Relevant bibliographies by topics / Listening comprehension

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Listening comprehension'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Listening comprehension.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Listening comprehension"

1

Shamsitdinova, Manzura, and Judy Smetana. "TEACHING LISTENING COMPREHENSION AND FACILITATING LISTENING PROCESS IN THE CLASSROOM." American Journal of Social Science and Education Innovations 05, no. 05 (May 1, 2023): 57–60. http://dx.doi.org/10.37547/tajssei/volume05issue05-11.

Full text
Abstract:
This article focuses on the two key areas of developing the students' listening skills and proposes some accepted beliefs to challenge regarding the way we prepare students to listen and the types of tasks given to encourage teachers, to adopt an approach to deal with listening authentic texts.
APA, Harvard, Vancouver, ISO, and other styles
2

Wang, Ziwei. "Teaching Listening Comprehension." Learning & Education 9, no. 3 (December 29, 2020): 62. http://dx.doi.org/10.18282/l-e.v9i3.1576.

Full text
Abstract:
Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.
APA, Harvard, Vancouver, ISO, and other styles
3

Byrnes, Heidi, and Penny Ur. "Teaching Listening Comprehension." Modern Language Journal 69, no. 2 (1985): 162. http://dx.doi.org/10.2307/326508.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Moore, Jean M., and William Flint Smith. "Listening with Comprehension." IALLT Journal of Language Learning Technologies 12, no. 1 (January 25, 2019): 18–28. http://dx.doi.org/10.17161/iallt.v12i1.9000.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Keefe, Leann, and Devin Asay. "Russian Listening Comprehension." Slavic and East European Journal 41, no. 3 (1997): 532. http://dx.doi.org/10.2307/310218.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Kök, İzzettin. "Relationship between Listening Comprehension Strategy Use and Listening Comprehension Proficiency." International Journal of Listening 32, no. 3 (March 7, 2017): 163–79. http://dx.doi.org/10.1080/10904018.2016.1276457.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Ruhe, Valerie. "Graphics and Listening Comprehension." TESL Canada Journal 14, no. 1 (October 26, 1996): 45. http://dx.doi.org/10.18806/tesl.v14i1.677.

Full text
Abstract:
How effective are graphics as lecture comprehension supports for low-proficiency ESL listeners? In an experiment conducted with 103 college-level Asian students, a group that heard an audiotape while looking at a page with an organizational graphic performed better on a comprehension test than a control group (no words or graphics provided), whereas the participants in two vocabulary conditions (one with vocabulary from the lecture listed in alphabetical order and the other with vocabulary listed in the order in which the words occurred in the text of the mini-lectures) performed no better than the control group. The findings indicate that the graphics enhanced listening comprehension. Suggestions for using graphics to teach academic listening skills are provided.
APA, Harvard, Vancouver, ISO, and other styles
8

Twist, Juliet, and Hilary Ferral. "Revised PAT: Listening Comprehension." Set: Research Information for Teachers, no. 3 (November 1, 2010): 53–54. http://dx.doi.org/10.18296/set.0428.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Dirven, René, and John Oakeshott-Taylor. "Listening comprehension (Part II)." Language Teaching 18, no. 1 (January 1985): 2–20. http://dx.doi.org/10.1017/s0261444800011241.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

XAVIER, AQUINO VELASCO, and MA JHONA B. ACUÑA. "LISTENING STRATEGIES AND LISTENING COMPREHENSION OF L2 LEARNERS." i-manager’s Journal on English Language Teaching 11, no. 3 (2021): 1. http://dx.doi.org/10.26634/jelt.11.3.17951.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Listening comprehension"

1

Larsson, Sofi, and Ove Lundberg. "Listening comprehension : Digital technology and its effect on the L2 learner’s listening comprehension." Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160967.

