The Effect of ‘Reading while Listening’ Combined with ‘Parsing with Pauses’ on EFL Listening Comprehension

( Kim Eun-soo ),( Lee Eun-joo ) 한국현대영어영문학회 2021 현대영어영문학 Vol.65 No.1

The use of dual-mode, i.e., listening with scripts, and pausing has been suggested as one of the activities (Chang, 2009; Field, 2008) to improve L2 listening skills. However, little is known about the dual-mode together with syntactic parsing with pauses for listening comprehension. The study investigates whether the concurrent use of ‘reading while listening’ and ‘parsing with pauses’ affects the students’ listening comprehension. A total of 37 students participated in all four activities: 1) Original (original audio only); 2) Original + Script (original audio with script); 3) Pause (pause-inserted audio only), and; 4) Pause + Script (pause-inserted audio with script). The students were divided into the high and low levels in total, the high and low listening and reading levels, respectively. The results of the study showed that ‘reading while listening’ combined with ‘parsing with pauses’ was beneficial for listening comprehension within the low levels more than the high levels. To enlarge the gains from the activity, it seems necessary to have a certain threshold of reading proficiency for the low levels as well as an authority to control the speed of the pause-inserted audio according to their silent reading rate for both the high and low levels. (Ewha Womans University)

The Association between Metacognitive Listening Strategy Use and Listening Comprehension Problems among Malaysian ESL Students

Seyedehsima Sadatmir,Vahid Nimehchisalem,Narjes Karimi,Uranus Saadat 아시아테플 2022 The Journal of Asia TEFL Vol.19 No.2

Listening comprehension is a fundamental part of both L1 and L2 communication. One of the most problematic issues in research on listening comprehension is that the performance of the learners mostly includes mental procedures that are not directly noticeable. This study seeks to identify and describe the association of metacognitive listening strategy use of ESL students with different listening comprehension ability levels and comprehension problems based on the theory of the cognitive process of listening. The quantitative method was used in this research with the presentation of EDA (Explanatory Research Analysis). The listening section of the International English Language Testing System (IELTS) was conducted to identify listening comprehension ability levels among 135 ESL students. Listening Comprehension Problem Questionnaire (LCPQ) and Metacognitive Listening Strategy Questionnaire (MLSQ) were distributed to the participants after completing the test to examine their perceived listening comprehension problems and metacognitive listening strategy use. Results showed ESL students’ listening comprehension ability level is in contrast with their perceived listening comprehension problems. Moreover, some associations have been revealed between the participants’ metacognitive listening strategy use and listening comprehension ability levels. However, the mixed results suggest a more dynamic methodology to be used for further investigation of strategy use.

대화 교육과 듣기의 재개념화

김중수 ( Kim Jungsu ) 한국화법학회 2016 화법연구 Vol.0 No.34

Listening is more important than speaking in a “conversation.” Even though people take turns in speaking, a conversation that nobody listens to is just an exchange of monologues. We cannot say it is a conversation. In a conversation, when a person says something, others should have a “listening” response before another person speaks again. The right “listening” response has three steps: (a) listening to the implied meaning of words, (b) listening to the emotions conveyed by the words, and (c) listening to the hidden meaning (speaker`s intention) in words. After completing the three steps, the role of the speaker and listener is reversed. The word “empathic listening” is unnecessary because the correct concept of “listening” involves the characteristics of empathic listening. Although empathy is not the ultimate purpose of “listening”, we should feel empathy first, and then only do we listen to the speaker`s intention. “Listening" is not listening to words but to people. The education of “conversation” genre should be taught correctly. Because teachers should model conversation correctly, the education of conversation involves teachers listening to their students` speech using the three steps. The education of conversation can succeed through classroom instruction and teacher`s modeling.

TOUGH LISTENING: A CROSS-CULTURAL EXPLORATION OF STRATEGIES TO IMPROVE LISTENING WHEN IT IS DIFFICULT

Charles M. Wood,Yuhui Gao,Nitin Joshi,Upinder Dhar,P Narayana Reddy,Santosh Dhar,Ashwini Sharma,Nicholas Wood,Xiaoning Liang,Adrien Bouchet,Jim Zboja,Theo Lynn,Graham Hunt 글로벌지식마케팅경영학회 2016 Global Marketing Conference Vol.2016 No.7

