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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.
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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.
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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.
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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.
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Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.
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Tesis para optar al grado de Magíster en Lingüística mención Lengua InglesaThis 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.
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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.
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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/.
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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.
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Hu, Guiling. "Cognitive Mechanisms Underlying Second Language Listening Comprehension." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/alesl_diss/11.
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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.
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Buck, Gary. "The testing of second language listening comprehension." Thesis, Lancaster University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279645.
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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.
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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.
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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.
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Teaching & LearningPh.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
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Olhans, Ida. "Movies to enhance listening comprehension in theEFL classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27440.
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Movies are an occurring feature in EFL classrooms in Sweden, as well as exercises seeking to practice listening comprehension, although, there are few studies which combine the two together. The aim for this literature review was to analyse the use of film for listening comprehension development in EFL classrooms. The results show that movies can help students reach higher levels of listening because students felt more motivated and they became more active. The results also show further that teachers can help students reach higher levels of listening comprehension by using various features such as pauses, activities before, during and after the movie etc. The results also show that listening comprehension is a somewhat “take n for granted skill” which needs to be researched more about, specifically the importance of listening comprehension in the context of the other skills.
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Chen, Mingjun, and 陈明君. "Strategy to solve cognitive overload in listening comprehension." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48365622.
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本研究通過對深圳大學初級漢語水平留學生的晤談以及測試，發現初級水平階段的漢語學生在聆聽過程中常出現以下困難：
1. 未能準確辨識出語音。
2. 雖然能夠識別單個辭彙或者短語，但是無法獲取整個句子的含義。
3. 未能及時進入聆聽狀態，以至於錯過了錄音的開始部分。
4. 遇到障礙往往會卡在困難之處，導致錯過了後續的錄音內容。
5. 無法概括出語段大意。
由於語言知識的不足，留學生在聆聽過程中往往受挫。從認知負荷理論的角度看，無論是語音、辭彙、語法結構，乃至於句子的深層含義和文本大意，不同的層面都對工作記憶施加了負荷。降低認知負荷的有效方法便是激活學生的圖式，對所聽材料進行預測、補充以及選擇性加工，使工作記憶留存更多資源處理不熟悉的任務。適當的聆聽策略可以幫助學生激活長時記憶中的圖式，跳躍障礙，提升理解。
基於此，本研究以深圳大學初級漢語班的外國學生為研究對象，以其中一班（共13 名學生）為實驗組，另一個班（共11 名學生）為控制組，進行准實驗研究。考慮到學生已初步具備預估、猜想的意識，且大部分聆聽困難可透過此方法得以解決，所以在實驗過程中，實驗組學生將接受“猜一猜”的聽力策略教學法。此聽力策略的實施階段包括聆聽以前和聆聽過程。控制組學生接受教師原有的教學方法，即聆聽前教師講解生詞，學生流覽問題，而後聽錄音做練習。
准實驗研究結果顯示，實驗組學生“詞義推斷”一項成效明顯，而“句子深層含義”以及“概括大意”兩項雖然有所改善，但和控制組相比，差異仍未達到顯著水平。“猜一猜”的聆聽策略能在一定程度上幫助學生激活長時記憶中的圖式，在聆聽前根據話題、背景知識等預估錄音大意，在聆聽過程中，利用上下文來跳躍障礙，達成順暢理解。圖式的激活降低了學習者工作記憶的負荷，為工作記憶釋放了大量空間。
從學生調查問卷的結果看，聽力策略“猜一猜”得到了師生的普遍認同，具有教學意義。
最後，本研究對聆聽教學以及未來研究提出了一些建議，以期有更深入的探討。published_or_final_version
Education
Master
Master of Education
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Infante, Marta D. "Social background and reading disabilities : variability in decoding, reading comprehension, and listening comprehensive skills /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3012981.
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Cao, Xun. "Understanding and Supporting Listening Comprehension of Non-native Speakers." 京都大学 (Kyoto University), 2017. http://hdl.handle.net/2433/225732.
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Arriaza, C. Rubén. "Metacognitive listening comprehension strategies in ESL: an experimental study." Tesis, Universidad de Chile, 2010. http://www.repositorio.uchile.cl/handle/2250/108619.
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The research reported here is an experimental study designed to investigate listening comprehension strategy instruction. This study involves a comparison of the progress of an experimental and a control group of students of English as a foreign language at university level. The main purposes of the study are: a) to experiment with activities that can be used to train students to perform listening tasks and b) to determine the effectiveness of such training in both improving listening comprehension and in raising students’ awareness of the process of listening. Strategy training can be defined as any intervention which focuses on the strategies to be adopted and used by language learners to develop their proficiency, and/or to improve specific task performance. The investigation is based on the premise that by integrating a process approach into regular listening activities, we may be able to raise students’ consciousness of the process of successful listening. Thus, we may be able to help our students gain greater control over their listening efforts, the ultimate goal being the development of self-regulated listeners who can take responsibility for their language learning out of the classroom
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Miura, Takayuki. "Executive control in speech comprehension : bilingual dichotic listening studies." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9740.
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In this dissertation, the traditional dichotic listening paradigm was integrated with the notion of working memory capacity (WMC) to explore the cognitive mechanism of bilingual speech comprehension at the passage level. A bilingual dichotic listening (BDL) task was developed and administered to investigate characteristics of bilingual listening comprehension, which include semantic relatedness, unattended language, ear preference, auditory attentional control, executive control, voluntary note-taking, and language switching. The central concept of the BDL paradigm is that the auditory stimuli are presented in the bilinguals’ two languages and their attention is directed to one of their ears while they have to overcome cognitive and linguistic conflicts caused by information in the other ear. Different experimental manipulations were employed in the BDL task to examine the characteristics of bilingual listening comprehension. The bilingual population examined was Japanese- English bilinguals with relatively high second language (L2) proficiency and WMC. Seven experiments and seven cross-experimental comparisons are reported. Experiment 1 employed the BDL task with pairs of passages that had different semantic relationships (i.e., related or unrelated) and were heard in different languages (i.e., L1 or L2). The semantically related passages were found to interfere with comprehension of the attended passage more than the semantically unrelated passages, whether the attended and unattended languages were the same or different. Contrary to the theories of bilingual language control, unattended L1 was found to enhance comprehension of the attended passage, regardless of semantic relationships and language it was heard in. L2 proficiency and WMC served as good predictors of resolution of the cognitive and linguistic conflicts. The BDL task is suggested to serve as an experimental paradigm to explore executive control and language control in bilingual speech comprehension. Experiment 2 was conducted to investigate language lateralisation (i.e., ear preference) on bilingual speech comprehension, hence, the participants in Experiment 1 used their preferred ear, whereas participants in Experiment 2 used their non-preferred ear, whether it was left or right, in the BDL task. Comprehension was better through the preferred ear, indicating that there is a favourable ear-to-hemisphere route for understanding bilinguals’ two languages. Most of the participants were found to be left-lateralised (i.e., right-eared) and some to be right-lateralised (i.e., left-eared) presumably depending on their L2 proficiency and WMC. Experiment 3 was concerned with auditory attentional control, and explored whether there would be a right-ear advantage (REA). The participants indicated an REA whether the attended and unattended languages were L1 or L2. When they listened to Japanese in the left ear, they found it more difficult to suppress Japanese in the right ear than English. WMC was not required as much as expected for auditory attentional control probably because the passages in Experiment 3 did not yield as much semantic competition as those in Experiment 1. L2 proficiency was crucial for resolving within- and between-language competition in each ear. Experiments 4, 5, and 6 were replications of Experiments 1, 2 and 3, but these latter experiments considered the effect of note-taking that is commonly performed in everyday listening situations. Note-taking contributed to better performance and clearer understanding of the role of WMC in bilingual speech comprehension. A cross-experimental analysis between Experiments 1, 2, 4, and 5 revealed not only a facilitatory role of note-taking in bilingual listening comprehension in general, but also a hampering role when listening through the preferred ear. Experiment 7 addressed the effect of predictability of language switching by presenting L1 and L2 in a systematic order while switching attention between ears and comparing the result with that of Experiment 6 where language switching was unpredictable. The effect of predictability of language switching was different between ears. When language switches were predictable, higher comprehension was observed in the left ear than the right ear, and when language switches were unpredictable, higher comprehension was observed in the right ear than the left ear, thereby suggesting a mechanism of asymmetrical language control. WMC was more related to processing of predictable language switches than that of unpredictable language switches. The dissertation ends with discussions of the implications from the seven BDL experiments and possible applications, along with experimental techniques from other relevant disciplines that might be used in future research to yield additional insight into how bilingual listeners sustain their listening performance in their two languages in the real-life situations.
