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Paul Gruba
Language Learning and Technology , 2006,
Abstract: Adopting a literacy perspective towards student interactions with digital media can extend and develop views of second language (L2) listening comprehension. In this case study, variations in play are grounded in a media literacy perspective as a way to frame student work with authentic videotext. Twenty-two Australian students of Japanese watched three digitized news clips as they talked aloud. Qualitative analysis of their immediately retrospective verbal reports showed that learners do indeed play and replay the media texts as they, for example, perform, fool around, and establish signposts. The article concludes with a discussion urging language teachers and researchers to adopt media literacy perspectives in their use of electronic media.
Use of Lexical Stress during Oral Reading among Japanese EFL Learners  [PDF]
Lisa Yoshikawa, Chi Yui Leung
Open Journal of Modern Linguistics (OJML) , 2014, DOI: 10.4236/ojml.2014.45050
Abstract: The purpose of the present study is to examine second language (L2) oral reading with a focus on lexical stress. We conducted oral reading tasks to investigate whether 14 Japanese learners of English as a foreign language (EFL) read words aloud with different lexical stress (one- or two- stress words) with appropriate stress assignment, similar to a comparison group of 14 native English speakers, in order to see whether EFL learners, who have fewer verbal input and output opportunities, assign the proper stress(es) in oral reading contexts. The participants read 18 pairs of four-syllable one- and two-stress words both in isolation and in sentence context conditions, and the whole word duration, syllable duration, and syllable intensity were analyzed. The results showed that both groups of readers (1) read two-stress words longer than one-stress words and (2) read stressed syllables longer than unstressed syllables with appropriate stress assignment. Our findings suggest that intermediate EFL learners can recognize and manipulate L2 prosodic information, even though their L1 does not possess the property. Future directions for L2 oral reading research development are discussed.
Anxiety in EFL Listening Comprehension  [cached]
Fang Xu
Theory and Practice in Language Studies , 2011, DOI: 10.4304/tpls.1.12.1709-1717
Abstract: The anxiety for EFL learners that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must first understand what is being said. With the instructional emphasis on input processing, LC anxiety merits closer examination. By elaborating the definition and process of listening comprehension, this paper analyzes the anxiety in listening comprehension in detail and discusses the pedagogical implications that might help instructors address LC anxiety in their foreign language (FL) classroom.
A Study of Factors Affecting EFL Learners' English Listening Comprehension and the Strategies for Improvement  [cached]
Abbas Pourhossein Gilakjani,Mohammad Reza Ahmadi
Journal of Language Teaching and Research , 2011, DOI: 10.4304/jltr.2.5.977-988
Abstract: Listening plays a significant role in daily communication and educational process. In spite of its importance, listening has long been the neglected skill in second language acquisition, research, teaching, and assessment. However, in recent years there has been an increased focus on L2 listening ability because of its perceived importance in language learning and teaching. The study tries to find the factors influencing English listening comprehension and the strategies to be taken that might improve students’ listening comprehension. The paper focuses on four main issues. First, it discusses the definition of listening, significance of listening. Second, it reviews the process of listening comprehension, strategies of listening comprehension. Third, analysis of listening comprehension problems is reviewed. Fourth, teaching methods for listening comprehension will be discussed. Fifth, researchers review teaching listening activities. Sixth, general principles in teaching listening comprehension are discussed. Findings based on the review of the literature along with analysis of the data are of great significance and can be advantageous to improve EFL learners' English listening comprehension skill.
A Think-aloud Protocols Investigation of Saudi English Major Students’ Writing Revision Strategies in L1 (Arabic) and L2 (English)  [cached]
Eid Alhaisoni
English Language Teaching , 2012, DOI: 10.5539/elt.v5n9p144
Abstract: This study investigates the writing revision strategies used by 16 Saudi English as foreign language (EFL) students. Two research methods were employed. First, think-aloud reporting was used to gain insightinto the thought processes utilized by the students, and to study the revision strategies that Saudi maleuniversity students make use of while writing compositions in L1 Arabic and L2 English. Second, a semi-structured interview was conducted with the aim of supporting the think-aloud data. Analysis of the think-aloud sessions and the interviews revealed that most of the time, strategies were used more frequently when students wrote in English rather than when they wrote in Arabic. In addition, it was found thatin general, specific strategies used when writing in Arabic were also used when writing and vice versa.
