To see the other types of publications on this topic, follow the link: Listening skills.
Dissertations / Theses on the topic 'Listening skills'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Listening skills.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Sepúlveda, Galdames Francisco. "Teaching listening micro-skills to enhance EFL listening comprehension." Tesis, Universidad de Chile, 2018. http://repositorio.uchile.cl/handle/2250/170118.
Full textAbstract:
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.
2
Різниченко, А. В. "Some aspects of teaching listening skills." Thesis, ХНУ ім. В. Н. Каразіна, 2015. http://essuir.sumdu.edu.ua/handle/123456789/60047.
Full textAbstract:
The article looks at some aspects of teaching listening skills. It focuses on the principles that apply in teaching listening and on the effective ways for students to develop stronger listening skills.У статті розглядаються деякі аспекти викладання навичок аудіювання. Вона фокусується на принципах, які застосовуються при навчанні аудіюванню, а також на ефективних способах розвитку даних навичок.
3
Garris, Bill R., and Bethany A. Novotny. "Listen Up! Active Listening Skills Revisited." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3149.
Full text
4
Iorg, Jeff. "Developing effective listening skills for personal evangelism." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full text
5
Lloyd, Elme M. "Improving listening skills in a tertiary learning environment." Thesis, Cape Technikon, 1998. http://hdl.handle.net/20.500.11838/2141.
Full textAbstract:
Thesis (MTech (Education))--Cape Technikon, 1998.Adequate listening skills as an indispensable communication skill positively affect the learning process. Adequate listening skills are essential to lecturers' teaching and students' learning performance at technikons in the Western Cape. The standard of training/education in listening skills of lecturers teaching English at technikons in the Western Cape has raised concern, as it is considered a vital skill in the learning process. A questionnaire completed by lecturers teaching English at these technikons suggests a lack of adequate listening skills when assisting students in the learning process. As points of departure, information was collected on how lecturers can enhance appreciative and creative listening; what teaching strategies the lecturer can use to encourage students to listen constructively; whether workshops are conducted to improve listening skills; whether training is available for this purpose at certain technikons; and whether the use of audio-visual material in a listening programme will assist in more effective student listening. This information was then processed in terms of the aims formulated for this study.
6
Feagin, Eileen. "A Curriculum For Developing Listening Skills in Kindergarten." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/18.
Full textAbstract:
The goal of this project was to develop a comprehensive program for teaching listening skills to kindergarten children which could be incorporated into a given curriculum. The focus of this paper was to identify the basic need of listening skills to the kindergartener and suggesta plan whereby this apparent deficiency could be addressed. Included are activities that the classroom teacher could utilize to increase the child's ability to listen. Five of the seven basic skills identified as necessary pre-reading skills are considered; listening skills, visual discrimination, visual memory, auditory discrimination, and auditory memory. Activities compatable with thedevelopment of these skill areas are offered.
7
Tatlilioglu, Kasim, and Nadiya Senchylo. "Active Listening Skills as an Element of Interpersonal Communication." Thesis, Талком, 2020. http://er.nau.edu.ua/handle/NAU/43410.
Full textAbstract:
Active listening is an important element of the communication process and key to success. Listening is an
integrative action physical, psychological, emotional, social, intellectual and environmental inputs. It ensures effective and healthy communication between individuals and institutions. On the other hand, it has an mportant effect on the prevention of communication conflicts. It is know importance by everyone but being gnored effective listening skills is communication process. So in this studying will be refer active listening skills
and importance.
8
ARIZMENDI, GONZALEZ GRACIELA 332812, and GONZALEZ GRACIELA ARIZMENDI. "Strategy training in the classroom to improve listening skills." Tesis de maestría, Universidad Autónoma del Estado de México, Universidad del Norte de Texas, 2011. http://hdl.handle.net/20.500.11799/63904.
Full textAbstract:
Mexican students learning English as a second language (ESL) face difficulties in listening due to factors such as anxiety and lack of strategies to deal with listening. Some listening training sessions to provide learners with memory, cognitive, and compensation strategies like identifying key words, getting the main idea, making predictions, inferences that help them to comprehend the speaker’s message and to manage this problem took place and results are reported here. The aim is to investigate whether providing explicit strategy training helps to improve listening skills, and how much influence the training has in the Intervention Group (IG) in comparison to two control groups (CGs). To that end, the IG and the two CGs were tested before and after receiving training and the scores were computed using a correlated samples t-test (t) as well as ANOVA (F) - statistics of group differences. The ANOVA (F) outcomes indicated non- statistically significant differences in the three groups for listening skills. Correlated samples t-tests (t) findings showed non significant results for two groups (intervention group (IG) and control group one (CG1)) while for control group two (CG2) was the opposite. The results suggest that explicit strategy training is not the only factor that affects listening improvement. A positive increase in the use of memory, cognitive, and compensation strategies was found.
9
Mangrum, C. W. (Clifton William). "The Effects of Listening Skills Instruction on Students' Academic Performance." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278110/.
Full textAbstract:
Although it is widely assumed that listening is among the most important learning skills (Wolvin & Coakley, 1988), an examination of the literature indicates that it has been woefully neglected as subject matter in schools. Listening has also been neglected as an area of research. Surveys have been conducted to see if listening is being taught or can effectively be taught, but little evidence exists to suggest that effectively teaching listening improves students' academic performance. This study investigated the relationship between listening skills instruction and academic performance among university students. The purpose was to determine if teaching university students comprehensive listening skills improves their academic performance. It was assumed that listening can be effectively taught. The goal of the study was to compare 75 students who were enrolled in a listening course to a similar group of 75 students not enrolled in a listening course. The students were compared on the basis of grade point improvement the semester after the experimental group had completed the listening course. The t test was chosen because it can be used for testing the significance of the difference between the means of two independent samples. The grade point averages of the two groups were collected and the means and standard deviations of the two groups were determined. The t-value and the probability of rejection of the null hypothesis were also determined. The data showed little difference between the mean scores of the two groups or between the standard deviations of the two groups. The observed t-value did not support the hypothesis; therefore, there was insufficient evidence to reject the null, and the conclusion was that listening skills instruction has no impact on university students' academic performance.