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Romanini, Adriana C. "The Influence of production accuracy on suprasegmental listening comprehension /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2677.pdf.
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Emery, Rebecca Brinck. "Spaced Versus Massed Practice in L2 German Listening Comprehension." BYU ScholarsArchive, 2017. https://scholarsarchive.byu.edu/etd/6295.
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Students often have a difficult time understanding native speakers of their target language. This thesis examines two theories that may help students better understand NSs: spaced versus massed practice and the use of technology to enhance input. The study had the students of four sections of German 101 at BYU, divided into a spaced practice group that watched authentic German videos five minutes a day, six days a week for seven weeks and a massed practice group that watched authentic German videos for half an hour, one day a week for seven weeks, then gave them an immediate and a delayed listening comprehension posttest to see which improved more, along with several surveys to learn more about extraneous variables and the student experience with the activity. The results showed no significant difference between the two groups, but this is likely due to the many limitations of the study. The two biggest limitations were that of the 75 potential participants, only 13 allowed for their information to be used and had usable information, and that all of those 13 participants did too well on both posttests to be able to differentiate between them, so no conclusions were able to be drawn from this study.
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Romanini, Adriana. "The Influence of Production Accuracy on Suprasegmental Listening Comprehension." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1586.
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One of the major questions in second language (L2) phonological learning is whether perception precedes (and therefore guides) production. This question is important for knowing what types of training most benefit L2 learners. While most theories assume that perception always precedes production (e.g., Best, 1995; Flege, 1995), several recent studies have found that production may precede perception (e.g., Baker & Trofimovich, 2006; Beach, Brunham, & Kitamura, 2001; Goto, 1971; Sheldon & Strange, 1982; Underbakke, 1993), demonstrating that this complex relationship may differ depending on how and when the L2 is learned. The current study seeks to further explore this relationship by examining how perception and production influence each other on the suprasegmental (i.e., primary word stress) level. While many studies have examined whether perceptual training can influence production accuracy of suprasegmentals, little to no research has examined whether the opposite is true. Thus the goal of this study was to examine whether ESL learners who were trained in suprasegmental pronunciation accuracy improved in listening and speaking more than similar students who were trained in perception accuracy. Comparisons of pre- and post-tests suggest that focusing on accurate production improves not only production accuracy, but also listening comprehension more than does training in listening comprehension. These results enlighten our understanding of how perception and production influence each other, and may underscore the importance of providing bottom-up pronunciation skills for improving L2 phonological learning.
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Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
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Wakefield, P. Jane. "Young children’s speech act comprehension : the role of linguistic and contextual information." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25531.
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This study addresses the question of the necessity of propositional content in children's comprehension of speech acts. In investigating this aspect of communicative competence in children the study considered the relative importance of age (3, 4), context (Requests, Questions, and Offers), and quantity of propositional content. Two factorial experiments were conducted in which 54 three and four-year-old children were administered a discrimination task, where, through puppet play, contexts were constructed for utterances in order to simulate particular speech acts. Judgments of the illocutionary force of such contexts were elicited by having children decide which one of two paraphrased utterances matched the stimulus utterance. Quantity of linguistic information in the stimulus presentations was progressively reduced. While younger children's performance was relatively unaffected by the reduction of linguistic information, the older children's discrimination of speech acts was relatively adversely affected. These findings were supported by additional data from an elicited imitation task and spontaneous responses. A developmental shift is proposed, from more direct context-dependent strategies of speech act processing to a later more linear or text-dependent approach linked to developing linguistic awareness.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Simasangyaporn, Nantikarn. "The effect of listening strategy instruction on Thai learners' self-efficacy, English listening comprehension and reported use of listening strategies." Thesis, University of Reading, 2016. http://centaur.reading.ac.uk/68649/.
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This study aimed to explore the nature of self-efficacy among 161 Thai undergraduate EFL students through the investigation of the level of their self-efficacy and the relationship between their self-efficacy and their proficiency in listening comprehension. Learners’ attributions for success and failure, which might also influence their self-efficacy beliefs, were also explored. The second aim of the study was to examine whether a programme of listening strategy instruction could improve their level of self-efficacy, the level of their listening comprehension, and their reported use of listening strategies. Finally, the study examined whether learners from different levels of proficiency benefit from the strategy instruction in a similar manner. This research study is of a quasi-experimental, mixed method design, with one intervention group and one comparison group. Listening proficiency was measured by a free-recall listening task and a listening comprehension question task. The levels of self-efficacy and strategy use were elicited by a set of questionnaires. The manner of strategy use was also further investigated by using a stimulated-recall interview which required 14 participants to give a verbal account of how they had performed the previous listening tasks. These instruments were implemented at pre- and post-test data collection points before and after the intervention which lasted 12 weeks. The findings of the study indicate that, at pre-test, the level of self-efficacy among the participants was rather low but correlation analyses suggest a moderate relationship between self-efficacy and listening comprehension levels. Statistical analysis revealed that there was no statistically significant difference in how much the intervention and comparison groups improved their self-efficacy levels from pre-test to post-test. However, the intervention group participants improved their levels of listening comprehension significantly more than the comparison group participants on both the free-recall and the listening comprehension question task. This was true for both high and low proficiency learners. While a 2×2 ANOVA on the strategy questionnaire items did not indicate statistically significant changes in strategy use as a result of the intervention, a Hierarchical Cluster Analysis suggested that a greater number of the intervention group participants had positive behaviours at post-test than was the case at pre-test. The manner of the participants’ listening strategy use was further explored by looking at the frequency of strategies reported in the stimulated recall interview as well as the way in which strategy combinations were employed. At post-test, the intervention group reported a much higher level of hypothesis formation, hypothesis monitoring and hypothesis formation than at pre-test, which was not the case for the comparison group. Likewise, the intervention participants also reported greater use of word or chunk identification as well as being able to combine other strategies to compensate for gaps in their bottom-upskills. Thus, there was evidence that the intervention group had changed the way in which they employed listening strategies as a result of the intervention, while the comparison group showed much fewer changes. The study not only provides evidence of the potential benefits of strategy instruction for improving L2 listening comprehension, regardless of learners’ proficiency levels, but also has methodological implications, as the strategy analyses demonstrated the value of exploring strategy use through a qualitative approach.