Well-developed listening skills are crucial to success in the marketing profession. Poor listening skills have been rated as the most important contributing factor to salesperson failure (Ingram et al., 1992). Listening errors can result in conflicts, missed business opportunities, alienated relationships, and a waste of time and money (Bergeron & Laroche, 2009). Recognizing the importance of effective listening, organizations such as Pfizer, Ford, IBM have introduced listening training programs for all their personnel (Shepherd et al., 1997). A number of definitions exist for “listening” (e.g., Bergeron & Laroche, 2009). From the marketing perspective, this paper adopts a well-accepted listening definition as “the cognitive process of actively sensing, interpreting, evaluating and responding to the verbal and nonverbal messages of present or potential customers” (Castleberry & Shepherd, 1993, p.36). Prior research has underscored the importance of “active listening” strategies such as active empathetic listening (Drollinger et al., 2006; Bodie, 2011); adaptive selling (Spiro & Weitz, 1990); and listening across cultures (Imhof & Janusik, 2006). However, despite its importance, neither marketing students nor professionals receive coaching or instruction for situations when listening is particularly difficult – i.e., when we are required to listen carefully to another person in the presence of hindrances to communication (distractions, inattention, poor delivery). Salespeople, students, journalists, counselors … are often faced with the task of “tough listening” - when they must listen carefully to a person that is not communicating in an interesting or engaging manner, when the environment is full of distractions, or when they as listeners are fatigued. The major hindrances to effective listening have been well documented, but extant research that addresses how people might overcome those hindrances is scant. The purpose of this paper is to explore the range of strategies that people use to improve their comprehension and empathy of others when they wish to listen carefully but find it difficult to do so. The practice of effective listening is perhaps one of the most human and fundamental components of community, commerce, and culture. Several academic disciplines such as marketing, education, communication, and psychology have closely examined the listening process in an effort to understand and improve it.

국가 수준 학업성취도 평가 개선을 위한 “듣기” 평가 이론의 정립

임칠성 ( Chil Seong Im ) 한국어교육학회 2011 국어교육 Vol.0 No.134

This paper analysis the CRE 2010-7 of KICE and listening evaluations of NAEA from 2008 to 2010 and make some alternative plans. There are some problems in CRE and the evaluations. First, they evaluate only factual, inferential, and critical comprehension. Second, the discourse types of listening script for evaluation are stressed to instruction, speech, presentation and story. They take 68% of all discourses. Third, because they evaluate only comprehension, the evaluation are not differentiated from Korean listening evaluation for foreigners. They can not achieve the goal of Korean as a vernacular, which are reflected Korean national life. Because the scripts for evaluations are only converts of written text to oral text by reading aloud, there are not oral characteristics. And there are many speaking questions in critical comprehension parts. For improving the evaluations, I suggest some ideas. First, they should expand the listening ability to relational comprehension and control listening process of oneself beyond the language comprehension. Second, they should raise the degree of difficult according to the learner`s listening ability. Third, they should expend the area of listening evaluation. Those include activities of pre-listening, during listening and after listening. Those should evaluate the sympathatic listening and dialogic listening beyond analytic listening. They should include the visual contexts and digital language. At last, we should evaluate speaking ability as well as listening ability.

Foreign Language Listening Anxiety Factors Affecting Listening Performance of Chinese EFL Learners

Shu-Yan Wang,차경환 아시아테플 2019 The Journal of Asia TEFL Vol.16 No.1

Foreign language listening anxiety (FLLA), which consists of various factors influencing listening performance, has been extensively investigated in English as a foreign language (EFL) contexts. However, little attention has been given to the effects of FLLA factors in different listening proficiency levels. This paper investigated 78 English majors from a Chinese university to examine the differences between and the effects of FLLA factors on listening performance in low (n = 20) and high-proficient (n = 19) EFL listeners. The participants were required to complete a 25-item FLLA questionnaire and take a listening test. The Mann-Whitney U test revealed that the two groups were significantly different in their self-belief in listening proficiency. Sequential multiple regression analyses showed that the listening-anxiety factor was a negative predictor, and the (lack of) self-belief factor was a positive predictor, for less proficient listeners. However, the three factors (including the decoding-skills factor) had no explanatory power in the high-proficient group’s listening performance. Additionally, dissatisfaction with one’s current listening proficiency may facilitate the less proficient listeners’ performance but has a considerably detrimental impact on higher proficient listeners. Finally, pedagogical implications of FL listening anxiety and research suggestions are included.

An Investigation of Students’ and Teachers’ Perspectives on English Listening

허선영 미래영어영문학회 2015 영어영문학 Vol.20 No.4

This study investigates the two perspectives between teachers’ and learners’ on English listening. Forty-eight learners and 18 teachers participated in the study. Both groups were asked to answer what language skill was the most important to them and what their preferred listening activities were. From the result of the survey, the learners selected the speaking skill was the most important while the teachers chose the reading skill. However, both groups selected the listening skill as the second important skill. The learners regarded the listening skill which supports the speaking skill as a communicative skill. By contrast, the teachers considered that the listening skill was another basic skill for academic purpose of learners. When it comes to the listening activities, both cohorts also responded differently. The learners preferred to improve their background knowledge which was relevant to the main listening. The teachers favored ‘listen-comprehend-check’ activities. Broadly the two groups’ perspectives on the listening skill were similar but the degree of preference of the listening activities was different. When the ideals of teachers’ and students’ are different, the class can be influenced negatively by the mismatch. Therefore, teachers need to pay attention to their students’ perspective on listening and make an effort to lead students’ voluntarily active participation through discussion or explanation of the listening lesson before starting the English classes.