10
Bumandalai, Ubambor. "The Development of Two Units for Basic Training and Resources for Teaching English to Speakers of Other Languages: "Developing English Language Learners' Listening Skills" and "Developing English Language Learners' Speaking Skills"." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/3414.
Full textAbstract:
Today, a countless number of untrained and volunteer English as a second or foreign language teachers are working throughout the world to help meet the rising need for English teachers. Many of these volunteers have little or no training in teaching English. However, Basic Training and Resources for Teaching English to Speakers of Other Languages (BTRTESOL) is a book and website that can be used as both a teacher-training program and a self-learning resource to help prepare these volunteer teachers. The idea for this program started with Dr. Lynn Henrichsen, who later invited a team of graduate students at Brigham Young University to work with him. This report documents the developmental process of two BTRTESOL units, namely, Unit 6A, "Developing English Language Learners' Listening Skills" and Unit 6B, "Developing English Language Learners' Speaking Skills." Both of these BTRTESOL units were designed to, first, familiarize novice and volunteer teachers with what it takes to listen and speak in a second language so that these teachers can identify the needs of their students successfully and plan and teach effectively. In addition, Unit 6A identifies several factors that make the second language listening process challenging. Unit 6B, on the other hand, describes four important characteristics of successful speaking activities. Finally, some of the most commonly used listening and speaking activities are recommended for novice and volunteer teachers to use with all levels of students. Additional resources, both print and electronic, are included at the end of each unit to help users learn more about each subject area and get additional teaching ideas.
11
Schneiderman, Brett, Erin Dula, and Saravanan Elangovan. "Preadolescent Musical Training Influences Spatial Listening and Temporal Processing Skills." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/1571.
Full textAbstract:
We examined the hypothesis that neural plasticity following preadolescent musical training improves spatial listening and temporal processing. Two groups of children with (>2 years) and without (< 6 months) significant musical training were assessed on binaural processing, spatial memory, and gap detection. Results demonstrated the musician group had an advantage in spatial listening and auditory memory. These findings suggest an early emergence of listening benefits and also support musical training as a rehabilitative strategy to ameliorate specific auditory processing deficits.
12
Guszkowski, Karen. "Effect of Negotiator Active Listening Skills on Crisis (Hostage) Negotiations." Diss., NSUWorks, 2017. https://nsuworks.nova.edu/cps_stuetd/118.
Full textAbstract:
The purpose of this study was to examine the effectiveness of active listening skills on perpetrator response style in crisis negotiations. The extant literature boasts the utility of negotiations in crisis situations for law enforcement that came about in response to cataclysmic events such as the Attica Prison Riots (1971), Munich Massacre (1972), and the Williamsburg incident (1973). Various crisis negotiation models assert the importance of active listening skills in crisis negotiations; given the recent and voluminous media attention on police, this research aimed to provide further support for a cultural shift in police departments around the country to provide their officers with crisis negotiation training. These trainings allow officers to expand their arsenal of tools that decreases their need to rely on a tactical response when verbal de-escalation may be warranted to minimize risk to both officer and subject. The proposed study coded and analyzed audio recordings from the first 20 minutes of 12 simulated negotiations. The author proposed: (1) an increase in the proportion of active listening skills within the first phase of the negotiation would be associated with a decrease in the proportion of negative perpetrator response style in the second phase of the negotiation, (2) an increase in the proportion of active listening skills within the first half of the negotiation would be associated with an increase in the proportion of positive perpetrator response style in the second half of the negotiation, (3) an increase in the proportion of problem-solving utilized during the first phase of the negotiation would be associated with an increase in the proportion of negative perpetrator response style in remainder of the negotiation, and (4) an increase in the proportion of emotional labeling, paraphrasing and summarizing, and open-ended questions utilized during the first half of the negotiation would be associated with an increase in the proportion of positive perpetrator response style in the second half of the negotiation. While no significant results were identified via Pearson’s correlations, scatterplots were constructed for visual inspection of the data, which indicated potential support of hypotheses II and IV when considering the limitations of the study.
13
Tornberg, Johanna. "Teaching Listening skills with UR’s miniseries : A study of 2 miniseries’ pedagogical material’s approaches to listening comprehension strategies." Thesis, Jönköping University, HLK, Ämnesforskning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53450.
Full textAbstract:
The aim of this study was to find out how Utbildningsverket’s (UR) pedagogical material, belonging to two miniseries aimed at upper secondary school, use top-down- and bottom-up strategies to teach listening comprehension. For this purpose, a case study method was used where the materials worked as the case to be studied. Furthermore, the approaches that were used for this study were based on taxonomies established by previous research: First, a taxonomy of strategies for listening comprehension illustrated by Graham and Santos (2015). Secondly, a taxonomy relating to listening types, illustrated by Field (2009). With these taxonomies and the English 5 syllabus, the materials were studied as a qualitative case study. The results show that the two criteria in the English 5 syllabus, which relate to strategies, are addressed within the teacher’s guide of both miniseries. Moreover, My English Mistakes and The Great Debate, both implicitly instruct students to use various strategies. The results also show that the top-down strategies are overrepresented in frequency but less varied in listening type variation. However, the strategies that are instructed are not explained or motivated in the materials.
