scholarly journals Smile room: a plataform for the practice and reinforcement of listening EFL

2021 ◽  
Vol 10 (4) ◽  
pp. 264-274
Author(s):  
Alejandra Gil Fernández ◽  
Cristian Camilo Sanabria ◽  
Astrid Ramírez Valencia
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Listening Skills ◽  
Resource Analysis ◽  
Future Studies ◽  
Child Population ◽  
English Classes ◽  
Educational Processes ◽  
Subsequent Application ◽  
New London

During the process of teaching English as a foreign language, a lack of practice was identified in the listening skills in the educational processes of the child population. The objective of this study was the creation of the Smile Room virtual resource, and its subsequent application to analyze the influence of this type of multimedia content on learning processes and improving listening comprehension through virtual English classes. This study considered the theories of The New London Group (1996), Kress (2010), Brown and Yule (1983), Ur (1984), among others. Multimodality is established   as   a   means of rendering content through multimedia elements. Along with teaching strategies whose stimuli start from everyday life can facilitate the development of listening skills. Three instruments were applied in this research: class journals, student artifacts, and virtual resource analysis. Finally, the analysis of the data allowed to show important factors in terms of the learning phase of the child population, as well as information on significant cognitive and behavioral aspects for future studies.

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 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 The Effects of Audio Comedy Test on Listening Comprehension Skills of EFL Learners

2019 ◽  
Vol 3 (2) ◽  
pp. 90
Author(s):  
Anton Subarno ◽  
Wen-Fu Pan ◽  
Mei-Ying Chien
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Female Students ◽  
Test Results ◽  
Listening Skills ◽  
Efl Learners ◽  
Practice Tests ◽  
Comprehension Skills ◽  
English Listening Test ◽  
Senior Students

<p class="Abstract"><em>This study aims to investigate the effects of audio comedy on English listening comprehension test results of English as a Foreign Language (EFL) learners. The English listening test comprises four sections; each section has a seven-minute comedy audio mode and 13 questions, and participants listen to the four sections successively. This study was conducted with 117 sophomore, junior and senior students at Sebelas Maret University in Indonesia. Two-way Analysis of Variance (ANOVA) was adopted to distinguish between male and female students on the four successive test sections measuring English listening comprehension skills. The findings are: 1. Successive practice tests will stimulate English listening skills; and 2. Successive practice tests will improve students’ English listening skills. The comedy audio mode creates a low-stress English listening atmosphere and reduces the learner’s anxiety.</em></p>

scholarly journals Benefits of using a mobile application in learning a foreign language

2017 ◽  
Vol 15 (40) ◽  
pp. 55-68 ◽  
Author(s):  
Judith Bustillo ◽  
Claribel Rivera ◽  
Juan Genaro Guzmán ◽  
Lizeth Ramos Acosta
Keyword(s):  
Foreign Language ◽  
Mobile Application ◽  
Listening Comprehension ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Listening Skills ◽  
Teaching Assessment

This article aims to show how the use of a mobile application contributes to the development of listening comprehension in English as a teaching strategy to generate significant learning. The research was conducted with a group of level A1 students, according to Common European Framework for Languages: Learning, Teaching, Assessment, who used Duolingo during an academic semester. The results indicate that the use of this application achieves a positive impact on the development of listening skills in English.

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.

ОБУЧЕНИЕ МЕДИЦИНСКОМУ АНГЛИЙСКОМУ ЯЗЫКУ С ПРИМЕНЕНИЕМ АУТЕНТИЧНЫХ АУДИОМАТЕРИАЛОВ / TEACHING MEDICAL ENGLISH WITH THE APPLICATION OF AUDIO AUTHENTIC MATERIALS

2021 ◽  
pp. 184-191
Author(s):  
Liana Arzumanyan
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Communicative Competence ◽  
Material Selection ◽  
Educational Material ◽  
Listening Skills ◽  
Medical Field ◽  
Authentic Materials ◽  
Medical English