Full text
Abstract:
The rapid development of new technologies and how these are affecting school age children is in this day and age an area of growing importance. In the context of second language (L2) acquisition, it has been noted that spare time activities of a digital nature impact those pupils who spend more time on activities such as online gaming in the target language than average (Sundqvist 2019, 95-103). The aim of the current study was to investigate the possible effect three different digital spare time activities (computer and video games, movies and music) have on listening comprehension. This when English is the dominant language in the activities, and the focus is on 6th grade children. The method used was a comparison made between a language diary homework, consisting of the participants’ estimated number of hours spent on digital spare time activities, and the results of a listening exercise. The results show that there is a positive correlation between the results of the listening comprehension test and the number of hours spent on digital spare time activities. Also, repeated exposure to the target language in a digital spare time context does, therefore, affect second language acquisition to a limited extent. The conclusion was that in order to come to a more conclusive answer regarding the correlation between digital spare time activities and English listening comprehension, more research is needed.
I samband med andraspråksinlärning har det noterats att digitala fritidsaktiviteter påverkar de elever som spenderar mer tid på denna sorts aktiviteter (Sundqvist 2019, 95–103). Syftet med den aktuella undersökningen blev således att undersöka den möjliga effekt digitala fritidsaktiviteter, på engelska, har på just engelsk hörförståelse. De tre utvalda aktiviteterna är här digitala spel, film och musik. Engelska är alltså målspråket och fokusgruppen är sjätteklassare. Metoden som användes var en jämförelse mellan resultaten av en språkdagbok, bestående av det antal timmar som deltagarna angett att de spenderar på digitala fritidsaktiviteter under en genomsnittlig vecka, samt resultat inhämtade från en hörövning. Resultatet visar att det finns en positiv korrelation mellan resultaten på hörförståelsetestet och antalet timmar som spenderas på digitala fritidsaktiviteter. Vidare visade det sig att upprepad exponering för målspråket i ett digitalt sammanhang påverkar andraspråksinlärning i en begränsad utsträckning. Slutsatsen blev därmed att det krävs mer forskning för att komma fram till ett definitivt svar angående sambandet mellan digitala fritidsaktiviteter och engelsk hörförståelse.
APA, Harvard, Vancouver, ISO, and other styles
2

Nguyen, Thi Van, and n/a. "Listening comprehension : a Vietnamese perspective." University of Canberra. Information Sciences, 1985. http://erl.canberra.edu.au./public/adt-AUC20061109.170135.

Full text
Abstract:
A newly emerging, developing country has many high priority areas. Many of these high priority areas are related to the educational system. Education is viewed by many political leaders (and also by citizens rich and poor) as a 'Golden Key' which will unlock doors labelled with words such as 'Development', 'Progress', 'Success', and 'the English Language'. The English Language, a modern technical, trade and diplomatic language, is one of the avenues of communication which may enhance development within Vietnam. At the present moment, foreign language teaching and especially Teaching English as a Foreign Language and Teaching English for Special/Specific purposes, are given high priority ratings by those who plan the development stages for Vietnam. It is also recognized that EFL and ESP teaching can and should be improved. Australia is assisting this process of improvement by supporting an assistance programme. Twenty two teachers from tertiary language centres have been studying Teaching English as a Foreign Language at the Canberra College of Advanced Education. This writer is one of these students. One of the requirements for the Master's Degree in Teaching English as a Foreign Language is an extended Field Study in a specific area. This writer selected 'Aural Comprehension'. In this Field Study, the writer has explored the past and present position of teaching ' Aural Comprehension' in Vietnam. The writer has identified several significant problem areas and has suggested alternative options which may improve the teaching and the learning in this area.
APA, Harvard, Vancouver, ISO, and other styles
3

Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.

