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.
Full textThesis 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.
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.
Full textFujita, Masahiro. "Developing listening comprehension competence in Japanese English as a Foreign Language Learners." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2150.
Full textРізниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.
Full textУ статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
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.
Full textThere 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.
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.
Full textУ 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.
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.
Full textBarjakob, 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.
Full textTitle: 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.
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.
Full textAndrén, 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.
Full textCarneiro, Cacilda Silva Oliveira. "Escuta ativa de depoimentos: uma proposta pedag?gica para o desenvolvimento da compet?ncia comunicativa oral." Universidade Estadual de Feira de Santana, 2016. http://localhost:8080/tede/handle/tede/532.
Full textMade available in DSpace on 2017-11-28T23:13:40Z (GMT). No. of bitstreams: 1 Disserta??o - Cacilda.pdf: 7425322 bytes, checksum: cbdb11713a263575d4d325f5cff062f0 (MD5) Previous issue date: 2016-12-12
Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES
This educational intervention proposal is the product of Course Completion performed in the scope of the Professional Master of Arts (PROFLETRAS) of the State University of Feira de Santana (UEFS). It consists of applying listening activities of formal and informal testimonials in order to promote reflection on the language and contribute to the development of oral communication skills of the students, so necessary for the socio-affective practice of the individual. These reflections also undergo retextualization activities, they discuss themes such as linguistic diversity and the relations between speech and writing in an approach that represents an improvement when considering the guidelines introduced by the textbooks. The proposal in question is based on the design of interactive language - dialogue space that enables social practice of all kinds of acts - contrary to the approach of orality in the classroom as an excuse to practice reading and writing Marcuschi (1997, 2005a , 2005b); Marcuschi and Dion?sio (2007); Dolz; Schneuwly (2004); Bentes (2010); BRAZIL (1997, 1998); Oliveira (2012); Bortoni-Ricardo (2004), Bronckart (2003); Machado (2007). The didactic sequence (DS) - structured in modules - was applied to a group of 6th grade of elementary level from a public school of S?o Domingos in the state of Bahia, during the period of two months, totalizing 26h/classes. The material obtained in the DS and analyzed in this work - audio, video and written texts ? were obtained from the study subjects. The results of the intervention point that working with oral communication in the classroom, from the active listening texts, is productive and that the choice of testimony genre sparked interest and developed the creativity of students, becoming apparent in their productions, their progress regarding the oral competence. It is believed that if the DS were applied in greater time it would give more significant results. The research material is available in a repository for those who are interested in the discussions on the teaching of orality and concerned about the development of the oral competence of their students. The idea is that the proposal presented here add to other orality teaching proposals specifically, and mother tongue teaching, more broadly, in order to improve basic education and the life quality of students, expanding their communicative competence and making them, therefore, able to move around within the society without difficulty, mastering the resources and language mechanisms, understanding the meanings and senses that come to her.
