Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.

The purpose of this study was to investigate the relationship between cognitive tempo of learning disabled students and their listening comprehension ability as a function of rate of presentation, regardless of material content (i.e., taped narrative materials--leisure: high interest/low vocabulary; taped expository materials--factual/social studies and technical/science. These data were collected on 57 learning disabled students enrolled in the fourth, fifth, and sixth grades in the Anderson Community Schools Special Education Co-op. Each student was tested with the Matching Familiar Figures Test (Kagan et al., 1964). Three groups of the four cognitive tempo quadrants were utilized in the experimental manipulation (i.e., listening comprehension as a function of rate of presentation, regardless of material content). Fifteen subjects were randomly assigned within each group using a drawing with replacement procedure.A 3 x 3 x 4 analysis of variance (ANOVA) was conducive to the manipulation of three independent variables with repeated measures on the latter two of these variables (i.e., material content and rate of presentation). One between groups analysis (3x) and two within groups analysis (3 x 4) were involved. A R<.05 significance level and error analysis wereemployed to test three null hypotheses.FindingsResults indicated that no significant differences existed between the three groups of subjects (i.e., impulsive, reflective, fast/accurate). However, significant differences existed between content levels and between the four rates of presentation. A significant interaction between groups and rates of presentation was observed. An analysis of simple effects revealed that significant differences existed for reflectives with respect to content and rates of presentation. A significant difference between content levels was present for impulsives, while a significant difference between rates was present for fast/accurates. With the three content levels, no significant difference between groups was found. However, with all groups combined, a significant difference between rates occurred at each content level. A significant difference between groups and between content levels was determined at the 1.0 rate of presentation. At the 1.5 rate of presentation, a significant difference existed between content levels only.In addition to a significant difference between groups at the normal rate of presentation (i.e., 1.0), all groups performed best at this rate, although the impulsive group performed less well than the other two. The narrative content level elicited the best performance from all three groups, with the impulsives again demonstrating the poorest performance. Age ranges were also evaluated revealing that the oldest group (11.6 - 12.6 years) maintained the highest scores.ConclusionsIn general, the results of this study did not support the contention that increased rates of presentation would improve listening comprehension ability among learning disabled students. It was revealing to note the consistently poorer performance of the impulsive subjects on all tasks. This finding supported research which suggested that impulsive tempo is one factor contributing to poor school performance (Messer, 1976b). The study also provided evidence that the visual processing strategies underlying differences in conceptual tempo seem to generalize to the recall of auditory materials as posited by Zelniker and Jeffrey (1976). It was their suggestion that training in task-appropriate strategies may be more effective with learning disabled students than the modification of cognitive styles.

Thesis (MTech (Education))--Peninsula Technikon, Cape Town, 2003 / Using a case study approach, this thesis describes the listening practices of tirst year students at a technikon in the Western Cape. The research was conducted over a period of two years, from 2002 - 2003. Research data are gleaned from an analysis and interpretation ofresponses from several ethnographic tools: questionnaires (completed by lecturers and students), notes on class observations, oral interviews and audio-visual samples ofstudents' gestures and actions in class. Oral and written lecture recall assessments are analysed and interpreted with a view to describing students' listening practices. Six first year students, whose home languages are Xhosa and Afrikaans, are selected for research. The impact oftheir listening and learning through the medium ofEnglish is considered, as well as the influence ofchange in a learning culture, socio-cultural and socio-economic factors. Their life stories are analysed in depth to consider how factors in their lives influence their listening in class. Pairs ofselected students are compared to try to identify the qualities ofeffective listeners. The impact oflistening on these students' academic performance is examined and the role ofeducators as facilitators is considered. It is concluded that both students and staffhave a role to play in improving students' listening and English proficiency in order to promote academic success.

Thesis (MTech (Education))--Cape Technikon, 1998. / Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study.

This study investigates how listening, as part of the literacy learning programme is planned for and taught in the grade one class. The data was produced through semi-structured interviews of five participants, who were grade one educators in the urban area of Durban, Kwa Zulu Natal. Findings suggested the many factors that accounted for why some children in the grade one class do not listen and that educators need to plan for the teaching of listening. The researcher examines the use of multiple strategies, such as teaching responsively, including stimulating tasks, reading aloud, creating a purpose for listening, setting the stage for listening and modeling as strategies to teach listening. The study ends with recommendations for the Department of Education to present workshops to educators on the teaching of listening and for module courses at colleges and universities to offer specialized courses on the teaching of listening. The aim of this research which was conducted in the urban area of Durban, Kwa Zulu Natal, was to investigate how grade one educators were planning for and teaching listening. During this study, data was produced through semi-structured interviews of five participants, who were grade one educators. Findings of this study suggest that there were many factors that accounted for why some children in the grade one class do not listen. Findings also indicated that educators need to plan for the teaching of listening. / Ed. (Didactics))