14
Dung, Tran BA Viet, and n/a. "Teaching listening skills to students of commerce at Hanoi Foreign Trade College." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060706.122222.
Full textAbstract:
There is a great need for competent teaching of Business
English in tertiary institutions in Vietnam.
At the Hanoi Foreign Trade College (HFTC) alone, about 150
students per year seek training to equip them to work in export
and import organizations, banks for foreign trade and customs
departments.
In teaching such students, one problem is the provision of
interesting and relevant materials. This study addresses the
question of selection of materials and techniques for teaching
business English listening skills.
This Field Study Report consists of five chapters. Chapter 1
describes the purposes and aims of study, the background to
this study, dealing with students, the teaching and the
curriculum.
Chapter 2 looks at the general theory about listening and in
particular listening in business. The chapter also describes
listening requirements for business graduates from the HFTC.
Chapter 3 discusses criteria for selection of textbooks for
language teaching in general and for teaching listening skills
in business English in particular.
Chapter 4 surveys the teaching of business English in two
institutes of Technical and Further Education in the Australian
Capital Territory (ACT).
The final chapter makes suggestions for priorities to improve
the teaching of business English.
This Field Study Report should be regarded as an exploratory
attempt in choosing classroom techniques and materials for
teaching listening skills to students of commerce at the Hanoi
Foreign Trade College.
15
Joyce, Paul. "Linguistic Knowledge and Psycholinguistic Processing Skills as Components of L2 Listening Comprehension." Thesis, Roehampton University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.515299.
Full text
16
Pope, Derwin Brent. "Predictors of acquisition of Russian language listening skills by army intelligence specialists." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39863.
Full text
17
Neri-Hernandez, Lucero. "Improving Staff Tutoring in a Special Education Classroom Through Active Listening Skills." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984164/.
Full textAbstract:
According to the U.S. Department of Education, in 2015, Texas special education programs were rated among the lowest in the nation. School districts in the state have a substantial need for effective and efficient staff training. In this study, researchers implemented TAPS: A Talk Aloud Problem Solving Approach Packet to teach active listener qualities to staff members in a life skills special education classroom. A multiple baseline across staff members was used to evaluate the effects of the TAPS training on the presence and absence of the staff members' active listener qualities during a pre-test, a post-test, and probes. The staff members that underwent TAPS training acquired all of the active listener qualities as a function of the TAPS training, and the effects of the training maintained during probe sessions. Additionally, TAPS training appeared to improve staff members' scores on the Whimbey Analytical Skills Inventory (WASI) Test and anecdotally improved the quality of staff and student tutoring interactions. Several areas of potential research and improvement are discussed.
18
Shank, Jennifer Sue. "THE EFFECT OF VISUAL ART ON MUSIC LISTENING." UKnowledge, 2003. http://uknowledge.uky.edu/gradschool_diss/397.
Full textAbstract:
The purpose of this study was to examine the effect of visual stimuli on music listening skills in pre-service elementary teachers. Visual Stimuli in this study refers to the presentation of arts elements in selected visually projected images of paintings. Music listening skills are defined as those skills needed to identify and interpret musical excerpts. A Pretest-Posttest Control-group Design was used in this study. Subjects were pre-service elementary general educators enrolled in a large southern university (N=93). Students from intact classes were randomly placed into either the experimental group or the control group. The treatment consisted of six music listening lessons over a two-week period with each group receiving the identical teaching protocol with the exception of the use of paintings with the experimental group. Listening instruction emphasized the identification of melodic contour, instrumentation, texture, rhythm and expressive elements of the compositions. The Teacher Music Listening Skills Test (TMLST) was constructed by the investigator and administered before and after the treatment. The TMLST was designed to assess music listening skills in adult non-musicians. Results indicate that the group receiving visual stimuli in the form of paintings scored significantly higher on listening skills (pandlt;.01) than the control group which received no visual stimuli in the form of visually projected images of paintings. There was an instruction effect on both preference and familiarity of the musical pieces for both the control group and the experimental group.
19
Zou, Bin. "How computers are being used to develop listening and speaking skills in TESOL." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/1170d46b-3bda-4616-8ee3-d615ab35a39a.
Full text
20
Anderssen, Kate-Lyn. "Auditory skills and listening comprehension in English second language learners in Grade 1." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65565.
Full textAbstract:
Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not only be attributed to listening comprehension of the language of learning and teaching (LoLT). Limited research is available on the auditory skills and listening comprehension in ESL learners younger than 12 years. Aim: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners experienced most difficulty with. Method: A static two-group comparison design was used. Data were collected at two similar independent urban schools from learners between the ages of 72-90 months. The research group were ESL learners (n=15) exposed to English for 12-18 months. The control group were English first language (EFL) learners (n=15). The Digits-in-noise (DIN), Children’s Auditory Processing Performance Scale (CHAPPS), and Listening Comprehension Test 2 (LCT-2) were used. Six Grade 1 teachers participated in the study. Results: Majority of the participants (n=25) passed the DIN, however, despite having normal hearing some EFL (n=1) and ESL (n=4) participants failed the test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups (p= 0.024; p=0.001). Strong agreements were found between the ESL participants’ test results for the CHAPPS and LCT-2, indicating that they experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. Conclusion: ESL participants achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with a speech-language therapist can be given.Dissertation (MCommunication Pathology)--University of Pretoria, 2017.
Speech-Language Pathology and Audiology
MCommunication Pathology
Unrestricted
21
Elmosnino, Stephane J. "Instructional design considerations for the development of critical listening skills in audio engineers." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/122414/1/Stephane_Elmosnino_Thesis.pdf.