Esta proposta de interven??o pedag?gica ? produto do Trabalho de Conclus?o de Curso realizado no ?mbito do Mestrado Profissional em Letras (PROFLETRAS) da Universidade Estadual de Feira de Santana (UEFS). Consiste na aplica??o de atividades de escuta de depoimentos formais e informais, a fim de promover reflex?es sobre a l?ngua, colaborando para o desenvolvimento da compet?ncia comunicativa oral dos alunos, t?o necess?ria ? pr?tica social efetiva do indiv?duo. Essas reflex?es passam tamb?m por atividades de retextualiza??o, discutindo temas como diversidade lingu?stica e rela??es entre fala e escrita, numa abordagem que representa um avan?o, quando se consideram as orienta??es trazidas pelos livros did?ticos. A proposi??o em quest?o se fundamenta na concep??o de l?ngua interativa, contr?ria ? abordagem da oralidade em sala de aula como pretexto para a pr?tica de leitura e escrita. Nesse sentido, o aporte te?rico vem de estudos dos PCN (1997), (1998); Marcuschi (1997, 2005a, 2005b); Marcuschi e Dion?sio (2007); Dolz; Schneuwly (2004); Bentes (2010); BRASIL (1997, 1998); Oliveira (2012); Bortoni-Ricardo (2004), Bronckart, (2003); Machado (2007). A sequ?ncia did?tica (SD) foi aplicada em uma turma do 6? ano do Ensino Fundamental de uma escola municipal de S?o Domingos, Bahia, no per?odo de dois meses, totalizando 26h/aulas. O material obtido na SD e analisado nesta disserta??o trata-se de ?udios, v?deos e retextualiza??es, obtidos dos sujeitos da pesquisa. Os resultados da interven??o apontam que o trabalho com a oralidade em sala de aula, a partir da escuta ativa de textos ? produtivo e que a escolha do g?nero depoimento despertou o interesse e desenvolveu a criatividade dos alunos, ficando evidente, em suas produ??es, seu avan?o no que diz respeito ? compet?ncia oral. Acredita-se que, aplicada em maior espa?o de tempo, a SD daria resultados ainda mais significativos. O material da pesquisa fica dispon?vel em um reposit?rio para quem tenha interesse nas discuss?es sobre ensino de oralidade e se preocupe com o desenvolvimento da compet?ncia oral de seus alunos. A ideia ? que a proposta aqui apresentada some-se a outras propostas de ensino de oralidade, mais especificamente, e de ensino de l?ngua materna, de maneira mais ampla, tendo em vista a melhoria da Educa??o B?sica e da qualidade de vida dos alunos, ampliando-lhes a compet?ncia comunicativa e tornando-os, com isso, capazes de movimentar-se, sem maiores dificuldades, dentro da sociedade, dominando os recursos e mecanismos da l?ngua, compreendendo os significados e sentidos que chegam at? ela.
Corsetti, Cristiane Ruzicki. "The enhancement of pragmatic competencies via listening activities." Pontif?cia Universidade Cat?lica do Rio Grande do Sul, 2010. http://tede2.pucrs.br/tede2/handle/tede/1949.
Full textA comunica??o verbal abrange a decodifica??o de formas lingu?sticas e a interpreta??o de significados impl?citos, o que pode ocasionar problemas para aprendizes que desejem se comunicar em contextos de segunda l?ngua. Esta disserta??o apresenta um panorama de teorias pragm?ticas que abordam o tema infer?ncias e comunica??o verbal, a fim de destacar fen?menos pragm?ticos que afetam o significado de enunciados, especificamente atos de fala, implicaturas conversacionais generalizadas e particularizadas e estrat?gias de polidez. Uma an?lise cr?tica de modelos de compet?ncia comunicativa detalha as habilidades que aprendizes necessitam desenvolver para atingir seus objetivos comunicativos e tamb?m faz uma revis?o da no??o de compet?ncia pragm?tica. Posi??es acerca do desenvolvimento pragm?tico destacam a import?ncia de proporcionar input pragm?tico a aprendizes. Este estudo tamb?m prop?e um modelo alternativo de compet?ncia pragm?tica em comunica??o verbal, enfocando a compreens?o pragm?tica e objetivando caracterizar o que dificulta a compreens?o e produ??o de significados pragm?ticos por parte dos aprendizes. A descri??o das sub-compet?ncias inferencial, conversacional-interacional e sociolingu?stica incluiu an?lises pragm?ticas de transcri??es de atividades de compreens?o auditiva, retiradas de livros-texto preparat?rios para o exame IELTS e de recursos online. Esta disserta??o tamb?m investigou o papel de atividades de compreens?o auditiva como uma proposta metodol?gica alternativa, visando promover o desenvolvimento pragm?tico. Um projeto emp?rico, que incluiu um projeto de sala de aula com um grupo de oito aprendizes preparando-se para o exame IELTS, corroborou as seguintes hip?teses: a fim de atingir profici?ncia em compreens?o auditiva, aprendizes necessitam de pr?tica inferencial, visto que infer?ncias sem?nticas e pragm?ticas inserem-se na comunica??o verbal; aspectos sem?nticos e pragm?ticos, que afetam a significa??o dos enunciados, podem ser destacados atrav?s de atividades de compreens?o auditiva que enfocam sub-habilidades espec?ficas de compreens?o auditiva. Os resultados do projeto de sala de aula sugeriram que atividades de compreens?o auditiva t?m o potencial de aprimorar diretamente a sub-compet?ncia inferencial, mas foram inconclusivos com rela??o ?s sub-compet?ncias conversacional-interacional e sociolingu?stica.
