Moroccan University Students' Ability in Comprehending Argumentative Listening and Descriptive Listening Discourses: Meknes and kenitra as a Case Study

The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.

Can Music Training Improve Listening Skills For Children With Hearing Loss?

Hearing aids and cochlear [ko-clear] implants are very useful devices for children with hearing loss. But they do not completely restore hearing. Many children with hearing loss find it difficult to listen in noisy places like the playground. This is important because many social interactions create noise or occur in noisy places. While most people think we listen through our ears, it is the brain that does most of the hard work! We thought that music training might be a good way to improve listening skills. Why? Because music is a fun activity that involves not only sounds, but also sights, movement, memory, and more! This means a lot of activity and learning, which is good for the brain. What did we find? After 12 weeks of music training, children with hearing loss were better at listening, particularly in noisy environments.

The teaching and learning of listening and vocabulary in EFL classes at a Chinese university

<p><b>Listening is an important skill for second language learners of any language. To develop listening skills effectively, research suggests using a more process-oriented than product-oriented approach to teaching listening. That is, placing greater emphasis on developing learner awareness and strategic competence than on answering listening comprehension questions. The present study investigates how listening is taught by two teachers in the context of Chinese tertiary English foreign language (EFL) classes, where listening tends to be taught as a discreet skill. Another focus of the research is how the relationship between vocabulary and listening is understood and addressed in this context. While it is well known that vocabulary knowledge is needed for and can be learnt through listening, less is known about how the vocabulary support is provided and vocabulary knowledge is gained in such listening classes.</b></p> <p>This research involved three main areas of investigation. The first area investigated the teaching of listening. It involved a content analysis of listening materials in the textbook (e.g., listening texts and listening activities), followed by classroom observations of listening instruction practices, and post-lesson interviews with the teachers and their learners about their beliefs about teaching and learning listening. Findings showed that a product-oriented approach dominated the textbook materials, the classroom practices and the beliefs of the teachers and learners.</p> <p>The second area concerns the vocabulary demands of these listening classes. This involved a corpus-based analysis of the frequency and kinds of vocabulary in the textbook, followed by measurement of the learners’ vocabulary size (i.e., the Vocabulary Size Test by Nation & Beglar, 2007) and knowledge (i.e., a recognition task in the Yes/No format). The corpus analyses results showed that: (1) vocabulary knowledge of 3000-word families was required to comprehend the textbook; (2) high frequency vocabulary made up the majority of the words in the textbook. The VST results showed that, on average, the learners’ written receptive size ranged from 5000 to 7000-word families. The pre-lesson Yes/No task results showed that the students had difficulty recognizing a substantial number of the words they met in the textbook.</p> <p>The third area investigated the nature of vocabulary support and vocabulary learning in the listening class. Firstly, an analysis of the teachers’ classroom practices from observation data relating to vocabulary was carried out. Secondly, interview data from the teachers was examined for evidence of their beliefs about vocabulary and listening. Thirdly, post-lesson interview data with learners and data from a post-test repeat of the vocabulary recognition task were examined to find out more about the learners’ perceptions of vocabulary in listening class and the vocabulary learning gains they made in these classes. Findings revealed that the learners relied on the glossaries to prepare for listening classes. They also expected vocabulary instruction from the teachers, so long as it did not distract from listening activity completion. Both teachers primarily used translation to provide vocabulary support, but differed markedly in the amount of vocabulary support they provided. In both classes, significant vocabulary gains were found in a comparison of the pre-and-post lesson Yes/No task results. The vocabulary-related episodes in the listening classes were a notable influence on these learning gains.</p> <p>This research has pedagogical implications for the EFL listening classroom. The findings highlight the mutually reinforcing influences of textbook design and teacher beliefs on how listening is taught. These influences, in turn, shape how learners perceive the process of developing their L2 listening skills. With respect to vocabulary and listening, the findings also suggest that even where the lexical demands of listening appear to be well within the vocabulary level of the learners, there is considerable potential for vocabulary learning from listening classes. Teachers and learners alike are likely to benefit from systematically building on this potential. Future research could further investigate L2 learners’ behaviors and perceptions in the listening class, and examine their vocabulary knowledge in the spoken form.</p>