The Effects of Listening Encoding Strategy Use on Korean EFL Learners’ EAP Listening Comprehension

차현지 대한언어학회 2016 언어학 Vol.24 No.2

Cha, Hyun Ji. (2016). The Effects of Listening Encoding Strategy Use on Korean EFL Learners’ EAP Listening Comprehension. The Linguistic Association of Korea Journal, 24(2), 73-100. The present study examined intermediate EFL Korean College students’ academic listening comprehension when they listened to different types of EAP (English for academic purposes) listening texts such as lectures and academic seminars. The current study would examine whether there would be any differences between lecture listening and academic seminar listening. This study would look into what impact these listening encoding strategies would have on listening comprehension. Their performance was based on several tests such as recognition tests, free recall tests and cued recall tests. The results presented that there was a statistically difference between note-taking and listening-only. Note-taking significantly influenced EFL college learners’ academic listening comprehension. There was a statistically significant effect of proficiency on listening comprehension. Learners in the high-intermediate level performed better on listening comprehension than those in the low-intermediate level. The result revealed a significant difference between outlining and listening-only in recognition tests. Outlining was statistically different from note-taking in free recall tests. In addition, a significant difference between note-taking and listening-only in free recall tests was detected. The result showed a significant difference between outlining and note-taking on academic listening of free recall tests. There was a significant difference between note-taking and listening-only on academic listening of free recall tests. High-intermediate learners reported that in academic seminars and lectures, note-taking strategy was useful. For high-intermediate learners, guiding outline to listening to academic seminars and lectures was helpful. High-intermediate listeners were likely to outperform other groups in cued recall tests and reported this test as the easiest one.

구어 자료 활용이 듣기 평가 문항 개발에 미치는 영향 연구

김지혜 ( Ji Hye Kim ) 이중언어학회 2014 이중언어학 Vol.56 No.-

This study investigates the effect of audio sources that Korean teachers utilize when developing listening test items. Before developing listening test items, teachers consider learners’ competency and learning targets to set the goal of the test. And after confirming if topics and contents are suitable for the test, teachers collect materials and try to make a meaningful listening test utilizing audio sources as much as possible. However, issues arise at this point: Most of the contents teachers use for a listening test are from written media. Teachers then change those written contents into spoken ones, such as dialogues or monologues. Listening test items derived from these contents are in fact not different from reading test items, and it causes reading questions appearing in a listening test. Assuming this kind of test item production somewhat restricts proper evaluation for learners’ listening ability, the researcher of this paper looked into how materials used in making listening test affected the test items. In her experiment, well-experienced Korean teachers were divided into two groups: One group was given materials from audio resources, and the other group was given materials from written one. The two groups were then asked to produce listening test items. In the result, the latter group was turned out to have developed better test items which are more closed to the nature of listening.(Korea University)

Listening Comprehension in the Second and Foreign Language Acquisition

Chong-sun Hong 한국영어교육연구학회 2005 영어교육연구 Vol.- No.31

Substantial progress in the past 30 or so years in understanding of the listening process in second or foreign language learning has been made. The study of listening comprehension process focuses on the role of individual linguistic units as well as the role of the listener's expectations, the situation and context, background knowledge and the topic. It therefore includes both top down processing and bottom up processing. The bottom-up or selective listening of language processing involves the listener playing close attention to every detail of the language input. On the other hand, the top-down or the global listening involves the listener's ability to bring prior information to bear on the task of understanding the heard language. A successful listener is not simply someone who is good at skillful use of top-down strategies, but someone who also possesses and uses form-oriented L2 listening skills effectively for bottom-up processing. The strategy instruction shows learners the clues how to get at meaning when there are gaps in their competence making this difficult. Students at all levels can benefit from direct instruction in three different kind of listening exercises: top-down, bottom-up, and interactive. The research findings suggest a set of principles for conducting listening activities in the second and foreign language classroom: (1) Increase the amount of listening time in the second and foreign language class. (2) Use listening before other activities. (3) Include both global and selective listening. (4) Activate top-level skills. (5) Work toward automaticity in processing. (6) Develop conscious listening strategies. The most effective practice and test in listening will therefore be in a purposeful context: (1) students listen for instructions which must be carried out in some practical way; (2) students listen to subject matter which must be learned and which itself will be tested; (3) students listen as part of a global act of communication, as part of a conversational interchange, which can only continue when there is comprehension; (4) students take part in a continuing activity where successive groups of students can perform their part of the activity only if they comprehended the preceding segment.