Journal articles: '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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김성중. "Exploring Transferability between L2 Listening Competence and L2 Reading Competence." Studies in Linguistics ll, no. 16 (April 2010): 99–116. http://dx.doi.org/10.17002/sil..16.201004.99.

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Wu, Chun Mei. "A Study of Listening Training Materials for Chinese Colleges Students in Second Language Acquisition." Advanced Materials Research 204-210 (February 2011): 2202–5. http://dx.doi.org/10.4028/www.scientific.net/amr.204-210.2202.

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In classroom, students do more listening than reading. Listening competence is “larger” than speaking. The significance of listening in second language acquisition can never be overestimated. Listening comprehension has been a focus for college English learning for years in China. With the information obtained from listening, learners build up their own linguistic system and are ready to retrieve whatever they want when they speak and write. There are many factors that affect listening, among which materials play a key role in facilitating listening comprehension. In order to achieve the final goal of promoting listening competence, teacher must realize that listening materials should be tailored to the needs of individuals. Based on the exploration of the nature of listening comprehension, this paper verifies the elements hindering learners’ listening competence on the basis of the need analysis and Krashen’s input hypothesis. With a questionnaire conducted at Wuhan Polytechnic University ，and the author accordingly concludes that a feasible materials should meet the learners’ requirements so that the enhancement of listening comprehension can be achievd.

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Brown, Ted, Mong-lin Yu, and Jamie Etherington. "Listening and interpersonal communication skills as predictors of resilience in occupational therapy students: A cross-sectional study." British Journal of Occupational Therapy 84, no. 1 (March 26, 2020): 42–53. http://dx.doi.org/10.1177/0308022620908503.

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Introduction This study investigated whether listening and communication skills are predictive of occupational therapy students’ resilience. Method 135 third- and fourth-year undergraduate occupational therapy students (74% response rate) completed the Active-Empathetic Listening Scale, Listening Styles Profile – Revised, Interpersonal Communication Competence Scale, Resilience at University and Resilience Scale for Adults instruments. Linear regressions were completed with the Resilience at University and Resilience Scale for Adults subscales as the dependent variables and the Active-Empathetic Listening Scale, Listening Styles Profile – Revised and Interpersonal Communication Competence Scale subscales as the independent variables. Results Regression analysis identified significant predictors of students’ resilience. The Active-Empathetic Listening Scale: Sensing Listening accounted for 5% ( p = .009) and 4.3% ( p = .011) of the unique variance of Resilience at University: Find Your Calling and Living Authentically. Listening Styles Profile – Revised: Analytical Listening accounted for 4.4% ( p = .022) and 2.7% ( p = .038) of the unique variance of Resilience at University: Managing Stress and Maintaining Perspective. Interpersonal Communication Competence Scale: Self-Disclosure accounted for 6.7% ( p = .003), 3.6% ( p = .035) and 3.4% ( p = .047) of the unique variance of Resilience Scale for Adults: Social Resources, Resilience at University: Maintaining Perspective and Resilience Scale for Adults: Planned Future. Interpersonal Communication Competence Scale: Social Relaxation accounted for 8.5% ( p = .001) of the unique variance of Resilience Scale for Adults: Social Competence. Conclusion Components of listening and interpersonal communication were found to be significant predictors of resilience in occupational therapy students. Further investigation in this area of research is recommended.

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Kochanowska, Ewa. "Listening as (in)competence of a child at early school age in the context of contemporary learning paradigms." Problemy Opiekuńczo-Wychowawcze 578, no. 3 (March 31, 2019): 11–19. http://dx.doi.org/10.5604/01.3001.0013.2264.

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Listening is one of the basic communicative competencies and language skills that enable proper functioning of a child in the social and educational environment. This competency, depending on the educational model, is assigned a different meaning, and each of them prefers specific forms of listening. The aim of the following article is to show the need to shape and develop the skills of effective listening in the process of educating children at early school age with the teachers' recognition of the essence of the pedagogical relationship as a subject interaction. The author analyses factors conditioning effective listening, understood on the one hand as a competency conditioning interpersonal communication, and on the other ‒ as a skill whose goals are related to the performance of complex intellectual operations, measured with self-learning competency indicators.

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Sukenti, Desi, Syahraini Tambak, and Fatmawati Fatmawati. "Kompetensi Kemahiran Berbahasa Mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonsia Universitas Islam Riau." GERAM 8, no. 2 (December 21, 2020): 86–96. http://dx.doi.org/10.25299/geram.2020.vol8(2).5900.