Full text
Abstract:
Tesis para optar al grado de Magíster en Lingüística mención Lengua Inglesa
This thesis reports on a study focused on teaching listening micro-skills to EFL Chilean students. The present study aims to examine the effects of teaching listening micro-skills on EFL students´ listening comprehension performance. This study looks to give insights in the area of second language acquisition, as well as proposing a strategy for teaching listening comprehension through the use of listening micro-skills. The participants of this study were 26 high school students from a private school located in Peñalolén, Santiago de Chile. Participants were divided into two groups of 13 students. One of the groups was given awareness about listening micro-skills while the other did not receive any treatment. The treatment consisted of 10 sessions of teaching and practicing 10 listening micro-skills in order to enhance listening comprehension. Both groups were tested at the beginning and end of the research intervention. The data obtained from the participants’ tests was analyzed in order to determine the effects of teaching listening micro-skills on EFL learners’ listening comprehension.
APA, Harvard, Vancouver, ISO, and other styles
4

Tong, Kin-kwok. "Information processing load in listening test." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13554438.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Roberts, Sian. "Reading comprehension and listening comprehension in children : an individual differences investigation." Thesis, University of Central Lancashire, 2011. http://clok.uclan.ac.uk/2927/.

Full text
Abstract:
Little research has explored listening comprehension in children whereas reading comprehension has been extensively investigated. One of the reasons for this is that listening comprehension and reading comprehension are highly correlated and it is generally assumed that they draw on the same cognitive-linguistic processes. This assumption has been formalised in the “Simple View of Reading” (Gough & Tunmer, 1986) which states that, once printed text has been decoded, it is understood in exactly the same way as its spoken equivalent. The main aim of the work presented in this thesis was to investigate the assumption that the same skills and processes underpin reading comprehension and listening comprehension by conducting an investigation of the demands made by comprehension in each modality which are over and above those shared with comprehension in the other modality. This issue has not previously been addressed. Children were assessed on both standardised and true/false measures of listening comprehension and reading comprehension and on several variables previously found to predict reading comprehension. Although results varied slightly according to the measure of comprehension used, broad support was found for the Simple View of Reading as a conceptual framework for explaining reading comprehension. It appeared, however, that listening comprehension involved skills which were not shared with reading comprehension. Of particular interest was the finding that, compared to reading comprehension, listening comprehension appeared to make extra demands on children’s inferencing ability. In a further study it was ascertained that this was not simply due to the shared memory demands of the inferencing and listening comprehension tasks. The hypothesis that listening comprehension ability depends on the ability to generate inferences “on-line” whilst listening was tested in a final study but was not supported. In conclusion, the research presented here suggests that listening comprehension is a topic worthy of investigation in its own right and that, for purposes of both research and educational practice, children’s comprehension is best assessed in both modalities.
APA, Harvard, Vancouver, ISO, and other styles
6

Hu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.

Full text
Abstract:
This dissertation research investigates the cognitive mechanisms underlying second language (L2) listening comprehension. I use three types of sentential contexts, congruent, neutral and incongruent, to look at how L2 learners construct meaning in spoken sentence comprehension. The three types of contexts differ in their context predictability. The last word in a congruent context is highly predictable (e.g., Children are more affected by the disease than adults), the last word in a neutral context is likely but not highly predictable (e.g., Children are more affected by the disease than nurses), and the last word in an incongruent context is impossible (e.g., Children are more affected by the disease than chairs). The study shows that, for both native speakers and L2 learners, a consistent context facilitates word recognition. In contrast, an inconsistent context inhibits native speakers’ word recognition but not that of L2 learners. I refer to this new discovery as the facilitation-without-inhibition phenomenon in L2 listening comprehension. Results from follow-up experiments show that this facilitation-without-inhibition phenomenon is a result of insufficient suppression by L2 learners.
APA, Harvard, Vancouver, ISO, and other styles
7

Buck, Gary. "The testing of second language listening comprehension." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279645.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Kaple, Emily J. "IMPROVING SPANISH FOREIGN LANGUAGE LISTENING COMPREHENSION: AIDED BY PRONUNCIATION OR LISTENING PRACTICE?" Oxford, Ohio : Miami University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1196214325.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Tong, Kin-kwok, and 湯建國. "Information processing load in listening test." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956774.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Carney, Nathaniel. "Diagnosing L2 English Learners’ Listening comprehension abilities with Scripted and Unscripted Listening Texts." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/529140.