Full textAbstract:
This project is a qualitative study which examines how best practice in multimedia learning can benefit learners using text-and-illustrations-based books. Drawing on data from six undergraduate audio engineering students, instructional design elements which are appropriate for the improvement of critical listening skills are put forward.
22
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.
Full text
23
Abd, El Al Attia El Sayed Attia. "The effect of a strategy-based instruction programme on developing EFL listening comprehension skills." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3050/.
Full textAbstract:
The main purpose of this study was to probe empirically the effects of three different approaches: strategy training, metacognitive instruction and pure exposure, on listening performance, attitudes, self-efficacy and on strategy knowledge, use and perceived value among student teachers of English in Egypt. Moreover, the interaction between these three treatments and students’ proficiency levels (high/low) was an item of interest. The results of the study consistently demonstrated that strategy training is better in promoting all the variables addressed in this study and compares favourably with metacognitive instruction and pure exposure. More importantly, these results showed that the strategy training approach holds great potential for developing students’ independence and that it moved them that much close towards autonomy. These positive results stand in a stark contrast to the inconclusive results of the earlier studies. Furthermore, the findings indicated that the metacognitive instruction group performed significantly better than the control group only in listening and attitudes. Finally, contrary to the widely held belief that prolonged exposure to aural input enhances listening, the results of the quantitative analysis indicated that students in the control group did not make improvement in any of the dependent variables. Perhaps more importantly, the qualitative analysis indicated that pure exposure to the aural input alone without instruction had a demoralising effect when students found that their understanding did not increase with practice. The findings suggest some potential benefits in the informed teaching of listening strategies as a means of helping learners improve their listening comprehension skills and promoting a sense of learner autonomy. Furthermore, the findings suggest that the time devoted to strategy training is well invested and consequently refute the argument that the risk of devoting time to strategy training is not worth taking. Implications of these findings for pedagogy, research and research methodology conclude the study.
24
Jamison, David L. "Effects of communication/listening skills & conflict resolution skills on lowering anger levels and raising marital satisfaction levels for married couples." Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
Full text
25
Podder, Ranjit. "Barriers and Enablers for Teachers Assessing Listening and Speaking Skills at Secondary level in Bangladesh." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6497.
Full textAbstract:
Research indicates that assessment systems dictate classroom practices, although assessment
systems do not always have a positive impact on classroom behaviours. The focus of the
present study was to explore Bangladesh secondary English teachers’ understandings about
listening and speaking skills assessment as well as to learn the barriers and enablers they
encounter in assessing those two skills. The study showed that the Bangladesh secondary
English curriculum does not include the assessment of listening and speaking skills, although
the curriculum document gives a mandate to teachers to practise and assess all the four
language skills – listening, speaking, reading, and writing. The study also indicated that
teachers taught English mixing with Bangla language; they had not been trained to assess
listening and speaking skills; the English curriculum required restructuring to make way for
listening and speaking skills assessment; teachers needed listening and speaking resources to
enable them to undertake both listening and speaking practices and assessment; and above all,
it shows that the teachers need instruction from the education authority in order to start auraloral
skills assessment in schools. This qualitative study with six Bangladeshi secondary
school English teachers employed classroom observations and semi-structured interviews.
26
Stehn, Molly. "Dialectical Behavior Therapy Skills Group as Facilitator of Relational Growth." University of Cincinnati / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1397477538.
Full text
27
Lovett, Rosemary Elizabeth Susan. "Comparisons of unilateral and bilateral cochlear implantation for children : spatial listening skills and quality of life." Thesis, University of York, 2010. http://etheses.whiterose.ac.uk/957/.
Full textAbstract:
Recently, controversy in the care of severely-profoundly deaf children has centred on whether they should be provided with bilateral cochlear implants (two implants, one in each ear) rather than a unilateral cochlear implant (one implant in one ear). Potentially, implanting both ears rather than one could improve children’s spatial listening skills, meaning the ability to localise sources of sound (by comparing the intensity and timing of sounds arriving at the two ears) and to perceive speech in noise (by attending to whichever ear gives the better signal-to-noise ratio). The overall aim of the studies reported in this thesis was to assess whether bilateral implantation for children is more effective than unilateral implantation in improving spatial listening skills and quality of life. The first study measured the relationship between spatial listening skills and age in normally-hearing children. The second study compared the spatial listening skills of unilaterally- and bilaterally-implanted children. Whilst controlling for confounds, the bilateral group performed significantly better than the unilateral group on tests of sound-source localisation. Moreover, the bilateral group, but not the unilateral group, displayed improved speech perception when the source of a masking noise was moved from the front to either side of the head. Neither group of implanted children performed as well as normally-hearing children on tests of the ability to localise sources of sound and to perceive speech in noise. The third study measured the spatial listening skills of normally-hearing adults when listening to simulations of unilateral or bilateral implants. The differences in performance between simulations were similar to the differences in performance between groups of implanted children, which provides further evidence that the children's performance was primarily influenced by the number of implants they used rather than by confounds. The fourth study found that there was no significant difference between bilaterally- and unilaterally-implanted children in parental estimates of quality of life. The fifth study presented informants, who were not the parents of hearing-impaired children, with descriptions of a hypothetical child with unilateral or bilateral implants. The informants judged that the bilaterally-implanted child had a higher quality of life than the unilaterally-implanted child. These studies indicate that bilateral implantation for children is more effective than unilateral implantation in enabling spatial listening skills, but the extent of any gain in quality of life remains uncertain.
28
Evans, Marianne Bristow. "The Integration of Reading, Writing, Speaking, and Listening Skills in the Middle School Social Studies Classroom." DigitalCommons@USU, 2018. https://digitalcommons.usu.edu/etd/7157.
