedia on listening comprehension. System, 1997. 25(1): p. 39-53.16. Brown, R., Extensive listening in English as a foreign language. Language Teacher, 2007. 31: p. 15.17. Ferrato, T. and M. White, Ring the bell - It's time for EL! ETJ Journal, 2009. 20: p. 20-21.18. Siegel, J., Thoughts on L2 listening pedagogy. ELT Journal, 2011. 65(3): p. 318-321.19. Harmer, J., Teaching language skills., in The practice of English language teaching2007, Pearson Education: Essex, England. p. 265-282.20. Mayora, C.A., Extensive listening in a Colombian university: Process, product, and perceptions. HOW, 2017. 24(1): p. 101-121.21. Cohen, L., L. Manion, and K. Morrison, Tests., in Research methods in education2011, Routledge: Oxon, England. p. 476-495.22. Richards, J.C., Listening Comprehension: Approach, Design, Procedure. TESOL quarterly, 1983. 17(2): p. 219-240.23. Foddy, W. and W.H. Foddy, Constructing questions for interviews and questionnaires: Theory and practice in social research1994: Cambridge university press.24. Kiany, G.R. and E. Shiramiry, The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal, 2002. 20(1): p. 57-63.25. Harding, K. and P. Henderson, High Season2000, Oxford, England: Oxford University Press.26. Walker, R. and K. Harding, in Tourism 12006, Oxford University Press: Oxford, England. p. 93.

scholarly journals Abstracts: Applied linguistics

2007 ◽  
Vol 40 (4) ◽  
pp. 364-366
Keyword(s):  
Second Language Acquisition ◽  
English Language ◽  
Electronic Materials ◽  
Applied Linguistics ◽  
Word Sense Disambiguation ◽  
Word Sense ◽  
Cambridge University ◽  
Oxford University ◽  
Discourse Processes ◽  
Oxford University Press

07–637Banerjee, Sudipta (C-DAC, India; [email protected]) & B. Mullick, Word sense disambiguation and WordNet technology. Literary and Linguistic Computing (Oxford University Press) 22.1 (2007), 1–15.07–638Cao, Deborah (Griffith U, Brisbane, Australia; [email protected]), Inter-lingual uncertainty in bilingual and multilingual law. Journal of Pragmatics (Elsevier) 39.1 (2007), 69–83.07–639De Vega, Manuel (U La Laguna, Tenerife, Spain), Mike Rinck, José M. Díaz & InmaculadaLeón, Figure and ground in temporal sentences: The role of the adverbs whenandwhile. Discourse Processes (Erlbaum) 43.1 (2007), 1–23.07–640L'Haire, Sébastien (U Geneva, Switzerland; [email protected]), Fipsortho: A spell checker for learners of French. ReCALL (Cambridge University Press) 19.2 (2007), 137–161.07–641López-Varela Azcárate, Asunción (U Complutense Madrid, Spain; [email protected]), Didactic patterns for electronic materials in the teaching of interculturalism through literature: The experience of the research group LEETHi. ReCALL (Cambridge University Press) 19.2 (2007), 121–136.07–642Ming-Ming, Pu (U Maine at Farmington, USA), The distribution of relative clauses in Chinese discourse. Discourse Processes (Erlbaum) 43.1 (2007), 25–53.07–643Oakes, Michael (U Sunderland, UK; [email protected]) & Malcolm Farrow, Use of the chi-squared test to examine vocabulary differences in English language corpora representing seven different countries. Literary and Linguistic Computing (Oxford University Press) 22.1 (2007), 85–99.07–644Truscott, John (National Tsing Hua U, China; [email protected]), Optionality in second language acquisition: A generative, processing-oriented account. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 311–330.

scholarly journals Applied linguistics

2007 ◽  
Vol 40 (1) ◽  
pp. 80-83
Keyword(s):  
Applied Linguistics ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
French Language ◽  
Santiago De Compostela ◽  
American University ◽  
Cambridge University ◽  
Oxford University ◽  
Language Studies ◽  
Oxford University Press