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This study aimed to analyze the literacy competencies of students' language proficiency in the aspects of listening, responding to the rules, reading and writing. Literacy competence is a competency that must be considered by educators in honing language proficiency which is an important issue, especially in the development of language skills in students. This research used a quantitative-descriptive method. The data obtained from this study were the results of the Indonesian language proficiency test (UKBI) of students in the Indonesian Language and Literature Education study program. The population used in this study were students of the Indonesian Language and Literature Education study program, while the sample who had taken the UKBI test was 24 students. The results of this study indicated that the students' language proficiency literacy competence in the listening aspect obtains an average of 538, responds to the average rule of 464, reads an average of 519, and writes an average of 596. The overall average of language proficiency literacy competencies was 529. Twenty-five was in the middle-ranking, indicating that students have adequate proficiency in communicating using Indonesian, both oral and written. With these skills, the student concerned can understand factual information, properly capture and re-reveal information.

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Krapchatova, Yaroslava A. "THE USE OF COMPUTER TESTING FOR FUTURE INTERPRETERS’ SELF-ASSESSMENT OF ENGLISH LISTENING COMPETENCE." Information Technologies and Learning Tools 60, no. 4 (September 30, 2017): 205. http://dx.doi.org/10.33407/itlt.v60i4.1725.

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The methodology of self-assessment of English listening competence for future interpreters is highlighted in the article. Computer exercises, heuristic discussion, listening tips and self-assessment checklists are offered to improve students’ listening skills and abilities. Various computer exercises are used to check and evaluate lexical and grammatical skills, language and semantic anticipation, understanding of a gist, details and specific information of the text. The following types of computer exercises: multiple choice, multi-select, gap-filling, matching, crossword and jumbled words are elaborated at pre-listening, while-listening and post-listening stages. The model of the methodology of self-assessment for improving English listening competence is developed. The results of the suggested methodology are shown.

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Welch, S. A., and William T. Mickelson. "A Listening Competence Comparison of Working Professionals." International Journal of Listening 27, no. 2 (May 2013): 85–99. http://dx.doi.org/10.1080/10904018.2013.783344.

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Abobaker, Reima. "Improving ELLs' Listening Competence Through Written Scaffolds." TESOL Journal 8, no. 4 (November 20, 2017): 831–49. http://dx.doi.org/10.1002/tesj.339.

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Xiao, Feng, Naoko Taguchi, and Shuai Li. "EFFECTS OF PROFICIENCY SUBSKILLS ON PRAGMATIC DEVELOPMENT IN L2 CHINESE STUDY ABROAD." Studies in Second Language Acquisition 41, no. 2 (May 22, 2018): 469–83. http://dx.doi.org/10.1017/s0272263118000128.

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AbstractThis study is the first to examine contributions of proficiency subskills to pragmatic development. We used the latent growth curve modeling to reveal the causal relationships between proficiency subskills and pragmatic competence in 109 American learners of Chinese across two data points over three months abroad in China. Proficiency was measured by a standardized Chinese proficiency test with separate scores for listening, speaking, reading, and writing. Pragmatic competence was measured by a computerized oral discourse completion task assessing speech acts. Findings showed that pragmatic competence accrued along with increased proficiency. Changes of proficiency explained 54.1% of the variance in changes of pragmatic competence. Listening and speaking contributed more to pragmatic development than reading and writing did, indicating that when pragmatic competence is measured by an online spoken task, speaking and listening have stronger impacts.

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Zhang, Tongtong, and Zhiwei Wu. "The Impact of Consecutive Interpreting Training on the L2 Listening Competence Enhancement." English Language Teaching 10, no. 1 (December 20, 2016): 72. http://dx.doi.org/10.5539/elt.v10n1p72.

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In recent years, a growing number of people have taken up interpreting training, with the intention of not only developing interpreting skills, but improving language proficiency as well. The present study sets out to investigate the impact of English-Chinese consecutive interpreting (CI) training on the enhancement of the second language (L2, English) listening competence. An empirical study was conducted on 50 interpreting student beginners to assess the effect of two different interpreting training modes on students’ English listening ability. The study indicates that CI training can enhance students’ L2 listening competence, specifically intensive listening skill and selective listening skill, but to a varying extent. Active listening, when trained as a stand-alone rather than a built-in component in the curriculum, contributes more to improving students’ listening ability. In view of this, pedagogical implications for interpreting training and L2 listening teaching are discussed.

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Deni Hidza Maulana and Muchlas Suseno. "DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF LISTENING (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ASSESSMENT INSTRUMENTS)." IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW 5, no. 1 (June 30, 2019): 36–46. http://dx.doi.org/10.21009/ijlecr.051.04.

