scholarly journals Binaural Sound to Enhance Listening Comprehension in Language Tests

2020 ◽  
Vol 14 (01) ◽  
pp. 4
Author(s):  
Teresa Magal-Royo ◽  
Jesus Garcia-Laborda
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Multimodal Learning ◽  
Sound Perception ◽  
Language Tests ◽  
Digital Formats ◽  
Computer Aided Learning ◽  
Learning Language ◽  
Binaural Sound

<p class="0abstract"><span lang="EN-US">The use of new digital formats in language learning and testing improves both the learning and acquisition skills development process of language tests. The process of listening comprehension is considered one of the most complex in the field of Computer Aided Learning Language (CALL) because it relates to multimodal learning channels and brain sound perception in an unfamiliar communication environment (the foreign language) for the learner. This article stresses the possibilities of using binaural sound in the design and implementation of tests as well as the cognitive issues that might be involved in the process of learning and assessment of a foreign language.</span></p>

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 ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES TOWARD LEARNING ENGLISH

2017 ◽  
Author(s):  
Ismail Sangkala
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Affective Factors ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Learning Language ◽  
Learning English

In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language.

scholarly journals Learners’ Beliefs and Communities Around Them: The Social Pressure to Learn Language

SAGE Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. 215824401989884
Author(s):  
Munassir Alhamami
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Social Pressure ◽  
Mixed Methods Design ◽  
Efl Learners ◽  
Face To Face ◽  
The Social ◽  
Efl Students ◽  
Learning Language

This study used a mixed-methods design to investigate the effects of language learners’ subjective norm (SN) beliefs on learning English as a foreign language (EFL). To examine the perceived social pressure to learn EFL, two experiments were conducted in a Saudi university: a face-to-face language learning (FLL) experiment and an online language learning (OLL) experiment. A total of 674 EFL learners participated in the FLL treatment, and 286 EFL learners participated in the OLL treatment. In addition, several interviews were conducted with participants from both groups. The results show that understanding the SN beliefs of particular groups of people can help predict EFL students’ perceived social pressure to engage or not in learning a foreign language in online and face-to-face settings. Comparing the results of both groups shows that EFL learners hold more positive SN beliefs toward learning language in face-to-face settings than in online settings due to the participants’ SN beliefs. This finding highlights the importance of understanding the social pressure confronting language learners.

scholarly journals TEACHING ENGLISH BY USING PODCAST: IT’S INFLUENCE ON UNDERGRADUATE STUDENT’S LISTENING COMPREHENSION

2018 ◽  
Vol 2 (2) ◽  
pp. 192-198
Author(s):  
Maulana Yusuf Aditya
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Quantitative Research ◽  
Listening Comprehension ◽  
Sampling Technique ◽  
English As Foreign Language ◽  
Experimental Subjects ◽  
Learning Language ◽  
Academic Year ◽  
Suitable Technique

Listening is the most important skill in learning language, especially English as foreign language. This research was done to know the influence of podcast on undergraduate students’ listening comprehension. Related to the problem, this is a quantitative research. Where the sample is only chose one class as experimental subjects from all third semester of English Department students at STKIP PGRI Bangkalanin academic year 2018/2019 with random sampling technique. To examine hypothesis of the research, the researcher used t-test in which the researcher defined one class as one group pre-test post-test.The finding of the research, it can be concluded that there is an influence ofpodcast on undergraduate students’ listening comprehension. It is shown from the result of this research, that t-value is 23.18 which higher than t-table by the level of significant 0.05 which is 1.72. The suggestion of the researchfor the lecturersthat they can choose the most suitable technique used in listening comprehensiondealing with the level of the students.

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.

scholarly journals Intensive learning of professional terminology by the students of a technical university

2021 ◽  
pp. 51-60
Author(s):  
Ol'ga Viktorovna Avakova
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Vocational Training ◽  
Sound Perception ◽  
Speech Styles ◽  
Academic Texts ◽  
Language Class ◽  
Professional Field ◽  
Technical University

This article raises the problem of intensification of learning professional terminology by the students of a technical university. A brief overview and analysis is provided on the methods applied vocational training. The article defines the role of professional terminology in the process of designated language learning, and substantiates the opinion that the proper organization of methodological support improves the level of general academic and professional competencies of the students of technical specialties during the English&nbsp; classes, as well as helps the students to acquire skills of sound perception and use of terminological array of their professional field. It is underlined the establishment and development of the means of expressing concepts of a particular science is closely related with the process of formation of the science itself, and reflects the stages of its development to the fullest. The technique proposed by the author implies an algorithm of steps taken by the teacher of foreign language for organizing intensive learning students of professional technical terminology and reading special academic texts, and the texts related to other speech styles, taking into account the communicative tasks of the professional module during the language class. The author concludes that acquisition of professional technical terminology can be effective in the conditions of well-developed structure of methodological work is developed that ensures the sequence of complication of tasks for acquisition and solidification of professional terminology.

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