A Comprehensive Look into the instruction of Listening Skill in Academic English Programs: A Case Study of two State Universities in Iran (original) (raw)
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How to listen effectively is an important aspect of language teaching, nevertheless, it rarely is taught directly. The significance of teaching listening is because it‟s a skill needed for constructing and communicating meaning. Recently, the role of strategy training in facilitating comprehension has been emphasized. In other words, it is highly appreciated that listening strategies are prerequisite to listening comprehension. The main goal of this study was to examine the listening strategies employed by university students. The researchers aimed to find to what extent university students use listening strategies in their EFL listening process, and which kind of strategies is more employed in this level of language learning among Iranian English students. The Persian version of listening strategy questionnaire (LSQ) translated and validated by Ghanizadeh and Babaee Moghadam (2015) was administered to 130 university students in Mashhad. It measures the perceived use of the strategi...
Effective Instructional Design for Listening in English Language Teaching
ICLEL (1st International Conference on Lifelong Learning and Leadership for All). Olomouc, Czech Republic,, 2015
Listening is one of the most salient components of foreign language learning (FLE). Therefore, true communication heavily depends on learners’ competence in listening. This study was aimed to discover the quality of listening instruction, how motivating listening activities are, and how effectively listening activities are applied at school. A survey in two Georgian and one Turkish university was applied to both English language teachers and learners. An experiment with 14 university students was conducted. Research findings indicate that students’ listening skills are dissatisfactory and insufficient due to the listening activities that are not authentic, interesting, and motivating. A number of strategies on teaching and learning listening are suggested to increase learners’ listening competence.
Listening is both academically and institutionally the most neglected skill within Indian academia. Though it may be due to colonial factors, there has been inadequate postcolonial awakening among stakeholders like teachers, parents, and learners to the reality that speech is primary and that listening is the gateway to acquisition of speaking skills and word power. While (effective & intensive) listening is prerequisite to speaking, it is the most important academic skill from the view of the learner. It facilitates students to follow lectures, take notes, and to do all that is imperative in their study. In fact, the amount of students' exposure to listening at the institution becomes the defining criterion for it to be recognized either as an English medium or a regional medium institution. It is therefore a necessity that listening finds appropriate slot within the descriptive and prescriptive syllabi of all English courses at all levels. Furthermore, the teaching and learning of listening in ESL classroom is qualitatively different from that of the mother tongue. Diagnosis of the root cause of the problems in teaching and learning ought to precede strategies and solutions. Teachers as facilitators and students as learners are the starting point for this twin tasks. This empirical study attempts to elicit the teacher attitudes toward teaching listening and learner attitudes toward learning listening. Besides, it also discusses a few pedagogically viable strategies to teaching and learning listening.
Viable listening comprehension skills are critical as the world gets to be progressively worldwide. Multi media and the Internet get to be discussions for English communication. EFL learners struggle to comprehend oral English writings, in their listening comprehension classes. The present study studies about the reasons that Iranian EFL learners experience issues in understanding oral English transactional writings. This paper also examines the type of needs analysis and diagnostic tools which students can use in the listening classroom to raise strategic awareness and how the process of listening can also assist students in designing strategy, strategy-based theoretical framework, questionnaire, interviews, listening diaries, and think-aloud protocols with Iranian university EFL learners to identify the listening strategies that they use and the obstacles that they encounter while they listen to oral English transactional texts. The findings of this study demonstrated that Iranian EFL learners were dynamic in the listening process and utilized a few strategies to help them understand some texts. Notwithstanding, when they experienced listening obstructions throughout the listening process, they were not able to organize their strategy use and neglected to understand the texts. By proposing courses for listening appreciation, educators consolidated system instructing, evaluated oral writings, and socially proper undertakings so that listening impediments could be minimized and strategy organization could be expanded.