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The potential of ICT is to have access to the technology that simplify the education The integration of ICT competence into assessment instruments in fact asset to compete what has not yet been covered by the existing assessment instrument’s standards in language learning. This research adapted Design and Development Research (DDR). The model of Design and Development Research (DDR) used Richey and Klein (2007) model. The used of DDR stages are analyzing, Designing. Prototype and Evaluation. The design of the ICT competences-integrated assessment instrument of Listening Course through the process of analyzing existing assessment instruments of English Language Study Program from five different universities in Indonesia. An analysis was also conducted the ICT Competences-based English assessment instrument. The result of this research first, found that the ICT competences are mostly integrated in the test instrument components. For the ICT tools in the existing test instrument mostly used computer, laptop, speaker and word processing software. UNESCO competence in the existing test instrument mostly integrated implicitly and explicitly in technology literacy. Second, found the model and procedure of integrating ICT competences into table of specification that commonly used. Third, found the integration of ICT into test instrument component can be applied by infusing the ICT indicator into the table of specification. Fourth, found designing ICT competences-integrated assessment instruments of listening courses used the cloze-test, note taking and multiple choice for the type of listening test instrument.

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Chen, Huilin, and Jinsong Chen. "Investigating the Relationships Between Listening Skills and Genre Competence Through Cognitive Diagnosis Approach." SAGE Open 11, no. 4 (October 2021): 215824402110613. http://dx.doi.org/10.1177/21582440211061342.

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Although research on listening skills has been frequently conducted to discover the nature of listening comprehension, there is little study about listening genre competence which is related with knowledge about listening text types. In order to find out whether listening skills and listening genre competence are related, cognitive diagnosis, a quantitative method to disclose finer-grained latent attributes, was adopted in this study. The generalized deterministic inputs, noisy “and” gate (G-DINA) model, which takes attribute compensation and attribute interaction into consideration, was used to carry out cognitive diagnostic analysis. The listening comprehension subtest of Band 4 of Test for English Majors (TEM) which is a large scale English proficiency test for English Majors in China was used as the proficiency test for homogenizing the participants. Three genres in the subtest, dialog, lecture, and news, were investigated. The 2,285 subjects were sophomore English major college students and also test-takers of the same TEM4 examination. They were chosen by random sampling from the nationwide test population in China. The study analyzed three types of relationships between listening skills and genre competence. By analyzing how mastery of certain listening text genres goes with mastery of listening skills according to latent class distribution, the coexistence relationship was discovered. By comparing the average number of skills/genres mastered when the number of genres/skills mastered increases through One-Way ANOVA, compensatory and contributory relationships were revealed. The study also found that the subjects mastering Lecture genre got higher listening scores.

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Saleh, Nurming, Muh Anwar, and Misnawaty Usman. "Improving German Listening Competence by the NURS Teaching Model." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 1 (February 14, 2021): 177. http://dx.doi.org/10.26858/eralingua.v5i1.18673.

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Abstract. Listening is a receptive language competence named as the beginning of the catching on information, and it will be helpfully on the ideas developing. This study is a classroom action research (CAR) and aimed at German listening competence increase of students by implementing the NURS teaching model. NURS is an abbreviation of Nature, Unique, Relevant, and Situational. It is a didactic, constructively, metacognitive, humanly, intercultural, instructional, and technological-based learning procedure. Kemmis and Taggar model consisting of planning, action, observation, and reflection for every cycle, was utilized to implement this CAR in the German educational department at the Faculty of Language and Literature 25 students in the second semester as the research sample with two circles. The syllabus, teaching plan, student activity sheet, and listening formative test were implemented as the research instrument. The data analyzed by using percentage techniques. The result shows that the average student's German listening competence in the first cycle is 46. After they learned in the second, they could not be in minimum score standard 75 because their average score is 61. Their competence percentage increased by 35.16% to 81.16. Another important thing about using the NURS teaching model on learning German is the positive effect on the teacher's teaching skills, like management of teaching, time, and how to make students more enthusiastic during the learning process. It can be concluded that the NURS teaching model can improve the student's German listening competence in the German educational department at the Faculty of Language and Literature of Makassar State University. Keywords: Classroom Action Research, NURS Teaching Model, German, Listening Competence

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Targońska, Joanna. "Kollokationskompetenz vs. Sprachfertigkeiten bzw. andere Sprachkompetenzen – ein Forschungsüberblick." Glottodidactica. An International Journal of Applied Linguistics 46, no. 1 (July 29, 2019): 179–96. http://dx.doi.org/10.14746/gl.2019.46.1.11.

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The goal of the article is to examine the dependency between collocational competence and other competences and language skills of a foreign language learner. The paper begins with an explication of the notions of collocation and collocational competence. It further presents the results of an analysis of the relevant research on collocational competence. Based on publications of researchers from all over the world, the research question which has been formulated concerns the dependency between a well developed collocational competence and the level of proficiency in reading, listening, writing and speaking. And conversely, the analysis seeks to find out if the language skills above automatically develop learners’ collocational competence. Finally, the article shows the influence of collocational competence on language reception and production, and discusses some methods which may improve foreign language learners’ collocational competence

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Padri, Meimus, Yayuk Cicilia, and Nursalim Nursalim. "Kompetensi Bahasa dan Kompetensi Komunikatif Peserta Didik." Instructional Development Journal 3, no. 1 (April 20, 2020): 49. http://dx.doi.org/10.24014/idj.v3i1.9529.

