The objective of the research was to find out whether or not the use of Dictogloss technique can improve students’ listening ability. Besides, it was to find out the activeness learning of short ...conversation or narrative text is implemented in listening ability. The method of this research was Classroom Action Research by using Kurt Lewin’s model. The researcher used 2 cycles. Subject of the research in the third semester English Department of Muhammadiyah University of Bone. The instruments of the research were observing, questionnaire, and English test which was divided into three parts, they were diagnostis test, cycle test 1 and cycle test 2. This research revealed that there were 37,95% improvements of the student’ mean score from D-test to cycle test 1 in the first cycle and 61,22% improvements of the students’ mean score from the cycle test 1 in first cycle to the cycle test 2 in the second cycle. The observation result showed that the method could also increase the student team work through discussion in group, add their new vocabularies, increase their pronunciation and student’ involvement, it could be concluded that Dictogloss technique could improve the students ability in listening at the third semester English Department students of Muhammadiyah University of Bone and this Classroom Action Research was success because it had gained the target.
Emotion in second language acquisition (SLA) has recently received greater attention because it is largely implicated in daily conversations, which may affect second or foreign language (L2) use ...including listening comprehension. Most research into emotion and L2 listening comprehension is focused exclusively on anxiety, with an attempt to reduce its negative effects on individuals’ listening performance. With the arrival of positive psychology in SLA, researchers began to take a holistic view of a wider range of emotions including enjoyment that language learners experience during their L2 communication. The current study explored the relationships among listening anxiety, enjoyment, listening comprehension performance, and listening metacognitive awareness among a group of 410 international students in a Canadian university. Correlational analyses showed that listening anxiety was negatively correlated with enjoyment. However, these two variables shared only 18% of their variance, indicating that listening anxiety and enjoyment are related but independent emotions. This study suggests that anxiety and enjoyment in L2 listening are not the opposite ends of the same emotional continuum, but each serves a different purpose. L2 learners should work to find intriguing and enjoyable experiences in language learning, rather than focusing merely on reducing anxiety.
This intervention study was conducted to assess the effects of three instructional approaches to L2 listening. That is, a metacognitive pedagogical cycle, an awareness‐raising approach which combined ...reflections and short discussions of factors associated with successful L2 listening, and an approach that incorporated vocabulary as a prelistening activity and guiding questions during the listening session. This study embraces the need for intervention studies that identify what works best. It addresses methodological flaws in previous studies and concerns associated with long‐term effects. L2 listening was measured before and after the intervention at pretest, posttest, and delayed posttest. The overarching research question was concerned with whether or not there are significant differences in L2 listening between and within the groups. The results indicate that guiding learners through a process that develops metacognitive knowledge and regulatory skills is an effective way of teaching listening. The results also offer preliminary evidence of long‐term effects.
The Challenge
How do you go from doing listening in the language classroom to actually teaching it? Developing listening skills in the language classroom is conceivable. It only needs to be student‐centered, process‐oriented, and systematic.
Method: Sixty English-speaking children, 7-14 years old with normal hearing, had a single study visit during which each test was administered twice. Changes on retest were summarized by ...within-subject standard deviation ( Ssubscript w), compared among tests, and compared with binomial model predictions. Correlates of variance were explored. Results: Scores based on 40 items were more precise ( Ssubscript w = 5%) than those based on 20-30 items ( Ssubscript w = 6%-8%). All 3 tests had reliability within bounds predicted by binomial model. Changes on retest for Words and Digits Test were weakly associated with age, but this is confounded by the trend for older children to have higher Words and Digits scores. Conclusions: Digits Right, Digits Left, and Words Total scores--each based on 40 items--had the best reliability among the clinically used scores. Scores based on fewer items were less precise. Poor precision may contribute to misdiagnosis in clinic and to nondifferential misclassification in research. More precise estimates of dichotic listening ability require longer tests.
This paper reports a mixed-method study on listening instructional practices and beliefs of 50 EFL teachers of public and private universities in Cuenca, Ecuador. The study aimed to provide empirical ...evidence of listening teaching practices and determine teachers’ beliefs about listening. Data were gathered through a questionnaire and structured class observations. Results evidenced that instructional practices emphasize task completion rather than listening development, are oriented towards the product rather than the process and lack decoding.
