Listening Comprehension Research Papers - Academia.edu (original) (raw)

Objective: Discrimination against nonnative speakers is widespread and largely socially acceptable. Nonnative speakers are evaluated negatively because accent is a sign that they belong to an outgroup and because understanding their speech requires unusual effort from listeners. The present research investigated intergroup bias, based on stronger support for hierarchical relations between groups (social dominance orientation [SDO]), as a predictor of hiring recommendations of nonnative speakers. Method: In an online experiment using an adaptation of the thin-slices methodology, 65 U.S. adults (54% women; 80% White; M age 35.91, range 18 – 67) heard a recording of a job applicant speaking with an Asian (Mandarin Chinese) or a Latino (Spanish) accent. Participants indicated how likely they would be to recommend hiring the speaker, answered questions about the text, and indicated how difficult it was to understand the applicant. Results: Independent of objective comprehension, participants high in SDO reported that it was more difficult to understand a Latino speaker than an Asian speaker. SDO predicted hiring recommendations of the speakers, but this relationship was mediated by the perception that nonnative speakers were difficult to understand. This effect was stronger for speakers from lower status groups (Latinos relative to Asians) and was not related to objective comprehension. Conclusions: These findings suggest a cycle of prejudice toward nonnative speakers: Not only do perceptions of difficulty in understanding cause prejudice toward them, but also prejudice toward low-status groups can lead to perceived difficulty in understanding members of these groups.

- by
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- Social Psychology, Latin American Studies, Social Sciences, Asian American Studies
- by Thor Sawin
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- Narrative, Teaching Listening, Language Teaching, Listening Comprehension

This study aims at fostering students' listening skills by scaffolding their self-study learning prcatices in the English for Special Purposes (ESP) course. While there is a signigicant body of research exploring classroom-based teaching approaches, there is little empirical research into how students develop their ESP listening skills outside classroom. Our study suggests that developing a self-regulated model for acquiring ESP listening skills in a sel-study mode is an efficient way to improve students' performance as it provides students with relevant scaffolding and makes listening process more transparent. The paper provides theoretical grounding for the self-study model. The entry-level test, and post-study test in listening scores (IELTS test) are compared across the control and the experimental groups (60 students in total). The results of the study indicate that students who were deloping their listening skills in a self-study mode via the designed scaffolding, performed significantly better than their peers in the control group. Scaffolding self-study listening practices of students outside classroom prove to be a significant factor in facilitating English learning in an ESP classroom.

The current use of podcasts, as a new channel to input knowledge, has effectively been promoting listening comprehension which consequently has increased the acquisition of target language. The objective of the present study is to investigate the effects of video-podcasts integration on listening comprehension. The twelve-week quantitative study employed a quasi-experimental pre-test post-test design. Samples included in both the control and experimental groups were 120 English major male undergraduates from a University in Saudi Arabia. The Findings of ANCOVA analysis showed that the video-podcast group significantly outperformed the control group on the post-test. The findings imply that video-podcasts are useful resource for enhancing EFL learners’ listening comprehension. Article visualizations:

- by Zuraina Ali
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- Psychology, Multimedia, English language, English

يتناول البحث مهارة الاستماع من وجهة نظر التراث العربي مبينا أنواعه ومعايير جودته وغير ذلك من قضايا المهارة المفيدة

This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test ...

- by Aki Siegel
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- Psychology, TESOL, Teaching EFL, Effective Listening
- by Hooshang Khoshsima
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- Task Based Language teaching, Task, Listening Comprehension, Task Types

Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.

- by Martin Ellrodt
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- Storytelling, Narrative Methods, Teaching EFL, Teaching Listening

The listening worksheet for intermediate + students.

- by Karolina Kępska
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- Teaching Listening, Teaching speaking, Listening Comprehension, Worksheets

Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact collections-metadata@bristol.ac.uk and include the following information in your message:

- by Sohaib M Sandhu
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- Psychology, Language Assessment, Classroom Action Research, Effective Listening

En salle de classe, les élèves passent plus de 75 % de leur temps en situation d’écoute (Allen, 2016; Campbell, 2010). Quelle forme prend cette écoute? Quelles sont les stratégies mobilisées et consciemment utilisées par les élèves? Est-ce que l’écoute est enseignée de manière intégrée aux apprentissages scolaires? Quelles situations pédagogiques favorisent l’utilisation et l’enseignement de stratégies de compréhension orale? À partir de données issues du 3e cycle du primaire, des projets d’écoute qui favorisent la réflexion des élèves sur leur compréhension orale seront présentés. Cette communication sera aussi l’occasion d’échanger sur l’enseignement des stratégies de compréhension orale intégrées à diverses matières et qui s’appuient notamment sur la littérature pour la jeunesse.