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Dimassi, A. "EFL listening comprehension, cognitive and metacognitive strategies and working memory." Thesis, University of the West of England, Bristol, 2016. http://eprints.uwe.ac.uk/29792/.
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The purpose of this study is to compare the pedagogic efficiency of two methods for teaching listening comprehension: the cognitive strategy-based instruction method (CSBM) and the metacognitive strategy-based instruction method (MetSBM). Both instruction methods are inspired by cognitive linguistics. While CSBM is a traditional and well-established method for teaching listening comprehension in an EFL context, MetSBM is a relatively recent method. Additionally, this study aims to evaluate the way in which three co-variables – vocabulary knowledge, word recognition, and working memory – contribute to individual differences in listening comprehension. The subjects of this study, 44 female students studying on an intensive English programme at the University of Sharjah in the United Arab Emirates (UAE), were placed in two groups and taught a range of listening comprehension strategies, in accordance with the MSBM and the mainstream CSBM. In order to assess the pedagogical value of both methods, a listening comprehension test (LCT) was used as a pre- and post-test. An adapted Metacognitive Awareness Listening Questionnaire (MALQ) was additionally used to measure the degree of the participants’ metacognitive awareness in relation to their listening comprehension abilities. As for the co-variables, four pre- and post tests were conducted: the Vocabulary Knowledge Test (VKK1) and (VKK2) to measure the students’ vocabulary knowledge, the Aural Word Recognition (AWR) test to measure the participants’ ability to recognise words in a spoken passage, the Orthographic Word Recognition (OWR) test to gauge the students’ ability in recognising written words, and finally a Working Memory Span (WMS) test to measure the participants’ WM capacities while listening for comprehension. The results of the post LCT suggest that the newer MetSBM approach is more effective for teaching and learning how to listen for comprehension than the traditional CSBM. Similarly, MetSBM had a greater impact in raising metacognitive awareness among the participants of the experimental group in relation to their comprehension abilities. In total, my results show that six variables come into play in the experimental participants’ listening comprehension: Aural Word Recognition (AWR), MALQ Planning/Evaluation, Orthographic Word Recognition (OWR), MALQ Problem-solving, MALQ Directed Attention, and Working Memory (WM). With regard to the control participants, four variables were involved with their listening comprehension: Aural Word Recognition, Working Memory, decrease in MALQ Mental Translation, and MALQ Person Knowledge. In the light of these findings, a number of recommendations to teachers, material developers and researchers are provided. My study contributes to the field of listening comprehension in an Arab context, a setting that has so far received little attention. It reveals how listening comprehension has so far been treated in the English syllabuses directed at UAE learners. In addition, it equips English teachers with feasible ways of teaching listening comprehension more efficiently, thereby improving the learners’ ability to apply both cognitive and metacognitive strategies more easily. In addition, the present study helps material developers to include metacognitive strategies as well as word recognition based activities in their listening comprehension materials. Finally, and importantly, my study addresses some of the pitfalls of previous studies on teaching listening strategies within the framework of cognitive linguistics.
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Liu, Sarah Hsueh-Jui. "Listening comprehension strategy use by Taiwanese University students of English." Thesis, University of Newcastle Upon Tyne, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515050.
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Schenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.
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Mubenga, K.-S. "Teaching listening comprehension to Zairean students : The effects of training on the performance of EFL listening tasks." Thesis, University of East Anglia, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235191.
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LIN, YU-CHENG, and 林于程. "Anxiety and Listening Comprehension Performance." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/45874020779873507926.
Full textAbstract:
碩士國立屏東大學
英語學系碩士班
105
The present study investigated the effect of listening anxiety on EFL college students’ listening comprehension and their strategy use. Eighty-four college students participated in this study. According to their response to a foreign language listening anxiety scale, a foreign listening strategy scale, and listen test, there were divided into high- and low-anxiety groups for further study. First, listening anxiety was negatively correlated with listening comprehension performance. This indicates that increases in learners’ anxiety were associated reductions in their listening comprehension performance. Second, Participants in the low-anxiety group used cognitive and compensation strategies more frequently relative to those in the high-anxiety group. However, there was no significant different in use of memory, metacognitive, affective and social strategies between the two groups. Final, according to students’ questionnaire responses, they mentioned what the causes the listening anxiety and offered some methods to reduce listening anxiety.
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Yu, Tsu-Hua, and 游祖華. "A Study on the Relations among Listening Comprehension Strategy Use, Personality Traits, and Listening Comprehension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/08021044740224997126.
Full textAbstract:
碩士國立臺北教育大學
兒童英語教育學系碩士班
103
This study aims to investigate the relations among listening comprehension strategy use, personality traits, and listening comprehension for elementary school students learning English as a foreign language (EFL). 257 sixth graders were selected and surveyed using two self-report scales, namely: Vandergrift’s Listening Comprehension Strategy Questionnaire (LCSQ) and Chinese version of Personality Traits Questionnaire (Huang, 2006) originally developed by Goldberg (1971). The LCSQ was carried out to gather data related to participants' use of cognitive strategies, metacognitive strategies, and socio-affective strategies. The personality scale was administered to measure participants' five personality traits, including Openness, Consciousness, Extraversion, Agreeableness, and Neuroticism. Participants were also tested by General English Proficiency Test (GEPT) to estimate their listening comprehension. The results indicated that: (a) Openness, Consciousness, and Agreeableness were positively related to the use of metacognitive strategies; (b) Openness, along with other traits, Consciousness, Extraversion, and Agreeableness, were also positively related to the use of both cognitive and socio-affective strategies; (c) Neuroticism had no relation with the use of all the three types of strategy; (d) the use of all the three types of listening comprehension strategy was positively related to listening comprehension; and (e) Openness and use of metacognitive listening strategies were the two positive predictors of listening comprehension, whereas Extraversion was a negative one. As the findings suggested, EFL teachers may need to include strategy instruction in their lessons to help elementary school students with strong dispositions of Neuroticism apply appropriate strategies to better understand oral discourses.
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Reid, Ronald Gregory Genz Marcella. "The effect of digitally shortening and lengthening pauses on listening comprehension." 2003. http://etd.lib.fsu.edu/theses/available/etd-09042003-171244/.
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Thesis (Ph. D.)--Florida State University, 2003.Advisor: Dr. Marcella D. Genz, Florida State University, School of Information Studies. Title and description from dissertation home page (viewed Oct. 7, 2003). Includes bibliographical references.
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Chen, Szu-Han, and 陳思含. "Listening Comprehension Strategies and Language Proficiency." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/pzhq87.