This study investigates the differences in receptive language of kindergarten children who are taught by different language systems. This study compares the effectiveness of the three most widely adopted oral language systems in the state of Texas. The systems used were (A) Alpha Time, (B) Beginning Readiness Kit; Beginning to Read, Write, and Listen Kits I and II, and (c) McMillan Series R, Bank Street, Threshold K. S. Analysis of variance techniques were used to analyze statistically pretest and posttest scores derived from the sample. The .05 level of significance was used throughout the statistical analyses for rejection or retention of the null hypotheses. Preliminary analysis of data determined no systematic bias for teacher variability or for within group variability. Hypotheses 1, 2, 3, and 5 were tested using a 2 x 3 analysis of covariance. The pretest was used as the covariant in this analysis. No statistically significant differences in the classroom mean scores were determined between teaching methods, teaching methods with only girls as subjects, teaching methods with only boys as subjects, and boys and girls. Hypothesis 4, concerning the pretest differences between boys and girls, was tested using a t-test for independent samples. No statistically significant differences were found. From the findings several conclusions can be drawn. The receptive language of kindergarten children can be expected to improve when taught by any of the three selected oral language systems. Boys do not need different oral language experiences from girls; therefore the sex of the children need not be a major consideration when an oral language system is selected. Other factors which need not be major considerations in the selection of an oral language system are the race and socioeconomic level of the children.

This two-part study employed an experimental design and interviews to examine the effects of videos on adult English as a Second Language (ESL) student listening comprehension. The purpose of the first part of the study was to compare the effects of video in two pre-listening activity conditions on beginner and upper-beginner adult ESL listening comprehension. The participants were 49 Language Instruction for Newcomers to Canada (LINC) students enrolled in two beginner and two upper-beginner ESL classes The beginner classes were randomly assigned either to the audio only (AO) condition or the audio with written script (AW) condition. The upper-beginner classes were similarly assigned to the two conditions, the AO condition or the AW condition. In the AO condition, the students listened to a tape recording of four pre-listening questions prior to viewing the video. In the AW condition, the students listened to the same tape recording and, in addition, were shown the same questions that were printed on large sheets of paper and held up at the front of the class by the teacher. The same pre-test was administered to all four classes. Twelve exercises including pre-listening questions, videos, and comprehension questions were completed. The beginner classes viewed videos from Learning English in the Community LINC 2 (Cameron et al., 1995), and the upper-beginner classes viewed videos from Learning English in the Community LINC 3 (Cameron et al., 1995). The same post-test was administered to all four classes. Results indicated that the written script in the AW condition significantly improved the listening comprehension ability of beginner and upper-beginner adult ESL students. The second part of the study was aimed at gaining insights into the pre-listening questions, the videos, and their value on teaching listening comprehension. All of the students were individually interviewed. Overall the students were positive about the showing of videos as aids for enhancing listening comprehension, the content of the videos, as well as the questions. Some of the students, however, found some of the instruments difficult to understand. They found that the vocabulary was unfamiliar or the speed of delivery was too fast. This lack of comprehension may have affected the results of Part One of the study. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

What does it mean to listen—and how can works of literature teach us about listening? Of the four modes of language—reading, writing, speaking, and listening—that together constitute the “language arts” as a curriculum area in secondary English education, listening is relatively undertheorized—and conspicuously so, given the prominence of student engagement and culturally-responsive pedagogy in scholarly and popular education writing. Western thought generally prioritizes the act of speaking or the concept of “voice” in conceiving of subjects and agency, and an emphasis on “finding your voice” and “having your say” implies questions about the modes of reception by which any particular voice actually might be heard. In the classroom, listening during discussion of literature, for instance, can be an enriching and even revelatory experience for students and their teacher. This dissertation, which is variously theoretical, historical, and narrative, often captures the drama of classrooms and sometimes contemplates the communities that sponsor them. Grounded in some concerns of the teacher as listener as well as a sense of wonder and surprise in the literature classroom (Chapters 1 and 6), this dissertation is a series of contiguous explorations of ideas about listening in educational theory and pragmatist aesthetics (Chapter 2); psychoanalysis and rhetorical studies (Chapter 3); literary history and criticism (Chapter 4); historical poetics (Chapter 5), as well as particular works of literature (Chapters 4 and 8). While discourses about literature or literary experience since at least the Renaissance arguably privilege visual metaphors for the literary imagination—as a way of “seeing” the lives of others across distances of place and time, as well as “reflections of” oneself in these others’—a parallel and even more ancient tradition among poet-critics invokes the sonorous, elaborating auditory metaphors for understanding the experience of reading itself as a kind of listening. Listening not only refers to modes of sociality, or relating to and with others in ways that manifest communicative exchange, shared experience, or mutual recognition but, importantly, also refers to an inner experience that to some extent remains private. Listening therefore instantiates a certain double consciousness. Like the imaginative participation of reading, listening is a temporal experience of engaging with the other as such—that is, an encounter with difference that might become an occasion for transformative learning.