LISTENING STRATEGIES AND LISTENING COMPREHENSION OF L2 LEARNERS

Chapelle (2003) proposed three general types of input enhancement that help L2 learners “acquire features of the linguistic input that they are exposed to during the course reading or listening for meaning” (p. 40): input salience, input modification, and input elaboration. In 2010, Cárdenas-Claros and Gruba argued that Chapelle’s different types of input enhancement “can be and have been operationalized through help options” primarily utilized in the teaching of reading, listening, writing, grammar, and vocabulary such as glossed words, video/audio control features, captions, subtitles, and grammar explanations (p. 79). As understood from Cárdenas-Claros and Gruba’s classification of help options, input enhancement can only be accomplished through one process: salience, modification, or elaboration. In this article, we argue that YouTube comments have the potential to be (1) a help option that facilitate both listening comprehension of the videos and vocabulary learning and that (2) input enhancement accomplished by comments can be achieved by a combination of different types of input enhancement. Put another way, the aural input of a YouTube video can be salient, modified, and elaborated, thanks to the various types of comments YouTube videos often receive.

Download Full-text

Learning to listen: Listening Strategies and Listening Comprehension of Islamic Senior High School Students

Edukasi: Jurnal Pendidikan dan Pengajaran ◽

10.19109/ejpp.v5i1.2046 ◽

1970 ◽

Vol 5 (1) ◽

pp. 22-30

Author(s):

DESMA YULISA

Keyword(s):

High School Students ◽

Listening Comprehension ◽

English Language ◽

Language Teachers ◽

School Students ◽

Text Book ◽

English Language Teachers ◽

Listening Strategies ◽

Learning To Listen ◽

Senior High School Students

The purpose of this research was to identify the correlation and the influence between listening strategies and listening comprehension. The eleventh grade students were selected as participants of this study. The instruments used in this research were listening strategies questionaire adapted from Lee (1997) and modified by Ho (2006) (as cited Golchi, 2012), and listening comprehension test conducted to measure students’ listening comprehension. Pearson product moment, regression analysis, R-square were used to find out the correlation and the influence between variables. The result revealed that there was a significant correlation between listening strategies and listening comprehension with r = .516. Besides, there was also a significant influence of listening strategies on listening comprehension with 26.6 %. This study could have implications for English language teachers, course designers, learners, and text book writers.

Download Full-text

Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’

Language Teaching ◽

10.1017/s0261444820000531 ◽

2020 ◽

Vol 54 (1) ◽

pp. 152-155

Author(s):

Kedi Simpson

Keyword(s):

Second Language ◽

Listening Comprehension ◽

Classroom Setting ◽

L2 Listening ◽

Listening Task ◽

Teaching Of Listening ◽

Listening Strategies

In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.

Download Full-text

Listening strategies used by adult learners of Japanese to comprehend satellite television programs

Australian Review of Applied Linguistics Series S ◽

10.1075/aralss.15.09seo ◽

1998 ◽

Vol 15 ◽

pp. 139-154 ◽

Cited By ~ 1

Author(s):

Kyoko Seo ◽

Marilyn McMeniman

Keyword(s):

Language Proficiency ◽

Text Comprehension ◽

Listening Comprehension ◽

Important Variable ◽

Comprehension Strategies ◽

Television Programs ◽

Media Technology ◽

Satellite Television ◽

L2 Listening ◽

Listening Strategies

Abstract This paper identifies listening comprehension strategies from the perspective of cognitive psychology, with a focus on the experience of Australian learners of Japanese as a foreign language (L2). In this study, a listening strategy is conceptualised as a mental operation undertaken by a learner to solve a listening comprehension problem in a non-interactional situation. Reading researchers in L2 identified one of the variables which affects text comprehension as formal schema or discourse organisation of text (Meyer and Freedle, 1984; Carrell and Eisterhold, 1988; Carrell, 1991). However, this variable has not been the subject of intensive and extensive research in L2 listening and consequently, there is little empirical evidence which has explored this important variable. With the increased availability of media technology, satellite programs offer rich content and have the potential to provide such information. This paper investigates how news and drama texts may affect the choice of listener strategies, and discusses how the strategies selected by listeners relate to L2 learners’ language proficiency. To collect data on strategies, an introspective ‘think-aloud’ procedure is used and the results are analysed quantitatively.

Download Full-text

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

Language Teaching Research ◽

10.1177/1362168819856451 ◽

2019 ◽

pp. 136216881985645 ◽

Cited By ~ 1

Author(s):

Ping-Jung Lee ◽

Yeu-Ting Liu ◽

Wen-Ta Tseng

Keyword(s):

Second Language ◽

Foreign Language ◽

Language Learners ◽

Listening Comprehension ◽

Second Language Learners ◽

Transient Nature ◽

Significant Difference ◽

L2 Learners ◽

Comprehension Aids ◽

The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

Download Full-text

L2 Listening Comprehension: Is it a Language Problem or Listening Problem?

English Linguistics Research ◽

10.5430/elr.v6n1p14 ◽

2017 ◽

Vol 6 (1) ◽

pp. 14 ◽

Cited By ~ 2

Author(s):

Mostafa El-dali

Keyword(s):

Listening Comprehension ◽

Major Question ◽

First Year Students ◽

Spoken English ◽

Language Problem ◽

L2 Learners ◽

Comprehension Process ◽

Faculty Of Education ◽

L2 Listening ◽

Language Environment

In a foreign language environment, students typically have limited exposure to the language outside formal classrooms. Therefore, their ability to comprehend spoken English may be limited. To add to this problem, L2 learners often regard listening as the most difficult language skill to learn. On the other hand, it is noticeable that L2 listening remains the least researched of all four language skills. Accordingly, the present study is based on the commonly believed premises that (1) investigating the listening comprehension process can provide useful insights into teaching listening and (2) learners who learn to control their listening process can enhance their comprehension, and their overall proficiency may be highly developed.The present study reports on the results of an empirical study on forty-six L2 learners of English. The subjects were equally divided into two groups. The first group (N=23) represents first year students (Beginners) in the Department of English at the Faculty of Education, Menufia University, Egypt. The second group (N=23) represents fourth year students (Advanced) in the same department. The major question that this study attempts to answer is “whether listening comprehension a language problem or listening problem?” The instruments of this study consist of five tasks: pre-test, questionnaire, classroom instruction sessions, post-test, and interviews. The data analysis had a quantitative and a qualitative part. Results were obtained and conclusions were made.

Download Full-text

The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

International Journal of Applied Linguistics & English Literature ◽

10.7575/aiac.ijalel.v.6n.7p.23 ◽

2017 ◽

Vol 6 (7) ◽

pp. 23

Author(s):

Mina Taheri ◽

Saeed Taki

Keyword(s):

Language Learning ◽

Listening Comprehension ◽

Standard Test ◽

Metacognitive Strategies ◽

Male And Female ◽

Efl Learners ◽

Learning And Teaching ◽

Significant Difference ◽

Listening Strategies ◽

Experimental Group

This study aimed at investigating the effect of dictogloss on EFL learners’ listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants’ listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group’s listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique. Findings are discussed in light of recent theories of language learning and teaching.

Download Full-text