Listening as an Easy Skill: Analysis of a Particular Context (original) (raw)

Develop the listening comprehension in the instruction of the english language

2017

This research is carried out under the question How does the deficiency of foreign language auditory ability affect the academic performance in the eighth year of Basic General Education from "Batalla de Tarqui" Public School at Guayaquil City in the year of 2015?. The lack of listening means that the student is not learning and that is because there are several deficiencies, outdated methods. Classes remain traditional, limiting the active contribution of students. They often have difficulty developing oral communication skills and listening comprehension because they are not listening properly, and do not understand what they hear. For that, we decided to create a basic audible grammar manual in auditory comprehension, with audios that are used as a methodological tool, to allow an integral development of this ability. It uses a methodology that responds to the demands of the research by building a scientific knowledge through a bibliography obtained from various sources. In addition, a survey is conducted on the students where different aspects of English language learning are evaluated in classes to carry out the respective analysis and draw conclusions and recommendations. The investigation is carried out in the place of the facts with a direct contact with the involved ones to obtain the information required to carry out this Project. No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN: DIRECCIÓN URL (tesis en la web

Types of listening comprehension developed in the Chilean EFL textbook Global English

Colombian Applied Linguistics Journal, 2018

This article reports the results and reflections of an analysis of the EFL textbook provided by the Ministry of Education of Chile to all 11th graders in public and subsidized schools. The objective of this article is to identify the type(s) of comprehension developed in the listening comprehension section. The results show that the there is no clear progress across the units and that the vast majority of the tasks aim at comprehension at the surface level. This significantly reduces the opportunities to develop critical thinking and to foster the perception of listening as an active skill.

Listening Challenges for English Learners

2019

Developing listening skill in a foreign language is an essential part of language learning and teaching process. Listening is a vital skill for the achievement of full mastery of the four language skills in order to enable students to fulfil academic tasks at tertiary level. At the beginning of the article the definition and the professional explanation of listening by famous linguists is cited. Then in the main part, the author explains to the readers the common errors in teaching listening and the reasons of them.

The Importance of Teaching Listening Strategies in English Language Context

MATAI: International Journal of Language Education

Learning listening will assist us in improving another targeted skill considerably. People demand to hear several types of English repeatedly and continuously if they want to communicate appropriately, meaningfully, and naturally. The objective of this paper is to explore. The importance of listening strategies, The strategies in teaching listening, and listening processes, especially Bottom-up and top-down strategies. Another purpose of writing this paper is to show teachers how they can influence students' learning process—notably, using strategies to make it easier for students to learn listening.

Listening in the Language Classroom: The Case for Extensive Listening

2020

This paper considers Extensive Listening (EL) as an approach not just for discretely improving listening skills, but to improve overall language ability. Extensive listening is the provision to learners of abundant aural texts. EL is currently under-used and under-researched, and there is a relative paucity of materials available to be used. Within this paper, the nature listening itself is considered, and the current prevalent approaches to listening noted. Extensive Listening is then introduced and explained, firstly in comparison with Extensive Reading (ER). Reasons are posited for using EL, and three methods for doing so are introduced. The author concludes noting that this is a research area that is likely to see considerably increased interest in the coming years.

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.

An Analysis of Teachers’ Strategy in Teaching Listening

Aksara: Jurnal Ilmu Pendidikan Nonformal, 2020

Listening is the ways of picking up the information delivered by others in daily life, and also is the most important elements in studying foreign language. Several people have, however, problem in listening because they think that listening is the hardest skill to be mastered. To solve this barrier, teachers carry a big responsibility in their classroom. Teachers need to encourage students’ participation through preparing an interesting strategy during listening instruction in order to attract students’ attention to take part actively in listening. This study attempted to investigate the strategy used by teacher in teaching listening. Richard’s theory of listening strategy to include bottom-up and top-down was applied. Through utilizing qualitative descriptive analysis, this study involved three listening lecturers of English Department of Universitas Negeri Gorontalo where they were observed and interviewed. The analysis of data revealed that teachers used mostly top-down process ...