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In everyday life, someone's language competence is very necessary. Language competence is one's mastery of the content contained in the language learned. Without language competence a person becomes irregular in language. The purpose of this study is to explain and find out about language competence or language skills and communicative competencies or one's appearance in interacting in language. Communicative competence concerns the social and cultural knowledge that speakers have to help them use and interpret linguistic forms. The problems that will be answered in this study use library research, which will answer what are the components and language competencies. Data collected from various references; both primary, secondary and supporting data. The results of the study show that there are five language competencies according to Canale and Swain namely linguistics, socio-linguistics, speech acts (speech acts), speech sets, strategies. In language competence one must master language skills, namely listening, speaking, reading and writing.

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Li, Qun. "Conversational Implicature in English Listening Comprehension Teaching." Theory and Practice in Language Studies 6, no. 10 (October 1, 2016): 2044. http://dx.doi.org/10.17507/tpls.0610.22.

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Owing to the importance of listening comprehension among the four basic second language acquisition skills, considerable attention has been given to the pedagogic method of improving listeners’ proficiency. In China, there exist some problems in English listening teaching in Senior Middle Schools. Professor Wang Zhongyan said “In listening teaching, it is not unusual that teachers just play records without offering any hints”. In listening teaching, listeners are only viewed as passive receivers without any hints. After listeners listen to a passage once or twice, teachers check the answers, and then play the tape sentence by sentence. However, listening comprehension is an active process. The importance of developing students’ listening competence in Senior Middle School English Teaching is obvious. So far much work has been done at home and abroad to look for ways to facilitate students’ listening competence.

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Napigkit, Chorla Q., and Elmira C. Rodriguez. "Receptive Skill in Reading Correlates with Students’ Writing Competence." JPAIR Institutional Research 9, no. 9 (July 7, 2017): 124. http://dx.doi.org/10.7719/irj.v9i9.496.

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A good reading comprehension could result to a better writing competence. However, a number of the Bachelor of Elementary Education students of Jose Rizal Memorial State University – Tampilisan Campus were observed to be a bit weak in the use of receptive and productive skills as evidenced by their responses in the teaching-learning situations. The study assessed the level of the receptive and productive skills of the 1st year BEEd students of JRMSU-TC, S.Y. 2012-2013. The study used the descriptive-evaluative method to determine the level of the receptive skills, namely, listening and reading comprehension, and productive skills, namely, speaking and writing competencies. The researchers conducted a test on the subjects using test questionnaires, picture cues, and composition writing. Using frequency counting, percentage, weighted mean and multiple regression analysis, the study revealed that majority of the subjects is “good” in their productive skills such as speaking and writing competencies. The students’ receptive skills, particularly in reading comprehension significantly relate to their writing ability, but there is an insignificant relationship between reading and speaking as well as in listening comprehension that negates their speaking and writing competencies. Therefore, a significant association exists between reading and writing, but there is no significant relationship between listening and speaking as well as into writing.

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Tobin, Stephanie J., and Rosanna E. Guadagno. "Why people listen: Motivations and outcomes of podcast listening." PLOS ONE 17, no. 4 (April 6, 2022): e0265806. http://dx.doi.org/10.1371/journal.pone.0265806.

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The aim of this preregistered study was to identify dispositional predictors of podcast listening and examine the associations between aspects of podcast listening, dispositional predictors, and psychological outcomes. Three hundred and six adults from a range of countries completed an online questionnaire that assessed individual difference predictors (the Big Five personality factors, curiosity, need for cognition, need to belong, age, and gender), aspects of podcast listening (amount, format, setting, device, and social aspects), and potential outcomes (autonomy, competence, relatedness, meaning, mindfulness, and smartphone addiction). As predicted, openness to experience, interest-based curiosity, and need for cognition positively predicted podcast listening. Contrary to predictions, need to belong negatively predicted podcast listening, and time spent listening to podcasts was not associated with autonomy, competence, relatedness, meaning, mindfulness, or smartphone addiction. However, certain aspects of podcast listening (e.g., parasocial relationships and social engagement) were related to positive outcomes and to our predictor variables. Furthermore, neuroticism negatively predicted podcast listening. Overall, the findings support the idea that informational motives can play a role in podcast listening, and that some aspects of listening are associated with positive outcomes.

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Coakley, Carolyn G., Kelby K. Halone, and Andrew D. Wolvin. "Perceptions of Listening Ability Across the Life-Span: Implications for Understanding Listening Competence." International Journal of Listening 10, no. 1 (January 1996): 21–48. http://dx.doi.org/10.1207/s1932586xijl1001_2.

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Gafurova, Gulrukh. "The improvement of pragmatic competence through listening activities." ACADEMICIA: An International Multidisciplinary Research Journal 10, no. 11 (2020): 872–74. http://dx.doi.org/10.5958/2249-7137.2020.01592.x.

