Browsing by Subject "Listening strategies"
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Item An approach to classifying listening strategies in the Arabic as a foreign language classroom(2016-08) Cunha, Priscilla Mary; Al-Batal, Mahmoud; Potter, RoseThis report sets out to reclassify listening strategies in a way that renders them more transparent to both Arabic language instructors and students, thereby enabling instructors to integrate direct listening strategy instruction into their lesson plans more efficiently. It begins with a review of previous listening strategy research and classifications, commenting on how the existing strategy classifications of “metacognitive,” “cognitive,” and “socio-affective” have fallen short in creating a practical tool for integrating strategy instruction. The report then focuses on the Al-Kitaab Arabic textbook series and an analysis of the strategy instruction presented therein, finding that, while there is a strong strategic base presented in the textbooks, continued strategy development is largely abandoned as the series continues. The report attempts to address the lack of transparency in traditional learning strategy classifications, as well as the relative inconsistency of strategy instruction available in Arabic language course materials, by outlining two tables of listening strategies organized based upon the type of task in which the learner is engaged. The two task types are interpersonal listening and interpretive listening, based upon the definitions of the American Council on the Teaching of Foreign Languages, and the listening strategies in each table are arranged relatively by proficiency level, ranging from novice to intermediate. The intention of this report is that such a classification will encourage and enable language teachers to integrate strategy instruction that is appropriate for the nature of the type of pedagogic task at hand, thereby rendering language learners better prepared to deal with real-world interpersonal and interpretive listening situations.Item The Utilization of Listening Strategies in the Development of Listening Comprehension among Skilled and Less-skilled Non-native English Speakers at the College Level(2011-02-22) Liu, Yi-ChunThis study aimed to explore Chinese and Korean EFL learners? perceptions with regards to the use of listening strategies. The purpose is to learn whether Chinese and Korean students achieve academic listening comprehension through specific listening strategies. The data were collected from first and second year students currently studying abroad in the US. Although they are immersed in an English speaking environment, the use of listening strategies still affects their development of academic listening comprehension based on what they have learned in their home countries. For this reason, this study provides a corpus for understanding Chinese and Korean EFL students' listening behavior and what constrains their English listening comprehension. The research design is one hundred and sixty-six college level students from three public universities in Texas who completed web-based questionnaires. Skilled and less-skilled groups were differentiated according to their TOEFL listening scores. If the student had a score of more than 570, he/she was categorized into the skilled listeners group; below 570, they belonged to the less-skilled listeners group. In terms of the need for additional research on the different factors that affect developmental outcomes in L2 listening comprehension, the following research questions were investigated: 1) Is there a statistically significant relationship between the self-reported use of listening strategies and self-reported listening comprehension scores on the TOEFL? 2) Is there a difference between skilled and less-skilled non-native English speakers in the self-reported use of four categories of listening strategies (memory, cognitive, meta-cognitive, and socio-affective)? 3) What factors influence the use of self-reported listening strategies? The findings show that students in this sample tended to employ memory strategies as a means of achieving listening comprehension. In theory, cognitive and metacognitive strategies are more difficult than memory strategies, prompting a lack of sophisticated strategies for Chinese and Korean students. In addition, students? listening skills are not mature. The pedagogical implications of this study for EFL education are that teachers, while teaching listening, should be alert to spot such phenomena and, specifically, instruct students to reach listening maturity via cognitive and metacognitive strategies.