Relevant bibliographies by topics / Listening competence

Academic literature on the topic 'Listening competence'

Author: Grafiati
Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Listening competence"

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Abdullah, Muhammad. "DEVELOPMENT OF BASIC COMPETENCY ASSESSMENT INSTRUMENTS ASSESSING STUDENTS IN ISLAMIC CULTURAL HISTORY (SKI) IN MIN 1 PASURUAN." Jurnal Mu’allim 3, no. 1 (May 29, 2021): 122–31. http://dx.doi.org/10.35891/muallim.v3i1.2515.

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Efforts to create effectiveness in learning continue to be carried out in the form of widespread innovations in the emerging education sector, this is done in order to create maximum knowledge transfer to students. Because learning in students is dominated by communication elements that read, listen and write, another competency that also affects the learning process is listening competence. So it needs to be considered in developing competencies that must be mastered by these students. To maximize student competence in the listening aspect, suitable tools are needed. This article describes the development of the basic competency assessment instrument for listening to the SKI subjects at MIN 1 Pasuruan. The research method used is to use research & development in the ADDIE version. The results of the study concluded that 1. The assessment instrument can be used as a reference for teachers in collecting information and data to provide students with basic competence in listening. 2. Listening skills assessment techniques for MIN 1 Pasuruan, including: performance, portfolio and gifts. As for the assessment of the basic development assessment instrument listening to students on the SKI subject at MIN 1 Pasuruan, including the stages including: (1) analysis (analysis), (2) design (design), (4) development (Develop), (5) implementation ( Implement), and (6) evaluation (Evaluate)
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Suárez, Stephanie Cox, and Karen J. Daniels. "Listening for Competence Through Documentation." Remedial and Special Education 30, no. 3 (June 17, 2008): 177–90. http://dx.doi.org/10.1177/0741932508315649.

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Hamed Al-Mashaqba, Nisreen Juma'a. "Micro and Macro Content Analysis of English Textbook Entitled “Mosaic One Listening and Speaking (Student’s Book)” In The Light of Communicative Competence." Advances in Language and Literary Studies 8, no. 2 (April 30, 2017): 41. http://dx.doi.org/10.7575/aiac.alls.v.8n.2p.41.

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The purpose of this study is to investigate the extent to which the listening and speaking lessons which are presented in textbook entitled “Mosaic One Listening and speaking (Student’s Book)” are characterized with appropriateness and meaningfulness in light of communicative competence and meet the Principles and features of communicative language teaching. The content analysis was at micro and macro level in terms of the availability of seven criteria of communicative competence in the textbook under the study and in terms of strength and weakness of the content. The findings indicate that The English textbook entitled “Mosaic One Listening and speaking (Student’s Book)” fulfilled 84% of communicative competence’s criteria of the good EFL textbook adapted from some experts in the light of communicative competence.
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Bodie, Graham D., Michelle E. Pence, Michael Rold, M. Daniel Chapman, Jamie Lejune, and Lisa Anzalone. "Listening Competence in Initial Interactions II: Applying Trait Centrality to Discover the Relative Placement of Listening Competence Among Implicit Competency Theories." Communication Studies 66, no. 5 (July 2015): 528–48. http://dx.doi.org/10.1080/10510974.2015.1039657.

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Puspitasari, Diyan Anita, Slamet Setiawan, and Ahmad Munir. "Facilitating English Learners Competence in Listening through Flowerdew and Miller’s Listening Strategies." Linguistic, English Education and Art (LEEA) Journal 3, no. 2 (June 14, 2020): 340–47. http://dx.doi.org/10.31539/leea.v3i2.1134.

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This study aims to examine the use of listening strategies to facilitate the students’ listening competence and aims to examine the students’ perception about the roles of listening strategies. Using a qualitative research as the design of the research, the researcher collects the data through observation in listening classroom and interview to the university students. The result reveals that the lecturer used Flowerdew and Miller’ listening strategies, such as metacognitive strategies, cognitive strategies, and socioaffective strategies to facilitate the students in improving their listening competence, Moreover, the students perceive that the roles of listening strategies can help them to enhance their competence and help them become more skillful in listening. Keywords: Listening Strategies, Cognitive, Metacognitive, Socioaffective
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Krapchatova, Yaroslava, and Svitlana Petrenko. "ENGLISH LISTENING COMPETENCE AS THE OBJECT OF SELF-ASSESSMENT." Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ» 1, no. 6(74) (June 27, 2019): 175–78. http://dx.doi.org/10.25264/2519-2558-2019-6(74)-175-178.