Full textAbstract:
The purpose of this feasibility study is to provide evidence of how integrating reading, writing, speaking, and listening skills into eighth-grade social studies instruction facilitates student understanding of content material and ability to write about social studies content. In thiswithin-subjects paired-samples research study, 197 eighth-grade participants received instruction in a social studies content area and in argumentative writing. Data from a criterion-referenced social studies pre and posttest and data from pre and post instruction writing samples were analyzed to evaluate the influence of the integration of literacy tasks in middle school social studies classrooms oncontent area knowledge acquisition and argumentative writing quality. Analysis of the Criterion Referenced Test (CRT) data usingregression analysis showed that there was a statistically significant increase in the students’ performance on the CRT after the students engaged in literacy tasks emphasizing reading, writing, speaking, and listening during the social studies instruction. Analysis of the writing rubric scores using Cohen’s d showed statistically significant differences exist between the students pre and post essay scores. These results suggest that having students engage in reading, writing, speaking, and listening tasks and in explicit writing instruction and production during a social studies unit facilitates their content knowledge acquisition, improves the overall quality of students’ argumentative writing, and more specifically, improves the organization and development of that writing. It is recommended that further research be conducted to determine the best way to group students for collaboration when incorporating reading, writing, speaking, and listening tasks within content area instruction.
29
Luyen, Pham Phuong, and n/a. "An investigation of the difficulties experienced by non-native speakers of English in academic listening." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060818.163103.
Full textAbstract:
For many students, listening to academic lectures is one of
the hardest listening skills (Lebauer, 1988). There are various
possible reasons for this: the jargon and specialised words of
the field that are used; also the language that is used is often
at a more formal level; the lecture situation which is unidirectional
with the listener having little role to play, and no
control of the oral message; the expectations that the listener
is assumed to have in listening to lectures which depends on
many factors such as attitude, motivation, linguistic
knowledge and world experience.
Trying to find an answer to where difficulties lie is the
purpose of this study, with the focus on the type of problems
that post-graduate non-native students of English might have
had during their study in a native English academic
environment.
Chapter one presents the purpose and significance of
study, and deals with a few problems in the history of the
teaching of listening in Vietnam.
Chapter two looks at the different developments in
understanding the listening processes in general and listening
to lectures in particular.
Chapter three studies difficulties that non-native
speakers of English may face in lecture listening.
Chapter four mentions some of the recommendations that
the study implies.
30
West, Philip W. "The enhancement of worship through the development of listening skills in adults at Green Acres Baptist Church in Smyrna, Georgia." Theological Research Exchange Network (TREN), 1992. http://www.tren.com.
Full text
31
Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.
Full textAbstract:
Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
32
Spencer, Linda J. "The contribution of listening and speaking skills to the development of phonological processing in children who use cochlear implants." Diss., University of Iowa, 2006. http://ir.uiowa.edu/etd/69.
Full text
33
Söderqvist, Fredrik. "Perceptions of extramural English and English in the classroom: Swedish upper secondary students’ writing, reading, listening and speaking skills." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29483.
Full textAbstract:
This study examines, through the use of a quantitative questionnaire, to what extent Swedish upper secondary students are involved in receptive and productive extramural English activities and what their perceptions are of learning English inside and outside of school. Extramural English (EE) is a term referring to the English students encounter outside school as extra means ‘outside’ and mural means ‘walls’. This study also investigates if the students perceive that the extramural English activities facilitate their classroom learning of English, and more specifically in relation to the language proficiencies reading, listening, writing and speaking. The results showed that the students reported being involved in mostly receptive EE activities as the most common activities they reported being involved in daily were related to listening and reading. The listening activities involved watching English-language TV-programs, TV-series and movies with and without Swedish subtitles and reading English texts. 98% of the students perceived that they do learn English outside of school while 68.6% of the students perceived that the English that they learned outside school facilitated classroom learning. The language proficiency the students perceived they developed most outside school was listening as 39% reported they "developed very much". The majority of students also reported to be more comfortable speaking and writing in English outside of school, and 57% indicated that they have learned most of their English knowledge outside of the school environment.
34
Alkhelaiwi, Sahar. "Cognitive processes, sub-skills and strategies in academic lecture listening at a Saudi Arabian university : a needs analysis study." Thesis, Lancaster University, 2017. http://eprints.lancs.ac.uk/88143/.