Статья посвящена специфике обучения аудированию медицинского английского языка в высших неязыковых учебных заведениях. Рассмотрены основные и специфические навыки и умения, которые необходимы специалисту для восприятия профессионально-значимых аудиотекстов, вопросы выбора учебного материала, проблемы, с которыми сталкиваются студенты, а также задачи, отвечающие требованиям аудитории. В статье предлагаются некоторые идеи, как улучшить развитие навыков слушания и расширить знания английского языка в медицинской сфере. Раскрыта также роль техники слушания в формировании иноязычной коммуникативной компетенции у студентов в неязыковых вузах. / The article is devoted to the specificity of teaching listening comprehension of medical English in higher non-linguistic institutions. The basic and specific skills and abilities that are necessary for a specialist in the perception of professionally significant audio texts, the questions of educational material selection, the problems faced by the learners, as well as the tasks that meet the requirements of the audience are considered. The article suggests some ideas how to improve the development of listening skills and extend the knowledge of English in the medical field. The role of listening technique in forming foreign language communicative competence of nonlinguistic training directions of students is revealed as well.

scholarly journals The students' perception on the use of computer assisted language learning

2021 ◽  
Vol 5 (1) ◽  
pp. 174-186
Author(s):  
Kartika Marta Budiana ◽  
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Qualitative Approach ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Learning ◽  
Listening Skills ◽  
Foreign Language Acquisition ◽  
Positive Impression

While listening comprehension is the heart of language, but it is the least understood and researched skill. This is the reason why particular attention must be given to listening comprehension as a skill required in foreign language acquisition and especially in part played by listening skills. This study aims to see the effect of computer assisted language learning (CALL) applied to students` listening performance. This study adopts a qualitative approach. Data were collected using questionnaires. The findings in this study reveals Students`-perceptions and feedback on CALL. It shows that many of the students feel easier in understanding the listening material using CALL. It also shows that many of the teachers interested using CALL but not interested with the LMS provided. It can be concluded that most of the students have a positive impression about the use of CALL in English learning, especially for Listening.

scholarly journals Listening Skills Development in Teaching Turkish as a Foreign Language and The Usage of Metacognitive Strategies

2018 ◽  
Vol 6 (6) ◽  
pp. 41 ◽  
Author(s):  
Başak Karakoç Öztürk
Keyword(s):  
Foreign Language ◽  
Listening Comprehension ◽  
Main Idea ◽  
Metacognitive Strategies ◽  
Survey Method ◽  
Skills Development ◽  
Listening Skills ◽  
Certification Program ◽  
Before And After ◽  
Listening Strategies

The aim of this study is to determine the state of using metacognitive strategies to develop listening skills in teaching Turkish as a foreign language to Syrian children. This research is a descriptive study designed with the survey method. In June 2017, the Certification Program for Teaching Turkish as a Foreign Language was organized for Turkish educators who work in Adana, as a part of “The Project of Supporting Syrian Children’s Integration into the Turkish Education System”. In this context, all Turkish educators who work in Adana composed the population of this study while 108 Turkish educators constituted the sample of the study. In this study, the data were collected by the “Metacognitive Listening Strategies Opinion Form” developed by the researcher and analyzed with descriptive statistical techniques.  The findings of the study showed that most of the metacognitive strategies that can be used before listening are rarely used and that the response rates as to “always” or “often” in the questionnaire are quite low. It was observed that Turkish educators usually “rarely” used strategies apart from the strategy of “underlining words the meaning of which they do not know” in the listening process.The findings further indicated that more strategies were used before and after listening than during listening and that the most frequently used strategies by learners were summarizing the listening text in their own words, expressing the theme and main idea of the text they were listening to, telling which section/s in the listening text they mostly focused on, and answering the listening comprehension questions.

scholarly journals Speech shadowing as a teaching technique in the CFL classroom

2020 ◽  
Vol 62 (1) ◽  
pp. 77-88
Author(s):  
Ewa Zajdler
Keyword(s):  
Foreign Language ◽  
Effective Teaching ◽  
Listening Comprehension ◽  
English Classes ◽  
Teaching Technique ◽  
Chinese Classroom ◽  
Teaching Chinese ◽  
Speech Shadowing

Abstract The aim of this paper is to present speech shadowing (the listener’s repetition of a word, phrase or sentence immediately after hearing it) as an effective teaching technique. Shadowing has been practiced in English classes in Japan for decades and many studies have confirmed its effectiveness for improving learners’ listening comprehension and pronunciation skills. Even though some studies have already indicated that this technique is successfully used in teaching Chinese as a Foreign Language (CFL) (Zajdler & Chu 2019), its potential has not been widely utilized in the Chinese classroom in Poland. Thus, the present paper will first discuss the auditory and cognitive underpinnings of shadowing, then a classification of the types of shadowing will be proposed. Finally, practical aspects of shadowing as an effective in-class CFL teaching technique will be presented.

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.

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