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Sri Nur Yuliyawati and Hazma. "LANGUAGE COMPETENCE OF POLYTECHNICAL NON-ENGINEERING GRADUATES NEEDED IN THE INDUSTRY WORLD." International Journal of Social Science 1, no. 5 (February 1, 2022): 657–66. http://dx.doi.org/10.53625/ijss.v1i5.1308.

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Changes in patterns, requirements, and competition for industrial workers have caused language lectures, both Indonesian and English courses, to be encouraged to prepare graduates from polytechnic non-engineering majors to have language competencies that are in line with industry needs. For this reason, a research was conducted on "Language Competence of Graduates of the Polytechnic Non-Engineering Department Needed by the Business World and the Industrial World" which can be used as a reference for syllabus formulation and study material for language lectures. This study aims to describe the language competencies needed by the business world and the industrial world. To achieve this goal, the descriptive method is used with the data sources of this research consisting of resource persons, namely non-engineering alumni as well as the business and industrial world as well as curriculum documents of the Bandung State Polytechnic Department of Non-engineering, documents regarding KKNI, industrial competency references and language competencies. From this research, it is known that the language competencies needed by the industrial world are 1) writing competence for office administration activities: correspondence, making reports, designing activities/proposals, making agendas and meeting minutes, developing own ideas or other people's ideas; 2) speaking competence for presentations, telephone calls, communicating with relations, negotiating, and promoting; 3) the competence to read accurately, quickly and fluently to manage information, SOPs & work instructions, company rules / regulations, process data accurately, and 4) listening competence to communicate and negotiate. These competencies are in accordance with the qualifications of the KKNI level 5 and 6 which must be possessed by polytechnic D3 and D4 graduates.

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Ibragimova, Liliya A., and Alexandra E. Sarapulova. "Professional pedagogical listening competence as an indispensable component of foreign language teacher’s professional training." Bulletin of Nizhnevartovsk State University, no. 4 (December 10, 2021): 98–107. http://dx.doi.org/10.36906/2311-4444/21-4/10.

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The article is devoted to the exploration of the characteristics of pedagogical listening being an essential part of the foreign language teachers communication activity and requiring special concern within the system of future professionals training. The study aims to make a case for the need for the pedagogical listening competence to be subjected to focused development during the foreign language teachers professional training. The first part of the article provides the definition of professional pedagogical listening and an analysis of the functions and peculiarities of teachers listening covered in the Russian and foreign scientific literature. The assumption is made that pedagogical listening has its own specifics based on the teachers subject area. The second part of the paper describes the function and peculiarities characteristic of the foreign language teachers listening. As a result, a number of features inherent to the foreign language teachers listening were highlighted. The analysis revealed that those features bring about some difficulties associated with the pedagogical listening implemented by a foreign language teacher, which requires the teacher to have special skills. The results suggest that the pedagogical listening competence requires focused development during the foreign language teachers professional training. The training process containing the components aimed at the development of that competence will provide higher quality training of future professionals and increase graduates capacity to perform their professional activities. The implementation of the task apparently calls for the development of proper scientific and methodological support, which should be considered as one of the promising lines of research on this field.

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Khodjaeva, Madina. "The use network resources in teaching intercultural competence." Общество и инновации 2, no. 5/S (June 23, 2021): 171–74. http://dx.doi.org/10.47689/2181-1415-vol2-iss5/s-pp171-174.

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Today, much attention is being paid to the independent work of students, which is an integral part of learning when working with listening materials. It should be emphasized that listening also plays an important role in the formation of intercultural competence in the professional training of students of linguistic specialties. At the present stage of development of network technologies, training with the help of network resources comes to the fore. Thus, in classes on the practice of speech and the culture of speech communication of language universities at all stages, it is necessary to devote as much time as possible to listening, aimed at a complete understanding of the information. The Internet offers endless possibilities for working with foreign language sources, including the use of authentic audio materials. Many of them can be used during classroom lessons, as well as when posting on the sites of academic disciplines for independent work of students.

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Shobikah, Nanik. "Competences in English." Journal of Research on English and Language Learning (J-REaLL) 1, no. 1 (January 28, 2020): 23. http://dx.doi.org/10.33474/j-reall.v1i1.5280.

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This article discusses kinds of English competences. In this article also discusses about the English language skills and components of English language use as the indicator of the student’s competence. The competences of language learning is in the means of communicative competence. To reach those competences, the students must be taught and trained English language in written and oral language skill. Acquiring English as international language is the main indicator of English learning success for students. This article uses qualitative research with a literature study. The data sources are taken from textbooks, journals, articles, research finding, internet articles, newspapers, magazines, etc. The objective of this studies that the result can develop the learner’s understanding about the competences in English language as the basic for the learner in learning and studying English language as the second or the foreign language in Indonesia. The finding shows that the communicative competence (communicative competences relates to the learner’s ability in using language established by language knowledge, skills, and attitude including grammatical, sociolinguistic, discourse, and strategic competence) and the components of English competences (listening, speaking, reading, writing, grammar, vocabulary, and pronunciation) are must be learnt and studied by the students integrative.

