Spelling suggestions: "subject:"listening comprehension"" "subject:"iistening comprehension""
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Understanding and Supporting Listening Comprehension of Non-native Speakers / 非母語話者のリスニング能力の理解と支援Cao, Xun 23 March 2017 (has links)
京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第20507号 / 情博第635号 / 新制||情||110(附属図書館) / 京都大学大学院情報学研究科社会情報学専攻 / (主査)教授 石田 亨, 教授 矢守 克也, 教授 吉川 正俊 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DGAM
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AN AUDIOVISUAL MEDIA-BASED CURRICULUM FOR AN INTERMEDIATE GERMAN LANGUAGE COURSE: DESIGN, IMPLEMENTATION, AND ITS EFFECTS ON LISTENING COMPREHENSIONVanessa Felten (13035261) 14 July 2022 (has links)
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<p>The digital age has profoundly changed the film industry and how consumers are able to access media. To foster language development, this mixed methods study takes advantage of this technological progress and investigates how an audiovisual media-based curriculum can be designed for and implemented in an intermediate German language course. In this context, its effects on students’ listening comprehension competence are analyzed.</p>
<p>A qualitative action research (AR) approach was pursued to systematically reflect and act upon the curriculum-related components of the project by taking instructor’s observations and students’ feedback into consideration. A review of the AR cycles concluded the film-based curriculum to be successful in an intermediate language learning context. It provided insight in students’ attitude towards chosen genres, the appropriateness of selected themes, audiovisuals, and tasks as well as suggestions for how a subsequent course should be altered in future iterations. </p>
<p>A quantitative analysis consisting of four listening assessments and two language proficiency tests was carried out to examine whether progress of students’ listening comprehension skills can be determined. A comparison of the four listening tests suggests an overall positive trend in class and individual performance. An ANOVA analysis indicates that the four tests were significantly different and that a linear trend exists. However, a negative trend was observed when comparing the A2 and B1 language proficiency test. </p>
<p>In conclusion, a film-based curriculum serves as a promising pedagogical approach in an intermediate second language context. Furthermore, the field of SLA would benefit from further research on how the presented approach can be applied to other proficiency levels and/or if the explicit teaching of listening strategies could help students ease observed challenges pertaining to their listening comprehension skills.</p>
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The Audiobook as a Teaching Tool : English teachers’ attitudes towards using the audiobook as a teaching tool in the SLA classroomAla-Jukuri, Elina, Envall, Hanna January 2022 (has links)
The increased popularity of listening to audiobooks has influenced the discussion of literacy, pressuring the educational system to adjust accordingly. This study investigates if the audiobook is being used as a teaching tool in the upper secondary, SLA classroom and what attitude teachers have toward using audiobooks in their teaching as well as the reasons behind their attitudes. This research also investigates whether there is a correlation between age or student program and the usage of audiobooks. To gather data, a questionnaire was sent out to 46 English language teachers in upper secondary school in Halland. The questionnaire included open-ended questions which resulted in qualitative answers from 28 participants. The retrieved result proved that most upper secondary school English teachers are using the audiobook as a teaching tool, however, the reason for their usage differed. Some participants, who did not make use of the audiobook in their classroom still had a positive attitude towards using it and could present many beneficial aspects of it. The result contradicts the initial hypothesis about teachers showing reluctance using audiobooks in their teaching.
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An investigation into the significance of listening proficiency in the assessment of academic literacy levels at Stellenbosch UniversityMarais, Fiona C. 03 1900 (has links)
Thesis (MPhil (Modern Foreign Languages))--University of Stellenbosch, 2009. / Concern surrounding the low levels of academic literacy amongst incoming first year
students has prompted universities and other tertiary education institutions in South Africa to
implement tests of academic literacy. At Stellenbosch University, the English version of this
test is known as TALL (Test of Academic Literacy Levels) and was developed to assess
reading and writing abilities in an academic context. The results are used to ‘stream’
students into programmes which assist them in acquiring the various skills deemed
necessary for their academic success. This study examines, on the one hand, the
significance of listening in the assessment of academic literacy levels; on the other hand, it
explores the potential for an academic listening test (ALT) to assist TALL in more accurate
screening of students, particularly the borderline cases. The design and operationalisation of
ALT is based on the theories and approaches of several researchers in the field. The study
began with the compilation of the test specification and design of ALT. This was followed by
empirically piloting a project where qualitative data concerning the validity of ALT was
collected by means of a questionnaire. The next phase involved assessing the academic
listening competency of a sample of first year university students. This assessment
comprised an initial test administration followed by a second administration of the same test
a month later in order to ascertain consistency of measurement over a period of time. The
quantitative results obtained from both administrations were then statistically analysed to
determine the reliability and validity of ALT. The final phase of the study involved the
correlation of these results with those of TALL to determine the level of criterion-related
validity as well as to establish whether ALT could be a useful added dimension to TALL.
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Die evaluering van 'n nuutgeskepte luisterprogram vir postbeginner studenteBeukes, Vernita 12 1900 (has links)
Thesis (MPhil (Afrikaans and Dutch))—University of Stellenbosch, 2007. / This study contributes to the growing field of CALL. The Authorware programme focus on postbeginner students’ listening skills in an attempt to increase the number of students that complete their studies at Stellenbosch University. The study investigates different types of listening, which forms the backbone for the accompanying programme.