- by Nancy Allen
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- Teaching Listening, Listening Comprehension

Résumé : La recherche porte sur les difficultés des élèves à comprendre des textes écrits. Nous avons émis l'hypothèse que la pratique de cercles collaboratifs d'écoute où les élèves travaillent la compréhension de textes oralisés va leur permettre de progresser en compréhension écrite grâce au lien entre le canal auditif et le canal visuel en mémoire de travail. Notre étude évalue la mise en place d'un dispositif de ce type sur le développement des compétences réceptives (la lecture et l'écoute) de 142 élèves de 5e et 6e primaire en Belgique francophone. Dans ce contexte, notre intervention pédagogique active précisément deux leviers : l'influence du travail consacré en classe à la compréhension de textes entendus sur le développement des compétences et l'influence de la discussion et de la collaboration entre pairs. En comparant la progression d'un groupe expérimental et d'un groupe contrôle, nous évaluons l'impact du dispositif et proposons des pistes applicables au contexte scolaire. Mots-clés : Compréhension à l'oral, compréhension à l'écrit, travail collaboratif, enseignement primaire, traitement de l'information. Abstract : The research focuses on students' difficulties in understanding written texts. We have hypothesized that the practice of collaborative listening circles where students work on oralized text comprehension will allow them to progress in written comprehension through the link between the auditory canal and the visual canal in working memory. Our study evaluates the implementation of such a system on the development of receptive skills (reading and listening) for 142 pupils in 5th and 6th grade primary schools in French-speaking Belgium. In this context, our pedagogical intervention activates precisely two levers: the influence of classroom work devoted to understanding heard texts on the development of skills and the influence of discussion and collaboration between peers. By comparing the progress of an experimental group and a control group, we evaluate the impact of the system and propose approaches applicable to the school context.

- by Audrey Kumps
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- Listening Comprehension, Reading Comprehention, Enseignement Primaire

The use of conventional instructional strategy has failed to address negative attitude to listening comprehension. This study, therefore, determined the effects of listening strategies’ instruction on senior secondary school students’ attitude to listening comprehension. This research adopted a pretest, treatment and posttest quasi- experimental factorial design. A total sample of one hundred and twenty participants were randomly selected and assigned to three treatment groups of listening strategies, discourse markers instructions and the control which was not exposed to instruction. The instruments used were: The Listening Attitude Questionnaire, Teachers’ Instructional Guide on listening strategies’ instructions; Teachers Instructional Guide on Modified Conventional Strategy and Evaluation sheet for Assessing Teachers’ Performance on the use of the Strategies (ESAT). Data were analyzed using ANCOVA at 0.05 level of significance. There was a significant difference in the attitude to listening [F(1, 117) = 94.64, p < 0.05]. Those exposed to listening strategies instruction had a better attitude to listening and a better listening comprehension than those exposed to other instructions.

- by Open Access Publishing Group
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- Teaching and Learning, Education, Didactics, Educational Research

The present study was an attempt to examine the effect of the degree of contextualization on reading and listening comprehension tests. In other words, it was intended to check the performance of the learners providing with high contextualized input compared to those who received low contextualized input. In doing so, 36 intermediate learners from an English Language Institute, participated in this study. Following that, two kinds of reading comprehension tests, more contextualized and less contextualized, and two kinds of listening comprehension tests, more contextualized and less contextualized, were designed. The data collected from the participants were analyzed by using t-test analysis. Findings revealed that there was a significant difference between the mean score of more contextualized input and less contextualized input in both reading and listening comprehension tests. However, the results of the present study showed that contextualization seemed not to have any significant effect on the reading and listening. It was concluded that both learners' proficiency level and degree of contextualization should be considered when designing listening and reading comprehension tests.

