The Role of Listening Comprehension: A Theoretical Base

Byrnes, Heidi

doi:10.1111/j.1944-9720.1984.tb03235.x

Cited by 95 publications

(44 citation statements)

References 12 publications

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“…Contrary to the commonly held belief, listening is anything but a passive activity, rather, it is an active process of discriminating sounds, understanding vocabulary and grammatical structures, interpret stress and intonation, retain what was gathered in all of the above and interpreting it through a larger sociocultural context of the utterance (Vandergrift, 1999). It includes making meaning from the oral input based upon the background "schemata" (Byrnes, 1984, Young, 1997, listeners use a plethora of mental processes to give meaning to information they listen to (Coskun, 2010), it therefore represents a meaningful learning experience. Also, it includes producing information in the long term memory to help listeners to make their own interpresentations of the spoken language (Bidabdi, 2011).…”

Section: Relevant Past Researchmentioning

confidence: 99%

Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

Salem¹

2017

ELT

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The concept of teaching and learning has changed drastically over the past few years by the virtue of both research results carried out in the fields of second/Foreign language learning and acquisition. Of all these researches, findings related to the brain structure and functions in cooperation with cognitive aspects of the education process, including the study of learning styles and intelligence have struck the language learning domain. A due understanding of learners' learning styles, emotional preferences as well as their memory functions help teachers to build their teaching practices to optimize students' learning. Brain Based Learning Approach (BBLA) is a natural, motivating, and a positive way that supports and maximizes learning and teaching. The current study implements Brain Based Learning Approach to improve listening skills of Business students, vocabulary retention and establish positive attitudes with regards to their brain dominance and learning styles. To achieve these aims, listening skills test, vocabulary retention test, adapted form of Robert Gardner Motivation Scale, were developed and used. The sample of the study consists of thirty six Business majors. Findings show that Brain Based Learning is an effective approach for developing listening skills, consolidate vocabulary recalling and retention. It also helps maximize motivation towards learning language skills.

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Section: Relevant Past Researchmentioning

confidence: 99%

Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

Salem¹

2017

ELT

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“…This is because one receives input through listening to instructions or explanations prior to responding orally or in writing. Acquiring listening skills is not an easy task since listeners are required to figure out the meaning from the oral input relying on their their prior knowledge of the world and of the target language (Byrnes, 1984;Nagle & Sanders, 1986;Young, 1997) and to retrieve information from their long-term memory and make their own interpretations of the spoken passages (Mendelsohn, 1994;Murphy, 1985;Young, 1997). Vandergrift (2003) declares that listening is a complicated and active process of interpretation in which listeners try to match what they hear with their prior knowledge.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

Alhaisoni¹

2017

ELT

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The present study investigated the metacognitive listening strategies among Saudi EFL medical students. The participants were 104 males and females, randomly selected to fill in the Metacognitive Awareness Listening Questionnaire (MALQ), developed and validated Vandergrift Goh, Mareschal, and Tafaghodtari (2006). The results revealed that participants use problem-solving and direct attention strategies more frequently than other metacognitive listening strategies. On the other hand, mental translation and personal knowledge strategies were reported to be the least used strategies. The pedagogical implications of these findings are discussed.

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“…This is because one receives input through listening to instructions or explanations prior to responding orally or in writing. Listening is also not an easy skill to be acquired because it requires listeners to make meaning from the oral input by drawing upon their background knowledge of the world and of the second language (Byrnes, 1984;Nagle & Sanders, 1986;Young, 1997) and produce information in their long term memory and make their own interpretations of the spoken passages (Murphy, 1985;Mendelsohn, 1994;Young, 1997). In other words, listeners need to be active processors of information (Young, 1997).…”

Section: Introductionmentioning

confidence: 99%

The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

Bidabadi¹,

Yamat²

2011

ELT

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The purpose of the current study was to identify Iranian EFL freshman university students' listening proficiency levels and the listening strategies they employed to investigate the relationship between these two variables. A total of 92 freshmen were involved in this study. The Oxford Placement Test was employed to identify the learners' listening proficiency levels and a Listening Strategy Questionnaire was used to identify the strategies they employed in listening. The descriptive analysis of the listening strategy questionnaire revealed that Iranian EFL freshman university students at advanced, intermediate, and lower-intermediate levels employed meta-cognitive strategies more frequently and actively; followed by cognitive and socio-affective listening strategies. The Pearson Correlation analysis also indicated that there was a significant positive correlation between the listening strategies employed by advanced, intermediate, and lower-intermediate freshmen and their listening proficiency levels at p<0.01 and p<0.05 levels respectively.

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The Role of Listening Comprehension: A Theoretical Base

Cited by 95 publications

References 12 publications

Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

Engaging ESP Students with Brain-Based Learning for Improved Listening Skills, Vocabulary Retention and Motivation

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels

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