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Kostikova, Ilona, Oleksandr Chastnyk Oleksandr Chastnyk, Anastasiia Ptushka, Olena Yazlovytska, and Olga Dovzhenko. "Digital technology implementation in students’ proficiency development for english listening." Revista Amazonia Investiga 10, no. 48 (December 30, 2021): 34–42. http://dx.doi.org/10.34069/ai/2021.48.12.4.

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The article proposes a research that shows digital technology for developing students’ proficiency in listening comprehension using the offered Internet resources, the created learning site and well-known on-line apps as it is aimed. The research methods has been used to demonstrate the finding of the paper: the questionnaires in order to analyze students’ attitude to learning with sites; tests for getting students’ progress in developing listening competence; Student’s t-test as a statistical method to estimate the results of pedagogical experiment. In general, 88 universities students took part in this research during 2020-2021. As a conclusion we can state that listening competence is less ready to progress. The present research opens the perspectives for further researches of developing English listening proficiency on-line.

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Pema, Olsa. "Virtual vs. Traditional Environments and Their Influence on Students’ Listening Performance in a Foreign Language – A Case Study in Albania." European Journal of Multidisciplinary Studies 4, no. 2 (January 21, 2017): 7. http://dx.doi.org/10.26417/ejms.v4i2.p7-12.

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The essential role of the listening competence in Second Language Teaching, and the new rhythm of advancement in the new Internet epoch call for a paradigmatic reform of teachers’ roles, contents and functions in teaching listening skill in order to guarantee a successful forward-looking process. Considering this context, this study highlights an innovative academic experience in Albania consisting of a special class website integrated in teaching English listening skills to Albanian university students as well as creating and implementing a demanding listening curriculum at an FCE level; this project and the analysis of its results follow a comparative approach at all stages. This paper aims at examining the efficiency of website compared with traditional means of teaching listening in English, by analyzing and assessing the difference between the level of the experimental group’s performance and that of the control group during the listening practice. The actual comparison of results, which involves the assessment of their scores in two special tests, one taken before the project and one after its completion, shows that both learning environments have their merits in helping them progress with their listening competence. However, the amount of progress made by the students of the two groups is not identical, as there is a significant difference in favour of the experimental group, which, as our statistical analysis carried out by the help of the SPSS program shows, is ample proof of the advantage that the use of websites brings to the process of developing one’s listening competence in a foreign language.

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Oanh, Thieu Thi Hoang. "The effect of integrating teaching cross-cultural knowledge and teaching listening skill in tertiary education on improving EFL students' intercultural communication competence." SOCIAL SCIENCES 9, no. 1 (June 2, 2020): 86–102. http://dx.doi.org/10.46223/hcmcoujs.soci.en.9.1.274.2019.

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Teaching cross-cultural knowledge in language teaching is drawing more and more attention nowadays. This study investigated the effect of integrating teaching cross-cultural issues and teaching listening skill on students’ intercultural competence. The participants were 30 Vietnamese students of English as a foreign language (EFL) who participated in the course on Listening 2 in the second year of their MBA program in Kien Giang University, Vietnam. The study consisted of an experimental study based on a pretest-posttest research design on integration of cross-cultural issues and teaching listening. The intercultural sensitivity self-assessment questionnaire (ISSAQ) that serves as a pre-test at the beginning of the semester is based on the theoretical framework put forth by Bennett and Bennett (2004). It is to elicit a self-assessment of their intercultural knowledge, behaviors and attitudes. During the ten-week intervention, besides helping students master the language and listening skill, the researcher helped promote students’ cross-cultural competence with the process-oriented intercultural teaching mode by Li (2016). At the end of the course, the posttest was given to measure the effects of the integration model on students’ intercultural communication competence. The results of the study suggested that integrating cross-cultural knowledge and language teaching could improve EFL students' intercultural communication competence (ICC).

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Shimichev, Alexey Sergeevich. "Formation of Intercultural Competence of Primary Schoolchildren in Mastering Listening Comprehension Skills." Ethnic Culture, no. 2 (3) (June 20, 2020): 83–87. http://dx.doi.org/10.31483/r-75021.