07–142Bowles, Hugo (U Rome, Italy), Bridging the gap between conversation analysis and ESP – an applied study of the opening sequences of NS and NNS service telephone calls. English for Specific Purposes (Elsevier) 25.2 (2006), 332–357.07–143Charles, Maggie (U Oxford Language Centre, UK), Phraseological patterns in reporting clauses used in citation: A corpus-based study of theses in two disciplines. English for Specific Purposes (Elsevier) 25.2 (2006), 310–331.07–144Csomay, Eniko (San Diego State U, USA), Academic talk in American university classrooms: crossing the boundaries of oral-literate discourse?Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 117–135.07–145Juola, Patrick, John Sofko & Patrick Brennan (Duquesne U, Pittsburgh, USA; [email protected]), A prototype for authorship attribution studies. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 169–178.07–146Kleiber, Georges (UFR Philosophie, linguistique et informatique, 67084 Strasbourg, France; [email protected]) & Francine Gerhard-Krait, Quelque part: du spatial au non spatial en passant par l'indétermination et la partition [Quelque part: From the spatial to the non-spatial by way of indeterminacy and partition]. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 147–166.07–147Northcott, Jill & Gillian Brown (Institute for Applied Language Studies, Edinburgh, UK), Legal translator training: Partnership between teachers of English for legal purposes and legal specialists. English for Specific Purposes (Elsevier) 25.2 (2006), 358–375.07–148Palacios-Martínez, Ignacio & Ana Martínez-Insua (U de Santiago de Compostela, Spain; [email protected]), Connecting linguistic description and language teaching: Native and learner use of existential there. International Journal of Applied Linguistics (Blackwell) 16.2 (2006), 213–231.07–149Pilz, Thomas, Wolfram Luther & Norbert Fuhr (U Duisburg-Essen, Germany; [email protected]), Rule-based search in text databases with nonstandard orthography. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 179–186.07–150Richter Lorentzen, Lise (U Trondheim, Norway; [email protected]), Le fonctionnement du pronom adverbial y et la concurrence entre y, là et là-bas en emploi spatial [The function of the adverbial pronoun y and the competition between y, là and là-bas in spatial use]. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 167–185.07–151Song, Jae Jung (U Otago, New Zealand; [email protected]), The translatability-universals connection in linguistic typology: much ado about something. Babel (John Benjamins) 51.4 (2005), 308–322.07–152Suárez, Octavio Santana, José Rafael Pérez Aguiar, Luis Losada García & Francisco Javier Carreras Riudavets (U Las Palmas de Gran Canaria, Spain; [email protected]), Functional disambiguation based on syntactic structures. Literary and Linguistic Computing (Oxford University Press) 21.2 (2006), 187–197.07–153Yakhontova, Tatyana (Ivan Franko National U L'viv, Ukraine), Cultural and disciplinary variation in academic discourse: The issue of influencing factors. Journal of English for Academic Purposes (Elsevier) 5.2 (2006), 153–167. doi:10.1016/j.jeap.2006.03.002

scholarly journals Teacher education

2007 ◽  
Vol 40 (2) ◽  
pp. 163-168
Keyword(s):  
Teacher Education ◽  
Hong Kong ◽  
Teacher Preparation ◽  
Student Teachers ◽  
Teacher Identity ◽  
English Language ◽  
Language Education ◽  
Theory And Practice ◽  
Oxford University ◽  
Oxford University Press