Bambang Yudi Cahyono
TEFLIN Journal , 2009,
Abstract: : The status of English as a foreign language (EFL) in Indonesia necessitates the use of English native speakersa€ utterances as models of pronunciation and as standard of understanding messages in various contexts, be they academic or social. As recently English has developed as an international language that can be used as a means of communication between people from non-English speaking countries, the role of listening activities in the teaching of English cannot be neglected. This article highlights the importance of listening and reviews some of the issues in the research and teaching of EFL listening. It firstly presents a paradigm of the listening process, followed by a theoretical framework for teaching listening, especially in the broader context of English language teaching. It then discusses the teaching of and research on EFL listening in Indonesia. Finally, this article outlines some recommendations for more effective teaching of listening in EFL classrooms.
Ali Panah Dehghani,Mehdi Jowkar
Academic Research International , 2012,
Abstract: Listening comprehension is considered as an active process in which individuals change words to thought to create meaning from the passage. “Listening comprehension has a long history, from analog phonograph readings, through the audio tape era, and into the digital realm” (Jones, 2008). With the appearance of new technologies and their influences on our life aspects, including education, language teaching and learning has entered a new area. Assisted Computer Language Learning (CALL) and L2 listening comprehension skill training are bound together for good (Blasco, 2009. p. 107). Lin (2010) found that news video in a CALL program can promote L2 comprehension and gaining of vocabularies. Although a lot of research has been carried out on the role of CALL on educational settings to facilitate language skills and sub skills, especially in L2 environments (Jones, 2008), this research study is left untouched. The present study is intended to facilitate the process of listening comprehension in EFL environments. 56 Iranian undergraduate students were selected for this study, and then they were divided into two groups randomly: control and experimental groups. The control group received instruction traditionally, while for the experimental group the researchers took advantages of computer and video projector in listening instruction to play the message and the manuscripts to the learners, simultaneously. The post test was administered at the end of the semester; the obtained data indicated the superiority of experimental group over the control group. The use of video texts allows listeners to utilize the non-verbal components (body language) of communication that can assist them in processing and comprehending aural input.
The Impact of Cultural Knowledge on Listening Comprehension of EFL Learners  [cached]
A. Majid Hayati
English Language Teaching , 2009, DOI: 10.5539/elt.v2n3p144
Abstract: The aim of the present study was to investigate the effect of cultural knowledge on improving Iranian EFL learners' listening comprehension. To achieve this purpose, out of three hundred participants, one hundred and twenty pre-intermediate language learners were selected based on their scores on a listening comprehension test and were randomly assigned to four groups. Each group was exposed to a certain condition as follows: TC (Target Culture), ITC (International Target Culture), SC (Source Culture), and CF (Culture Free). At the end of the experiment, to see whether or not any changes happened regarding their listening proficiency, a post-test was administered to the four groups. The results suggested that the participants performed differently on the post-test indicating that familiarity with culturally-oriented language material promotes the Iranian EFL learners' listening proficiency.
The Effect of Speech Rate on Listening Comprehension of EFL learners  [PDF]
Abdolmajid Hayati
Creative Education (CE) , 2010, DOI: 10.4236/ce.2010.12016
Abstract: The present research examined the effect of speech rate on listening comprehension of Iranian EFL learners. Initially, a sample of 108 sophomore EFL learners majoring in English translation was selected based on systematic random sampling from Abadan Islamic Azad University. Then, based on an ECCE proficiency test, 62 participants were chosen and divided into two homogeneous groups of 31. One group had exposure to natural speech rate and the other to slow speech rate of listening materials. After thirteen academic sessions, the results o the paired t-test regarding the pre-tests and post-tests of the two group means showed that both differences (group one: –2.83 and group two: –1.22) were significant at 0.05 levels (P < 0.05). These findings suggest that each speech rate, whether natural or slow, could improve EFL learners listening comprehension; however, natural speech rate could demonstrate greater improvements than slow speech rate in EFL learners’ listening comprehension.
Short-Term Memory in EFL Listening Comprehension  [cached]
Fang Xu
Asian Social Science , 2009, DOI: 10.5539/ass.v4n4p103
Abstract: This paper relates the definition of STM, the difference between STM and LTM, and theoretical and empirical researches on STM. On the basis of this analysis, the paper draws a conclusion that using good listening skill will make EFL listener retain the material in STM for a longer time and skillfully activate knowledge in LTM to enter STM; STM plays an important role in listening comprehension.
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