Full textAbstract:
A needs analysis (NA) is widely viewed to be a key process in the development and ongoing revision of Language for Specific Purposes programmes (e.g. Brown, 2016), of which English for Academic Purposes (EAP) is typically considered a part. Determining and describing learners’ language needs is important, as such information can be used when selecting or developing instructional activities for language learning, teaching and assessment, including L2 academic listening comprehension development. Though some EAP listening NA studies in a number of contexts exist, there has been a dearth of detailed analyses of lecture-listening processes. Moreover, past EAP listening NA studies are limited in their NA methodology. Therefore, the present exploratory, sequential mixed-methods NA research sets out to address these gaps by investigating the cognitive processing demands of Saudi Arabian students’ listening in academic lectures (in an English Language and Literature department). The study aims to investigate their target and present listening needs, and language-learning listening wants. This study collected, sequenced and triangulated data through a five-phase NA approach. The qualitative strand began with a spoken target language analysis of five real-world (linguistics and literature) lectures (Phase 1) to establish target listening needs in terms of cognitive processes and sub-skills. Following this, stimulated-recall interviews (Phase 2) were conducted with seven students who listened to the lectures collected in Phase 1 to identify their present listening needs in terms of cognitive processes, sub-skills and strategies. Interviews with five content lecturers and three students were then carried out (Phase 3), in which some data from Phases 1 and 2 were discussed to gather data on processes, sub-skills and strategies in relation to target, present and language-learning listening needs. Data generated from these three qualitative phases were analysed according to a listening framework developed on the basis of the literature (Field, 2013; Khalifa & Weir, 2009; Young, 1994; Vandergrift & Goh, 2012; Aryadoust, Goh & Lee, 2012). Next, an expert panel review session was held with four participants (Phase 4) to validate the processing needs identified by the researcher by means of randomly selected excerpts from Phases 1–3. This fourth phase thereby aimed to bridge the qualitative strand (Phases 1–3) and the next quantitative one (Phase 5). All previous phases in turn informed a student questionnaire designed for Phase 5. This questionnaire was completed by 205 students, it collected data pertaining to all of this study’s types of needs. Descriptive statistics and a principal component analysis were conducted to analyse the questionnaire data. The qualitative results generally reveal that academic lecture listening triggers an array of lower-level (input decoding, lexical search, syntactic parsing and propositional meaning) and higher-level (inferencing, building a mental model, creating a text-level representation, creating an intertextual representation) cognitive processes as well as different processing sub-skills related to these seven cognitive processes. They also show the use of cognitive and metacognitive strategies in order to process aural input from lectures in the study’s target language use (TLU) situation. Although the qualitative strand shows the use of several lower-level cognitive processes and sub-skills, considerable focus seems to be given to higher-level processes, in particular building a mental model and creating an intertextual representation while listening. The quantitative results show various similarities to the processes found in the qualitative strand, though a number of differences are also present. On the basis of the quantitative strand, 12 components are shown to emerge in terms of both target and present listening needs. Methodologically, the study suggests that NA research should employ different methods in which data collection and analyses are sequenced and blended. Furthermore, the study identifies several cognitive demands (processes, sub-skills and strategies) that are recommended to be enhanced in L2 EAP listening courses so that learners can function competently in their future study area, i.e. the TLU. On the basis of the findings, an (L2) academic listening model in the context of real-world lecture listening processing is formulated, one which specifically includes sub-processes that deal with lengthy discourse processing. Such sub-processes include the imposition of a hierarchal structure on speech, which might be less prominent in other types of listening.
35
Blum, Sheri Stein. "An Interpretative Phenomenological Analysis of Caregivers' Support for Their Preschool Children's Language and Social Skills Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1376.
Full textAbstract:
Some children have difficulty communicating due to a lack of age-appropriate language and social skills. Researchers have explored how music and language share features that shape language processing. The purpose of this interpretive phenomenological analysis was to explore the experiences of caregivers of preschool children who participated in a music-based program and to understand their perspectives related to children's language and social skill development. Learning style and sensory integration processing theories were used as framework to provide foundations of skills in this study. Research questions addressed caregivers' choices related to this program for their children, their experiences of their children's participation in the program, and how the caregivers perceive their children's language and social skills change as they participated in the program. Data from 8 participants were collected using narrative journals and interviews and were analyzed by identifying relationships and themes. Identified themes included the importance of choice of quality music program, improved language skills, improved social skills, and improvement in other areas. Caregivers reported that their children's language and social skills developed in the early weeks of participation in The Listening Program. Primary recommendations included providing opportunities to educate other parents and professionals about the benefits of music-based programs. Contributions to positive social change include the value of music-based programs as a complementary technique to aid language and social skill development in preschool aged children, and that children who participate become more effective communicators and interact more appropriately with others.
36
Connor, Mary. "Training in counselling : The development, implementation and evaluation of 'Listening and responding', and approach to teaching communication skills to nurses." Thesis, Keele University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379126.
Full text
37
Sundelin, Mattias. "Games in Second-Language Teaching : Using Minecraft to Facilitate the Development of Reading, Listening, Writing and Speaking Skills in English." Thesis, Mittuniversitetet, Institutionen för humaniora och samhällsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37366.
Full text
38
Al-Yaseen, Wafaa Salem. "Developing listening-speaking skills interactively in the primary foreign language classroom : possibilities and hindrances: a case study in Kuwaiti primary schools." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323473.
Full text
39
Waggoner, Dori T. Sims Wendy L. "The effects of listening conditions, error types, and ensemble textures on the error detection skills of undergraduate instrumental music education majors." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/7022.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on March 1, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Wendy Sims. Vita. Includes bibliographical references.
40
Wium, Anna-Marie. "The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24685.
Full textAbstract:
Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts.Thesis (DPhil)--University of Pretoria, 2010.
Speech-Language Pathology and Audiology
unrestricted
41
Skvarčienė, Margarita. "Skirtingo fizinio aktyvumo vyrų ir moterų bendravimo ypatumai." Master's thesis, Lithuanian Academic Libraries Network (LABT), 2006. http://vddb.library.lt/obj/LT-eLABa-0001:E.02~2006~D_20060512_111010-91387.
Full textAbstract:
DIFFERENT PHYSICAL ACTIVITY MEN AND WOMEN COMMUNICATION PECULIARITIES
Margarita Skvarčienė
Lithuanian Academy of Physical Education, Kaunas, Lithuania
SUMMARY
Scholarly opinions about the differences between men and women are more than academic; opinions about gender differences have personal, professional and political implications. Many scholars lamented that too few theories existed to explain sex differences in communication. Although theory still lags behind descriptive research, researchers have made advances in theoretical explanations of sex and gender differences. This study present different physical activity male and female similarities as well as differences in communication. As we researched, we hypothesized that: physically active men and women have better listening skills, than physically sedentary men and women; physically active men and women have tendency to have greater demand of communication, than non active men and women; physically active men and women have better communication skills, than physically passive men and women. The object of the current study is gender communication peculiarities. The aim of the work is to evaluate different physical activity men and women communication peculiarities. To obtain this aim, we determine these propositions: 1. to evaluate different physical activity men and women listening skills and to compare them by gender aspect; 2. to evaluate different physical activity men and women demand of communication, and... [to full text]
42
DUNKEL, PATRICIA GRANEY. "THE IMMEDIATE RECALL OF ENGLISH LECTURE INFORMATION BY NATIVE AND NON-NATIVE SPEAKERS OF ENGLISH AS A FUNCTION OF NOTETAKING (MEMORY, ACADEMIC SKILLS, CROSS-CULTURE, LISTENING COMPREHENSION, POST-SECONDARY)." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188030.