Corsetti, Cristiane Ruzicki. "The enhancement of pragmatic competencies via listening activities." Pontifícia Universidade Católica do Rio Grande do Sul, 2009. http://hdl.handle.net/10923/4158.
Full textVerbal communication comprises the decoding of linguistic forms and the interpretation of implicit meanings, which may pose a problem to language learners who wish to communicate in L2 contexts. This thesis presents an overview of pragmatic theories addressing the theme “inferences and verbal communication” in order to highlight pragmatic phenomena which affect utterance meaning, namely speech acts, generalized and particularized conversational implicatures and politeness strategies. The critical analysis of communicative competence frameworks details the abilities learners need to develop so as to achieve their communicative purposes and it also reviews the notion of pragmatic competence. Views on pragmatic development stress the importance of providing learners with pragmatic input. This study also proposes an alternative framework of pragmatic competence in verbal communication, which addresses pragmatic comprehension and attempts to characterise what gets in the way of learners comprehending and producing pragmatic meaning. The description of the inferential, conversational-interactional and sociolinguistic sub-competencies included the pragmatic analyses of listening transcripts taken from “IELTS” coursebooks and online resources. This thesis also investigated the role of listening comprehension activities as an alternative methodological approach to promote pragmatic development. An empirical project which included a classroom project carried out with a group of eight learners preparing for the IELTS examination corroborated the following assumptions: in order to achieve listening proficiency, learners need practice in making inferences as semantic and pragmatic inferences are embedded in verbal communication; semantic and pragmatic aspects affecting the meaning of utterances can be highlighted via comprehension activities focusing on specific listening sub-skills. The results of the classroom project suggested that listening comprehension activities are potentially capable of directly enhancing the inferential pragmatic sub-competency but were inconclusive with regard to the conversational-interactional and sociolinguistic sub-competencies.
A comunicação verbal abrange a decodificação de formas linguísticas e a interpretação de significados implícitos, o que pode ocasionar problemas para aprendizes que desejem se comunicar em contextos de segunda língua. Esta dissertação apresenta um panorama de teorias pragmáticas que abordam o tema “inferências e comunicação verbal”, a fim de destacar fenômenos pragmáticos que afetam o significado de enunciados, especificamente atos de fala, implicaturas conversacionais generalizadas e particularizadas e estratégias de polidez. Uma análise crítica de modelos de competência comunicativa detalha as habilidades que aprendizes necessitam desenvolver para atingir seus objetivos comunicativos e também faz uma revisão da noção de competência pragmática. Posições acerca do desenvolvimento pragmático destacam a importância de proporcionar input pragmático a aprendizes. Este estudo também propõe um modelo alternativo de competência pragmática em comunicação verbal, enfocando a compreensão pragmática e objetivando caracterizar o que dificulta a compreensão e produção de significados pragmáticos por parte dos aprendizes. A descrição das sub-competências inferencial, conversacional-interacional e sociolinguística incluiu análises pragmáticas de transcrições de atividades de compreensão auditiva, retiradas de livros-texto preparatórios para o exame “IELTS” e de recursos online. Esta dissertação também investigou o papel de atividades de compreensão auditiva como uma proposta metodológica alternativa, visando promover o desenvolvimento pragmático. Um projeto empírico, que incluiu um projeto de sala de aula com um grupo de oito aprendizes preparando-se para o exame IELTS, corroborou as seguintes hipóteses: a fim de atingir proficiência em compreensão auditiva, aprendizes necessitam de prática inferencial, visto que inferências semânticas e pragmáticas inserem-se na comunicação verbal; aspectos semânticos e pragmáticos, que afetam a significação dos enunciados, podem ser destacados através de atividades de compreensão auditiva que enfocam sub-habilidades específicas de compreensão auditiva. Os resultados do projeto de sala de aula sugeriram que atividades de compreensão auditiva têm o potencial de aprimorar diretamente a sub-competência inferencial, mas foram inconclusivos com relação às sub-competências conversacional-interacional e sociolinguística.