The teaching and learning of listening and vocabulary in EFL classes at a Chinese university

<p><b>Listening is an important skill for second language learners of any language. To develop listening skills effectively, research suggests using a more process-oriented than product-oriented approach to teaching listening. That is, placing greater emphasis on developing learner awareness and strategic competence than on answering listening comprehension questions. The present study investigates how listening is taught by two teachers in the context of Chinese tertiary English foreign language (EFL) classes, where listening tends to be taught as a discreet skill. Another focus of the research is how the relationship between vocabulary and listening is understood and addressed in this context. While it is well known that vocabulary knowledge is needed for and can be learnt through listening, less is known about how the vocabulary support is provided and vocabulary knowledge is gained in such listening classes.</b></p> <p>This research involved three main areas of investigation. The first area investigated the teaching of listening. It involved a content analysis of listening materials in the textbook (e.g., listening texts and listening activities), followed by classroom observations of listening instruction practices, and post-lesson interviews with the teachers and their learners about their beliefs about teaching and learning listening. Findings showed that a product-oriented approach dominated the textbook materials, the classroom practices and the beliefs of the teachers and learners.</p> <p>The second area concerns the vocabulary demands of these listening classes. This involved a corpus-based analysis of the frequency and kinds of vocabulary in the textbook, followed by measurement of the learners’ vocabulary size (i.e., the Vocabulary Size Test by Nation & Beglar, 2007) and knowledge (i.e., a recognition task in the Yes/No format). The corpus analyses results showed that: (1) vocabulary knowledge of 3000-word families was required to comprehend the textbook; (2) high frequency vocabulary made up the majority of the words in the textbook. The VST results showed that, on average, the learners’ written receptive size ranged from 5000 to 7000-word families. The pre-lesson Yes/No task results showed that the students had difficulty recognizing a substantial number of the words they met in the textbook.</p> <p>The third area investigated the nature of vocabulary support and vocabulary learning in the listening class. Firstly, an analysis of the teachers’ classroom practices from observation data relating to vocabulary was carried out. Secondly, interview data from the teachers was examined for evidence of their beliefs about vocabulary and listening. Thirdly, post-lesson interview data with learners and data from a post-test repeat of the vocabulary recognition task were examined to find out more about the learners’ perceptions of vocabulary in listening class and the vocabulary learning gains they made in these classes. Findings revealed that the learners relied on the glossaries to prepare for listening classes. They also expected vocabulary instruction from the teachers, so long as it did not distract from listening activity completion. Both teachers primarily used translation to provide vocabulary support, but differed markedly in the amount of vocabulary support they provided. In both classes, significant vocabulary gains were found in a comparison of the pre-and-post lesson Yes/No task results. The vocabulary-related episodes in the listening classes were a notable influence on these learning gains.</p> <p>This research has pedagogical implications for the EFL listening classroom. The findings highlight the mutually reinforcing influences of textbook design and teacher beliefs on how listening is taught. These influences, in turn, shape how learners perceive the process of developing their L2 listening skills. With respect to vocabulary and listening, the findings also suggest that even where the lexical demands of listening appear to be well within the vocabulary level of the learners, there is considerable potential for vocabulary learning from listening classes. Teachers and learners alike are likely to benefit from systematically building on this potential. Future research could further investigate L2 learners’ behaviors and perceptions in the listening class, and examine their vocabulary knowledge in the spoken form.</p>

YouTube Music as an Innovative Teaching Media to Improve Students’ Listening Mastery

This research aims to investigate the effectiveness of YouTube Music platform as teaching media to improve students’ listening mastery. It is believed that YouTube Music as an innovative media could be used effectively to attract students’ interest in increasing their listening mastery. By using true-experimental research with quantitative design, there are 52 students were divided into two groups, 26 students for experimental group and 26 students included in control group. This research used test and questionnaire as research instrument. There are several findings to prove that YouTube Music platform is an effective media to improve students’ listening skills. By conducting test as first instrument, it was found that the average score of students taught by YouTube music was 79.85. It was higher than those who taught by conventional media (71.50). By analyzing the data, it can be concluded that there are significant different between students taught by innovative media than those taught by conventional media. This result also affected by students’ perception in learning listening which was found by students’ answer from questionnaire.