In foreign language learning the listening skill has proved to be extremely essential for carrying out coherent and effective oral communication with other people. Listening is a key skill and is better performed if there is an integration of all four skills and, especially, speaking. The present teaching proposal attempts to develop an original listening lesson focusing on the process of listening on the basis of modern pedagogical theories and methods. To this end, the paper discusses the proposal's rationale with reference to the listening input, class profile and lesson preparation as well as the procedure and listening tasks' efficiency providing a post-lesson evaluation of the teaching outcomes as well. Given that listening is the most underestimated skill in the Greek school context, this paper aims to encourage foreign language teachers to be independent course designers in order to assist their learners develop their listening competence overcoming listening comprehension problems.

- by Maria D. Tzotzou
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- Educational Technology, TESOL, Teaching Methodology, TEFL

This article shares three strategies implemented in the ELA classroom that enhance the teaching of listening. It provides a myriad of ways ELA teachers might create a classroom that utilizes concrete listening skills to enhance learning... more

- by Katie Alford
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- Effective Listening, Teaching Listening, Listening, Listening Comprehension

L’educazione musicale ha da tempo un ruolo riconosciuto nella scuola ed è al centro di un dibattito che oggi tende a privilegiare la dimensione poietica dell’insegnamento e dell’apprendimento della musica a svantaggio di quella epistemica. Questo volume propone a insegnanti ed esperti di discipline musicali della scuola e dell’università un modello che considera ugualmente rilevanti entrambe le dimensioni e perciò le integra. Sul piano pedagogico musicale tale modello assume la finalità educativa della formazione intellettuale dell’essere umano, intesa come direzione educativa della formazione integrale umana. Sul piano didattico musicale, il modello si articola in tre pratiche di trasposizione del sapere musicale: ascolto, produzione (esecuzione, composizione, improvvisazione), storia della musica. La prima parte del volume, d’impianto teorico, illustra i fondamenti teorici e metodologici di matrice sia pedagogica sia didattica sui quali si radica la ricerca pedagogica e didattica musicale qui presentata e la loro ricaduta sul modello di educazione musicale. La seconda parte, di taglio più pratico, offre alcune proposte operative incentrate sul rapporto tra ascolto ed esecuzione musicale.
Il volume raccoglie i frutti di una ricerca universitaria di poco più di quindici anni in pedagogia e didattica della musica. Tale ricerca, condotta da un gruppo di studiosi del Dipartimento delle Arti dell’Università di Bologna, di cui fa parte l’autrice, in rete con altre università italiane e internazionali, consente di disegnare oggi un modello di educazione musicale finalizzato alla comprensione della musica nella storia e nella cultura e raccordato alle scienze dell’educazione e alla musicologia.
Il volume mira a offrire così agli insegnanti pochi ma essenziali orientamenti di tipo teorico e metodologico per la pedagogia e la didattica della musica.

- by Carla Cuomo
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- Music Education, Musicology, Music Didactics, Listening Comprehension

Unit 4 of the course English for Professional and Academic Communication at the Escuela Técnica Superior de Ingenieros Industriales in the Universidad Politécnica de Madrid. This unit is dedicated to understanding job offers and job... more

Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal account of an action research intervention involving listening strategy instruction to investigate the viability of this innovative pedagogy in the Japanese university context. Each action research stage (plan, act, observe, reflect) is described in detail, showing how action research can be realized in practice. The book offers teachers a theoretical and practical framework for developing a listening strategies program and considers the factors that influence the effectiveness of such methodology. By providing an alternative to standard approaches for second language listening instruction, this book will be of interest to language teachers and researchers, teachers-in-training, graduate students, and teacher educators.

Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower- proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n ! 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.

Learning a foreign language entails learning the culture where it is spoken. Although some educators consider culture as a peripheral element in language teaching, evidence shows that language is hardly culture-free. Therefore, it is essential that culture be embedded in foreign language teaching. This paper attempts to suggest a technique of utilizing movie videos in classes of English as a foreign language (EFL) in Indonesia to improve the learners' aural perception skills and promote cross-cultural understanding. This technique engage the learners into some motivating activities that enable them not only to comprehend English expressions, but also contrast their native (Indonesian) culture and the target culture in which English is spoken as a mother tongue. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sensitizing them to the target culture, which is an inseparable aspect of language learning.

