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Jiechi Yang - One of the best experts on this subject based on the ideXlab platform.
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captions and reduced forms instruction the impact on efl students Listening Comprehension
ReCALL, 2014Co-Authors: Jiechi Yang, Peichin ChangAbstract:For many EFL learners, Listening poses a grave challenge. The difficulty in segmenting a stream of speech and limited capacity in short-term memory are common weaknesses for language learners. Specifically, reduced forms, which frequently appear in authentic informal conversations, compound the challenges in Listening Comprehension. Numerous interventions have been implemented to assist EFL language learners, and of these, the application of captions has been found highly effective in promoting learning. Few studies have examined how different modes of captions may enhance Listening Comprehension. This study proposes three modes of captions: full, keyword-only, and annotated keyword captions and investigates their contribution to the learning of reduced forms and overall Listening Comprehension. Forty-four EFL university students participated in the study and were randomly assigned to one of the three groups. The results revealed that all three groups exhibited improvement on the pre-test while the annotated keyword caption group exhibited the best performance with the highest mean score. Comparing performances between groups, the annotated keyword caption group also emulated both the full caption and the keyword-only caption groups, particularly in the ability to recognize reduced forms. The study sheds light on the potential of annotated keyword captions in enhancing reduced forms learning and overall Listening Comprehension.
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a study on using podcast to facilitate english Listening Comprehension
International Conference on Advanced Learning Technologies, 2011Co-Authors: Meijen Audrey Shih, Jiechi YangAbstract:While acquiring English as a foreign language, a consideration on providing a genuine English learning environment to learners can arouse a more active and direct immersion of the language learning. By the feature of authenticity, English Listening Comprehension has been seen as an important prerequisite to other language skills in English learning. Moreover, a different receiving Listening process of bottom-up or top-down way might influence how learners comprehend the information. Besides, an appearance of pod cast is identified as a beneficial facilitation to foreign language learning, and through its usage might enrich the language learning efficiency. To this end, this study addresses these notions to concern how the pod cast can be an aid to advance alternative means of English Listening Comprehension to EFL learners. The findings discuss how and the distinction of the two different Listening comprehended processing within pod cast affect learning outcome, the role of prior knowledge, background information, and pod cast among the learning procedure. The expected results tend to show the alternative Listening comprehended processing would benefit EFL learners who engage in different prior knowledge and background of English learning experience. A concern of different English level learners might favor either distinct or alternate means of Listening processing.
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A Perspective on Listening Comprehension: How ICT Enable a Chinese as a Foreign Language (CFL) Learner to Achieve Learning Metacognition
2010 10th IEEE International Conference on Advanced Learning Technologies, 2010Co-Authors: Meijen Audrey Shih, Jiechi YangAbstract:Listening Comprehension plays a vital role at the beginning of foreign language learning (FLL). Several studies demonstrate that Listening Comprehension is not only essential to the early stage of FLL but also an arrangement for further language competence learning. Also, a supplement of authentic-based ICT facilitation can benefit and enrich the Listening competence to encourage a more sufficient FLL. Thus, this paper addresses these issues specifically on a Chinese as a foreign language (CFL) learner to a case study. It is analyzed on Listening Comprehension to see whether a learning metacognition of CFL learning can be reached or not. The finding discusses that how the potential of Listening competence can bridge other language competence learning efficiency on CFL learning. The result appears that a considerably potential of Listening competence can foster further Chinese language competence, and has been constructed gradually a learning metacognition.
Larry Vandergrift - One of the best experts on this subject based on the ideXlab platform.
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learner variables in second language Listening Comprehension an exploratory path analysis
Language Learning, 2015Co-Authors: Larry Vandergrift, Susan C BakerAbstract:Listening Comprehension plays a key role in language acquisition, yet little is known about the variables that contribute to the development of second language (L2) Listening ability. This study sought to obtain empirical evidence for the impact of some of the learner variables and the degree to which they might predict success in L2 Listening. The learner variables of interest included: first language (L1) Listening ability, L1 vocabulary knowledge, L2 vocabulary knowledge, auditory discrimination ability, metacognitive awareness of Listening, and working memory capacity. Data from 157 Grade Seven students in the first year of a French immersion program indicated a significant relationship among most of the variables and L2 Listening ability. A number of path analyses were then conducted, based on hypothetical relationships suggested by current theory and research, in order to uncover relationships between the variables in determining L2 Listening Comprehension ability. The best fit to the data supported a model in which general skills (auditory discrimination and working memory) are initially important, leading to more specific language skills (L1 and L2 vocabulary) in determining L2 Listening Comprehension. In positing a provisional model, this study opens up useful avenues for further research on model building in L2 Listening.
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recent developments in second and foreign language Listening Comprehension research
Language Teaching, 2007Co-Authors: Larry VandergriftAbstract:Listening Comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) Listening. It begins with a brief discussion of the different cognitive and social factors that impact Listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on Listening in multimedia environments, academic Listening and Listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of Listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 Listening.
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it was nice to see that our predictions were right developing metacognition in l2 Listening Comprehension
Canadian Modern Language Review-revue Canadienne Des Langues Vivantes, 2002Co-Authors: Larry VandergriftAbstract:Beginning-level core French students (Grades 4-6) completed Listening Comprehension tasks and reflective exercises, using instruments that engaged the students in prediction, evaluation, and other processes involved in Listening. Following each task and accompanying exercises, students completed a questionnaire on the formative qualities of the activities and instruments. Results of this qualitative study suggest that use of these instruments helped sensitize students to the processes underlying L2 Listening Comprehension and tapped their metacognitive knowledge. Student comments evidenced a high degree of task and strategic knowledge and, to a lesser degree, person knowledge. Evidence from this study supports the argument that reflection on the processes of Listening can help students develop metacognitive knowledge and, potentially, achieve greater success on these types of L2 Listening tasks.