Full textAbstract:
碩士銘傳大學
應用英語學系碩士班
96
Researchers (Flowerdew and Miller, 2005) of second language acquisition (SLA) have often suggested that listening has been treated as the “Cinderella” of the four macro-skills: speaking, listening, reading, and writing. However, as an essential part of communicative competence, listening is a skill that deserves equal treatment with the others, both in the classroom and in the preparation of the language teacher. Second language (L2) listening, relatively ignored for many years within applied linguistics, has today come into its own. Consequently, how to make students aware of the listening skills they are employing and also awaken university studies’ consciousness in the listening comprehension process for their further improvement becomes substantially important. Therefore, this qualitative study aimed to discover what listening strategies were used by university students, and how the strategies use varied with language proficiency within relatively low and higher proficiency groups. All participants were university juniors. The one-to-one interviews were conducted, and the think-aloud method was employed to elicit their listening strategies used in the English listening comprehension process. In addition, a pretest was carried out by using a high-intermediate GEPT simulated listening test in order to differentiate participants’ language proficiency. Afterwards, data analysis based on qualitative methodologies involved sorting out listening strategies the participants employed in the listening situations as well as observing their listening mental processes. Interesting findings were related to the relationship between the participants’ proficiency levels and their strategy use. The results of the current study indicated that some metacognitive, cognitive, socio-affective, and additional strategies which differed from previous findings (for example, conversing in English, self-study, and word by word) differences existed between two proficiency groups, when they listened to English tasks or communicated with people in daily conversations. A number of research findings regarding the L2 strategy use of different proficient students (Chamot, 1987; O’Malley & Chamot, 1990; Goh, 1998; Peterson, 2001; Flowerdew & Miller, 2005) have complementarily supported that language learners with different language proficiency used metacognitive, cognitive, and socio-affective strategies in their language comprehension. Furthermore, the results showed that these differences differentiated the English learners with relatively low level from relatively high level. On the other hand, the present results had the same perspective as Goh’s (1998) think-aloud research, which validated that it is still difficult to determine the wide and flexible use that made relatively higher English listeners more competent than low English listeners. On the contrary, these research findings differed from some research findings (Peterson, 2001; Lau, 2006; McKeown & Gentilucci, 2007) proposed that good learners have better strategy competence and can use strategy better than poor learners. In sum, this study has findings that contributed to the research line on listening strategy use, provided additional knowledge for our understanding of language learners’ use of strategies in making sense of what they hear, and reveals implications for both language programs and teachers. The limitations of the study and suggestions for future research are provided at the end of the study. Finally, the qualitative validation was checked through participants’ opinions of the transcribed information, and data triangulation of two research protocols as well as literature review was also included in this research.
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Chen, Liu-Ming, and 陳律明. "The effectiveness of video-watching on listening comprehension: A study of students’ perceptions and their listening comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/s695ej.
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碩士淡江大學
英文學系碩士班
104
Listening comprehension has long been marginalized in Taiwanese English education (Chen & Tsai, 2012; Chou, 2013, 2015). Such learning environment is undergoing a change due to the inclusion of Test of English Listening Comprehension (TELC) for college admission (Chou, 2015; Liao & Yeldham, 2015). In addition to the transformation, technical advances also bring vitality into methods of teaching listening, which is evidenced by the frequent use of videos through online resources. However, some pedagogical concerns occur: how to maintain students’ interest during watching, how to select a proper video and present it with instructional activities and how to ascertain effects of video-watching on listening comprehension. With respect to the concerns, the present study attempts to investigate the effects of video-watching on listening comprehension and students’ perceptions. Participants from two classes of English Drills (N = 127), conducted by the researcher, were randomly arranged as an experimental group receiving video-watching instruction (VWI) and a control group receiving video-watching only. The experiment was implemented by the use of the American sitcom, Friends, followed by GEPT mock listening tests (pre- and post-tests), video-watching tasks, pre- and post-Listening Perception Questionnaire (LPQ) and interviews. The quantitative results showed that VWI assists the participants in improving listening comprehension and helps foster the cognitive development of listening learning, but not the linguistic and affective development. There was a consistency of research findings between the results of the quantitative and qualitative methods used in this study, and the interviewees also provided complementary insight into VWI. First, students need supplementary listening materials to practice test-preparation skills. Second, students’ general English learning experience determines whether they are willing to invest efforts in learning English listening. Third, although videos are theoretically beneficial for reducing listening anxiety, there are still other factors (i.e. attention spans and captions) that might affect the interviewees’ anxiety. These findings suggest VWI is a viable listening method and students’ perceptions should be considered appropriately.
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Chen, I. Chun, and 陳怡君. "The Effects of Video-Annotated Listening Review Mechanism on Listening Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/46035642461340052140.
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Hsu, Hua-chen, and 許華蓁. "The Effects of “Listening Before Reading” Strategy on the Listening Comprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/69280456831407325040.
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碩士國立高雄師範大學
英語學系
96
ABSTRACT The purpose of the study is to explore the effects of two different teaching strategies, “listening and reading” and “listening before reading”, on the listening comprehension of elementary students with different achievement levels. Also probed were students’ responses to two questionnaires on their English learning experience, listening comprehension difficulties, and their attitudes and self-evaluation toward the experiment. Sixty-four six-graders from two classes of Chung-Cheng Elementary School in Kaohsiung County participated in this study and were divided into the control group and the experimental group. The control group received the traditional “listening and reading” strategy; the experimental group, the “listening before reading” strategy. The instruments applied in the study included instruction materials, listening comprehension achievement pre-test and post-test and three questionnaires. Based on their scores of the listening comprehension achievement pre-test, the subjects were classified into three groups – the high achievement group (HAG), the middle achievement group (MAG), and the low achievement group (LAG). Before the experiment, the subjects filled out a questionnaire on their English learning experience and listening difficulties. After 14 weeks, all of the subjects took the listening comprehension achievement post-test. In addition, both groups filled out a second questionnaire. The main findings of this study are as follows: 1.The majority of subjects in the MAG and HAG had received tutoring instruction, ranging from 1 year to 5 years. However, most of them hardly reviewed English after school. As to the listening comprehension difficulties, the subjects in the HAG did not have any problems in listening. Whereas, the subjects in the MAG and LAG had greater difficulties in recognizing unfamiliar words and easily forgetting the heard messages. 2.The experimental group scored significantly better than the control group (p=.046 < .05) in their listening comprehension achievement post-test. Among the three achievement groups, the experimental HAG performed significantly better than the control HAG in the part of “vocabulary” (p=.000 < .05). 3.The control group regarded the “listen and reading” strategy helpful to their listening comprehension. 4.The experiment group also agreed that the “listening before reading” strategy was helpful to their listening comprehension. 5.The control group agreed that the “listen and reading” strategy helpful in paying more attention to the listening context and retaining the heard message. However, they felt it not helpful in overcoming other listening difficulties, such as anxiety, lack of confidence and rejection of listening. Nor did they regard it challenging. On the other hand, the students in the experimental group regarded the “listening before reading” strategy helpful in retaining the heard messages and building their confidence in listening comprehension. However, they were still affected by distraction, anxiety and rejection during listening. Yet, they thought the strategy was challenging. The result indicated that the “listening before reading” strategy did benefit the elementary students in their listening comprehension. Therefore, the researcher suggests that English teachers in elementary school apply the “listening before reading” strategy in class in order to improve students’ listening comprehension ability.