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Mykhailova, Oksana, Olga Humankova, and Tetiana Grygorieva. "USING DRAMA TECHNIQUES IN THE DEVELOPMENT OF LISTENING SKILLS IN PRIMARY SCHOOL LEARNERS." АRS LINGUODIDACTICAE, no. 10 (2) (2022): 46–55. http://dx.doi.org/10.17721/2663-0303.2022.2.04.

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Background. The up-to-date vision of a foreign language competence in listening, amongst other competences, is represented in the recently published Companion Volume of Common European Framework of References (2020) which sheds light on the skills developed at each of the levels. The newly distinguished level Pre-A1 describes Overall listening competence as understanding of very slow and clear speech containing mostly concrete lexis related to everyday facts and events, with pictures/gestures assisting recognition and repeating speech fragments if necessary. The analysis of skill descriptors correlated with the analysis of available literature on a range of topics (pedagogy and age psychology, general methods of teaching listening competence and teaching English to young learners) as well as prior research conducted by the authors, allowed them to form a hypothesis: teaching listening competence to young learners can be effective if it utilises the elements of drama techniques. Purpose. The article, therefore, aims to present the authors’ testing the hypothesis by employing a critical theoretical and experiential analysis, and further developing a series of activities and piloting it in the classroom. Methodology. The main research method is a critical analysis of theoretical sources as well as the authors’ expertise in the use of dramatization in teaching listening to elementary school students in an English classroom. Results and discussion. The in-depth examination of methods of teaching listening competence led the authors to selecting the approach, namely the three stages in which teaching is implemented, the focus and content of each stage. Accordingly, the series of activities is arranged in traditional three stages (pre-, while-, and postlistening), with the pre-listening being comprised of anticipation and prediction sub-stages. The authors provide a detailed description of the activities included in each stage. They further illustrate the typology of activities with a lesson plan highlighting the types of activities, tasks, visual aids, type of audio, expected speech product and assessment. Based on the implementation of the series of tasks in the classroom, the authors argue that drama technique is an effective means to optimize teaching of English listening competence of primary school learners.
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김보람. "Extensive Listening to Enhance Listening Competence in an EFL Setting." Journal of Foreign Studies ll, no. 45 (September 2018): 41–68. http://dx.doi.org/10.15755/jfs.2018..45.41.

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Yavuz, Fatih, and Ozgur Celik. "The importance of listening in communication." Global Journal of Psychology Research: New Trends and Issues 7, no. 1 (September 25, 2017): 8–11. http://dx.doi.org/10.18844/gjpr.v7i1.2431.

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Abstract Listening skills have been a great concern for both researchers and teachers trying to promote communicative competence. The purpose of this study is to find out to what extend listening is important in gaining communicative competence. 100 university level preparatory class students were chosen as subjects of the study. Students took formal listening and speaking classes for one term and at the end of the term they took a written exam for listening class and an oral exam for speaking class. The data obtained from the exam results were analyzed and interpreted. Keywords: Listening skills, communication, preparatory class students, formal listening, communicative competence.
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Mykhailova, Oksana, and Olga Humankova. "THE FORMATION OF ENGLISH LISENING COMPREHENSION COMPETENCE OF PRIMARY SCHOOL LEARNERS USING ELEMENTS OF DRAMA." Baltic Journal of Legal and Social Sciences, no. 1 (August 1, 2022): 122–31. http://dx.doi.org/10.30525/2592-8813-2022-1-15.

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The article deals with the issue of using drama in the process of the formation of English listening comprehension competence of primary school learners. The essence of the concepts "listening comprehension competence", "drama" is analyzed and the characteristics of drama in the process of teaching English to primary school learners are determined. The peculiarities of using drama in teaching English to primary school learners are outlined and the importance of their usage at the initial stage of education is proved. Particular attention is paid to the practical aspects of the implementation of the method of drama in the process of the formation of English listening comprehension competence of primary school learners in English lessons. The authors identify the stages of teaching listening comprehension competence. The article presents a step-by-step set of exercises for the formation of English listening comprehension competence of primary school learners using elements of drama and a practical illustration of each stage. The authors consider the method of drama to be an effective means of optimizing the formation of English listening comprehension competence of primary school learners in English lessons.
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Dissertations / Theses on the topic "Listening competence"

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Janusik, Laura Ann. "Researching listening from the inside out the relationship between conversational listening span and perceived communicative competence /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1417.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Communication. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Mottaghinejad, Sarah Elizabeth. "Evaluating the Usefulness of an Aural Gapped Listening Summary as a Measure of Academic Listening Proficiency." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2210.