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The article is devoted to the issue of teaching how to master listening comprehension skills while learning a foreign language in order to form the intercultural competence of primary schoolchildren. The relevance of the study is due to the need to create a fundamental basis for giving possibility to pupils to master communication skills in order being able to communicate effectively in a foreign language at a cross-cultural level, which is one of the strategic goals of modern linguistic education. The technology of phased work with authentic texts for mastering listening comprehension skills, including the stage of preliminary work and smoothing difficulties, the stage of listening and working with the text, the stage of post-listening and doing creative tasks based on the text is presented in the article. Research methods: scientometric analysis of scientific sources, pedagogical modeling, analysis of educational programs and standards, educational documentation and educational information on research studied, diagnostic methods, such as survey, experimental learning. Results. It is proposed to solve the problem by listening to authentic texts, as a purposeful process of mastering not only the linguistic, but also the cultural code of a foreign language, which is necessary to realize the principle of cultures’ dialogue. The educational goals in teaching primary schoolchildren how to master listening comprehension skills while learning a foreign language, as well as the methodological arguments for teaching listening comprehension as an independent type of speech activity are highlighted. It is concluded that this is not always the case when having a high level of foreign language communicative competence, students can achieve successful interaction at the intercultural level due to insufficient intercultural communication skills.

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Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3 (January 10, 2018): 6. http://dx.doi.org/10.17161/ili.v3i0.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in the listening/speaking courses at Missouri Southern State University

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Gould, Elizabeth, and Kaitlin Gram. "Fostering Presentation Competence: Instituting a Comprehensive Presentation Curriculum." Issues in Language Instruction 3, no. 2 (January 10, 2018): 6–8. http://dx.doi.org/10.17161/ili.v3i2.6990.

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Oral presentations are a part of the curriculum in many, if not most, academic listening/speaking courses. Often students are required to give presentations with very little direct instruction on what constitutes a good presentation let alone how to develop and present one. In this presentation, Kaitlin Gram and I explored the importance of having an oral presentation curriculum as well as its benefits. Additionally we provided an overview of an oral presentation curriculum I began developing a few years ago, which Kaitlin further developed into a full curriculum that she has implemented in the listening/speaking courses at Missouri Southern State University

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Vyspinska, Nataliia. "Musicians Outperform Non-Musicians In English Language Vocabulary Uptake And Listening Comprehension Tasks." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 2 (June 3, 2019): 296. http://dx.doi.org/10.18662/rrem/131.

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Numerous possibilities, that have arisen in the result of globalization and cultural integration, require modern specialists, and musicians in particular, to speak English language fluently. Thus, methods of teaching professionally directed foreign language should develop and heed special abilities of learners to meet their academic and professional needs. Foreign language acquisition is influenced by numerous factors such as deciphering and processing of speech sounds, words segmentation, pronunciation, memory, attention, the ability to associate the sound of the word with its meaning. It is considered that musical abilities have positive impact on these factors. The influence of musical training on foreign language acquisition has been in scope of many scholarly works worldwide. It is considered that music expertise facilitates the development of phonological, listening and vocabulary skills in foreign language learning. Moreover, musicians have abilities to detect subtle pitch deviations in music and language, segment continuous speech, as well as superior auditory abilities, which enable them to hear better even in noise. Therefore, we hypothesize, that listening can be an effective tool in teaching English professionally directed lexical competence to future musicians. In this study we analyse theoretical data relevant to the current research and seek to compare performance of musicians and non-musicians in various vocabulary and listening tasks when learning English lexical competence through listening. Our findings prove that musical expertise enhances listening comprehension skills; listening leads to vocabulary uptake and can be an effective source of English professionally directed lexical competence development in musicians.

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Utami, Henny Septia, and Ruly Morganna. "Improving Students’ English Pronunciation Competence by Using Shadowing Technique." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 1 (May 31, 2022): 127. http://dx.doi.org/10.29240/ef.v6i1.3915.

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This study used classroom action research at SMPN 1 Curup Timur in Bengkulu, using the shadowing technique to assist students in resolving their English pronunciation issues. As participants, 25 ninth-grade students were involved. The shadowing technique was carried out in two cycles, with each cycle consisting of three meetings. Two meetings were scheduled for the shadowing learning processes, with the third serving as a post-test. Observations and tests were used to collect data. The data were analyzed both qualitatively and quantitatively. This study uncovered two sets of data. First, for each meeting in each cycle, the process of learning English pronunciation using shadowing techniques included ten stages that included listening, listening while marking, mumbling, parallel reading, comprehending meanings, shadowing prosody sounds, recording, listening, and making comparisons, reviewing, and reflecting. Second, the shadowing technique was effective in improving students' English pronunciation skills. In cycle one, this technique was capable of improving English pronunciation indicators such as phonemes, sound combinations, and sound linkage. Following that, in cycle two, this technique could improve four other indicators: allophones, stress, rhythm and pitch, and intonation.

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Turauskienė, Erika, and Rasa Braslauskienė. "Possibilities of Cooperation between Teachers and Parents Cultivating Preschool Children’s Communication Competence at Kindergarten: Teachers’ Opinion." Vilnius University Open Series 3 (December 28, 2020): 136–49. http://dx.doi.org/10.15388/sre.2020.12.