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facilitating second language Listening Comprehension acquiring successful strategies
Elt Journal, 1999Co-Authors: Larry VandergriftAbstract:This paper presents arguments for an emphasis on Listening comprehen- sion in language learning/teaching. An explanation of how listeners can use strategies to enhance the learning process is presented, with a review of the existing research base on how second language Listening is taught. The major part of the paper presents and discusses pedagogical re- commendations, as well as examples of performance checklists for de- veloping metacognitive awareness. Introduction Listening Comprehension is anything but a passive activity. It is a complex, active process in which the listener must discriminate between sounds, understand vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above, and interpret it within the immediate as well as the larger sociocultural context of the utterance. Co-ordinating all of this involves a great deal of mental activity on the part of the listener. Listening is hard work, and deserves more analysis and support. Listening Comprehension as a separate and important component of language learning only came into focus after significant debate about its validity. Recent research has demonstrated the critical role of language input in language learning (e.g. Dunkel 1991, Feyten 1991), providing support for the primacy of Listening Comprehension in instructional methods. This has led Dunkel to assert that the study of Listening Comprehension has become the 'polestar' of second language acquisition theory building, research, and pedagogy. This paper will explain how Listening Comprehension can enhance the process of language learning/acquisition, how listeners can use strategies to facilitate that process, and how teachers can nurture the development of these strategies. Listening As mentioned above, it is now generally recognized that Listening Comprehension Comprehension plays a key role in facilitating language learning. and language According to Gary (1975) giving pre-eminence to Listening comprehen- learning sion, particularly in the early stages of second language teaching/ learning, provides advantages of four different types: cognitive, efficiency, utility, and affective. The cognitive advantage of an initial
Meijen Audrey Shih - One of the best experts on this subject based on the ideXlab platform.
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a study on using podcast to facilitate english Listening Comprehension
International Conference on Advanced Learning Technologies, 2011Co-Authors: Meijen Audrey Shih, Jiechi YangAbstract:While acquiring English as a foreign language, a consideration on providing a genuine English learning environment to learners can arouse a more active and direct immersion of the language learning. By the feature of authenticity, English Listening Comprehension has been seen as an important prerequisite to other language skills in English learning. Moreover, a different receiving Listening process of bottom-up or top-down way might influence how learners comprehend the information. Besides, an appearance of pod cast is identified as a beneficial facilitation to foreign language learning, and through its usage might enrich the language learning efficiency. To this end, this study addresses these notions to concern how the pod cast can be an aid to advance alternative means of English Listening Comprehension to EFL learners. The findings discuss how and the distinction of the two different Listening comprehended processing within pod cast affect learning outcome, the role of prior knowledge, background information, and pod cast among the learning procedure. The expected results tend to show the alternative Listening comprehended processing would benefit EFL learners who engage in different prior knowledge and background of English learning experience. A concern of different English level learners might favor either distinct or alternate means of Listening processing.
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A Perspective on Listening Comprehension: How ICT Enable a Chinese as a Foreign Language (CFL) Learner to Achieve Learning Metacognition
2010 10th IEEE International Conference on Advanced Learning Technologies, 2010Co-Authors: Meijen Audrey Shih, Jiechi YangAbstract:Listening Comprehension plays a vital role at the beginning of foreign language learning (FLL). Several studies demonstrate that Listening Comprehension is not only essential to the early stage of FLL but also an arrangement for further language competence learning. Also, a supplement of authentic-based ICT facilitation can benefit and enrich the Listening competence to encourage a more sufficient FLL. Thus, this paper addresses these issues specifically on a Chinese as a foreign language (CFL) learner to a case study. It is analyzed on Listening Comprehension to see whether a learning metacognition of CFL learning can be reached or not. The finding discusses that how the potential of Listening competence can bridge other language competence learning efficiency on CFL learning. The result appears that a considerably potential of Listening competence can foster further Chinese language competence, and has been constructed gradually a learning metacognition.
James P Lantolf - One of the best experts on this subject based on the ideXlab platform.
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mediated dialogue and the microgenesis of second language Listening Comprehension
Assessment in Education: Principles Policy & Practice, 2011Co-Authors: Rumia Ableeva, James P LantolfAbstract:This paper presents and discusses quantitative recall data from a longitudinal study that investigated the effects of Dynamic Assessment (DA) on diagnosing and promoting Listening Comprehension in French as a second language. We first define the theoretical concept of DA based on Vygotsky’s Zone of Proximal Development, which integrates mediation and assessment into a unified pedagogical activity; next we outline the research design of the study, rooted in Vygotskyan genetic methodology; finally, we provide a microgenetic analysis of learner recall of idea units contained in three different authentic aural text genres. The data show improvement in Listening ability as measured by an increase in the number of idea units recalled over time and as a result of mediation. It also shows that learners are able to transfer their ability, to some extent, to more complex texts. We explain the constraints on transferability.
Ali S Hasan - One of the best experts on this subject based on the ideXlab platform.
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learners perceptions of Listening Comprehension problems
Language Culture and Curriculum, 2000Co-Authors: Ali S HasanAbstract:Many EFL learners find that they are unable to comprehend natural spoken English delivered at normal speed. The paper reports a study of Listening problems encountered in the EFL classroom in the ESP Centre at Damascus University, as reported by the learners themselves. It looks in particular at learner strategies, features of the Listening text, characteristics of the speaker, attitudes of the listener, the task to be completed as a result of understanding the text, and the degree of visual or written support for the aural input. The results of the study show that EFL learners experience a range of Listening problems. To overcome them, various techniques which help learners to utilise effective strategies to confront problems of Listening Comprehension are discussed and the pedagogic implications are stated.