Karakaya, Duygu. "Non-native Efl Teachers'." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613698/index.pdf.
Full textperceived competencies in teaching listening and speaking skills were identified. In addition, the effect of different variables on their perceived competency levels such as their undergraduate departments, their participation in graduate studies and in-service teacher training programs, the length of their teaching experience and also the institutions where they work was analyzed. Besides, the relationship between the listening and speaking anxiety levels of these instructors, and their self-reported competency levels in teaching these skills was explored. Finally, this study identified the EFL instructors&rsquo
frequency of addressing listening and speaking skills in listening and speaking tasks in the lessons according to the curriculum of the institution where they work in order to discover its relationship with the instructors&rsquo
perceived competency levels in teaching these skills. Both quantitative and qualitative data were collected through a questionnaire and semi-structured interviews, both of which were used in a complementary fashion in this study. In addition, a total of 150 non-native EFL instructors participated in the questionnaire phase of the study and nine instructors from the participant universities were interviewed. The findings of this study indicated that the participant instructors experience moderate level of foreign language listening and speaking anxiety. Moreover, these instructors&rsquo
L2 learning contexts, English-speaking country experience and their length of teaching experience significantly influence their foreign language listening and speaking anxiety levels. Furthermore, the instructors perceive themselves as competent in terms of teaching listening and speaking skills and their participation in in-service teacher training programs, graduate studies and their length of teaching experience were found to be the contributors of their competence. In addition, a moderate level of negative relationship between foreign language anxiety levels of the instructors, and their self-reported competencies in teaching listening and speaking skills was identified. Finally, a positive relationship was explored between the frequency of the instructors&rsquo
addressing listening and speaking skills in the classroom considering the curriculum of their institutions and their perceived competency levels in teaching these skills. In this sense, the results demonstrated the effect of the institution and the curriculum on the instructors&rsquo
perceived competency levels in terms of teaching listening and speaking skills.
Han, Koogin. "Design leadership and communication : characteristics and abilities of design leaders communicating design to non-designers during the fuzzy front end of new product development." Thesis, Brunel University, 2014. http://bura.brunel.ac.uk/handle/2438/9759.
Full textTao-chi, Her. "Incorporating a Listening Component into the Basic Competence English Test: A Questionnaire Survey." 2005. http://www.cetd.com.tw/ec/thesisdetail.aspx?etdun=U0021-2004200718475393.
Full textTao-chi, Her, and 賀道啟. "Incorporating a Listening Component into the Basic Competence English Test: A Questionnaire Survey." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/92774405948508667657.
Full text國立臺灣師範大學
英語學系
94
The present Basic Competence English Test is a test of reading competence. It cannot assess examinees’ communicative competence in English listening, speaking and writing. Since listening competence is a fundamental skill in English learning, its importance should not be neglected. Therefore, the present study is conducted to investigate high school teachers’ and students’ attitudes toward the necessity and feasibility of incorporating a listening test into the Basic Competence English Test. After a careful literature review, three questionnaires respectively for high school teachers, senior and junior high school students are introduced. The participants were 300 high school teachers, 420 junior high school students and 480 senior high school students from Northern, Central, Southern and Eastern Taiwan. The major findings are as follows: (1) Most teachers are aware of the importance of developing students’ listening competence in English, although not all of them put enough emphasis on it. With regard to the argument that reading competence does not equal overall competence or listening competence, it is not distinctively rejected or supported. Finally, most teachers agree the incorporation is beneficial and feasible after a few problems are solved. (2) The factors that affect teachers’ attitudes toward the feasibility of incorporating a listening test into the Basic Competence English Test include the teachers’ experience with students, their recognition of the importance to develop communicative competence and their agreement on the advantages of the incorporation. (3) Students consider their performances on reading tests to be similar to those on listening tests. Most of them agree the incorporation is necessary and feasible after a few problems are solved. (4) As for the factors that affect students’ attitudes toward the feasibility of the incorporation, their attitudes toward the incorporation play a significant role. For senior high school students, their self-evaluated listening competence also affects their attitudes toward the feasibility. For junior high school students, their gender and test-taking experience both affect their attitudes. (5) The physical condition of testing (i.e., facilities and equipment) is the major problem that hinders the feasibility. Junior high school students are also concerned about speech clarity. The findings offer the following implications: First, before implementing the incorporation scheme, testing facilities and equipment need to be first improved. In addition, the task type, text type and content of the test should be well-designed to assess the core abilities that are common to all examinees. Second, the amount and quality of English listening instruction in some areas requires improvement.