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For this project I sought to find a more effective means of evaluating academic listening comprehension. This involved doing an in-depth investigation of academic listening, the constructs involved in listening comprehension, and of methods of assessing listening comprehension. It also included a study of the concept of test usefulness (Bachman and Palmer, 1996), which consists of reliability, construct validity, authenticity, interactiveness, impact, and practicality, and is used to help select the most effective methods of assessing language abilities. Based on my review of listening comprehension testing methods, I created a method of assessing academic listening comprehension, Aural Gapped Listening Summaries (AGLS), produced a short version of the AGLS for piloting through BYU's English Language Center and credit exam for matriculated students, and then analyzed the results of this piloting to determine whether future investigation was merited. This project write-up includes a description of the development of the AGLS, the methods of administration, and students' cursory perceptions of the AGLS, as well as the results of the pilot test. The AGLS involved students listening to an excerpt of a lecture followed by an aural summary of that lecture with every 8th word replaced by low-volume static. Then they were asked to type a word or phrase in a box on their computer screens that would best fill in the gap where the static was. Ranks on the AGLS were correlated with a standard listening test, which is administered every semester at Brigham Young University, and with students' individual perceptions of their listening abilities. Results showed that AGLS correlates moderately well with traditional measures of academic listening (r=0.7731) while giving testers interesting information about student interlanguage in very little time. Results further showed that AGLS has a much higher reliability coefficient (r=0.9223) in comparison to the other listening test. Therefore, although traditionally testers have had to write lengthy tests in order to get an adequate representation of students' listening abilities, it may be possible to obtain the necessary information about students' abilities with this more time-efficient measurement tool.
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Fujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.

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The purpose of this project is to investigate a model for developing listening comprehension competence on the part of Japanese learners of english as a foreign language, with a view toward promoting practical and communicative english competence.
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Різниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.

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The article looks at some aspects of teaching listening skills. It focuses on the principles that apply in teaching listening and on the effective ways for students to develop stronger listening skills.
У статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
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Gilligan, Philip A., and Shamim Akhtar. "Cultural barriers to the disclosure of child sexual abuse in Asian communities: Listening to what women say." Oxford University Press, 2006. http://hdl.handle.net/10454/2718.

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No
There is apparent under-reporting of child sexual abuse in Britain¿s Asian communities and a varied capacity amongst professionals to respond with cultural competence. Professional approaches originate in cultural contexts, which are often different from those of most British Asians. If the proportion of children and non-abusing carers from Asian communities who access relevant services is to increase, professionals need to develop better understandings of cultural imperatives which determine behaviour in those communities. Consultations with Asian women in Bradford reinforce the view that culturally competent practice and respectful dialogue are essential to the protection of children. They also highlight a number of recurring themes. Members of Asian communities are aware of child sexual abuse, they recognize that the issue needs to be addressed by all communities and they report that many of those affected within their own communities have found it difficult to access relevant services. These consultations, like reports of similar work elsewhere, indicate that difficulties, which appear to arise from Asian women¿s fears about how agencies will respond, are frequently compounded by the impact of cultural imperatives arising from izzat (honour/respect), haya (modesty) and sharam (shame/embarrassment), which have a considerable influence on how many will behave.
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Akmaldinova, Oleksandra, Liudmyla Budko, Tetiana Shulha, Олександра Миколаївна Акмалдінова, Людмила Василівна Будко, and Тетяна Валеріївна Шульга. "Competence based approach to teaching professional English in training aviation specialists." Thesis, Kyiv national aviational university, 2018//Aviation in the XXI-sr century: the eighth world congress October 10-12, 2018, 2018. http://er.nau.edu.ua/handle/NAU/38799.

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The article deals with the problems of teaching special aviation English course in the context of flight safety. It gives an overview of human factor issues in aircraft accidents occurrence including psychological aspects of human error nature. It focuses on the impact of linguistic, cultural and environmental barriers on the safety of civil aviation operations.
У статті розглядаються проблеми навчання спеціального курсу авіаційної англійської мови в контексті безпеки польотів. Надається огляд питань людського фактору в аваріях на літаках, включаючи психологічні аспекти людської помилки. Стаття зосереджується на впливі мовних, культурних та екологічних бар’єрів на безпеку операцій цивільної авіації.
В статье рассматриваются проблемы преподавания специального курса авиационного английского языка в контексте безопасности полетов. Предоставляется обзор вопросов человеческого фактора при возникновении авиационных проишествий, включая психологические аспекты ошибок человека. Основное внимание уделяется влиянию языковых, культурних и экологических барьеров на безопасность полетов гражданской авиации.
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Kung, Fan-Wei. "Investigating the effects of conversational shadowing for EFL learners' listening and speaking competence in a TOEFL iBT preparation course : pedagogical effectiveness and washback." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.707806.