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The Use of Explicit Comprehension Strategies During Oral Instruction of Informational Text Structures and the Effect on First-graders' Listening ComprehensionConverse, Noelle E. 01 December 2018 (has links)
This study evaluated the effect of an explicit comprehension read-aloud routine of science content on first grade students’ listening comprehension.The read-aloud routine taught the structures common in the informational text (compare, contrast, and compare-contrast) and found in first grade science big books with the goal of improving understanding of the science content. Students who received the intervention showed improvements in their ability to understand the compare-contrast text structures compared to students who were taught the same content without the routine or students who were taught typical science read-aloud content without the routine. Observations revealed that teachers who were most consistent in implementing high quality comprehension strategies during the read aloud had students who made the best gains in listening comprehension of the content, regardless of whether the teachers used explicit text the compare-contrast text structure routine.The results demonstrated that even though the instruction of the compare-contrast text structures was not necessary to produce listening comprehension of science content, the compare-contrast instruction added value to the high quality comprehension instruction for students assigned to the intervention group. The results of the study are discussed in terms of the available research on instruction of informational text structures in the early grades. Recommendations for future research are provided.
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Listening comprehension : a Vietnamese perspectiveNguyen, Thi Van, n/a January 1985 (has links)
A newly emerging, developing country has many high priority
areas. Many of these high priority areas are related to
the educational system. Education is viewed by many
political leaders (and also by citizens rich and poor) as
a 'Golden Key' which will unlock doors labelled with words
such as 'Development', 'Progress', 'Success', and 'the
English Language'.
The English Language, a modern technical, trade and
diplomatic language, is one of the avenues of communication
which may enhance development within Vietnam.
At the present moment, foreign language teaching and
especially Teaching English as a Foreign Language and
Teaching English for Special/Specific purposes, are given
high priority ratings by those who plan the development
stages for Vietnam. It is also recognized that EFL and ESP
teaching can and should be improved.
Australia is assisting this process of improvement by
supporting an assistance programme. Twenty two teachers
from tertiary language centres have been studying Teaching
English as a Foreign Language at the Canberra College of
Advanced Education. This writer is one of these students.
One of the requirements for the Master's Degree in
Teaching English as a Foreign Language is an extended
Field Study in a specific area. This writer selected
'Aural Comprehension'.
In this Field Study, the writer has explored the past
and present position of teaching ' Aural Comprehension'
in Vietnam. The writer has identified several significant
problem areas and has suggested alternative options which
may improve the teaching and the learning in this area.
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Cognitive Mechanisms Underlying Second Language Listening ComprehensionHu, Guiling 30 March 2009 (has links)
This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability. The last word in a congruent context is highly predictable (e.g., Children are more affected by the disease than adults), the last word in a neutral context is likely but not highly predictable (e.g., Children are more affected by the disease than nurses), and the last word in an incongruent context is impossible (e.g., Children are more affected by the disease than chairs). The study shows that, for both native speakers and L2 learners, a consistent context facilitates word recognition. In contrast, an inconsistent context inhibits native speakers’ word recognition but not that of L2 learners. I refer to this new discovery as the facilitation-without-inhibition phenomenon in L2 listening comprehension. Results from follow-up experiments show that this facilitation-without-inhibition phenomenon is a result of insufficient suppression by L2 learners.
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Strategy to solve cognitive overload in listening comprehensionChen, Mingjun, 陈明君 January 2011 (has links)
本研究通過對深圳大學初級漢語水平留學生的晤談以及測試,發現初級水平階段的漢語學生在聆聽過程中常出現以下困難:
1. 未能準確辨識出語音。
2. 雖然能夠識別單個辭彙或者短語,但是無法獲取整個句子的含義。
3. 未能及時進入聆聽狀態,以至於錯過了錄音的開始部分。
4. 遇到障礙往往會卡在困難之處,導致錯過了後續的錄音內容。
5. 無法概括出語段大意。
由於語言知識的不足,留學生在聆聽過程中往往受挫。從認知負荷理論的角度看,無論是語音、辭彙、語法結構,乃至於句子的深層含義和文本大意,不同的層面都對工作記憶施加了負荷。降低認知負荷的有效方法便是激活學生的圖式,對所聽材料進行預測、補充以及選擇性加工,使工作記憶留存更多資源處理不熟悉的任務。適當的聆聽策略可以幫助學生激活長時記憶中的圖式,跳躍障礙,提升理解。
基於此,本研究以深圳大學初級漢語班的外國學生為研究對象,以其中一班(共13 名學生)為實驗組,另一個班(共11 名學生)為控制組,進行准實驗研究。考慮到學生已初步具備預估、猜想的意識,且大部分聆聽困難可透過此方法得以解決,所以在實驗過程中,實驗組學生將接受“猜一猜”的聽力策略教學法。此聽力策略的實施階段包括聆聽以前和聆聽過程。控制組學生接受教師原有的教學方法,即聆聽前教師講解生詞,學生流覽問題,而後聽錄音做練習。
准實驗研究結果顯示,實驗組學生“詞義推斷”一項成效明顯,而“句子深層含義”以及“概括大意”兩項雖然有所改善,但和控制組相比,差異仍未達到顯著水平。“猜一猜”的聆聽策略能在一定程度上幫助學生激活長時記憶中的圖式,在聆聽前根據話題、背景知識等預估錄音大意,在聆聽過程中,利用上下文來跳躍障礙,達成順暢理解。圖式的激活降低了學習者工作記憶的負荷,為工作記憶釋放了大量空間。
從學生調查問卷的結果看,聽力策略“猜一猜”得到了師生的普遍認同,具有教學意義。
最後,本研究對聆聽教學以及未來研究提出了一些建議,以期有更深入的探討。 / published_or_final_version / Education / Master / Master of Education
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Listening comprehension in the foreign language classroom: the cognitive receptive processes in the development of Spanish phonological perceptionMayberry, María del Socorro 28 August 2008 (has links)
Not available / text
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