JU, LIN YI, and 林怡如. "Elementary schools Mandarin at the second stage Listening Core Competence Test Writing And Analysis." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/28141799983173514553.
Full text國立臺中教育大學
教育測驗統計研究所
97
Abstract This research focuses on listening ability indexes in Grade 1-9 Curriculum in elementary schools. Based on “The Strand Contents and Competence Indicator Benchmarks for Mandarin Domain Curriculum” promulgated by the Ministry of Education Affairs, a basic academic attainment test for fifth and sixth grade students is designed to serve as a tool to test the students’ competence in this learning area. The test results are analyzed statistically to verify the reliability of this test. The systematic mechanism for analyzing how test items are formed and tests model will be able to provide a guideline to course designers and teachers in writing a listening test, and also in developing item pool of elementary school core competence test. The data is qualitatively analyzed on the item checklists, table of specification. Then a model was chosen therein, and analyzed its estimating peculiarity of item analysis, such as difficult, discrimination and so on. As for test analysis, reliability and content validity are used as the target to decide whether this test quality is good or bad. Further this study aims to investigate elementary school students’ response to listening ability test and Taiwan Assessment of Student Achievement(TASA). Finally this research integrates the qualitative and quantitative analysis, checks the effect of item analysis and tools of test writing. The goals of this research are: 1. In a serious checking by kinds of checklists, most items are good in the qualitative analysis. 2. In quantitative analysis, we find a good result in the estimating peculiarity. On the other hand, the test reliability is over 0.809 and the test validity is also good. 3. The students are not good at generalizing from what they listen,and they can not distinguish the information advertised phraseology implied. 4. The students who are good at listening show well-learning ability.
Годлевськая, Дана. "Effective listening as the component of students’ communicative competence in profile higher educational institutions." Thesis, 2012. http://er.nau.edu.ua/handle/NAU/20285.
Full textTsai, Bin-ying, and 蔡彬穎. "THE RELATIONSHIP BETWEEN RECEPTIVE ENGLISH VOCABULARY SIZES AND LISTENING COMPREHENSION COMPETENCE OF COLLEGE EFL STUDENTS." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/21072816049334709607.
Full text國立高雄師範大學
英語學系
93
ABSTRACT This study aimed to investigate the relationship between the receptive vocabulary sizes and listening comprehension competence of Taiwanese college EFL students. The differences between seniors’ and freshmen’s performances on the listening vocabulary, on the reading vocabulary, and on the listening comprehension were examined respectively. In addition, the relationships between listening and reading vocabulary performances, between listening vocabulary performance and listening comprehension, and between reading vocabulary performance and listening comprehension of the subjects were explored. The differences between the subjects’ listening and reading vocabularies were also explored. Furthermore, the listening strategies used as well as the listening difficulties encountered by the subjects were discussed. The subjects were 161 college students, 78 seniors and 83 freshmen, from the English Department at National Kaohsiung Normal University. All of the subjects were required to take the Listening Vocabulary Levels Test developed by the researcher of this study based on Schmitt’s Reading Vocabulary Levels Test (2000), Reading Vocabulary Levels Test (Schmitt, 2000), and Listening Comprehension Test and were asked to fill in the questionnaire. The subjects’ scores of those three tests were calculated. Further, statistical measures were employed to analyze the relationships between the subjects’ receptive vocabulary sizes and their listening comprehension. The major findings of this study are summarized as follows: 1. The differences between seniors’ and freshmen’s performances reached the significant level on the Listening Vocabulary Levels Test, on the Reading Vocabulary Levels Test, and on the Listening Comprehension Test. Seniors had significantly better performances than freshmen did on both of the Listening and Reading Vocabulary Levels Tests as well as on each level of those two tests, and on the Listening Comprehension Test. 2. The correlation between the subjects’ performances on the Listening and Reading Vocabulary Levels Tests, on the Listening Vocabulary Levels Test and Listening Comprehension Test, and on the Reading Vocabulary Levels Test and Listening Comprehension Test were significantly positive. 3. The differences between the subjects’ performances on the whole Listening Vocabulary Levels Test and Reading Vocabulary Levels Test reached the significant level. The subjects had significantly better performance on the Reading Vocabulary Levels Test than on the Listening Vocabulary Levels Test. 4. Seniors used listening strategies more frequently and used more types of listening strategies than freshmen did. Seniors encountered listening difficulties less frequently and encountered fewer types of listening difficulties than freshmen did. In conclusion, it is suggested that EFL teachers should take four important factors related to EFL learners’ listening comprehension into account. Those four factors are (a) learners’ levels of listening vocabulary size, (b) learners’ levels of reading vocabulary size, (c) learners’ use frequency and use types of the listening strategies, and (d) learners’ encounter frequency and types of listening difficulties.