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Ho, Yi-Fang, and 何宜芳. "Using Hierarchy of Listening Comprehension to Evaluate University Students’ Listening Ability." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9cwcy5.
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碩士淡江大學
英文學系碩士班
106
The purpose of the study is to investigate university students’ ability on hierarchy of English listening comprehension. In the present study, the researcher applies three audio tasks and four hierarchies that are adapted from Hackett’s study (1970) to test business and engineering majors’ listening comprehension. Four hierarchy questions from Hackett (1970) are adapted to be: give the audio a name of topic, describing the sequence of ideas provided in the audio in detail, summarizing what you (listener) hear from the audio, and describing what the audio’s purpose is. The researcher applies t-test function in Excel, questionnaires of perception of tasks, performance from worksheets of three audio tasks, and transcribed semi-structure interview to evaluate business and engineering majors’ most confident and difficult hierarchical levels, perception to the task and the performance of p value on each hierarchical question. In addition, the current research further probes scores of each task audio from Test 1 to Test 2 between both majors to see their improvements on each hierarchy listening comprehension test. The current study found that both business and engineering participants’ p value on the hierarchy questions of ability of describing the audios in detail and ability of listening to summarize show significant. In the last section, the author also gives some pieces of advice of the field of listening comprehension for future researcher and instructors who are interested in it.
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Lin, Ying-Ling, and 林英霖. "An Analysis of Error Types:English Listening Comprehension." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/67652774226402010711.
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碩士明道管理學院
教學藝術研究所
93
The purpose of this study was to investigate students’ English listening performance and the types of errors mostly made by them. The subjects of this study were 88 sophomores of the Department of Applied Japanese in MingDao University. Students’ performances in both “English Listening Test” and “Reading Comprehension Test” were carefully analyzed and induced to generalize some typical error types of English listening. Findings are as below: 1. Students’ listening comprehension was worse than reading comprehension. 2. Female students’ listening performances were better than male students’. 3. There was noticeable correlation between students’ listening and reading performances. 4. The errors mostly made by students were: (1) to choose the answers that can be understood, (2) to choose the answers that sound similar, (3) to be interfered by Chinese, (4) to adopt unsuitable “top-down” strategy, (5) to lack for background knowledge, (6) to stick on “Yes/No question,” and (7) to run out of time to respond.
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Lee, Jin-An Leo, and 李金安. "Exploring Metacognitive Strategy Use in Listening Comprehension." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/28400807969307008311.
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碩士國立臺灣師範大學
英語學系
95
ABSTRACT The present study aims to investigate the metacognitive listening strategies used by successful EFL learners in Taiwan, together with the variable of topic familiarity. The participants were 12 students at National Taiwan Normal University. According to their number of years of English learning, they were divided into 3 groups. Two experimental instruments were used in the study. Immediate retrospective verbal reports were administered first to the participants to explore their metacognitive listening strategy use. Semi-structured interviews were conducted later to further examine their metacognitive listening strategy use and to find out the factors affecting the use of metacognitive listening strategies. The results showed that the participants were good at using metacognitive listening strategies. The top three metacogntive listening strategies frequently used were Attention, Identification, and Monitoring respectively. With regard to the differences of metacognitive listening strategy use among the three groups, it was found that the experienced listeners used metacognitive listening strategies in a better quality than less experienced listeners. With regard to the effect of topic familiarity on metacognitive listening strategy use, the participants used more Planning and Monitoring strategies when listening to the familiar topic and more Attention and Identification when listening to the unfamiliar topic. Finally, it was found that the number of years of learning English and good learning experience contributed to the participants’ use of metacognitive listening strategy, experience of going to English-speaking countries changed the participants’ attitudes towards listening in a positive way, and their beliefs influenced their metacognitive listening strategy use as well.
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Kao, Tien-chun, and 高典君. "Can Semantic Maps Help EFL Listening Comprehension?" Thesis, 1999. http://ndltd.ncl.edu.tw/handle/38593087726289000361.
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碩士國立清華大學
外國語文學系
87
This study investigated the influence of semantic maps on EFL students'' listening comprehension. The purpose of the study was to discover whether semantic maps could be used as a listening aid in helping university students in Taiwan to better comprehend academic spoken texts. The subjects in the one-month experiment were 111 freshman students selected from three different departments. The experiment, based on the Latin Square Design, had four listening texts as materials and also four treatment groups. To examine the most effective time to provide the semantic maps, pre-listening, while-listening, and post-listening treatments were conducted along with a control group which did not have the semantic map. Following each listening text, a ten-item multiple choice comprehension test was administered to test the students'' understanding. Questionnaires asking about students'' strategy use were distributed immediately after the tests, and finally a questionnaire eliciting students'' attitudes toward using the semantic maps in helping their listening was distributed at the end of the experiment. The four research questions explored in this study were: (1) Can semantic maps help EFL students'' listening comprehension? If yes, when is the most effective time to provide them - before listening, during listening, or after listening? (2) Are there any differences in strategy use among the four treatments? (3) Do good listeners and poor listeners apply different strategies when performing the listening tasks? (4) What are the students'' attitudes toward using semantic maps in listening? The findings specific to the research questions in this study were: (1) Semantic maps did help freshman students'' listening comprehension when listening to academic spoken texts. However, the most efficient time to provide the semantic maps was not determined by this study. (2) In the comparison of the strategy use among the four treatments, eight strategies (Strategy 2-1 "memorize the whole structure of the map", Strategy 2-2 "memorize every word on the map", Strategy 2-3 "select important words on the map to memorize", Strategy 2-4 "predict or recall the content of the speech", Strategy 2-5 "organize the structure of the speech", Strategy 3-3 "recall the structure of the map to help memorization", Strategy 3-4 "recall the key words of the map to help memorization", and Strategy 3-5 "randomly choose an answer") were shown to be used significantly differently. (3) In the comparison of the strategy use between good and poor listeners in this study, six strategies (Strategy 1-1 "memorize the details of the speech", Strategy 1-8 "think only in English", Strategy 2-1 "memorize the whole structure of the map", Strategy 2-4 "predict or recall the content of the speech", Strategy 3-1 "recall the content of the speech", and Strategy 3-5 "randomly choose an answer") were shown to be utilized significantly differently. (4) In the survey asking about students'' attitudes toward using the semantic maps as listening aids, students generally showed positive attitudes. They mostly believed that semantic maps could help their listening comprehension and they would like their teachers to use them to train their listening. However, some students pointed out that using the semantic map might have some disadvantages.
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Chen, Li-Chun, and 陳麗春. "Teaching Listening Comprehension──From Theory To Practice." Thesis, 1994. http://ndltd.ncl.edu.tw/handle/71918066459328789053.
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Tsao, Shih-Chieh, and 曹詩婕. "A Comparative Study of Different College Students’ English Listening Comprehension and Listening Problems." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/15906866084268274417.