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This study investigates the effectiveness of conversational shadowing and washback in a TOEFL iBT preparation course for English as a Foreign Language (EFL) learners. An experimental design was proposed with 52 EFL learners from a TOEFL iBT preparation course at an educational institute in Taiwan who were further divided into the control and experimental groups for 12 weeks based on the learning of conversational shadowing through the teaching-to-the-test approach. During this time, the experimental group received the intervention of conversational shadowing while the control group did not. To further assess learners’ progress, the pre- and post-tests based on the institutional TOEFL iBT listening and speaking assessments were administered and analyzed quantitatively along with the pre- and post-questionnaires before and after this study, followed by a series of semi-structured interviews along with the researcher’s field notes for more qualitative data that added more depth to this investigation pertaining to learners’ confidence, learning motivation, and attitudes based on the instruction of conversational shadowing. This study concludes with several essential pedagogical implications from the data collected and analyzed. The results indicated that conversational shadowing not merely improved EFL learners’ English listening and speaking competence, but also strengthened their confidence, learning motivation, and attitudes based on the pre- and post-tests as well as pre- and post-questionnaires. Several salient reasons were further identified by the participants that facilitated their English learning based on such a learning approach. While learners’ valued the instruction of conversational shadowing, the teaching-to-the-test approach used in this study was deemed ineffective with regard to their English learning nowadays. The existence of a negative washback effect in class was also found to undermine students’ L2 development with a few reasons identified at the same time that highlighted the needs for more communicative language learning in an EFL context.
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Barjakob, Michel, and Mathias Johansson. "Har chefer slutat lyssna? : En studie om kommunikationstillfredsställelse och chefers aktiva lyssnande." Thesis, Högskolan i Gävle, Avdelningen för ekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-21137.

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Titel: Har chefer slutat lyssna? – en studie om kommunikationstillfredsställelse och chefers aktiva lyssnande. Nivå: Examensarbete för kandidatexamen i företagsekonomi. Författare: Michel Barjakob, Mathias Johansson. Handledare: Kristina Mickelsson, Pär Vilhelmson. Datum: 2016 - januari Syfte: I denna studie vill vi söka en djupare förståelse för chefers aktiva lyssnande och hur det formar medarbetarnas kommunikationstillfredsställelse. Metod: Då studiens syfte är att skapa en djupare förståelse i chefers aktiva lyssnande så har vi utfört en kvalitativ forskning. Data har samlats in genom semistrukturerade intervjuer med tio anställda från en ledande elektronikkedja i Gävle. Materialet har analyserats genom tematisering och presenterats med resultaten. Resultat & slutsats: Studien visar att chefer bör ha en tillräckligt hög kommunikationskompetens för att veta när ett aktivt lyssnande ska tillämpas eller ej. Chefers kommunikationskompetens formar de anställdas kommunikations-tillfredsställelse samtidigt som det framkommit att chefer inte är medvetna om det aktiva lyssnandet i tillräcklig utsträckning. Förslag till vidare forskning: Studien har varit djupgående med sin kvalitativa forskning och ligger som grund till vårt förslag till vidare forskning. Deltagarna i denna studie har efterfrågat en uppföljning av det aktiva lyssnandet. Ett ytterligare förslag till vidare forskning är en undersökning efter det aktiva lyssnandets avspegling på företagsresultat. Uppsattsens bidrag: Bidraget till studiens målgrupp syftar till det tomrum som lokaliserats samt besvarats. En teoretisk modell har skapats med hjälp av tidigare forskning som kartlägger begrepp inom kommunikation och tillfredsställelse. Det praktiska bidraget syftar till chefer då kunskap inom aktivt lyssnande kan hjälpa chefer att kommunicera med sina medarbetare. Nyckelord: kommunikationskompetens, aktivt lyssnande, kommunikationstillfredsställelse, arbetstillfredsställelse, forma.
Title: Har chefer slutat lyssna? – en studie om kommunikationstillfredsställelse och chefers aktiva lyssnande. Level: Final assignment for Bachelor Degree in Business Administration. Author: Michel Barjakob, Mathias Johansson. Supervisor: Kristina Mickelsson, Pär Vilhelmson. Date: 2016 – january Aim: In this study we aim to create a deeper understanding in supervisors active listening and how it shapes employees communication satisfaction. Method: Due to the aim of the study, which is to create a deeper understanding in supervisors active listening, we have conducted a qualitative research. Data has been gathered through semi-structured interviews with ten employees from a leading electronic store and was conducted in Gävle.  Result & conclusions: The study show that supervisors must possess enough communication competence to know when active listening should be used. Supervisors communication competence shapes the employees communication satisfaction meanwhile most supervisors lack knowledge in active listening. Suggestions for future research: Our suggestions for future research are based on this study’s qualitative research. The participants have requested a follow-up of the active listening. A further recommendation for further research is to examine the impact active listening has on company results. Contribution of the thesis: The study contributes by filling the gap we found in our research area. A theoretical model was developed based on previous research, which helped find and localize communication and satisfaction and its components. The practical contribution is aimed towards supervisors hoping to receive knowledge in active listening to help them communicate with their co-workers. Key words: communication competence, active listening, communication satisfaction, job satisfaction, shape.
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Lucero, David Milford. "Impact of Intercultural Competence on Communicative Success in L2 Environments(With Reference to Missionaries of The Church ofJesus Christ of Latter-day Saints)." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/7775.