07–285Atay, Derin (Marmara U, Istanbul, Turkey; [email protected]), Teachers' professional development: Partnerships in research. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 15 pp.07–286Brandt, C. (Petroleum Institute in Abu Dhabi, United Arab Emirates; [email protected]), Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal (Oxford University Press) 60.4 (2006), 355–364.07–287Carless, David (U Hong Kong, China; [email protected]), Good practices in team teaching in Japan, South Korea and Hong Kong. System (Elsevier) 34.3 (2006), 341–351.07–288Diab, Rula L. (American U Beirut, Lebanon; [email protected]), Teaching practices and student learning in the introductory research methods class. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–289Gorsuch, Greta (Texas Tech U, USA; [email protected]), Doing language education research in a developing country. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 13 pp.07–290Hiep, Pham Hoa (U Hue, Vietnam; [email protected]), Researching the research culture in English language education in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 20 pp.07–291Hussin, Habsah (U Malaysia Sabah, Malaysia; [email protected]), Dimensions of questioning: A qualitative study of current classroom practice in Malaysia.TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–292Kubanyiova, Magdalena (U Nottingham, UK; [email protected]), Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–293Leitch, Ruth (Queen's U, UK), Limitations of language: Developing arts-based creative narrative in stories of teachers' identities. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 549–569.07–294Louden, William & Mary Rohl (U Western Australia, Australia; [email protected]), ‘Too many theories and not enough instruction’: Perceptions of pre-service teacher preparation for literacy teaching in Australian schools. Literacy (Blackwell) 40.2 (2006), 66–78.07–295Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–296Pani, Susmita (English Language Teaching Institute, Bhubaneswar, India; [email protected]), Teacher development through reading strategy instruction: the story of Supriya. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 21 pp.07–297Pardo, Laura S. (Hope College, USA), The role of context in learning to teach writing: What teacher educators need to know to support beginning urban teachers. Journal of Teacher Education (Sage) 57.4 (2006), 378–394.07–298Paris, Cynthia (U Delaware, USA) & Combs, Barbara, Lived meanings: What teachers mean when they say they are learner-centered. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 571–592.07–299Peter, Lizette (U Kansas, Lawrence, USA) & Tracy E. Hirata-Edds, Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 643–658.07–300Rankin, Jamie (Princeton U, USA; [email protected]) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–301Søreide, Gunn Elisabeth (U Bergen, Norway), Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 527–547.07–302Tin, Tan Bee (U Auckland, NZ: [email protected]), Looking at teaching through multiple lenses. ELT Journal (Oxford University Press) 60.3 (2006), 253–261.07–303Twiselton, Samantha (St Martin's College, Lancaster, UK; [email protected]), The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy (Blackwell) 40.2 (2006), 88–96.07–304Watson, Cate (U Aberdeen, UK), Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 509–526.

Beérkezett könyvek

2008 ◽  
Vol 63 (4) ◽  
pp. 769-770
Author(s):  
Csaba Pléh
Keyword(s):  
New York ◽  
Point Of View ◽  
Cambridge University ◽  
New Science ◽  
Oxford University ◽  
History Of ◽  
The Mind ◽  
Oxford University Press

Danziger, Kurt: Marking the mind. A history of memory . Cambridge University Press, Cambridge, 2008Farkas, Katalin: The subject’s point of view. Oxford University Press, Oxford, 2008MosoninéFriedJudités TolnaiMárton(szerk.): Tudomány és politika. Typotex, Budapest, 2008Iacobini, Marco: Mirroring people. The new science of how we connect with others. Farrar, Straus and Giroux, New York, 2008Changeux, Jean-Pierre. Du vrai, du beau, du bien.Une nouvelle approche neuronale. Odile Jacob, PárizsGazzaniga_n

Book Reviews

2007 ◽  
Vol 5 ◽  
pp. 251-292
Author(s):  
Tor A. Åfarli ◽  
Jarosław Jakielaszek ◽  
Iwona Witczak-Plisiecka ◽  
Wiktor Pskit ◽  
Jolanta Szpyra-Kozłowska ◽  
...  
Keyword(s):  
New York ◽  
Southeast Asia ◽  
English Language ◽  
Oxford University ◽  
East And Southeast Asia ◽  
Adverbial Modification ◽  
Secondary Predication ◽  
Oxford University Press

Nikolaus P. Himmelmann, Eva F. Schultze-Berndt (eds), Secondary Predication and Adverbial Modification: The Typology of Depictives, Oxford: Oxford University Press, 2005. xxv + 448 pages Edward L. Keenan, Edward P. Stabler, Bare Grammar: Lectures on Linguistic Invariants. Stanford: CSLI Publications, 2003. 192 pp. Siobhan Chapman, Thinking about Language. Theories of English. Houndsmills and New York: Palgrave Macmillan, 2006. X + 174 pages. pb (Series: Perspectives on the English Language) Judith Rodby, W. Ross Winterowd, The Uses of Grammar, Oxford: Oxford & New York: Oxford University Press, 2005. xiv + 274 pp. Laura J. Downing, Alan T. Hall and Renate Raffelsiefen (eds), Paradigms in Phonological Theory. Oxford: Oxford University Press, 2005. 349 pages. Max W. Wheeler, The Phonology of Catalan. (The Phonology of the World’s Languages). Oxford: Oxford University Press, 2005. XI + 387 pp. Jan-Olof Svantesson, Anna Tsendina, Anastasia Karlson, and Vivan Franzén, The Phonology of Mongolian. Oxford: Oxford University Press, 2005. Pp. xix + 314. Cliff Goddard, The Languages of East and Southeast Asia. An Introduction. Oxford: Oxford University Press, 2005. pp. xvi + 315.

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