•Successful prior knowledge-sensory input integration facilitates L2 acquisition.•Fast-rate listening with pre-listening transcript reading improves L2 listening.•Left AG/ STG activity relates to ...integration of prior knowledge and sensory input.•Left AG/ STG activity related to predictive coding predicts L2 learning success.•Compensating for challenging input with prior knowledge leads to effective learning.
This study explores neural mechanisms underlying how prior knowledge gained from pre-listening transcript reading helps comprehend fast-rate speech in a second language (L2) and applies to L2 learning. Top-down predictive processing by prior knowledge may play an important role in L2 speech comprehension and improving listening skill. By manipulating the pre-listening transcript effect (pre-listening transcript reading TR vs. no transcript reading NTR) and type of languages (first language (L1) vs. L2), we measured brain activity in L2 learners, who performed fast-rate listening comprehension tasks during functional magnetic resonance imaging. Thereafter, we examined whether TR_L2-specific brain activity can predict individual learning success after an intensive listening training. The left angular and superior temporal gyri were key areas responsible for integrating prior knowledge to sensory input. Activity in these areas correlated significantly with gain scores on subsequent training, indicating that brain activity related to prior knowledge-sensory input integration predicts future learning success.
In second language listening assessment and pedagogy, practitioners hold different views on whether to repeat a listening text in contexts where inferences about listening ability are to be drawn ...from task performance. To address this issue, we investigated the effects of repeating the listening text (double play) on listener performance, listening strategies, test‐taking strategies, test‐taking anxiety, and listening anxiety. Three hundred six Austrian secondary school students responded to four listening tasks drawn from the Austrian Matura exam and completed questionnaires measuring strategic behavior and anxiety in a counter‐balanced research design. Data were analyzed using many‐facet Rasch measurement (MFRM), factor analysis, and inferential statistics. Findings confirmed that double play led to higher levels of listener performance across two task types (multiple‐choice items and note completion), however, scores were higher in the single play condition compared to the first play of double play. Students also reported lower levels of anxiety, and the use of more listening strategies and fewer test‐taking strategies in double play compared to single play with small effect sizes. We discuss the importance of balancing an empirically derived understanding of the effects of repeating the listening text with considerations of the purpose of an assessment, and the characteristics of the target language use domain.
The primary objective of this study is to investigate whether three interaction strategies through mobile apps may be associated with increases in students’ music listening skills. Data was collected ...from 225 high school students and analysed using the ANOVA procedure in the three ways of music listening: analytic, aesthetic and sensory. Interaction with the app was least influential in the analytic listening of the participants. Interaction with peers was most influential in the aesthetic listening of the participants. Interaction with the app was most influential in the sensory listening of the participants.
The current study investigated linguistic influences on comprehensibility (ease of understanding) and accentedness (linguistic nativelikeness) in second language (L2) learners' extemporaneous speech. ...Target materials included picture narratives from 40 native French speakers of English from different proficiency levels. The narratives were subsequently rated by 20 native speakers with or without linguistic and pedagogical experience for comprehensibility, accentedness, and 11 linguistic variables spanning the domains of phonology, lexis, grammar, and discourse structure. Results showed that comprehensibility was associated with several linguistic variables (vowel/consonant errors, word stress, fluency, lexis, grammar), whereas accentedness was chiefly linked to pronunciation (vowel/consonant errors, word stress). Native-speaking listeners thus appear to pay particular attention to pronunciation, rather than lexis and grammar, to evaluate nativelikeness but tend to consider various sources of linguistic information in L2 speech in judging comprehensibility. The use of listener ratings (perceptual measures) in evaluating linguistic aspects of learner speech and their implications for language assessment and pedagogy are discussed.
The effectiveness of strategy instruction is context-dependent, however, the consideration of context when investigating the impact of listening strategy instruction (LSI) seems to be neglected. This ...study explored changes in listening strategy use of a group of 27 English language learners when receiving an 11-week LSI intervention in the Vietnamese context. Evidence provided from focus group interviews shows that the students reported using listening strategies more appropriately and in a variety of tasks post-LSI. These changes were discussed in connection to the culture and the English learning and teaching context in Vietnam. This study calls for creating a learner-focused environment where students are mediated by their teacher, peers and learning materials to develop their listening strategy use.
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