Full text
Abstract:
Teaching & Learning
Ph.D.
L2 listening research has moved toward a focus on understanding the process of listening. However, there are still few detailed studies of L2 listening that reveal learners’ comprehension processes when listening to scripted and unscripted listening texts. Studies in which such processing has been discussed have lacked detailed diagnoses of how bottom-up and top-down processing interactively affect listeners’ comprehension. This study was designed to show how listeners’ process and comprehend texts, with a focus on how their bottom-up and top-down processing either assist or impede their comprehension. In this study, a group of 30 L1 Japanese university English language learners’ listening abilities were diagnosed. The 30 participants were at three listening proficiency levels—high, mid, and low—based on TOEIC listening proficiency scores. The diagnostic procedure involved participants listening to two scripted and two unscripted listening texts and then reporting what they comprehended through three tasks—L1 oral recalls, L2 repetitions, and verbal reports. Other data was also collected in the study to relate the comprehension of listening texts to other important listening-related variables including listening proficiency, lexical knowledge, listening anxiety, study abroad experience, short-term phonological memory, and working memory. The main finding of the study was that miscomprehension of listening texts was invariably multi-causal, with a combination of both bottom-up and top-down factors leading to comprehension difficulty. Although not a new finding, the study offered more detail than current research about how bottom-up and top-down processing occur interactively. Regarding the overall difficulty of the listening texts, unscripted texts were more difficult to comprehend than scripted texts, and high-proficiency participants had fewer listening difficulties overall than mid- and low-proficiency participants. Quantitative and qualitative results revealed common processing difficulties among all participants due to L1-related phonological decoding issues (e.g., /l/ vs. /r/), connected speech, unknown lexis, and a lack of familiarity with unscripted speech hesitation phenomena (e.g., um, like). Qualitative transcript examples showed how top-down knowledge influenced misinterpretations of words and phrases interactively with bottom-up information, making inaccurate understandings of listening difficult to overcome. In addition to revealing participants’ difficulties and the severity of their comprehension difficulties, the diagnostic procedure showed common strengths—key words and phrases understood well by participants. High-frequency vocabulary and shorter utterances were both shown to be comprehended well. Finally, quantitative results in the study revealed relationships of participants’ listening comprehension with other important listening related variables. Listening proficiency and listening anxiety had strong relationships with listening comprehension of the listening texts. Working memory and short-term phonological memory had no relationship with listening text comprehension. Finally, study abroad experience showed a relationship with comprehension, but with many caveats, and listening vocabulary knowledge was not related with comprehension, but again, with numerous caveats to consider. Based on the results, theoretical and pedagogical implications were posed. Theoretical implications from the study relate to the understanding of four concerns in L2 listening research. Mainly, data in the study will aid researchers’ understanding of how L2 English listeners process speech interactively (i.e., with bottom-up and top-down information) for comprehension, how L2 English listeners experience connected speech, how L2 listeners deal with unknown lexis, and how L2 listeners experience difficulties with features of unscripted speech. Pedagogical implications of the study include the need for increased teacher and learner awareness of the complexity of L2 listening, the need to have learners to track their own listening development, and the need for teachers to expose learners to unscripted listening texts and make them familiar with features of unscripted speech. Finally, suggestions for further research are posed, including conducting diagnostics assessments of L2 listening with listeners of different L1s and with more varied proficiency levels, using different diagnostic procedures to examine L2 listening comprehension, and using more instruments to understand listening-related variables’ relationships with L2 listening comprehension.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Listening comprehension"

1

Claire, Cunningham, ed. Listening comprehension. Dublin: Authentik, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Yu, Catherine Jie Mei. Tingli: Chinese listening comprehension. Calgary: University of Calgary Press, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Methold, Ken. New integrated listening comprehension. London: Longman, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Desmond, Allison, and Lau Madeleine, eds. Listening comprehension for secondary schools. Hong Kong: Institute of Language in Education, Education Dept., 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Methold, Ken. New integrated listening comprehension 1. London: Longman, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Allison, Desmond. Listening comprehension for secondary schools. Hong Kong: Institute of Language in Education, Education Department, 1988.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Johnson, Paul F. Spotlight on reading & listening comprehension. East Moline, IL: LinguiSystems, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Neil, Murray, ed. Contemporary topics--advanced listening comprehension. White Plains, N.Y: Longman, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Claire, Cunningham, ed. Listening comprehension: Spanish : practice tests. Dublin: Authentik Language Learning resources Ltd, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Methold, Ken. New integrated listening comprehension 3. London: Longman, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Listening comprehension"

