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 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 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 Incorporating Culture into Listening Comprehension Through Presentation of Movies

2015 ◽  
Vol 16 (1) ◽  
pp. 54
Author(s):  
Kusumarasdyati Kusumarasdyati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Prior Knowledge ◽  
Listening Comprehension ◽  
Listening Skills ◽  
Written Form ◽  
Instructional Aid ◽  
Target Culture

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.

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

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

<p>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.</p>

Utilizing WhatsApp Messenger to Enhance Listening Skills of Civil Engineering Degree Students in Mandarin Courses at UiTM Penang Branch

2021 ◽  
Vol 5 (1) ◽  
pp. 51-60
Author(s):  
Foo Terng Hoe ◽  
◽  
Teck Heng Lim ◽  
Boon Yih Mah ◽  
◽  
...  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Test Scores ◽  
Teaching And Learning ◽  
Foreign Language Learning ◽  
Control Group ◽  
Listening Skills ◽  
Instructional Tool ◽  
Significant Difference ◽  
Experimental Group

Listening skills are important skills that need to be mastered by foreign language learners. Listening skills have, however, often been neglected in the teaching and learning process. This study aims to investigate the effectiveness of using WhatsApp messenger as an instructional tool in enhancing listening skills. This experimental research employs the two-group pre-test post-test design. Two groups of 30 students who enrolled in the Introductory Mandarin course in one of the public universities in Malaysia took part in the study. During the study, the experimental group of 30 students underwent listening drills and exercises using WhatsApp messenger as the treatment, while another 30 students in the control group were taught by another lecturer using the conventional method of teaching listening skills. Listening test scores of before and after the treatment were compared and analyzed using Independent Samples t-Test to identify the significant level of the difference between the scores of these two groups. The findings show no significant difference in the listening pre-test scores between both control and experimental groups. However, after the treatment, the listening scores of the experimental group students are significantly better than that of the control group students. These results indicate that WhatsApp messenger is a useful instructional tool to teach listening skills in foreign language. The findings of this study could be used as a reference for further development of WhatsApp messenger as an instructional tool to enhance listening skills, overcome the constraints on teaching time, and improve the pedagogy as well as the instructions of foreign language learning.

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

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.

How Best to Use Audio/Subtitle Combinations in the Use of Films for Nonnative Learners of English

2021 ◽  
pp. 45-61
Author(s):  
Buğra Zengin
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Policy Making ◽  
Listening Comprehension ◽  
Vocabulary Learning ◽  
Foreign Language Learning ◽  
Language Education ◽  
Education Policies ◽  
Tv Shows ◽  
Informal Settings

Use of movies and TV shows for foreign language learning purposes pervades informal settings where viewers enjoy the multiplicity of soundtracks and of subtitles. However, this is not an integral part of formal language education policies. Hoping to inform policy making processes, this study aimed to investigate the most efficient use of audio/subtitle combinations for specific purposes. As a result, reversed subtitling was found to be effective for vocabulary learning whereas, generally, bimodal subtitling was considered to benefit accent-related problems. The participants self-reported preferrence for non-subtitled version in case of listening comprehension in general, which was due to the subtitle effect in the case of students at lower levels. Considering that mostly interlingual subtitled content is the only version in most platforms, these findings make it necessary to prefer a platform presenting a variety of alternative combinations in terms of soundtrack and subtitles.

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