Prizel-Kania, Adriana. "Rozwijanie i testowanie sprawności rozumienia ze słuchu w języku polskim jako obcym na poziomie B2 z uwzględnieniem rezutatów egzaminów certyfikatowych." Praca doktorska, 2011. https://ruj.uj.edu.pl/xmlui/handle/item/52942.
Full textChien, Juo-Ping, and 簡若玶. "Chinese Listening and Speaking: Curriculum Design Based on the Competence-oriented Approach --Action Research on Intermediate-Low Level of German Students in a Sinology Department." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/6bfh76.
Full text國立臺灣師範大學
華語文教學系
105
The aim of this study is to design an intermediate-low Chinese listening and speaking course integrated with a competence-oriented approach. It was inspired by the Common European Framework of Reference for Languages: Learning, Teaching, Assessment (CEFR) and Handreichung für das Fach Chinesisch (Teaching Guidelines for the Subject of Chinese) from the school from Hesse Ministry of Culture, both of which evaluate different levels of foreign language proficiency. In contrast, one of the main teaching methods at college remains to be the method of grammar translation, which does not stand in correlation with the current principles. However, in recent years “competence-oriented teaching” has been actively promoted by European foreign language education, cultivating learners’ competency of communication in the target language and those of problem-solving in appropriate language forms when facing cross-cultural conflicts. This thesis discusses the difficulties that German students have encountered in acquiring listening and speaking skills in the non-Chinese environment and the considerations that teachers take in designing the listening-speaking curriculum and arranging classroom activities in response to these difficulties. This study applies survey, developmental, and action research in its methodology. The participants in this study were the 14 students registered for Chinese Conversation III of the Sinology department at Trier University in 2015. The data collected include a questionnaire on learner needs, a course syllabus, lesson plans, and student course evaluation. Their analysis is used as a basis to optimize the listening-speaking curriculum. The results yield three major findings: Firstly, the four problems of listening- speaking courses in Germany are the inadequacy of textbooks, lack of real language situations and opportunities for target language practice, insufficient time for implementing all classroom tasks, and a shortage of dynamic formative assessments. In order to solve them, the author proposes the following principles: selecting authentic listening materials, together with steps towards the implementation of such a principle; the Flipped Classroom; the “Moderator’s mode: discussions led by students”; and the design of oral report projects. Secondly, German students prefer “free talking” oral exercises. They display relatively wide acceptance of listening exercises of different varieties. In terms of teachers, instead of focusing on some specific competences, the syllabus design should contain all the components that an intermediate-low level student requires. Thirdly, this study provides an example of a reformed listening-speaking course syllabus with optimized lesson planning, focusing on “intercultural communication competences” with the texts of Integrated Chinese Level 2 Part 1.
Колодка, Аліна Павлівна, and Alina Pavlivna Kolodka. "Запитання, які використовуються в роботі за прочитаним чи прослуханим текстом (на матеріалі сучасних підручників з російської мови)." Master's thesis, 2021. http://repository.sspu.edu.ua/handle/123456789/12047.