1

Lewis, Moira, Courtenay Norbury, Rhiannon Luyster, Lauren Schmitt, Andrea McDuffie, Eileen Haebig, Donna S. Murray, et al. "Listening Comprehension." In Encyclopedia of Autism Spectrum Disorders, 1743. New York, NY: Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_349.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Nadig, Aparna. "Listening Comprehension." In Encyclopedia of Autism Spectrum Disorders, 2726–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_349.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Vandergrift, Larry, and Christine C. M. Goh. "How Listening Comprehension Works." In Teaching English to Second Language Learners in Academic Contexts, 125–44. Title: Teaching English to second language learners in academic contexts : reading, writing, listening, and speaking / Jonathan M. Newton, Dana R. Ferris, Christine C. M. Goh, [and two others]. Description: New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315626949-11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Waugh, David. "Talk, reading comprehension and writing." In Unlocking Speaking and Listening, 153–66. Third edition. | Abingdon, Oxon; New York, NY: Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315232676-13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Kadota, Shuhei. "Shadowing for L2 listening comprehension." In Shadowing as a Practice in Second Language Acquisition, 13–50. New York, NY : Routledge, [2019] | Series: Routledge research in language education: Routledge, 2019. http://dx.doi.org/10.4324/9781351049108-2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Wagner, Elvis. "Chapter 7. L2 listening comprehension." In Understanding L2 Proficiency, 213–33. Amsterdam: John Benjamins Publishing Company, 2022. http://dx.doi.org/10.1075/bpa.13.07wag.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kim, Young-Suk Grace, and Heather Pilcher. "What Is Listening Comprehension and What Does It Take to Improve Listening Comprehension?" In Literacy Studies, 159–73. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31235-4_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Goh, Christine C. M., and Larry Vandergrift. "A Cognitive Model of Listening Comprehension." In Teaching and Learning Second Language Listening, 37–56. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429287749-4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Henrichsen, Lynn E. "Listening comprehension in C.C. Fries’ oral approach." In Toward an Understanding of Language, 343. Amsterdam: John Benjamins Publishing Company, 1985. http://dx.doi.org/10.1075/cilt.40.25hen.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Noordin, Nooreen, Katrin Shamshiri, and Azahari Ismail. "Effects of Task Difficulty in Listening Comprehension." In Encyclopedia of the Sciences of Learning, 1093–95. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4419-1428-6_1763.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Listening comprehension"

1

Tersta, Friscilla Wulan, and Alviaderi Novianti. "Listening to Students Voice:Students' Problems in Listening Comprehension." In Ninth International Conference on Applied Linguistics (CONAPLIN 9). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/conaplin-16.2017.7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Mirkin, Shachar, Guy Moshkowich, Matan Orbach, Lili Kotlerman, Yoav Kantor, Tamar Lavee, Michal Jacovi, Yonatan Bilu, Ranit Aharonov, and Noam Slonim. "Listening Comprehension over Argumentative Content." In Proceedings of the 2018 Conference on Empirical Methods in Natural Language Processing. Stroudsburg, PA, USA: Association for Computational Linguistics, 2018. http://dx.doi.org/10.18653/v1/d18-1078.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kashimada, Chiho, Takumi Ito, Kazuki Ogita, Hiroshi Hasegawa, Kazuo Kamata, and Miyoshi Ayama. "Facilitation of listening comprehension by visual information under noisy listening condition." In IS&T/SPIE Electronic Imaging, edited by Bernice E. Rogowitz and Thrasyvoulos N. Pappas. SPIE, 2009. http://dx.doi.org/10.1117/12.805659.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