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碩士國立彰化師範大學
英語學系
101
In order to improve the college students' English proficiency and enhance the competition, most colleges in Taiwan set up English graduation threshold. The present study aimed to investigate the English listening comprehension and listening problems of freshmen among different colleges. The subjects included 429 freshmen from six colleges, including Education, Arts, Management, Engineering, Science, and Technology &; Vocational Education. Then, 18 students were interviewed individually to triangulate the quantitative data. Instruments adopted in the study included the General English Proficiency Test (GEPT) listening comprehension test at the intermediate-level, the English Listening Comprehension Problem Questionnaire (ELCPQ), and the Interview Guide. Descriptive statistics and one-way ANOVA were computed by SPSS version 20.0 to analyze the questionnaire data. The interviews data were transcribed verbatim and analyzed by categorizing and grouping the subjects’ responses. First, the results showed that 40% university students were found to be far behind the threshold of the intermediate-level GEPT listening test. Among six colleges, the College of Education had the highest passing rate, and the College of Technology &; Vocational Education had the lowest passing rate. Second, it was found that the listener factor was university students’ major listening problems, followed by the input factor, the process factor, and the affect factor. Third, except the context factor, the result showed significant differences in five listening factors—the listener, the task, the input, the process, and the affect factor among students from different colleges. Technology &; Vocational Education students encountered listening problems more frequently than students from other five colleges. Besides, Arts and Management students’ listening problems resulted from slow reaction speed whereas Engineering, Science, and Technology &; Vocational Education students considered that their limited vocabulary size was the major listening problem. Education, Science, and Technology &; Vocational Education students also reported that personal inadequate practice in listening was the cause of problems. Finally, pedagogical implications of the study were discussed. Also, limitations of the study were pointed out. Moreover, suggestions for further study were provided at the end of the thesis.
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Yang, Chih Yuan, and 楊智媛. "The Effectiveness of pre-listening activities on listening comprehension in elementary english teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84927961119969528535.
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碩士國立政治大學
英語教學碩士在職專班
97
The purposes of this study were to identify effective teaching activities that improve elementary EFL students’ listening comprehension and to investigate when learners rely on top-down processing, bottom-up processing, and interactive processing. Participants in this study were 76 fifth graders from two classes in an elementary private school in Taipei County, including 52 males and 24 females. One of the two classes was treated with bottom-up pre-listening activities, while the other class was treated with interactive pre-listening activities. A pre-test and a post-test, adopted from the Starter level in the Cambridge Young Learners’ English Test, were implemented before and after a 15-week listening instruction. During the 15-week listening teaching, participants were also required to take a listening quiz after each session of teaching. Scores of the pre-test, post-test and the 15 listening quizzes were calculated by employing statistical measures to investigate the effectiveness of the two types of pre-listening activities, namely interactive and bottom-up pre-listening activities. Further, a questionnaire was administered for the interactive group after the post-test to investigate when learners relied on top-down processing, bottom-up processing and interactive processing. The major findings of the study are: first, results from participants’ listening scores revealed that there was no significant improvement between pre-test and post-test of the two groups although the mean scores of the interactive group were higher than that of the bottom-up group; second, results from the questionnaire indicated that participants employed top-down processing more frequently than bottom-up processing in their listening, while they viewed the understanding of each word (bottom-up processing) as essential to listening comprehension. Suggestions and implications are made at the end of the study.
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Chiu, Hui-Wen, and 邱惠雯. "The Effects of CALL and Listening Strategies on Listening Comprehension among EFL Learners." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/41157721661680314347.
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碩士大葉大學
應用外語研究所
95
The main purpose of the present study is to investigate the effects of CALL and listening strategies on junior high school students’ listening comprehension in Taiwan. The participants sampled for this study were 48 students of a junior high school in central Taiwan. Participants were assigned to one control group and two experimental groups, with 16 students in each group. Before the experiment, a pretest was conducted. Then the control group received the listening training in the classroom, the traditional setting. One of the experimental groups received the listening training in the CALL setting and the other group received the listening training and was meanwhile taught listening strategies in the CALL setting. The listening training lasted for two months, 2 hours in each week. After the two-month experiment, participants did the listening comprehension posttest. Only the experimental group who received the listening strategies filled out a questionnaire. To answer the research questions, two-way analysis of covariance (ANCOVA) and Chi-square (X 2) test were conducted. The results of data analysis are summarized as follows: (1) Significant difference is found between groups, resulted from listening strategy instruction. (2) Listening practice in the CALL setting is found to be more effective than in the traditional setting. (3) The effects of listening strategy instruction and CALL are more significant for English high-proficient participants than low-proficient participants. (4) Students are in favor of certain listening strategies. However no significant difference is found between students of high and low English proficiency in the use of listening strategies. (5) Participants hold positive attitudes toward CALL in enhancing their listening abilities. Based on these major findings, some pedagogical implications are provided: (1) language teachers should instruct students listening strategies to enhance their listening comprehension, (2) language teachers encourage low-proficient students to actively employ listening strategies, and (3) language teachers integrate CALL in the English curriculum to enhance students’ listening strategy use and listening comprehension.
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Lin, Chia-hui, and 林佳慧. "The Effects of Metacognitive Listening Instruction on EFL Listening Comprehension of Sixth Graders." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/66548551025610866867.
Full textAbstract:
碩士國立臺灣科技大學
應用外語系
100
This study aims to probe the effects of a process-based metacognitive listening instruction to sixth graders. Participants (N = 140) came from four intact classes of EFL course in an elementary school in New Taipei City. The experimental group (n = 70) received a three-month instruction that led learners through the metacognitive processes underlying listening. The control group (n = 70), taught by the same teacher, listened to the same material but without any guided attention to the process. Development of metacognition about EFL listening was measured by the Metacognitive Awareness Listening Questionnaire at the beginning and end of the study. Change of participants’ listening comprehension was tracked by the listening sections of Young Learner English starter level at the beginning and end of the study. The results showed that there was no significant difference between YLE scores of the experimental group and the control group in the post-test. However, the experiments group significantly outperformed the control group on the last measure of metacognitive awareness, especially in the questions regarding directed attention and person knowledge. Data collected from learners’ reflective journals also provided evidence of a growing learner self-efficacy of the English listening process. The record of the instructional procedure and the results of the experiment is hope to provide a better understanding of a how process-based listening instruction could be implemented to elementary school students and more empirical data about metacognitive listening instruction in elementary school EFL courses.
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Lin, Chen-Hua, and 林辰樺. "The Influences of Autonomous Listening on Listening Comprehension and Perceptions of Listening for EFL Middle School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/78057327984470080753.