- by Raras Kusumarasdyati
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- Cross-Cultural Studies, Listening Comprehension

Introduction Listening in English as a foreign language (EFL) is perceived as a difficult skill to develop and, crucially, many school teachers are uncertain as to how best to teach it. In Italy, EFL listening comprehension recently gained some prominence in public discourse with the publication of the results from the new INVALSI exam, a standardised national examination revealing that 40% of students leave secondary school with only a B1 level in EFL listening, with 25% failing to reach B1 (INVALSI, 2019). As no research thus far has collected classroom-based data on this topic, one of the aims of this study was to explore how secondary school EFL teachers teach listening, how they explain their approach, and how this might be harnessed to improve teaching.

- by Dr Chiara Bruzzano
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- TESOL, Teaching Listening, Listening Comprehension
- by Diego Cortes Velasquez
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- Multilingualism, Plurilingualism, Romance Linguistics, Bilingualism

The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is " Web Based Listening Scale ". In the process of the study, the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note and the most popular and listened music genre were investigated. According to the obtained results significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is a powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed that the students used the web based system are more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.

- by rekha asmara
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- Psychology, Language Education, Active Listening, Listening Comprehension

This study aims to emphasize pronunciation
accuracy practice can improve the listening comprehension
of EFL learners. In order to ensure of homogeneity, the
researchers selected 42 participants out of 200 students
based on their result in an Oxford Placement Test (OPT)
exam. After the mean and the SD were calculated,
participants who scored 1 SD above and below the mean
(1SD mean) were selected to conduct the study. After
selection of the participants they were randomly put into
two groups based on the time they preferred to attend the
classes. 20 of them were assigned to an experimental group
and 22 were assigned to a control group. Both groups took a
pre-test exam and their listening ability was checked via a
round of t-test, no significant difference was observed in the
result retrieved from the groups. Next, during 20 minutes in
each treatment session, the teacher provided the
experimental group with awareness about the correct form
of pronunciation and then had them practice as listening
and repeating from a model. By the end of 30 hours of
input, both groups were tested again by a listening post test.
Finally, the results proved that treatment has been
successful and pronunciation practice did lead to
improvement of listening comprehension ability. Therefore,
the group which received pronunciation practice has
achieved higher listening comprehension ability than the
one which has not received treatment.

- by International Journal of Language & Applied Linguistics IJLAL and +1
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- Pronunciation, Listening Comprehension
- by Tianmei Bao
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- Applied Linguistics, Listening Comprehension, SLL, Listening process

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

- by Mohamed A Eno
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- Psychology, Cognitive Psychology, Personality Psychology, Social Psychology

Speaking and listening is a major component of key skills and literacy qualifications. It is also one of the three elements of
the new standards for functional English. However, there is a significant lack of material available to help teachers, trainers and tutors to develop their learners’ skills in this important area and this is the principal reason for producing the toolkit.
The toolkit contains a wealth of resources to make teaching speaking and listening explicit, relevant and engaging for learners. It goes beyond commonly taught aspects such as talks, presentations and formal discussion to help improve all aspects of everyday communication – at work and in daily life.

- by Nadjela Boukhatem
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- Teaching Listening, Teaching speaking, Listening, Listening Comprehension

There are four linguistic skills (listening, speaking, reading and
writing). Among these, the most important and the most used one is
listening. Listening is the primary way for education and learning as
well as communication. Listening is a crucial skill in the academic
success and education of the student. The teacher should be able to
care about students that do not listen as well as those who do. The
way to accomplish this lies in detecting which students have poor
listening skills and whether they listen to the lecture or not. The
purpose of this study is to reveal the general behaviours of students
with poor listening skills or who do not listen to the lectures and to
develop opinions and approaches to resolve the identified negative
behaviours. For this purpose, the opinions of 53 different teachers
and academicians from different levels of academic and branches
from the city of Konya in Turkey during the 2013-2014 academic
year. The data put forth by the participants was analyzed with
content analysis technic and were classified into three categories.
These are body language movements, verbal behaviours and
material usage. The participants stated that the general behaviours of
students with poor listening skills or who do not listen to the lectures
can be understood 45% by body language movements, 34% by
verbal behaviours and 21% by material usage. The effects of the
gender factor were not observed in the study.