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This study explores the impact of cultural competence on success in completing key missionary tasks. Qualitative survey results are supported by data from an intercultural effectiveness assessment and a Mandarin Chinese listening proficiency test to describe themes related to missionary communicative success and to explore correlations between intercultural effectiveness and listening proficiency. Missionary communicative tasks are clarified into themes:"obtaining referrals,"obtaining teaching opportunities," and"helping people make and keep commitments." Factors perceived as associating with communicative success include"feeling and communicating love" and receiving"spiritual guidance." The effect of training on intercultural competence is also described. The intercultural effectiveness subcategory of positive regard is shown to have significant correlation with listening proficiency and with missionaries' perceptions of their own awareness of Chinese culture. Suggestions are made for further research and program development.
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Andrén, Kim. "Media form and ESL students’ comprehension : A comparative study between audiobooks and printed text." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41971.

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This study aims to investigate how the choice of media form, i.e. printed format, audiobook or reading and audio combined, affect the ability of ESL students to achieve comprehension, and how different ways of asking questions can affect their comprehension ability. Lastly, the study aims to investigate the relationship between comprehension and students’ proficiency levels in their L2. To answer this question, 155 students were recruited and divided into three groups and assigned one type of media form. The quantitative data was collected through an online comprehension test and analysed. The results showed a significant difference between the media forms and revealed that printed reading was superior. However, a printed and audio combination was the most time efficient way for students to achieve comprehension, which indicates that the inclusion of audio does not impede student learning. Previous research in the same field shows that the results are inconclusive, but shares one common conclusion, that students enjoy the audio format. As a result, the educational system should make every effort to media choices for students to choose their preferred media, and more research in the field needs to be done, as students enjoyment leads to increased learning.
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Books on the topic "Listening competence"

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Ward, Mary E. What I believe 2: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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Böttcher, Elizabeth. What I believe 1: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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Hall, Lesley Ann. Listening to clinicians: Using a qualitative approach to explore factors which influence the uptake of new evidence by health care professionals. Newcastle upon Tyne: University of Newcastle upon Tyne, Centre for Health Services Research, 1999.

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What I believe 1: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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What I believe 2: Listening and speaking about what really matters. White Plains, NY: Pearson Education, 2008.

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Steven, Hoffman, and National Center for Education Statistics., eds. The national assessment of college student learning: Identifying college graduates' essential skills in writing, speech and listening, and critical thinking : final project report. Washington, DC: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1995.

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E, Fitch-Hauser Margaret, ed. Listening: Processes, functions, and competency. Boston: Allyn & Bacon, 2012.

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Koplyakova, Ekaterina, and Yuriy Maksimov. German: Management in tourism. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/968121.

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As a result of the work on this textbook, students will get acquainted with the main language tools. The texts and the system of exercises are aimed at preparing highly qualified specialists for such types of speech activity as reading, speaking, listening and writing in German. Most of the exercises are of a communicative nature. In the tutorial there are keys to individual exercises, before which a sign is indicated . The subject of the lessons takes into account the requirements of the discipline "Foreign language" for bachelors of non-linguistic universities. It meets the modern requirements of domestic and foreign methods and psychology of teaching foreign languages in non-linguistic universities. It is intended for bachelors of non-linguistic universities who study German as a second foreign language in the context of a competence-based approach.
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Listening to young writers: Developing writing competency through conversation, engagement, and assessment. Gainesville, FL: Maupin House Pub., 2005.