Full textAbstract:
碩士國立臺灣師範大學
英語學系
104
ABSTRACT The present study aims to investigate the impacts of autonomous listening on listening comprehension and listening perceptions by comparing formal listening instruction and autonomous listening instruction. The participants were 100 second-graders in a junior high school. The control group received regular listening course, the first experimental group autonomous listening (AL) course, and the second experimental group guided autonomous listening (GAL) course. During the ten-week intervention, the participants were required to keep a listening log, the contents including learning points and learning problems in listening, and their opinions of the course. The results of listening pretests and posttests were analyzed by repeated ANOVA, and the logs were examined both quantitatively and qualitatively. Follow-up semi-structure interviews were also incorporated as support for the findings. The results indicate no significant difference among the groups in listening comprehension; yet diverged opinions were presented. The control group marked test-taking skills as main acquisition, tendency to get distracted and inability to follow delivery speed as main obstacles, and better listeners appeared uninterested in the later phase. The experimental groups indicated getting accustomed to delivery speed, being familiar with the prosody, and memorizing lexicons as main acquisition; encountering many unfamiliar words as a main obstacle; and positive attitude was showed regardless learners’ proficiency. The merits of autonomous listening included having right to choose, pleasure, and higher motivation and engagement in class. Nevertheless, the AL group revealed a strong desire for teacher guidance and assistance due to the lower efficiency and occasional problems in the process from their end-semester feedback. The GAL group, on the contrary, generally displayed a great satisfaction in the course, and they also listened longer after class than the AL group.
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Hung, Chi-Chi, and 洪季琦. "Using YouTube to Develop EFL Learners' Listening Comprehension." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/56165483571653575442.
Full textAbstract:
碩士國立東華大學
英美語文學系
103
While using video clips as the authentic video materials in the language instruction has been widely investigated, the YouTube website which is relatively unexplored includes many themes of video clips utilizing in the language instruction. This study focused on the effects of YouTube program on EFL (English as a foreign language) learners’ listening comprehension and their perception towards YouTube program. Both qualitative (case study) and quantitative research (time-series design) were conducted to explore the learners’ listening comprehension development and perception. There were totally seven participants, three undergraduates were non-English major and four undergraduates were English major. In the study, both of the qualitative and quantitative data were collected through listening comprehension tests, semi-structured interviews and classroom observation. Furthermore, the quantitative data was carried out through visual inspection and C-statistic which analyzed the improvement of students’ listening comprehension. Additionally, qualitative data was analyzed case by case. Lastly, both qualitative and quantitative data were collected in order to triangulate the findings. The findings indicated that students’ listening comprehension obtained the positive influences. According to the results of the visual inspection, there were five out of seven students having obvious improvement on their listening comprehension. Moreover, the analysis result of the interview and the classroom observation helped the researcher to understand that the students had their enjoyment and they felt that the YouTube program was beneficial for developing their English listening comprehension, interest and enjoyment, and attitude.
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黃齡儀. "Effects of English Picture Storybooks on Fourth Graders' Listening Comprehension and Reading Comprehension." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/18714486273587653562.
Full textAbstract:
碩士國立雲林科技大學
應用外語系
104
This study aimed to explore the effects of EPS on fourth graders’ listening comprehension and reading comprehension, as well as students’ perceptions of English picture storybook instruction. The participants in this study involved 48 fourth graders at an elementary school in Taichung, Taiwan. The participants in two classes were divided into two groups- an experimental group and a control group. The experimental group received 12-week of English picture storybook instruction while the control group received traditional instruction. In this study, the participants conducted two 20-minute English picture storybook classes per week for fourteen weeks. In order to examine the effects of English picture storybook on the students’ listening comprehension and reading comprehension, the researcher adopted instruments including tests of listening comprehension and reading comprehension before and after the experiment for qualitative data. Furthermore, a semi-structured interview was conducted with ten participants; five of them were from the more-proficient group while five were from the less-proficient group. The findings of this study were listed as follows. 1. English picture storybook instruction would provide students opportunities to practice listening skill and improve their listening comprehension ability. 2. English picture storybook instruction was able to promote students reading comprehension skill by providing reading strategies and classroom activities. 3. The experimental group had positive attitude toward English picture storybook instruction and recommend English picture storybook as a supplementary for English class. Based on the findings, some implications are also proposed to be of help of the English teachers.
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Chang, Ching-yi, and 張靜宜. ")The Effect of Extensive Reading on Reading Comprehension, Listening Comprehension, and Vocabulary Size." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/35945879605969477349.
Full textAbstract:
碩士國立臺灣師範大學
英語學系在職進修碩士班
98
This study aimed to investigate how extensive reading affected vocational high school students’ reading comprehension, listening comprehension, vocabulary size, and attitudes. Two intact classes at a vocational high school in northern Taiwan were assigned as the experimental group and the control group. A twelve-week extensive reading program was incorporated as part of an elective course for the experimental group. With one class period every week spent on the program for one book, the experimental group students read graded readers or children’s literature silently and did comprehension worksheets. The control group, on the other hand, devoted the class period to doing exercises and having answers checked. Research data was collected from reading comprehension tests, listening comprehension tests, vocabulary levels tests, and a questionnaire. The results showed that extensive reading did not make a difference on reading comprehension and listening comprehension, as measured by the standardized GEPT. Moreover, although the experimental group made better improvements on their 1000-word-level and 2000-word-level vocabulary tests, the differences between the groups were not significant. It is therefore interpreted that the extensive program failed to facilitate students in expanding their vocabulary size at 1000-word level and 2000-word level. However, vocabulary growth in the experimental group at 3000-word level, was confirmed, indicating the impact of extensive reading on vocabulary size at a relatively higher level. Besides, responses on the questionnaire displayed students’ fondness and acknowledgement about the benefit extensive reading generated. The overall satisfactory outcomes of evaluation on the experimental group students in terms of their comprehension suggest the feasibility of an extensive reading program. Furthermore, the facilitation in vocabulary growth and attitude confirmed lends more support in the implementation of an extensive reading program.
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Hung, Ching-Ling, and 洪慶伶. "Effects of Metacognitive Strategy Instruction and Listening Only on Listening Comprehension and Vocabulary Acquisition." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/mz7cev.
Full textAbstract:
碩士國立交通大學
英語教學研究所
102
Listening comprehension plays a crucial role in language learning. In recent years, the issues about explicit listening strategies training and implicit learning have been emphasized by second language acquisition researchers or language instructors. However, little research has compared the effects of different listening instructions on listening comprehension and particularly on second language learners' vocabulary acquisition. The present study investigated the effects of an explicit instruction (metacognitive listening instruction; META) and an implicit instruction (independent listening; IL) on listening comprehension development and vocabulary acquisition. The study presented an experimental model with 38 Taiwanese adult learners from two universities in Northern Taiwan. They were divided into three groups: (1) a metacognitive experimental group (N = 14) who received metacognitive listening instructions through prediction, monitoring, evaluating, and problem-solving; (2) an implicit listening experimental group (N = 12) who receive independent listening task and (3) a control group (N = 12), without any treatment. English news from CNN magazines and websites were chosen as listening materials. Their effects on listening comprehension and vocabulary gain were measured with TOFEL listening examines and Vocabulary Knowledge Scale. Then, a semi-structured interview was conducted and a metacognitive listening awareness questionnaire was administered. The major findings are as follows: First of all, EFL young adult learners in IL reached a significant difference in listening comprehension test, while META didn’t yield the significant difference. However, META and IL didn’t show the significance either. Secondly, EFL young adult learners in both META and IL reach a significant difference in VKS when compared to CG. Thirdly, both META and IL reached a significant difference in MALQ. Besides, no significance was found between META and IL. Only Plan-Evaluation, Directed Attention, and Person Knowledge yielded the significant difference among the three groups. Finally, overall speaking, learners were satisfied with the learning experience through META or LO, while some students in META require more time to listening practice. The major conclusions are discussed as follows: At first, the significant difference yielded in IL in listening comprehension indicated learners seemed to require more exposure time to be involved in English listening. Secondly, learners were able to expand L2 vocabulary size by strategic listening instruction and simply by independent listening. Explicit word elaboration was found to be the most influential factor affecting vocabulary acquisition. Thirdly, the result of MALQ indicated students’ metacognitive awareness was probably fostered through both META or LO. The study provided pedagogical implication for future instructions. First, for EFL instructors, they are suggested to emphasize on listening process instead of just listening product. Second, language instructors are recommended to provide students more resource for vocabulary acquisition of high frequency words as well as low frequency words. Third, the key consideration of listening improvement and vocabulary acquisition is “repeated exposure”. Hence, language instructors are recommended to design a process-based program and assign listening exercise which appeal to more repetition outside the classroom. Lastly, the authenticity of both explicit and implicit instructions should be taken into consideration, for it increases the chances for students to expose to the authentic speed of the listening materials.