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The object of educating preschool communication competence is relevant for good communication skills ensuring a successful person’s activity in a society, motivating social integration and an ability to exchange information. This is why parents and educators, who understand that preschool education should proceed both in a family and in a kindergarten, encouraging children to be interested in listening, speaking, writing, reading, should collaborate. In educators’ opinion, effective collaboration between parents and educators makes it possible to develop the following competences of communication: (a) to learn benevolent communication with adults and peers; (b) to get acquainted with letters; (c) to acquire active listening skills; (d) to improve the joining of sounds and letters, and the ability to speak in the mother tongue, etc.

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Ruban, Alla. "EXERCISES SYSTEM FOR FORMING FUTURE SPANISH TEACHERS’ LISTENING COMPETENCE." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 4 (November 28, 2017): 64–73. http://dx.doi.org/10.25128/2415-3605.17.4.9.

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Chevychelova, Olena. "Developing Students’ Foreign Language Listening Competence Using Authentic Materials." Bulletin of Kharkov National Automobile and Highway University, no. 91 (December 24, 2020): 200. http://dx.doi.org/10.30977/bul.2219-5548.2020.91.0.200.

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Ala-Kortesmaa, Sanna, and Pekka Isotalus. "Dimensions of professional listening competence in the legal context." International Journal of the Legal Profession 21, no. 2 (May 4, 2014): 233–53. http://dx.doi.org/10.1080/09695958.2015.1024680.

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Parfenova, A. O. "Forming the Listening Competence While Learning the Turkish Language." Oriental Studies 2013, no. 61 (March 30, 2013): 110–16. http://dx.doi.org/10.15407/skhodoznavstvo2013.61.110.

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Kostikova, Ilona Ivanivna, Tetiana Viediernikova, Liudmyla Holubnycha, and Svitlana Miasoiedova. "The Competency-Based Approach to Passing First Certificate in English." Revista Romaneasca pentru Educatie Multidimensionala 11, no. 1 (March 11, 2019): 117. http://dx.doi.org/10.18662/rrem/100.

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In this article the influence of competency-based approach of foreign language teaching to successful passing First Certificate in English (FCE) has been shown and the empirical analysis of the effectiveness of this approach for students of non-linguistic specialties has been conducted. The range of research methods (theoretical, empirical, statistical) has been used to reach the research purpose and justify the research finding. It has been confirmed that the most relevant type of a competency-based approach to teaching a foreign language for specific purposes is the communicative competency-based one. The linguistic competence, which is considered by authors to be the central multicomponent notion has been defined and characterized from the perspective of teaching English as a foreign language. The linguistic competence is based on five practical competences: Listening, Reading, Writing, Speaking, and Use of English. To check the effectiveness of the applying competency-based approach of teaching foreign language (English) for specific purposes the empirical (diagnostic) methods such as: testing (oral and written), observation, discussion were used; the pedagogical experiment was also conducted with the students. Statistical methods (Student’s t-test) helped to evaluate the results of the pedagogical experiment. The t-value result ranged from 3 to 4.7 shows the difference between the sample data and the null hypothesis that is significant, which proves the statistical importance of the obtained results.

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Husain, Nurlaila. "Evaluation of the teaching and learning in listening subject." TRANS-KATA: Journal of Language, Literature, Culture and Education 1, no. 1 (November 30, 2020): 36–46. http://dx.doi.org/10.54923/transkata.v1i1.8.

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This research aims to benchmark the practice of teaching listening subject being conducted in the English Department at State University of Gorontalo against the best practices which have been based on research and sound knowledge in the world of English language. The teaching of listening is now influenced by the rise of communicative language teaching which views language teaching as giving communicative competence to learners, not only grammatical competence as the earlier view held. The participant of the research is the third-semester of the English Department in the academic year of 2019. This present study is conducted to evaluate the teaching of listening skills in the English Department at Gorontalo State University. Evaluation in this study is to benchmark the current practice of teaching listening in the English Department of State University of Gorontaloto the research-based practice. Research finding suggests that the teaching of listening to the English Department students partly has followed methodologies proposed by Richards and Goh (2008). This study shows that in general the practice of the teaching of listening at the English Department of State University of Gorontalois based on research-based methodologies. However, there are some points that need to be improved. Since the result of the study has addressed only some of the issues in the teaching of listening, therefore, future research on other issues of listening teaching needs to be done.

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Bodie, Graham D., Kellie St. Cyr, Michelle Pence, Michael Rold, and James Honeycutt. "Listening Competence in Initial Interactions I: Distinguishing Between What Listening Is and What Listeners Do." International Journal of Listening 26, no. 1 (January 2012): 1–28. http://dx.doi.org/10.1080/10904018.2012.639645.

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Journal articles on the topic 'Listening competence'

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