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Delamain, Catherine, and Jill Spring. Speaking, Listening and Understanding. Speechmark Publishing Ltd, 2003.

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Book chapters on the topic "Listening competence"

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Goh, Christine C. M., and Larry Vandergrift. "Listening Competence." In Teaching and Learning Second Language Listening, 16–36. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-3.

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Blanch-Hartigan, Danielle. "Medical Communication Competence Scale (MCCS)." In The Sourcebook of Listening Research, 410–18. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch43.

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Imhof, Margarete. "Self-Perceived Listening Competence Scale (SPLCS)." In The Sourcebook of Listening Research, 560–65. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch63.

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Martínez-Flor, Alicia, and Esther Usó-Juan. "Towards acquiring communicative competence through listening." In Studies on Language Acquisition, 29–46. Berlin, New York: Mouton de Gruyter, 2006. http://dx.doi.org/10.1515/9783110197778.2.29.

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Wang, Haiping. "Linking Task Demands, Cognitive Processes and Language Competence." In Testing Lecture Comprehension Through Listening-to-summarize Cloze Tasks, 131–53. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-6202-5_8.

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Zoghlami, Naouel. "10. Testing L2 Listening Proficiency: Reviewing Standardized Tests Within a Competence-Based Framework." In Measuring L2 Proficiency, edited by Pascale Leclercq, Amanda Edmonds, and Heather Hilton, 191–207. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092291-013.

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Surkamp, Carola, and Tanyasha Yearwood. "Receptive Competences—Reading, Listening, Viewing." In Teaching English as a Foreign Language, 89–108. Stuttgart: J.B. Metzler, 2018. http://dx.doi.org/10.1007/978-3-476-04480-8_6.

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Backlund, Phil. "Communication Competency Assessment Instrument (CCAI)." In The Sourcebook of Listening Research, 212–16. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2017. http://dx.doi.org/10.1002/9781119102991.ch16.

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Tröhler, Daniel. "The Transformation of Christian Missions to Educational Colonization, or Motives of Speaking and Listening in the One-Sided Euro-American-Asian Dialogue." In Euro-Asian Encounters on 21st-Century Competency-Based Curriculum Reforms, 21–40. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3009-5_2.

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d’Annuntiis, Marco, and Sara Cipolletti. "Child Friendly Architectures. Design Spaces for Children and Adolescents." In Makers at School, Educational Robotics and Innovative Learning Environments, 353–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-77040-2_47.

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AbstractThis paper presents the educational and laboratory experience of the course entitled “Child Friendly Architectures”, taught during the 2019 academic year at the School of Architecture and Design (SAAD) of the University of Camerino, in collaboration with UNICEF Italia. The training course is the first in Italy to build a dialogue between the discipline of architecture and the protection and promotion of children and adolescents’ rights. The course was offered to the university’s students and was structured as two modules. In a series of training seminars, the first module, Teaching Activity, addressed the design of spaces for children and adolescents while looking closely at good practices and case studies. The second module, Application Activity, was a practical laboratory which guided students in a participatory process of planning. The students experimented with reading and planning a specific context in which they live, using specially structured tools and methods. The Child Friendly Architectures training course theorizes a way of thinking about the design of spaces for children and adolescents, taking into consideration their rights, and promoting the learning of tools, design techniques and new technologies. The competences involved in participatory planning—which can be learned—strengthen team work through important networking and listening opportunities. This helps young people to develop a critical awareness of children and adolescents’ rights, and the quality of the spaces dedicated to them.
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Conference papers on the topic "Listening competence"

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Baydikova, Natalya, Maria Krasilshchikova, and Artem Glushchenko. "ACADEMIC LISTENING COMPREHENSION COMPETENCE OF HIGH-TECH STUDENTS AT TECHNICAL UNIVERSITIES." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.2047.

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Lucio-Ramirez, CA, AJ Banegas-Lagos, C. Cerros-Cabello, CA TrevinoAlanis, AK Gomez-Gutierrez, E. Luna-Ceron, and SL OlivaresOlivares. "A MULTICULTURAL EXPERIENCE IN A CONFLICT ZONE: WHAT MEDICAL STUDENTS CAN LEARN." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7101.