- by Selim Emiroğlu
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- Education, Effective Listening, Teaching Listening, Eğitim

This study investigated the use of podcast to develop students' English skills, listening and speaking. Technology has produced prominent contribution on education in this information age. It is well known as edutechnology. Podcast is one of interactive medias applied to support learning process in the classroom in developing listening and speaking skills. This study reviewed some previous researchs and designed teaching instructions using Podcast. The result found that the potential achievement in using technology affected both students and teachers. Students motivately engaged themselves to sharpen their English achievements; listening and speaking with technology experiences. They obtained various instructions and interesting learning atmosphere. Besides, the teacher was also challenged to have an ability to integrate technology tools (such as Podcast) to perform a creative instruction in classroom setting. Podcast provided tremendeous topics and activities which make teachers and students enrich their knowledge as well as mastery their skills in educational purposes.

Meta-analyses of research show that notetaking enhances listening, active learning, and recall (e.g., Kobayashi, 2006). Unsurprisingly, taking notes leads to better performance than not taking notes (e.g., Fischer & Harris, 1973). However, the notion of what constitutes " good " notes remains unclear, particularly from the perspective of EAP teachers. Various methods for evaluating the quality of student notes have been proposed by teachers and researchers, including total notations, content words, information units, and test answerability (e.g., Crawford, 2015; Dunkel, 1988). Some teachers also give grades for student notes, and focus on aspects such as legibility and organization. This paper considers the benefits and drawbacks of several methods for evaluating notes. It then promotes the notion of " information unit " (IU) as arguably the most relevant method for teaching EAP. The paper illustrates how notes can be evaluated through IU analysis using excerpts from a TED Talk and samples of an EAP student's notes. Other methods are also applied to the note samples in order to demonstrate that IU analysis is a more useful measure of lecture comprehension. This analysis also describes why certain entries in student notes may or may not qualify as IUs, thereby illustrating the concept in practice.

This paper is done in order to describe the main role of context towards comprehension and learning progress. Related to first of hypotheses of methodology and proficiency, “students must have opportunities to practice language in various range of contexts which may occur in target language”, it can be concerned that context plays such role in understanding the situation which happened in target language.

- by Kamarullah Gani and +2
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- Languages, Communication, Teaching and Learning, Teaching English as a Second Language

In queste pagine si documenta l'attività di un lavoro sullo sviluppo delle abilità di ascolto. Si tratta di un genere di attività a cui la scuola non dedica molto spazio, se si escludono le lezioni di lingua straniera. In realtà le abilità di ascolto sono fondamentali a scuola: comprendere le istruzioni del docente, comprendere le lezioni disciplinari, inferire il significato di un testo a partire dalle informazioni note, prendere appunti, annotare informazioni su grafici. Per la verifica dell'attività i bambini hanno ricostruito il testo ascoltato a partire dai loro appunti. È stato introdotto un elemento di difficoltà aggiuntiva: ai bambini è stato chiesto di utilizzare solo una parte delle informazioni raccolte. Per la documentazione è stato utilizzato un diario di bordo.

- by Anna Whittle
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- Primary Education, Listening Comprehension

Note taking in EFL classrooms has been gaining attention in recent years, likely due to growing numbers of EFL students who attend lectures given in English and the importance of note taking during language proficiency tests. While textbooks and materials for note taking practice are readily available, classroom techniques for teaching EFL note taking abilities are far less abundant. To address this gap in EFL pedagogy, this study investigated a scaffolded, step-by-step instructional cycle for EFL note taking, beginning with decisions about what, when and how to record information in conjunction with a formal outline format during lecture listening. Intermediate level Japanese university EFL learners (n=87) completed pre- and post-instruction note taking tasks and a questionnaire related to the instruction. Findings showed that learners recorded more information units and adopted a more visually-accessible note taking format following the instruction. Moreover, they viewed the pedagogical cycle as practical and beneficial.

The paper puts forward a problem of listening comprehension skills of international medical students getting a medical education in Russia in the Russian language. The purpose of the article is to present a listening skills learning model which is realized with the use of modern technologies on the Internet open access material – tourist audio guide web-site Izi.TRAVEL. The model was tried out in a group of international students studying pharmacy in Medical Institution of Peoples’ Friendship University of Russia.
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Статья посвящена проблеме формирования навыков и умений понимания устной речи у иностранных студентов-фармацевтов, получающих образование на русском языке в российских вузах. В работе предлагается модель обучения аудированию с использованием современных технологий на материале интернет-ресурсов открытого доступа – сайт аудиогидов Izi.TRAVEL. Модель обучения апробирована на занятиях по русскому языку как иностранному в медицинском институте Российского университета дружбы народов.