Full textAbstract:
This study was designed to evaluate the effect of concurrent notetaking and the quality of notes taken on the immediate recall of English lecture information by both native and non-native speakers of English. Additionally, the impact of short-term memory and familiarity with English on lecture information recall was also assessed. The subjects were 136 native speakers and 123 non-native speakers enrolled in Freshman English Composition classes at The University of Arizona. The Digit Span subtest of the WISC-R was administered to obtain a measure of short-term memory. Subjects were randomly assigned to a "listening only" or a "listening and notetaking" condition during a videotaped lecture presentation on the evolution of the Egyptian pyramid structure. Immediately following the lecture, the notes were collected to preclude review, and a 15-item multiple-choice test on lecture concepts and a 15-item multiple-choice test covering lecture details were administered. The data were subjected to multivariate analyses of variance (MANOVAS). A stepwise multiple regression analysis was also performed to determine which index/indices of note quality predicted information recall for American and international notetakers. Results indicated that (1) notetakers and non-notetakers did equally well in recalling lecture concepts and details; (2) no significant differences in the test performance of subjects who took "no notes," "low quality notes," "medium quality notes," or "high quality notes" were found; (3) subjects with high short-term memory ability recalled more concept and detail information than subjects with low short-term memory ability; and (4) native speakers of English recalled significantly more of the concepts and details presented in the lecture than non-native speakers. The regression analysis indicated that 4 of the 5 indices of note quality predicted recall performance, but the indices varied according to the kind of information tested and the subjects's ethno-cultural background. Implications concerning the nature of the findings and recommendations for future research were proposed.
43
Riznychenko, A. V. "The use of various test formats in language teaching." Thesis, Бял ГРАД-БГ ООД, 2014. http://essuir.sumdu.edu.ua/handle/123456789/52965.
Full text
44
Parkin, Tracey. "Empathy : its significance and monitoring in the dietetic consultation for chronic disease management." Thesis, University of Plymouth, 2012. http://hdl.handle.net/10026.1/908.
Full textAbstract:
Communication between the patient and healthcare professional is pivotal in enabling effective self-care management to occur (Street et al., 2009) which in turn leads to improved health outcomes (Kravitz et al., 1993). However, there is little published data exploring the most effective tools for evaluating whether these communication skills occur and what particular attributes enhance the process (Goodchild, Skinner & Parkin, 2005; Heisler et al., 2003; Parkin & Skinner, 2003). This study aims to identify patient-centred communication skills occurring in consultations and to explore their link with a tool-recording agreement on reported decisions made. Quantitative analysis was conducted on 86 dietetic consultations across four outpatient diabetes services. Audio recordings from 20 of these were qualitatively analysed. Greater agreement on reported decisions correlated significantly with level of empathy demonstrated (t = .283, p = .0005). In consultations featuring agreement, dietitians expressed more empathy (p = .02), used more active listening skills, asked significantly more exploratory questions on self-care practices (U = 18.5, p = .007), provided significantly more supportive/collaborative information-giving exchanges (U = 11, p = .003) and were more likely to set an agreed agenda at the start of consultations. In contrast, consultations featuring disagreement had low levels of empathy, fewer active-listening skills and exploratory questions, significantly greater numbers of persuasive information-giving exchanges (U = 17, p = .007) and more recommending exchanges. Generally, agendas were not set. In conclusion, recording patient/healthcare professional agreement on reported decisions made during a consultation is a simple tool that can indicate the presence of patient-centred communication skills. Active-listening skills allow expressions of empathy that facilitate patient involvement and interactive dialogue. The measure of agreement should be used frequently as a marker of effective dietetic consultations and to provide further data on the relationship between patient-centred communication and implementation of behaviour change for improved health outcomes.
45
Valencia, Louise Jeanine. "Are nursery rhymes/chants helpful in pre-reading skills for kindergarteners and English as a second language students?" CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2428.
Full textAbstract:
This project will focus on a different method to teach pre-reading skills to kindergarten students and to ESL students. The strategy of using nursery rhymes as a tool for teaching pre-reading skills to kindergarteners and second language learners is an avenue to explore while addressing the different challenges facing a teacher. As an educator, we know that children learn through different modalities including auditory, kinesthetic and tactile.
46
Hartz, Barry C. "Cultivating Individual Musicianship and Ensemble Performance Through Notation-Free Learning in Three High School Band Programs." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1435244359.
Full text
47
Van, den Heever Marisa. "'n Ondersoek na luistervaardighede en ouditiewe perseptuele vaardighede by graad R leerders / M. van den Heever." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9224.
Full textAbstract:
This study focuses on listening and auditory skills of Grade R learners. The researcher wanted to establish the state of these skills, and whether they influence the scholastic achievement of learners. Literature study was done, and literature indicates that listening skills are a prerequisite for language proficiency. Listening is a skill that has to be mastered before a child can learn to speak. Listening is essential for all learning, and also determines the success of learning in the formal school system. Cognitive development of the Grade R learner, which is a complex interaction among psychological, environmental and genetic factors, is also considered. Factors which influence auditory perception are emphasized and supported by the literature, as is the importance of good auditory skills.