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As globalization continues, medical educators must acknowledge the increasing need to create safe spaces for students to incorporate global citizen competencies. Short international experiences are a way in which students can acquire these features. The study aimed to evaluate cultural competency learning during an international activity situated in a conflict zone environment that embraces health innovation. The method approach was an explanatory sequential mixed method design. The quantitative instrument was a survey (Cronbach alpha 0.74) with 27 items with 5 Likert scale from totally agree to totally disagree, addressing the four dimensions of cultural competence: conflict resolution, peace appreciation, multiculturalism, and health innovation. The qualitative phase was implemented with individual interviews with participants. A total of 19 medical students from Monterrey and Mexico City with an average age of 22.73 (±3.42) participated in an immersive program for observation, active listening, and analysis of Israeli and Palestine narratives. Descriptive analysis indicated that the most impacted areas were health innovation (4.83 ± 0.032, p<0.001) and multiculturalism (4.80 ± 0.02, p<0.001). Interviews mostly drew positive impressions regarding the development of health innovation and multiculturalism skills. The participation of students in a short trip to a conflict zone conflict inspired them with multicultural skills and a broader perspective regarding innovative problem-solving strategies in healthcare systems. Keywords: Multiculturalism, global citizen competencies, health innovation, conflict resolution, peace, global health, cultural competency
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Kim, Young Hee, and Mun Koo Kang. "The Effect of Blended Learning Using Television Programs on the Improvement of English Listening Competence." In Education 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.51.

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Yan, Li. "Research on evaluation model for college students' listening and speaking competence based on fuzzy matter-element." In 2011 IEEE 3rd International Conference on Communication Software and Networks (ICCSN). IEEE, 2011. http://dx.doi.org/10.1109/iccsn.2011.6013822.

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Selezneva, Tatiana Aleksandrovna, and Mariia Vladimirovna Kharlamova. "Modern Song as a One-Size-Fits-All Means of Implementing a Competence-Based Approach in Teaching French." In All-Russian scientific conference. Publishing house Sreda, 2022. http://dx.doi.org/10.31483/r-100917.

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This paper considers the problem of the use of contemporary songs during French lessons. Its relevance lies in the fact that reflecting realities of today’s modern life, songs are a source of linguacultural material. Inspired in their scientific method by the competence approach in teaching foreign languages, the authors set a goal to examine the selection criteria of songs and to propose the basic principles of work with songs. Providing examples, the authors show that the use of these texts entails building and firmly establishing all the necessary foreign language skills: listening, reading, writing, speaking, underlining the universal character of the use of this method and its practical significance in future.
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Fitzsimons, Jeanette. "Becoming reflective practitioners through community based planning projects." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.23.

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Inspired by the influential ‘reflective practitioner’ ideas of Donald Schön (1983), there is an established pedagogical tradition in the University College Cork, Centre for Planning Education & Research, in active learning, and using real projects with real clients as a teaching methodology. In semester two 2019, the first year Masters in Planning students engaged with the Glounthaune community to identify the community’s values and aspirations. Concurrently, the second year students prepared a masterplan for a new town centre, drawing on field work, research and findings from the aforementioned community engagement process. Personal reflection was formally embedded in both processes: students considered their professional and personal skills including working together, dealing with communities; active listening and thinking creatively. These reflections deepened the students’ learning through revisiting the experiences guided by a framework of prompted questions. In her discussion of the challenges in developing excellence in planners, Reeves (2009) insists that ‘Planners need to demonstrate their ability to transform understanding into practical and achievable outcomes… Employers want to see more than credentials; they want to see people demonstrating competence. One’s ability to do a job depends on knowledge, skills and qualities.’ Working on real projects with local communities while using reflection-on-action (Schön, 1983) to revisit the experience further develops their competencies.
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Vicente, Romero de Ávila Serrano, Sarai Diaz García, Laura Asensio Sánchez, Jose Antonio Lozano Galant, Amparo Moyano Enríquez de Salamanca, Rocío Porras Soriano, Elisa Poveda Bautista, et al. "Developing speaking competences in technical English for Spanish civil engineering students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5564.