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Huang, Hsiang-Ching, and 黃湘晴. "A Study of EFL Students’ Strategies on English Listening Comprehension and Their Listening Difficulties." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/41910487693170474142.
Full textAbstract:
碩士義守大學
應用英語學系
103
The aims of this study are to explore EFL students’ strategies use and their listening difficulties in English listening comprehension process. There were 210 participants in total (208 students and two English instructors) attending this research, who came from the Department of Applied English, I-Shou University. Two instruments were applied to embark the study: One was the questionnaire for probing students’ employment of listening strategies and their listening difficulties, and the other was the interview questions for investigating both students’ and teachers’ viewpoints toward students’ utilization of listening strategies and listening difficulties they confronted in their process of English listening comprehension. The writer analyzed the results of the questionnaire data through descriptive statistics, and transcribed out the interview data from the recording files in order to triangulate with the questionnaire data for making discussions and answering two research questions in this research. The major findings of the present study are summarized as below: (1) The most frequently used cognitive strategy in students’ English listening comprehension process was guessing the meaning of unknown words through the main idea in the text; besides, the most saliently applied metacognitive strategy in students’ process of English listening comprehension was focusing harder on the listening text when they had trouble understanding. (2) The “input factor” held the most frequency in each category of listening factor. The unfamiliar stress and intonation patterns of English was the major listening difficulty in input factor in students’ listening process. The neglect toward the listening text’s subsequent part as students made thinking the meaning of unfamiliar words or sentences caused the main obstacle in listener factor in students’ listening process. However, most of the students stated that they rarely confronted the listening difficulties with process factor in their listening process. (3) Two English instructors held their own perspectives on the important strategies toward students’ English listening comprehension. The first teacher indicated that the important listening strategies to students were getting the general script of the text and understanding the sentence’s structure; the second teacher responded that students should be exposed to the authentic language from the basis to the advanced level, and then develop and apply their own listening strategies. (4) With regard to two English instructors’ perceptions of students’ listening difficulties, they proposed four primary difficulties respectively that students often encountered in their English listening comprehension process; besides, there were some common grounds between two English instructors’ own viewpoints to students’ listening difficulties, which were problems of the speech patterns and the accent. Based on the results of the present research, some pedagogical implications and suggestions for the further studies about English listening comprehension are given in the last chapter of this thesis.
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Yu, Po-Kai, and 余博凱. "The Effects of Different Topics on Listening Anxiety and Listening Comprehension for University Students." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/82839362675364572282.
Full textAbstract:
碩士國立高雄第一科技大學
應用英語研究所
100
Abstract The purpose of this study is threefold. First, it investigated how different topics could affect FL listening anxiety among a group of university students in Taiwan. Second, it explored how different topics could affect the scores of the listening comprehension test. Third, it examined the correlation between FL listening anxiety and listening comprehension. There were eighty students participating in the study. The participants were selected based on their major and levels of English proficiency. They were divided into two groups: language and business, and each group had forty students. To answer the research questions, the researcher used quantitative research methods that adopted such instruments as a set of questionnaires and a listening comprehension test. The set of questionnaires included a background survey and the Foreign Language Listening Anxiety Scale (Kim, 2000). The participants were requested to fill in the FLLAS after listening to each topic of the texts from the comprehension test. There were six listening texts of three different topics. The topic of the two texts about language was expected to be more familiar to the language group and the topic of the two texts about business was expected to be more familiar to the business group. Both groups should be familiar to the topic of the two texts about daily life. There were three major results obtained from this study. First, there was no significant difference among the participants’ levels of FL listening anxiety when they listened to the three topics. The levels of FL listening anxiety were similar across the three different topics. Second, the topic of the text the participants listened to had a significant effect on their scores of the listening comprehension test. The participants had the highest test scores when listening to the topic about daily life and had the lowest scores when listening to the topic about business. Third, there was a significant negative correlation between the scores of FL listening anxiety and the scores of listening comprehension test. The higher scores the students had in their listening comprehension test, the lower their FL listening anxiety was. However, the significant negative relationship between the scores of FL listening anxiety and listening comprehension test was only found in the language group but not in the business group. Finally, this study proposed pedagogical implications and suggestions for English listening instruction and future research.
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Chen, Yi-Chun, and 陳怡君. "The Effect of Listening Strategy Instruction on Elementary School EFL Student’s English Listening Comprehension." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/87217111687382141745.
Full textAbstract:
碩士國立彰化師範大學
兒童英語研究所
100
This study investigates the effect of listening strategy instruction on elementary school EFL student’s English listening comprehension. Moreover, the attitudes of Taiwanese elementary school EFL students toward the explicit listening strategy instruction are explored. The present study is conducted on two fifth grade classes in a public elementary school in central Taiwan. Sixty-three students participated in this study. The students in the experimental group received listening strategy instruction supported with learning journals, whereas the students in the control group received traditional listening instruction without the support of explicit listening strategies. The study lasted for 10 weeks, and the students received a 40-minute listening instruction once a week for 8 weeks. The four selected listening strategies are advance organization, directed attention, double-check monitoring, and performance evaluation. Five instruments adopted in the study are the English learning background questionnaire, the English listening comprehension test, the immediate posttests, learning journals and the attitude toward the listening strategy instruction questionnaire. The data from the listening comprehension pretest, the immediate posttests, and the listening comprehension posttest are analyzed by means of the independent t-tests and paired t-tests on the SPSS version 13.0. The results revealed that the experimental outperformed the control group in the four immediate listening posttests and the listening comprehension posttest, indicating that the listening strategy instruction could effectively enhance elementary school EFL student’s English listening comprehension. Furthermore, the results of the attitude toward the listening strategy instruction questionnaire administrated indicated the students in the experimental group held positive attitudes toward the listening strategy instruction. After the listening strategy instruction, EFL students felt less nervous when they heard English and had more confidence in their English listening.