Full textThe research is connected with the solution of the most important methodological problem school education related to the field of formation communicative (speech) competence of pupils, – problem of development and improving the ability of pupils to answer questions, ask questions and formulate them correctly and identify methodological resources of modern educational books that help the teacher to organize work in indicated direction.
Ždímalová, Hana. "Předposlechová fáze ve výuce poslechu u dospělého žáka na úrovni A2 - B1." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-327182.
Full textBabušová, Gabriela. "Evoluce komunikačních činností u žáků 1.-3. ročníku na základní škole." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-334573.
Full textPawson, Petrone. "'n Kommunikatiewe benadering as strategie vir die onderrig van Afrikaans as vreemde taal op tersiere vlak." Diss., 1998. http://hdl.handle.net/10500/15749.
Full textDie doel van hierdie studie is om die gebruik van die kommunikatiewe taalonderrigbenaderingswyse in die onderrig van Afrikaans as vreemde taal aan eerstejaar onderwysstudente op tersiere vlak, naamlik die Technikon Noord-Gauteng, te ondersoek. Die ondersoek, in die vorm van 'n beskrywende analise, is op verskillende terreine van die taalonderrigwetenskapsveld gedoen. ie kommunikatiewe taalonderrigbenaderingswyse is bestudeer teen die agtergrond van verskeie antler taalonderrigbenaderingswyses wat deur die loop van die afgelope eeu gebruik is, Die verskillende sillabustipes is vergelyk met die kommunikatiewe onderrigbenaderingswyse en uitkomsgebaseerde onderrig ten einde 'n moontlike leerprogram vir die onderrig van Afrikaans as vreemde taal op tersiere vlak saam te ontwikkel. Die nasionale voorgeskrewe sillabus vir onderwysstudente aan technikons, naamlik die onderrig en leer van die taalvaardighede praat, slayf, lees en luister is analities beskryf. Hierdie taalvaardighede is ten slotte vanuit die kommunikatiewe taalonderrigbenaderingswyse binne die uitkomsgebaseerde onderrigraamwerk geplaas as 'n voorstel vir die onderrig van onderwysstudente in Afrikaans as vreemde taal op tersiere vlak.
The purpose of this study is to investigate the use of the communicative language teaching approach in the teaching of Afrikaans as a foreign language to first year education students at tertiary level, namely the Technikon Northern Gauteng .. The study, a descriptive analysis, took a variety of language teaching aspects into account. Communicative language teaching is described against the background of the different language teaching approaches used in the past century. The different types of syllabuses were compared to communicative language teaching and outcomes-based education in order to develop a possible learning programme for the teaching of Afrikaans as foreign language at tertiary level. The national prescribed syllabus for technicon education students, namely the teaching and learning of the language skills speaking, writing, reading and listening is described analytically. These language skills are communicatively described within the outcomes based framework as a suggested learning programme for the teaching of Afrikaans as a foreign language to education students at tertiary level.
Education
M. Ed.
Antropiusová, Andrea. "bude upřesněno." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-390615.
Full textRacine, Elyse. "L’influence d’activités en arts plastiques sur l’expérience d’appréciation musicale d’élèves de sixième année du primaire." Thèse, 2009. http://hdl.handle.net/1866/4401.
Full textSince 2001, the Quebec school program states that an « appreciation » competency has to be taught within all four artistic school disciplines. This study describes the influence of activities integrating visual arts and music on the appreciation experience of 6th grade students. More specifically, this study aims to relate the different dimensions that can be found in the students’ verbal account of their appreciation experience and to show how the interdisciplinary activities affect their verbalization of these dimensions. Five case studies conducted with 6th grade elementary school students are presented. These five students, along with the other students in their class, have participated in one intradisciplinary activity and two interdisciplinary activities integrating visual arts and music. Following each activity, the students were met for semi-structured interviews in which they were asked to share their appreciation experience. Four tendencies have emerged from qualitative data analysis: a more insightful listening, a more accurate description of perceptual elements, a more accurate description of the student’s feelings and finally a form of distraction from the music. It appears that appreciation activities which integrate visual arts and music could be, if not a systematic approach, a way to differentiate teaching in a way that could be helpful to some types of learners.