The Use of Listening Strategies by Iranian EFL University Students
Listening is one important skill in language learning. EFL students are sometimes faced with problems while listening to their interlocutors due to the lack of sufficient linguistic knowledge so that they have to quit the conversation .They can overcome this problem using oral communication strategies. This study examines the use of listening strategies by Iranian EFL university students studying English in Najafabad Azad University .To do so, a sample of 100 Iranian EFL students was randomly selected (fifty male and fifty female students). To gather the necessary data, the questionnaire of oral communication strategies use (OCSI) was administered to 100 Iranian EFL university students. It included five main categories of oral communication strategies in 26 items for listening strategies. Oxford Placement Test (OPT) was also administered and based on their scores; they were divided into three groups of “low’, “intermediate” and “high” EFL students. The frequency of listening strategies use by three groups of EFL students in this study was determined. The most and the least frequently used listening strategies by the two groups labeled as “low” and “high” in this study were determined. Also, the relationship between the use of listening strategies and EFL students’ gender was examined. The data obtained in this study were analyzed using SPSS software (version 20). The results showed no differences related to the use of listening strategies by Iranian EFL students and their gender. In relation to the use of listening strategies by the two groups of Iranian EFL university students labeled as “low” and “high” in this study, no differences were observed, either. The pedagogical implications in relation to oral communication strategy use by Iranian EFL students are discussed in this study.
Along with globalization, in our era, international communication has gained importance and thus the first aim of foreign language teaching has been to equip students with communicative competence. In order to communicate effectively and adequately in a foreign language, the students should be provided with real situations in which they would expose to language use and four skills, listening, reading, speaking and writing must be taken as a whole and given equal importance. Nevertheless, from past to present, in foreign language teaching methods, which are shaped according to the aims/requirements of foreign language learning, listening skills have been usually neglected. It is a fact that in the process of mother language acquisition the children stay silent and listen at first and then they start speaking, so it is natural to give place to listening comprehension from the very beginning in foreign language teaching. As the aim of this study is to determine the amount of importance given to the listening skills in Turkish language teaching and to make a contribution to teaching Turkish as a foreign language, a comparative study by taking the Common European Framework of Reference (CEF) as basis has been done at the basic level (A1-A2) using Turkish as a foreign language coursebook 'YeniHitit 1 (A1-A2)' and English language teaching coursebooks 'New Headway Beginner (A1)' and 'New Headway Elementary (A1-A2)' as sample in terms of listening comprehension exercises. This qualitative study has been realized via documentary analysis developing categories taking into account the listening activities in CEF and other studies in the field. The findings have been given in numbers in a quantitative manner, therefore mixed research method can be said to have been used.
Some Ideas on Listening Practice in the Foreign Language Teaching
Naukovì zapiski Nacìonalʹnogo unìversitetu «Ostrozʹka akademìâ». Serìâ «Fìlologìâ»
In this article the author touches upon some issues concerning listening practice in the English classroom, which are discussed in research papers by many scholars and practitioners throughout the world.Taking into consideration the widely-discussed problems of listening practice and being guided byher own professional practice as an English teacher the author tries to fi nd the appropriate ways of solving some problems concerning listening: how to select and fully exploit materials for listening comprehensive activities, how to integrate listening skills into other linguistic skills, what the most reasonable amount of time should be spent on listening itself, what activities to use to helpstudents to focus on listening objectives. This article should help English teachers reconsider how we think about listening materials, listening tasks and applying appropriate teaching methods and techniques.
LISTENING HABITS OF HIGHER SECONDARY SCHOOL STUDENTS OF ENGLISH: AN ANALYSIS
Listening Skill of any language is the key to all effective communication. Like any other language, listening skill is essential for English Language. English as a language is given very much importance in Pakistan's educational system so the paper aimed to evaluate the listening habits of Higher secondary school students and the observations of their teachers. For this paper, two questionnaires were used to gather data about the listening habits of higher secondary school students. The sample, comprising of 240 students and 200 subject specialists, was chosen from the various institutes of Karachi, the metropolitan city of Pakistan. The data was analyzed descriptively and the recommendations were made on the basis of findings and conclusions.
A Qualitative Study on Listening Skills in Turkish EFL Classes
A Qualitative Study on Listening Skills in Turkish EFL Classes, 2023
study focuses on pedagogical implications and evaluation of listening skills in an English as a Foreign Language context. In this sense, this study aims to investigate i) whether listening skills are considered as important as the other receptive and productive skills, ii) EFL teachers’ perspectives on motivation levels of learners towards listening in the target language, iii) whether teachers feel competent enough to teach listening skills, and iv) whether listening skills are evaluated in EFL classes. The participants of the study consisted of 45 teachers, and the data were gathered through a semistructured interview form which was prepared by the researchers. The findings reveal that teaching listening skills is mostly ignored in Turkey, teachers believe that learners have low motivation while learning listening skills in English, and most of the teachers who participated in the study feel competent in teaching listening skills; however, in teaching and testing listening, they have some concerns. Lastly, the findings reveal that testing listening skills are mostly ignored in Türkiye.