Pengaruh Kecerdasan Linguistik dan Minat Belajar Terhadap Keterampilan Menyimak Berita

The purpose of this study was to determine 1) the effect of linguistic intelligence on news listening skills; 2) the effect of interest in learning on news listening skills; 3) the influence of linguistic intelligence and interest in learning on news listening skills. A research method is the expostfacto correlation method. The research population was all SMP IT Al-Anis Sukoharjo academic year 2020/2021. The research sample is some students of SMP IT Al-Anis Sukoharjo taken by random sampling. Techniques Data collection using documentation and questionnaires. The results are 1) the influence of linguistic intelligence on news listening skills is positive and significant. It means that if students have a high level of linguistic intelligence, they can improve their listening skills well; 2) the effect of interest in learning on news listening skills is positive and significant. It means that if students have a high interest in learning, the students' news listening skills are also good; 3) there is an influence of linguistic intelligence and students' interest in learning on news listening skills, which means that there has been a correlation between linguistic, intelligence, and interest in learning (independent variable) with news listening skills (dependent variable).

THE DEVELOPMENT OF LISTENING SKILLS TEST INSTRUMENTS FOR CLASS IX JUNIOR HIGH SCHOOL STUDENTS

This paper aims to describe the procedures for the development and form of the resulting listening skills test instrument for grade IX junior high school students. This research is based online using google form. Development uses the ADDIE model. The development is carried out in several stages, namely: (1) needs analysis, (2) product design (Design), (3) initial product development (Development), (4) initial product testing (Implementation), (5) revision initial product (Evaluation), (6) revised product trial, (7) revised product revision. The trial was carried out on class IX SMP / MTs with accidental sampling technique. This development resulted in a google form-based test consisting of bio data for test takers, short stories recording material for 11 minutes of reading, 25 questions (22 multiple choice and 3 short answers) complete with 951 word answer keys, having different scores on each question. , and a listening skill assessment rubric. Initial product trials obtained by respondents as many as 20 people. The revisions that the researchers carried out were (1) revising the questions and instructions for solving the questions, (2) replacing some of the components of the assessment that were not good enough, and (3) replacing some incorrect word choices. The revisions that the researchers carried out were (1) revising the duration of the listening skills test instrument, (2) revising the questions and instructions for solving the questions, and (3) replacing some incorrect word choices.

Case History for the Pediatric Eye Examination

The art of taking a patient's case history is essential for a solid understanding of pertinent details before proceeding with an examination. While establishing rapport with the patient, the clinician should ask questions about birth history, developmental history, educational and social history. Active listening skills and flexibility of the provider are useful tools for an effective start to the examination. This chapter reviews categories of questions needed for optimization of case history for the pediatric patient. This includes questions focused on specific age categories, including infants and toddlers, preschoolers, elementary-aged children, and adolescents. The chapter author provides clinical pearls for a more efficient and effective exam, including a section on assisting children with special needs.

Studying and Addressing Listening Levels of Children in a Rural Poverty-Stricken Area

This chapter reports the work of a teacher educator/researcher as she supported teacher candidates to assess and tutor struggling readers in a public school in a rural, economically depressed, yet diverse, area. Alerted by the scores for listening comprehension the candidates were finding over several semesters that indicated little reading potential for the students being assessed, she worked with the school's principal to reassess one group of students at the end of the year to determine growth, and therefore potential success, of the school's new intervention program in raising listening levels. No significant results were found, yet school personnel made no change in their program to address it. The teacher educator/researcher subsequently followed the implications of the research to provide instruction in listening skills to students in two other schools. The chapter closes with a discussion of what may truly make a difference in developing listening skills for the children in this community beyond a commercial program.