A literature study on brain development is also executed. The brain is the most complex organ in the human body and that cognitive development is seated in the brain. The study indicates the importance of correct stimulation and the acquisition of skills during the first eight years of a child’s life. School readiness, auditory perception and listening skills of the school entrant are considered. Listening skills as well as perceptual skills are skills needed for school readiness and will be discussed.
The researcher utilised the mixed method for the empirical investigation, and data were interpreted from the Interpretivistic paradigm. Questionnaires to practising Grade R educators (n=20) determined the state of listening and auditory skills of current Grade R learners in the Kenneth Kaunda district in the Potchefstroom area. This was the qualitative part of the data collection.
For quantitative data collection, school readiness tests (n=500) used during the past ten years from a specific pre-primary school in above mentioned district, were utilised. The test used in this study is the “Standardised School Readiness Test” of dr. S le Roux. By the statistical processing of the tests the researcher wanted to determine the state of listening and auditory skills of Grade R learners during the past ten years; whether a decrease is indicated by the statistics, and whether listening and auditory skills only make a difference according to year groups. This could, however, not be proven statistically. The educators who completed the questionnaires indicated significantly that listening and auditory skills of learners have decreased during the past few years. The researcher interprets the phenomenon as a result of the amount of learners in a class. Class ratio may have an influence, since only four to six learners are tested at a time with the school readiness test as opposed to 24 – 30 learners in a Grade R class. The researcher wanted to establish whether listening and auditory skills play a determining role in school readiness and scholastic achievement. According to literature and empirical research, listening and auditory skills do in fact play a determining role in scholastic achievement. If learners are unable to listen, they cannot learn to read and their reading comprehension is poor. All above factors contribute to learners not being ready for school when commencing Grade 1.
If attention is given to the development of auditory perceptual skills as well as good listening skills of learners in the Grade R phase, the future Annual National Assessment (ANA) results of Grade 3 learners may be influenced positively.Thesis (MEd (Curriculum Development))--North-West University, Potchefstroom Campus, 2013.
48
Lopez, Joseph G. (Joseph Guzman). "The Relative Impact of Oral Reading Combined with Direct Teaching Methodology on Reading Comprehension, Listening and Vocabulary Achievement of Third-Grade Students." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331113/.
Full textAbstract:
The problem of this study was to measure the impact of a read-aloud approach combined with direct teaching methodology on student achievement/attitudes and school expenditures. The purpose of this study was twofold. First, the study was to determine the relative impact of three treatments on student reading and listening skills, vocabulary development, and attitude towards reading. The first treatment was read-aloud based on specific recommended texts combined with direct teaching methodology. The second treatment was read-aloud based on specific recommended texts. The third treatment, the control, was simply a read-aloud-based program. The second purpose of the study was to compare the relative cost and effort required by the three treatments. The 226 subjects in this study were selected from the population of third—grade students from three metropolitan early childhood centers. The subjects were pretested and posttested with the Iowa Tests of Basic Skills (ITBS), a criterion-referenced vocabulary test and the Estes Attitudinal Scale. Analyses of covariance and after F-test multiple comparisons were used to compare the relative impact of the three treatments on a preselected set of criterion variables.
49
Barros, Patricia Cristina Monteiro de. "“It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension." Thesis, Kansas State University, 2010. http://hdl.handle.net/2097/4492.
Full textAbstract:
Master of ScienceDepartment of Psychology
Richard J. Harris
The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and non-native English speaking instructors. This study investigated the effects of native or non-native speakers and audiovisual or audio-only lecture mode on English native speakers’ comprehension and memory for information from a classroom lecture, measuring both factual memory and strength of pragmatic inferences drawn from the text. College students (N = 130) were tested on their comprehension of information derived from basic entomology lectures given by both an English native speaker and an English non-native speaker GTA. Participants also evaluated both lecturers in terms of communication skills. Results indicated that participants evaluated the native speaker as having better communication skills, which is in accordance with previous studies suggesting that both the difficulty of understanding non-native-accented speech (Reddington, 2008) and the possibility of prejudice triggered when listeners hear a non-native accent (Bresnahan et al., 2002) influence listeners’ evaluations of English non-native speaker instructors. Results revealed that familiarity with the topic also played an important role in listening comprehension, especially for lectures given by the non-native speaker. Likewise, the access to visual cues (gestures and facial expressions) enhanced understanding, but it was not a pre-requisite for adequate comprehension when the topic of the lectures did not require visual information. These findings were consistent with the polystemic speech perception approach (Hawkins, 2003), in that it is not essential to recognize all words in text in order to make connections with previous knowledge and construct meaning. Furthermore, overall participants took longer to answer questions from lectures given by the non-native speaker than by the native speaker. This suggests that non-native-accented speech may require more time to answer questions related to that speech, although listeners can adapt to it quickly (Derwing, 1995). Findings from this study are important in suggesting tools for thinking about how different aspects of a lecture can contribute to the learning process. Implications for further research are addressed.
50
Wise, Justin Coy. "The Growth of Phonological Awareness: Response to Reading Intervention by Children with Reading Disabilities who Exhibit Typical or Below-Average Language Skills." unrestricted, 2005. http://etd.gsu.edu/theses/available/etd-04182005-104522/.
Full textAbstract:
Thesis (Ph.D.)--Georgia State University, 2005.Title from title screen. Rose Sevcik, committee chair; Robin Morris, Mary Ann Romski, Byron Robinson, committee members. 194 p. [numbered xii, 180] ; ill. (some col.) Description based on contents viewed Feb. 26, 2007. Includes bibliographical references (p. 168-180).