scholarly journals Arabic as a Second Language Listening Comprehension: Instruction and Assessment

2017 ◽  
Vol 20 ◽  
pp. 21-34
Author(s):  
Harison Mohd Sidek ◽  
Ibrahim Mikail
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Classroom Instruction ◽  
Written Language ◽  
Comprehension Instruction ◽  
Second Language Listening ◽  
Awareness Raising ◽  
Listening Instruction ◽  
Teaching Of Listening ◽  
Second Language Listening Comprehension

The purpose of this paper is to present some instructional ideas for listening comprehension in Arabic as a second language (ASL) and their alignment with listening assessment. Among the suggestions are using spoken texts as instructional input, introducing the micro- and macro markers and providing students with authentic listening texts. In addition, the paper also highlights the importance of awareness-raising on the differences between spoken and written language among ASL learners. To expand the extant of the scope of possible instructional ideas for ASL listening, the discussion on pre-teaching of listening input and its connection to learners’ schemata is also included. To consolidate the discussion on instructional ideas, communicative reciprocal listening instruction is recommended for ASL listening instruction. Apart from instructional ideas, suggestions on how to develop a ‘considerate’ ASL listening assessment that is in alignment with classroom instruction are also presented in this paper.

Testing learner reliance on caption supports in second language listening comprehension multimedia environments

ReCALL ◽  
2013 ◽  
Vol 25 (2) ◽  
pp. 199-214 ◽  
Author(s):  
Aubrey Neil Leveridge ◽  
Jie Chi Yang
Keyword(s):  
Second Language ◽  
High School Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
Target Language ◽  
School Students ◽  
Learning Interference ◽  
Second Language Listening ◽  
High Level ◽  
Second Language Listening Comprehension

AbstractListening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support.

scholarly journals Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

2017 ◽  
Vol 12 (1) ◽  
pp. 55 ◽  
Author(s):  
María Ángeles Martín del Pozo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Second Language Listening ◽  
English Medium Instruction ◽  
Key Issues ◽  
Second Language Listening Comprehension

CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.<p> </p>

What makes listening difficult? Factors affecting second language listening comprehension

2010 ◽  
Author(s):  
Amber Bloomfield ◽  
Sarah C. Wayland ◽  
Elizabeth Rhoades ◽  
Allison Blodgett ◽  
Jared Linck ◽  
...  
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Factors Affecting ◽  
Second Language Listening ◽  
Second Language Listening Comprehension
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