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Traditionally, Spanish schools of civil engineering provide their students a class on “Technical English” in order to develop their language skills. However, this class does not cover all the skills that the student would need in the labor market and mainly focuses in the reading and writing skills, and in a lower degree in the speaking and listening ones. This paper proposes a series of innovative and informal training activities (cine-forum on technical civil engineering topics and role playing on real professional situations) that allow Spanish civil engineering students to develop English skills that can rarely be worked in the classroom (i.e. speaking, negotiating and conversing), encouraging debate, participation, and fostering their self-confidence to speak about technical-English topics in public. Although the students’ level of English is much lower than expected, they all agree on the importance of technical English for their future career. The results also show the students’ lack in skills that are difficult to train in regular classes (speaking and talking). Consequently, this situation would require to provide complementary activities like the ones suggested in this project in order to develop these skills and increase the students’ demand for engineering classes taught in English.
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Kruszyńska-Szwedo, J. "REMOTE SUZUKI'S LESSONS WITH CHILDREN ON THE AUTISM SPECTRUM." In The 7th International Conference on Education 2021. The International Institute of Knowledge Management, 2021. http://dx.doi.org/10.17501/24246700.2021.7120.

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The Suzuki Method defines musical abilities as not innate but one that can be developed. It is worth emphasizing that children with autism spectrum disorders could play an instrument from an early age by listening to music, imitating the game's teacher, parent, friend, repeating and perfecting songs. Key question: what is the relationship between using the Suzuki Method and developing communication skills, social competencies, and cognitive skills of students on the autism spectrum? The goal is to design a proprietary model with students in the autism spectrum based on the Suzuki Method for remote work. For the main problem, the independent variable uses the Suzuki Method with autism spectrum students aged 7 to 11. The dependent variable results from the observational technique of student’s communication skills, social competencies, and cognitive skills. An individualization experiment has been undertaken in the case study procedure. These will be case reports during the action research. A child on the autism spectrum disorder has good visual memory, developed match skills, and has the perfect pitch. Presumably, the research goals and indicators are not overestimated during Suzuki's remote lessons, too. Research can significantly accelerate reconstructive inclusion in a child. Keywords: a child with an autism spectrum disorder, Suzuki Method, remote education, social competencies, communication skills, cognitive skills
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Erlita, Yeni, Ade Nuran, Fadlin Simangunsong, and Selvy Haiyu. "Effectiveness of Competency Based Online Learning: Improving Listening and Speaking in Contextual Oral Language Skills Course." In Proceedings of the 3rd International Conference on Innovation in Education, Science and Culture, ICIESC 2021, 31 August 2021, Medan, North Sumatera Province, Indonesia. EAI, 2021. http://dx.doi.org/10.4108/eai.31-8-2021.2313726.

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Ćorić, Dragana. "О ПСИХОТЕРАПИЈСКОЈ ЕТИЦИ." In XVII majsko savetovanje. Pravni fakultet Univerziteta u Kragujevcu, 2021. http://dx.doi.org/10.46793/uvp21.613c.

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Psychotherapists are part of a large community of supportive professions - their work, learning and constant acquisition of new competencies are aimed at providing such assistance through direct contact with people who need psychosocial help. This profession consists more of listening than counseling, although there are situations in which counseling in psychotherapy is desirable. aimed directly at establishing physical well-being. The psychotherapeutic profession, by entering the so-called the "covid regime" of life from more than a year ago, showed us how much it is really needed both as a profession and as a group of professionals, who, although they come primarily from various other professions, have chosen to help people and more over , in the most subtle part - helping the soul. In this paper, we present the basics of psychotherapeutic ethics, necessary for the provision of a specific type of service: psychotherapeutic work, based more on the ethical codes of transactional analysts, to which the author of this paper belongs.
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Reports on the topic "Listening competence"

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Chorna, Olha V., Vita A. Hamaniuk, and Aleksandr D. Uchitel. Use of YouTube on lessons of practical course of German language as the first and second language at the pedagogical university. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3253.

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Integration of ICT significantly increases the possibilities of the educational process and extends the boundaries of the educational sphere as a whole. Publicly available resources, such as e-mail, blogs, forums, online applications, video hosting sites, can serve as the basis for building open learning and education. Informational educational technologies of learning foreign languages are in the focus of this study. The article represents the results of theoretical analysis of content on the subject of its personal- and didactic-definite orientation, as well as some aspects of the practical use of commonly used YouTube video materials in the process of teaching German as the first or second foreign language in higher education, namely at the pedagogical university. Taking into account the practical experience of using the materials of several relevant thematic YouTube channels with a fairly wide constant audience, a concise didactic analysis of their product is presented and recommendations on converting video content into methodological material in the framework of practical course of German language by future teachers are offered. Due to the suggested recommendations, the following tasks can be solved: enrichment of the vocabulary; semantization of phraseological units, constant figures of speech, cliché; development of pronunciation skills; expansion of linguistic competence; improving listening and speaking skills; increasing motivation to learn, etc.
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