El-Dali, Hosni. "L2 LISTENING COMPREHENSION: IS IT A LANGUAGE PROBLEM OR LISTENING PROBLEM?" In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0028.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Jiang, Qian. "The Practice of English Listening Comprehension Teaching." In 2018 3rd International Conference on Humanities Science, Management and Education Technology (HSMET 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/hsmet-18.2018.108.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Breuer, C., L. Leist, S. Fremerey, A. Raake, M. Klatte, and J. Fels. "Towards investigating listening comprehension in virtual reality." In 10th Convention of the European Acoustics Association Forum Acusticum 2023. Turin, Italy: European Acoustics Association, 2022. http://dx.doi.org/10.61782/fa.2023.0259.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Sherstiuk, L. V., and A. Aleksieieva. "Mobile learning technology in teaching listening comprehension." In INFORMATION TECHNOLOGIES AND MANAGEMENT IN HIGHER EDUCATION AND SCIENCES. PART. Baltija Publishing, 2022. http://dx.doi.org/10.30525/978-9934-26-277-7-268.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Adnan, Aryuliva, Leni Marlina, and Suci Rahma Annisa. "Listening Comprehension and Listening Anxiety: A Case of Basic Listening Class Students at English Department UNP Padang." In 7th International Conference on English Language and Teaching (ICOELT 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200306.034.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Su, Yi-Chen, Chih-Ming Chen, and I.-Chun Chen. "The Effects of Video-Annotated Listening Review Mechanism on Promoting EFL Listening Comprehension." In 2018 7th International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2018. http://dx.doi.org/10.1109/iiai-aai.2018.00037.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Raina, Vatsal, Adian Liusie, and Mark Gales. "Analyzing Multiple-Choice Reading and Listening Comprehension Tests." In 9th Workshop on Speech and Language Technology in Education (SLaTE). ISCA: ISCA, 2023. http://dx.doi.org/10.21437/slate.2023-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Listening comprehension"

1

Bloomfield, Amber, Sarah C. Wayland, Elizabeth Rhoades, Allison Blodgett, Jared Linck, and Steven Ross. What makes listening difficult? Factors affecting second language listening comprehension. Fort Belvoir, VA: Defense Technical Information Center, April 2010. http://dx.doi.org/10.21236/ada550176.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Wang, Yun. Explaining L2 learners’ listening comprehension: The role of aural vocabulary knowledge. Edicions i Publicacions de la Universitat de Lleida, 2023. http://dx.doi.org/10.21001/sintagma.2023.35.07.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tyson, Marian. The effect of media on the listening comprehension scores of intermediate ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.5843.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Lin, Yuan-Chyuan. The effects of captioned videotapes on the listening comprehension test scores of ESL students. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6069.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Семеріков, Сергій Олексійович, Світлана Миколаївна Амеліна, and Ростислав Олександрович Тарасенко. Enhancing foreign language learning with cloud-based mind mapping techniques. Криворізький державний педагогічний університет, November 2023. http://dx.doi.org/10.31812/123456789/8484.

Full text
Abstract:
This paper explores the potential of using cloud-based mind maps as a tool for learning foreign languages. It is concluded that their use is suitable for both language classes and students’ independent work. Criteria have been developed for evaluating cloud services in terms of their effectiveness in the educational process of creating mind maps. The paper characterises the conditions for accessing free versions of 16 cloud services for creating mind maps. Based on an experimental study, five cloud services are compared: Ayoa, Mindomo, Miro, Smartdraw, and Xmind. The paper demonstrates examples of using mind maps based on these cloud services’ templates for various types of language learning activities, including studying grammar topics, learning or repeating vocabulary, and writing essays. The paper identifies several advantages of using mind maps, such as visualising lexical material, structuring terminology by sector, enabling control and self-control in checking listening and reading comprehension, and serving as support for writing essays and composing oral stories.
APA, Harvard, Vancouver, ISO, and other styles
6

Petti, Amy. Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.614.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Listening comprehension' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography