Tesi sul tema "Listening style"
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1
Cramer, Ian M. "Effects of Health Factors and Personal Listening Behaviors on Hearing Acuity in College-Aged students who use Earbud style Headphones". Miami University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=miami1335809472.
Testo completo
2
Thomas, Jennifer L. "The identification of listening styles of agricultural curricula majors through the administration of the listening styles profile". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1388.
Testo completoAbstract (sommario):
Thesis (M.S.)--West Virginia University, 2000.Title from document title page. Document formatted into pages; contains vi, 31 p. Vita. Includes abstract. Includes bibliographical references (p. 25-27).
3
Galvan, Tamara M. "Making connections| Listening to visitor conversations at different styles of sea jelly exhibits". Thesis, California State University, Long Beach, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1523215.
Testo completoAbstract (sommario):
This study sought to determine what types of connections to prior experiences and knowledge were being made at two different styles of exhibits focusing on sea jellies.
Family groups, consisting of one or two adults with one or two children aged 6-11, were audio recorded and tracked as they visited a view-only or touch pool sea jelly exhibit. A short interview was given after their visit to the sea jelly exhibit. The discourse from the exhibit and survey were coded for types of learning talk. Coding was also done to determine the inspiration for the connection and the subject of the connection (structural or behavioral).
Visitors made connections regardless of the seajelly.exhibit design and results showed no differences in the type or frequency of the connections made. However, visitors were more likely to make connections on the subject of the sea jelly structure at the view only exhibit. Many of the connections, regardless of subject or inspiration, were metaphoric connections, demonstrating the importance of metaphors for making prior experience connections. Findings provide useful information for future aquarium practice.
4
Chang, Kelly Cheng-Yi. "The relationships between individual learning styles and learning strategies when using electronic materials for practising EFL listening". Thesis, University of Newcastle Upon Tyne, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443108.
Testo completo
5
Paxcia-Bibbins, Nancy. "The effects of the 4MAT system of instruction on the attitudes and achievement of elementary children in music listening lessons". Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/897483.
Testo completoAbstract (sommario):
The primary purpose of this study was to compare two methods of instruction for teaching music listening to upper elementary children--an experimental approach utilizing the 4MAT instructional model of Bernice McCarthy and a conventional approach based on textbook materials. The investigator employed the 4MAT model for incorporating a holistic and whole-brain approach into music listening instruction. The study compared mean differences on two dependent variables, attitude and achievement test scores, between two groups (teaching methods) and two grade levels (fourth and fifth grades). Analyses of variance (ANOVA) were used to assess both primary and secondary data regarding gender, grade, and teacher. The researcher also analyzed subjective observations of participating teachers.Subjects were 440 fourth and fifth grade students from two suburban schools randomly assigned to intact classes and equally divided between grades to 4MAT or conventional instruction. Each class heard three classical music selections within a six-lesson framework. The investigator assessed subjects' attitudes toward classical music and their music knowledge after instruction.No significant effects resulted for instructional method. Further investigation of gender, grade, and teacher suggested some interactions for attitude: attitudes of 4MAT-instructed males of Teacher A tended to be more positive than those of conventionally-instructed males; the fourth grade sample produced greater gains for Teacher A in the 4MAT condition and for Teacher B in the conventional condition; three-fourths of the fifth grade cells in the 4MAT condition showed gain, and three-fourths in the conventional condition showed decline.Regardless of instructional method, males showed a significantly more positive attitude than females; fifth grade subjects tended to be more positive than fourth grade subjects; significant difference in attitude between students of the two teachers might be ascribed to socioeconomic standard or academic achievement level.Conclusions: (1) furnishing students with opportunities for hearing classical music is likely to produce improved attitudes toward classical music; (2) if the goal of music listening instruction is to provide students with cognitive and affective experiences, and to benefit from findings regarding musical behavior, brain research, and individual differences, the 4MAT instructional model offers a viable approach for listening lessons.School of Music
6
Braxton, Macel A. "Adult ESL Language Learning Strategies: Case Studies of Preferred Learning Styles and Perceived Cultural Influence in Academic Listening Tasks". The Ohio State University, 1999. http://rave.ohiolink.edu/etdc/view?acc_num=osu1220458099.
Testo completo
7
Braxton, Macel A. "Adult ESL language learning strategies : case studies of preferred learning styles and perceived cultural influences in academic listening tasks /". Connect to resource, 1999. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1220458099.
Testo completo
8
Dixon, Richard. "The effects of semantic textual cues vs. semantic contextual cues on recall measures of listening comprehension in second semester college Spanish". Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533884.
Testo completoAbstract (sommario):
The purpose of this study was to investigate the effects of specific textual and contextual materials to bridge the gap between the student's present level o proficiency in a target language and the level of proficiency required to perform a listening comprehension task in that language. This study also tested for interaction between the use of the textual and contextual materials and the learning modality of the students. In addition, confounding effects by either learning modality and foreign language classroom anxiety were controlled.Listening comprehension was assessed by a fourteen-item multiple-choice test in Spanish developed by the researcher. Learning modality was established by the Edmonds Learning Style Identification Exercise developed by H. Reinert. Foreign language class anxiety was measured by the Foreign Language Classroom Anxiety Scale developed by Elaine Horwitz, Michael Horwitz, and Joann Cope.A group of 198 college students enrolled in nine second-semester Spanish classes at Anderson University, Anderson, Indiana participated in the study. Three classes were randomly assigned to each of the three treatments: the contextual cue, the textual cue, and neither one.A three factor 3 x 3 x 2 fixed effects factorial design was used to analyze the data gathered in the study. Four null hypotheses were tested. The .05 level of significance was established as the critical probability level for the non-acceptance of the hypotheses.Findings1. There are significant effects attributable to a textual cue on recall measures of listening comprehension.2. There are no significant effects attributable to a contextual cue on recall measures of listening comprehension.3. There are no significant interactions between the use of the textual cue and the learning modality of the students.4. There are no significant interactions between the use of the contextual cue and the learning modality of the students.5. There are no significant effects attributable to learning modality on recall measures of listening comprehension.6. There are significant effects attributable to foreign language classroom anxiety on recall measures of listening comprehension.Conclusions1. Textual cues support listening comprehension tasks but contextual cues do not.2. The effect of a semantic cue can not be affected by the learning modality of the student.3. Learning modality by itself does not affect student comprehension of a listening task.4. Foreign language class anxiety inhibits student performance during a listening comprehension task.Department of Secondary, Higher, and Foundations of Education
9
Pedersen, Natalia. "Mexican-American learning styles in a socioliterate approach to writing for English learners". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2586.
Testo completoAbstract (sommario):
The primary goal of this project is to provide a unit of instruction that addresses the critical English skills of oracy, writing, and intercultural proficiency. The curriculum features the social-construction-of-knowledge approach and the socioliterate approach. In addition, it includes an emphasis on Mexican-American values, learning styles, and intercultural communication, showing how they are interrelated and how they affect oral and written language proficiency and intercultural communication competence.
10
Chen, Chia-En, e 陳迦恩. "Listening to Objects: Soft Heart Style (Making of Light, Soft Materials)". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/39231683391797655094.
Testo completoAbstract (sommario):
碩士台南科技大學
美術研究所
97
The creation of this series, “Soft Heart Style”, began with soft materials and a soft attitude, to present various types of mind with the combination of light, soft materials and objects of daily life. The sounds of the objects were attentively heard and reached down into the heart, before the objects were presented in a sentimental manner. The connection among space, objects, and creation enables the spirit and soul to be reached through an imaginary venue and cross the boundary between real and virtual words to communicate with the creator, thus upgrading the spiritual imagination into dreamy imagination. The extension and transformation of space, objects, and imagination reach an unknown domain where the sentimental effect exists everywhere in the air. The effect has intangible power that can move everything. In my eyes, it is a soft, sentimental message in daily life. The shape of daily life is formed by objects of daily life. By applying and developing objects in another form of life, each role that the objects play can be revived. Each work of the series combines soft materials and represents the soft, sentimental power of heart. Emotions exist among imagination, space, objects, and aesthetics. When emotions are released, aesthetics is enveloped in images and non-images embodied with unusual emotions. These soft, sentimental feelings are depicted in “Listening to Objects: Soft Heart Style (Making of Light, Soft Materials).” Keywords: soft heart style, object
11
Shen, Wen-hua, e 沈汶樺. "A Study of the Relationships Among Learning Style Preferences, Listening Strategy Use, and Listening Comprehension of EFL College Freshmen". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/38918264021738853074.
Testo completoAbstract (sommario):
碩士國立彰化師範大學
英語學系
100
The present study investigated the relationships among learning style preferences, listening strategy use and listening comprehension of Taiwanese college freshmen. More specifically, the study focused on finding out whether college freshmen with different learning style preferences used various listening strategies, and the influence of learning style preferences and listening strategy use on listening comprehension. There were 524 college freshmen from central Taiwan participating in this research. Finally, 513 valid data were used in this study. The study mainly adopted quantitative instruments, which consisted of a General English Proficiency Test (GEPT) at intermediate level, a questionnaire for listening strategy use and a questionnaire for learning style preferences. The quantitative data were analyzed by using AMOS 7.0, SPSS English version 15.0 for Windows and Structural Equation Modeling (SEM). The results showed some important findings as follows. First, effective listeners tended to adopt visual and synthesizing learning styles more significantly than less effective listeners. Less effective listeners, however, inclined to use analytic learning style more significantly than effective listeners. Second, there were relationships among the college freshmen’s learning style preferences, listening strategy use and listening comprehension. As for the relationship between learning styles and listening strategy use, visual and synthesizing learners tended to manipulate the three domains of listening strategy -- metacognitive, cognitive and socio-affective strategies -- well. Auditory and analytic learners tended to use cognitive strategies more frequently than the other strategies. Whereas, tactile/kinesthetic learners tended to use socio-affective strategies more. Concerning the relationship between listening strategy use and listening comprehension, metacognitive strategies had the highest correlation with EFL listening comprehension. With respect to the relationship between learning style preferences and listening comprehension, however, auditory and analytic learning styles were negatively related with listening comprehension. Third, as to the causal relationships among the three variables, most learning styles had indirect effects on listening comprehension. Different learning styles, through the use of metacognitive and cognitive strategies, contributed to better EFL listening comprehension. For example, visual and synthesizing learners achieved better comprehension through the use of metacognitive strategies. Auditory, tactile/kinesthetic and analytic learners gained better listening comprehension through the use of cognitive strategies. The present study further provided some pedagogical implications. It was suggested that English teachers may improve students’ listening comprehension through listening strategy instructions. Moreover, it was also advised that teachers could encourage students to use metacognitive strategies to enhance better EFL listening comprehension. Lastly, the study provided some suggestions for further studies.
12
McCord, Stephen Kearney. "LEADERSHIP STYLE AND LISTENING PRACTICES OF IMB TEAM LEADERS: A CORRELATIONAL STUDY". Diss., 2011. http://hdl.handle.net/10392/2850.
Testo completoAbstract (sommario):
Listening is a critical skill for those who lead. Research indicates that leaders significantly influence followers through their listening practices; however the relationship between leadership styles and listening is assumed but not conclusively proven (Kouzes and Posner 2002). The purpose of this current study was to determine if a relationship exists between leadership style and listening practices of International Mission Board (IMB) overseas team leaders (Burns 1978, Bass 2004).
The population for this research was overseas team leaders of the IMB serving in this position for more than six months with a team of four or more team members. A total of 145 of 391 team leaders participated in this study with a response rate of 37%. The Multifactor Leadership Questionnaire (MLQ) was used to measure transformational, transactional, and passive/avoidant leadership style and the Listening Practices Feedback Report-360 (LPFR) assessed listening practices of attention, empathy, memory, open mind, respect, and response.
A correlational analysis using Pearson r was conducted between leadership styles and listening practices. Further analysis was conducted to determine which leadership style was most significantly correlated with each of the six listening practice subscales. The subscale of open mind was not significantly correlated with any leadership style.
The findings indicated that transformational leadership had a statistically significant and moderately positive correlation with the total LPFR score and on five of the six listening practices subscales. Transactional leaders also had a moderately positive correlation with total LPFR score and significant correlations on empathy, memory, and response subscales. Passive/avoidant leadership style had a significantly moderate negative correlation with LPFR and with empathy, memory, respect, and response subscales. Transformational leadership scored highest on the LPFR total listening score. Passive/avoidant leaders' showed the lowest total listening scores and were rated ineffective listeners. This study shows that transformational and transactional leadership styles have a statistically significant and moderately positive relationship with listening dimension scores as measured by the LPFR and supports transformational leadership theory.
13
Huang, Da-han, e 黃達翰. "An Investigation of the Relationships among Learning Style Preferences, Listening Strategy Use and Listening Comprehension of Taiwanese EFL English Major Students". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/58026708361178498045.
Testo completoAbstract (sommario):
碩士國立彰化師範大學
英語學系
104
The present study investigated the relationships among learning style preferences, listening strategy use and listening comprehension of Taiwanese EFL English major students. To be specific, the study was purport to find out the influence of learning style preferences and listening strategy use on listening comprehension. Four hundred and seventy-two English major students from northern, central and southern Taiwan participated in the study. Four hundred and forty-four valid questionnaires were analyzed in the present study. Students’ listening comprehension was assessed by TOFEL Institutional Test Program (TOFEL IBT) to assess their listening comprehension. After the completion of the test, a questionnaire for listening strategy use and a questionnaire for learning style preferences were administered to the students. The quantitative data were analyzed by using SPSS Version 22.0 for Windows and Structural Equation Modeling (SEM) with Amos for windows version 20.0. The major findings were summarized as follows. First, effective listeners had a significantly stronger preference for synthesizing learning style than less effective listeners. Second, there were significant relationships among learning style preferences, listening strategy use and listening comprehension of Taiwanese EFL English major students. Concerning the relationship between learning style preferences and listening strategy use, visual, auditory and tactile/kinesthetic learners tended to employ metacognitive, cognitive and socio-affective strategies flexibly and frequently. Analytic learners tended to make use of metacognitive and cognitive strategies more frequently. Nevertheless, synthesizing learners tended to apply metacognitive strategies more. Considering the relationship between learning style preferences and listening comprehension, synthesizing learning style was shown to influence listening comprehension positively while visual learning style would cause negative impacts on listening comprehension. Most of the learning styles, through the use of metacognitive strategies, lead to a better performance on listening comprehension. As for the relationship between listening strategy use and listening comprehension, metacognitive strategies influenced listening comprehension positively. More specifically, the use of directed attention, double-check monitoring, between parts inferencing, extralinguistic inferencing and resourcing listening strategies would facilitate listening comprehension. Whereas, the use of translation and transfer listening strategies would impede successful listening comprehension. The present study further provided some pedagogical implications. English teachers and educators were suggested to involve listening strategy instructions, especially instructions on metacognitive strategy use, in the class to help students improve their listening comprehension through the use of listening strategies. Moreover, it was also recommended that teachers train students to avoid using translation and transfer strategies which may influence their listening comprehension negatively. Lastly, the study proposed some suggestions for further studies.
14
Zhang, Zhi-Yan, e 張知晏. "An E-Learning Platform Based on Learning Style Design for English Listening Comprehension". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/95283427728465960400.
Testo completoAbstract (sommario):
碩士亞洲大學
資訊工程學系碩士在職專班
101
In the recent years, due to the rapid development of Internet, and the progressive advancement of computer software and hardware, information technology has been extensively applied to various learning areas. Learning via internet has drawn more and more attention and become trendy. This research utilizes ADDIE to design English listening comprehension courses and applies an E-Learning platform to it in order to explore how this application influences students’ academic performances. This research had adopted "quasi-experimental design", the subjects of which are sixty 4th graders from an elementary school in Taichung City. Students in the control group are given general E-Learning after a prior- test; while students in the experimental group with different learning styles have been identified and classified using “Learning Style Inventory” after the prior-test, and then undertake adaptive E-Learning. After the course, a post-test is administered, so are surveys of students’ learning attitudes and levels of satisfaction. In addition, opinions of peer-teachers are collected and analyzed. The research results have shown that: (a) The academic performances of the students in the experimental group who have been exposed to adaptive E-Learning are better than those of the students in the control group who have received general E-Learning instructions. (b) The academic performances of the students of different learning styles are significantly improved. (c) The learning attitudes in English listening of the students in the experimental group are upgraded. (d) Teachers and students in the experimental group are content with this platform. Therefore, the contribution of the research is to provide an E-Learning platform based on Learning Style designed for English listening comprehension courses. The application of the E-Learning platform to English listening comprehension courses deserves further studies.
15
Chen, Huei-Ru, e 陳蕙茹. "The Influence of DJ Mastermind Style, FM Broadcasting Attributes, Life Style of Radio Audience on Customers’ Satisfaction and Listening Behavior". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/18496892199712642926.
Testo completoAbstract (sommario):
碩士淡江大學
企業管理學系碩士班
95
In recent years, the broadcasting lietening rate was influence by increasing intensity of broadcasting stations and rapid growth of ditigital medias indirectly. Therefore, To keep audiences have become an important task for broadcasting station managers. This research probes the influence of DJ mastermind style, FM broadcasting temper, life style of radio audiences on whom customers’ satisfaction and listening behavior. This research used questionnaire to survey the radio audiences who live in Taipei, in order to understand their satisfaction and listening behavior to radio stations. We try to find out the best FM broadcasting attributes, broadcasting program attributes, and DJ mastermind style in order to provide some reference about imroving customers’ satisfaction and reinforcing service of the FM broadcasting. This subjects are radio audience who are above 13 years old in Taipei. The final valid samples are 461. According to cluster analysis, the broadcasting attributes were separated into two groups which are “tradition- upright type” and “modish-prevail type”. And the broadcasting program attributes were separated into two groups which are “sane-ripe type” and “interesting-freedom type”. And the DJ mastermind style were separated into two groups which are “professional orientation” and “natural orientation”. And life style of radio audience were separated into two groups which are “explicit life style” and “implicit life style”. And customers’ satisfaction was separated into two groups which are “satisfaction type” and “development type”. And through the data analysis, we have gotten the conclusions as follow: 1. Audiences’ satisfaction shows significant influence in different program attributes. 2. Audiences’ satisfaction shows significant influence in different DJ mastermind style 3. Different radio audiences’ lifestyle show different influence on customers’ satisfaction. 4. Different population background to radio programs show significant difference on customers’ satisfaction and listening behavior. In conclusion, there are four suggestions according to this research: 1. The DJ should develop their own specialized DJ mastermind style. And the DJ mastermind style must be able to deliver the humorous and teaching content via the voice. 2. Broadcasting program attributes should develop on “interesting and free”. 3. In designing of broadcasting program, besides providing different service to different audiences, the broadcasting station should have different kinds of voice in order to improve the audience’s trust and satisfaction of the broadcasting station. 4. As different FM broadcasting attributes have not shown different influence on customers’ satisfaction. So in the future how to improve the brand equity of broadcasting station that would be important for broadcasting stations’ managers.
16
Chiu, Li-Ching, e 邱麗卿. "The Study of Learning Style Preference and Listening Proficiency in Vocational High School Students". Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24515355018388636527.
Testo completoAbstract (sommario):
碩士立德大學
應用英語研究所
96
Language learners’ leaning style preferences have been identified as a crucial factor in affecting language learning (Oxford &Anderson, 1995; Reid, 1987).This present study aimed to explore learning style preferences and their relationship with English listening proficiency of vocational high school students. A total of the 314 students from a vocational high school in Tainan city participated in this study. There were two instrument used in this study: the learning style preference questionnaire (LSP, Reid, 1984) and listening part of the General English Proficiency Test (GEPT). The data collected was analyzed by descriptive statistics, t-test, and one-way Multivariate Analysis of Variance (MANOVA).There were some findings in this study. First of all, the results showed that the vocational high school students indeed have different learning style preferences. The learning styles which the participants preferred most were group learning style preference, followed by auditory preference, tactile preference and kinesthetic preference, and visual preference whereas the least favored learning styles was individual learning style preference. Secondly, there was a significant difference in gender. The difference showed that compared with male students, female students showed more significantly strong toward learning style preference in most categories. In regard to the rank of each learning style preference, there was no difference between male and female students. That is to say, both male and female students, the popular rank from the most to the least were group iii preference, auditory preference tactile preference and kinesthetic preference, and then follow by visual preference and individual preference. Thirdly, different listening proficiency level leaded to the variety of the learning style preference. The results showed that there was a significant difference existed by students’ listening proficiency. The difference conducted that high level students had more strong learning style preference. Furthermore, the result also indicated that there were statistical significances between students’ learning style preference and their listening proficiency in visual preference, auditory preference, tactile preference, and group preference. According to the results of this study, some pedagogical implications for learners, teachers and educational policy makers were provided. Moreover, suggestions for further research were offered at the end of this study.
17
Lin, Chun-hao, e 林群皓. "An Exploration of the Learning Style Preferences and English Listening Difficulties of Senior High School Students". Thesis, 2013. http://ndltd.ncl.edu.tw/handle/86509032096491510044.
Testo completoAbstract (sommario):
碩士國立彰化師範大學
英語學系
101
Due to the policy that the English listening comprehension test will be one of the testing sections for College Entrance Examination, English listening instructions at senior high school have become more and more important in Taiwan. The purpose of the present study aimed to investigate the learning style preferences and English listening difficulties among senior high school students. The data were collected from the questionnaires and the interview. There were 328 senior high school students for the second grade participating in this study and they were divided into high, mid, and low achievers based on scores of listening comprehension test. In addition, 12 students were individually interviewed for triangulating with questionnaire data. Besides, four instruments were applied: the English listening comprehension test, questionnaires for learning style preferences and listening difficulties, and the interview. Descriptive and inferential statistics were applied, and the interview data were transcribed and categorized for data analysis. The results were shown as follows. Firstly, senior high school students preferred visual style and considered the input text factor as their main English listening difficulty, such as unfamiliar vocabulary and longer texts. Secondly, high achievers had the preference for random-intuitive and global styles in their learning, mid achievers preferred visual, random-intuitive, and concrete-sequential styles, and low achievers favored visual style preference the most. Thirdly, high achievers thought the environment factor to be their major English listening difficulty, mid achievers considered the input text factor, and the low achievers had the main difficulty arising from the listener factor. Fourthly, different style preferences of achievers did have distinct English listening difficulties. Finally, the pedagogical implications for listening instructions were provided for English teachers at senior high school. Also, the limitations of the study and the suggestions for further studies were offered at the end of this study.
18
Doell, Faye K. "Partners' listening styles and relationship satisfaction : listening to understand vs. listening to respond /". 2003. http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99299.
Testo completoAbstract (sommario):
Thesis (M.A.)--York University, 2003. Graduate Programme in Psychology.Typescript. Includes bibliographical references (leaves 81-86). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL:http://gateway.proquest.com/openurl?url%5Fver=Z39.88-2004&res%5Fdat=xri:pqdiss&rft%5Fval%5Ffmt=info:ofi/fmt:kev:mtx:dissertation&rft%5Fdat=xri:pqdiss:MQ99299
19
Chen, Ling-fang, e 陳蛉芳. "An Investigation of the Relationships among Learning Styles, Listening Comprehension Strategies, and English Listening Comprehension of Taiwanese EFL Junior High School Students". Thesis, 2011. http://ndltd.ncl.edu.tw/handle/67680353441731135276.
Testo completoAbstract (sommario):
碩士國立彰化師範大學
英語學系
99
The present study investigated the relationships among learning styles, listening comprehension strategies, and listening comprehension of Taiwanese Junior High School Students. More specifically, the influences of learning styles and listening comprehension strategies on listening comprehension were determined. There were 542 third-grade students at a junior high school in Taiwan who participated in the investigation. However, the subjects included 502 students who completed the valid data. The major instruments adopted in the study included the listening comprehension test from the elementary-level General English Proficiency Test (GEPT), the Learning Style Survey (LSS), and Listening Comprehension Strategy Questionnaire (LCSQ). The quantitative data were analyzed by using Amos 7.0, SPSS English Version 15.0 for Windows, and Structural Equation Modeling (SEM). The results showed that the subjects’ learning styles were related to listening comprehension strategies and listening comprehension. As for the relationships between learning styles and listening comprehension, it was found that only the impulsive style had a positive influence on listening comprehension, whereas the reflective style had a negative influence on listening comprehension. As far as the relationships between learning styles and listening comprehension strategies were concerned, the results revealed that most learning styles significantly and positively influenced listening comprehension strategies, including visual, field-independent, impulsive, and reflective style learners. In addition, most learning styles, through metacognitive and cognitive strategy, impacted on listening comprehension positively. Pedagogical implications and suggestions for further study are provided at the end of the thesis. It was suggested that English teachers may improve junior high school students’ listening strategy comprehension based on listening comprehension instruction. Moreover, the more metacognitive strategy was applied, the better performance junior high school students may achieve in terms of listening comprehension. Therefore, teachers could encourage students to employ metacognitive strategy more.
20
Lin, Chih-Yu, e 林芷瑜. "The Evaluation of Different Learning Styles EFL's Learning Strategies and Performances on Listening Platform". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/50833465314463615278.
Testo completoAbstract (sommario):
碩士國立臺灣師範大學
資訊教育研究所
104
This study focused on how different learning styles EFL students use the learning strategies when enhancing their listening proficiency on the English listening platform. The participants are 378 10th grade students. The experiment time is 13-week, 9 weeks of learning and 4 weeks are for pre-test, education training, self-study and post-test. The results show that a) This English listening platform is suitable for multiple learning styles students. b) Students making good use of the functions combing learning strategies can improve the listening proficiency. c) “Self-evaluation”, “adjust” and “translate” are the important functions for students. They can assist students in gaining more listening proficiency. d) Essay and vocabulary are both important for students when learning language. e) Both high-proficiency and low-proficiency students have positive attitude on this listening platform.
21
Chen, Ya-fang, e 陳雅芳. "The Relationship between Communication Styles and Listening Effectiveness and Their Relative Influences on Communication Effectiveness". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/69686855020198533350.
Testo completoAbstract (sommario):
碩士雲林科技大學
應用外語系碩士班
98
The purpose of this thesis was to examine the relationship between listening effectiveness and communication style in business organizations and also to explore their influences on communication effectiveness. After two stages of data collection, the total valid samples were 133. Three questionnaires-- communicator style measure (CSM), listening effectiveness inventory (LEI), and communication satisfaction questionnaire (CSQ) --were administered to employees from diverse industries in Taiwan to evaluate their supervisors. Research analyses include descriptive statistics, correlation analysis and regression analysis. Major findings of this research are: (1) listening effectiveness is positively related to communication effectiveness, (2) communication styles are partially related to communication effectiveness and listening effectiveness, (3) attentive, response, and friendly are the most important dimensions in terms of communication effectiveness. The results of this research can provide important insights for both researchers and practitioners. Business leaders should be aware that being friendly, attentive and responsive can increase communication effectiveness. Consequently, as supervisors’ communication effectiveness increases, better organizational performance may be attained. In addition, researchers may continue the current study to broaden the research of human communication and in turn benefit for-profit organizations and even human societies.
22
Mádlová, Michaela. "Využití multimédií k posilování řečové dovednosti poslechu s porozuměním u studentů francouzského jazyka". Doctoral thesis, 2019. http://www.nusl.cz/ntk/nusl-393790.
Testo completoAbstract (sommario):
The dissertation thesis deals with the skill of listening comprehension and using multimedia for its support in the French language teaching process. The issue is studied within the context of Czech curricular documents. It classifies language skills from the point of view of the Common European Framework of Reference for Languages. The process of listening comprehension is described in linguo-didactics from the historical point of view and as a process of language communication. Attention is paid especially to listening comprehension in foreign language teaching. The thesis focuses also on methodical procedures when developing and reinforcing this language skill. Integration of multimedia with respect to varied learning styles and strategies is described. Styles according to the perception preferences and listening learning strategies are focused on. The aim of the thesis is to find out what is the position of the listening comprehension skill in the French language teaching process at upper-secondary schools, what is the success rate of the students in the process of comprehension of the spoken language, whether multimedia can contribute to successful comprehension of the spoken language in a foreign language. The issue is viewed from the perspective of the students as well as the teachers....
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Liao, Ming-Ling, e 廖明玲. "A Study of the Effect of Applying Visual and Kinesthetic Aids in Listening Musical Elements and Styles in Seven Graders". Thesis, 2010. http://ndltd.ncl.edu.tw/handle/57616902010270036224.
Testo completoAbstract (sommario):
博士國立臺灣師範大學
音樂學系
98
This study aims to explore the effect of applying visual and kinesthetic aids on listening musical elements and styles in seventh graders, including the effect differences in listening to musical elements and styles, and the effect differences among different groups, gender, and extra-music learning experiences. The subjects were seventh graders (N=216) chosen from Happy Junior High School (pseudonym).The collection of this research is principally quantitative in its nature, supported with qualitative methods. Regarding the quantitative data-collection, a quasi-experiment with nonequivalent pretest-posttest was conducted. Six classes within this school were randomly assigned as experimental and control groups. Two of the six as experimental group A, received listening teaching of “visual aids”, another two as experimental group B, received listening teaching of “kinesthetic aids”, and the other two classes as control groups, received “traditional” music listening teaching. After taking pre-tests of both “musical elements” and “musical styles”, the three groups received 6 weeks instruction, a total of 12 periods of 45 minutes, two periods per week. After the instruction was completed, the three groups took a post-test. The collected data was analyzed by two-way ANCOVA of independent samples, using “group and gender” as well as “group and extra-music learning experiences” as the independent variables, scores of pre-test as covariance, and scores of post-test as the dependent variables. As for the qualitative information, students’ perceptions of their treatment were collected via analysis of open-ended questions in questionnaires, presentation of their accomplishments, and oral interpretation of worksheets. The major findings of this study are as follows: 1. The experimental group A showed a more significant effect than that of the control group in three of seven musical elements, “dynamic,” “rhythm” and “texture.” As for the four musical styles, “Baroque,” “Classic,” “Romantic” and “Modern,” the study revealed an evident effect. 2. The experimental group B showed a more significant effect than that of the control group in two of the seven musical elements, “rhythm” and “texture.” As for the four musical styles, “Baroque,” “Classic,” “Romantic” and “Modern,” the study revealed an evident effect. 3. The interactive effects between the gender and experimental groups on the “Baroque” and “Modern” musical styles were significant. 4. The interactive effect between the extra-music learning experiences and experimental groups in the musical elements, “form” was significant. 5. In drawing a “musical listening map,” the majority of subjects were able to display features of the musical elements with “non-formal graphical music notation” and “analog image.” The best clip time for music listening was around half a minute. A single participant who may complete a musical map, thereby avoiding other students, could lead the whole group in group work, which makes participation unbalanced for most of other group members. The best depicted musical elements were “melody” and “rhythm,” followed by “dynamic,” “texture,” “harmony,” “color” and “form.” The richness and expressiveness achieved in musical styles is “Modern,” “Romantic,” “Classic,” and “Baroque,” from the highest to lowest respectively. 6. In designing of “creative physical movement,” most participants were able to present the features of musical elements with “non-formal graphical music notation” and “evocation.” The group work for cooperation in physical action avoided the limitation of body performance in musical elements as well as unconscious body movement. The best clip time for music listening was around half a minute. The best depicted musical elements were “melody” and “rhythm,” followed by “dynamic,” “texture,” “harmony,” “color” and “form.” The musical styles depicted reaching levels of richness and expressiveness were “Modern,” “Romantic,” “Classic,” and “Baroque,” from highest to lowest respectively. 7. Over 70% of participants in experimental groups held a positive attitude towards the instruction, and felt glad to accept it. They thought it not only benefitted them in understanding the musical elements and styles, but also found it enlightened their learning interest as well as follow-up study. Finally, based on the research results, suggestions on “teaching materials development” and “future research” were proposed as references to music listening teaching and future studies.
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Lin, Ling-Chiao, e 林玲巧. "A Study on How DVD-aided Situated Teaching Enhances English Listening Skills from Learning Styles and Learning Attitudes for Junior High School Students". Thesis, 2015. http://ndltd.ncl.edu.tw/handle/16571382274771309942.
Testo completoAbstract (sommario):
碩士康寧大學
資訊傳播研究所
103
This study aimed to explore how DVD-aided situated teaching enhances English listening skills of junior high school students, with their learning styles and attitudes investigated. In compliance with a quasi-experimental design, this study was supported by a teaching session of sixteen weeks; meanwhile, the teaching materials consisted of ten units in the September issue of Let’s Talk in English, 2014. The participants, i.e., two classes of eighth-graders, were recruited from a junior high school in Tainan, Taiwan. Thirty participants in the experimental group (EG) learned English by the DVD-aided situated learning method while the control group (CG) had thirty-one participants, who followed a traditional method. As a pretest before the experiment, both the EG and the CG took an elementary-level listening test of General English Proficiency Test (GEPT), answered a Likert-scale questionnaire about English-learning attitudes, and filled in another questionnaire about English-learning styles. As a posttest after the experimental programs were implemented, both groups again received the elementary-level listening test of GEPT and completed a Likert-scale questionnaire about English-learning attitudes. 1. With between-group comparison conducted after the experiment, the following results were discovered. a)There was a significant difference in English listening achievement. b) The high-performance, mid-performance, and low-performance students showed a significant difference in English listening achievement. c) The audio-type, visual-type, and kinaesthetic-type students showed a significant difference in English listening achievement. 2.With inside-group comparison conducted before and after the experiment, the following results concerning the EG were discovered. a)There was a significant difference in English listening achievement. b) The high-performance students showed no significant difference in English listening achievement. c) The mid-performance and low-performance students showed a significant difference in English listening achievement. d)The audio-type, visual-type, and kinaesthetic-type students showed a significant difference in English listening achievement. 3.With inside-group comparison conducted before and after the experiment, the following results concerning the CG were discovered. a)There was no significant difference in English listening achievement. b) The high-performance, mid-performance, and low-performance students showed no significant difference in English listening achievement. c) The visual-type and kinaesthetic-type students showed no significant difference in English listening achievement. d) The audio-type students showed a significantly negative difference in English listening achievement. 4. As between-group comparison was made after the experiment, the EG showed a significant difference in English-learning attitudes. 5.As inside-group comparison was performed before and after the experiment, both groups showed a significant difference in English-learning attitudes.