Towards acquiring communicative competence through
      listening

Flor, Alicia Martínez; Usó-Juan, Esther

doi:10.1515/9783110197778.2.29

Cited by 9 publications

(8 citation statements)

References 6 publications

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“…Improvements in the theories of language learning and teaching had a significant role in changing the face of listening skill and its teaching and learning (Chastain, 1988;Martinez-Flor & Uso-Juan, 2006;Morley, 2001;Nunan, 2002;Rivers, 1981;Rost, 2001;White, 2006).…”

Section: A Historical Overview Of the Listening Instructionmentioning

confidence: 99%

“…Although listening skill is highly essential for language learners and according to Kurita (2012) it is the heart of language learning, it has been a neglected skill for years and it took many years for the educators to realize the importance of this skill in second and foreign language learning and consider it as an important skill. Improvements in the theories of language learning and teaching had a significant role in changing the face of listening skill and its teaching and learning (Chastain, 1988; Martinez-Flor & Uso-Juan, 2006; Morley, 2001; Nunan, 2002; Rivers, 1981; Rost, 2001; White, 2006).…”

Section: Literature Reviewmentioning

confidence: 99%

“…By the late 1970s, the idea of interaction emerged and based on this idea, the aspects of society and context played an important role in listening (Martinez-Flor & Uso-Juan, 2006; Osada, 2004).…”

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension

Shahani

Tahriri

2015

Sage Open

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The use of modern technologies has been widely prevalent among language learners, and video, in particular, as a valuable learning tool provides learners with comprehensible input. The present study investigated the effect of silent and freezeframe viewing techniques of video materials on the intermediate English as a foreign language (EFL) learners' listening comprehension. To this end, 45 intermediate EFL learners participated in this quasi-experimental study. The results of one-way ANOVA revealed that there was a statistically significant difference between the experimental groups (using two types of viewing techniques) and the control group. While the difference between the two experimental groups was not statistically significant, the experimental groups outperformed the control group significantly.

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Section: A Historical Overview Of the Listening Instructionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension

Shahani

Tahriri

2015

Sage Open

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“…L2 listening has been considered the most difficult skill to learn out of the four language competencies (Boitsova, Bogach, & Vylegzhanina, 2016). At present, its importance is acknowledged, and L2 listening has been integrated in a communicative competence framework (Martínez-Flor & Usó-Juan, 2006). The last decades have seen a deep insight into L2 listening methods.…”

Section: Introductionmentioning

confidence: 99%

“…The types of knowledge which positively affect learners to increase their self-confidence and self-motivation have been explicitly defined (Rost & Ross, 1991). The other extensive study covered strategy-based teaching methods and frameworks (Carrier, 2003;Chamot, 2005;Martínez-Flor & Usó-Juan, 2006). A layer of cognitive and meta-cognitive strategies together with cognitive correlates of listening have been examined from the learners' and teachers' perspectives (Robinson & Ellis, 2007).…”

Section: Introductionmentioning

confidence: 99%

The Strategy Of L2 Selective Listening In Elt Classroom

Бойцова¹

2019

The European Proceedings of Social and Behavioural Sciences

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The necessity of oral scientific discourse listening comprehension development is due to the lectures available in a classroom and online. The examination, performed to inspect students' abilities to record the content of the popular scientific lecture, demonstrated the complications the students face. The training activities and experiments were made to provide the support for the students in listening comprehension and adequate note-taking. The approach is based on the division of listening into three parts: pre-listening, while-listening and post-listening. The first stage is connected with teaching the students to make hypotheses about the oral discourse content, raising awareness of its terminology. The second stage deals with creation the ability to separate the scientifically relevant information from the irrelevant one. The relevant information is responsible for the presentation of the scientific material while the irrelevant one establishes the lecturer's contact with the audience. The second stage is also connected with teaching to recognize the text's prosody and intonation. The third stage deals with the analysis of the listeners' ability to note-take the information which is scientifically valid. Three sets of listening perception training followed by the experiments were performed. To monitor the soundness of approach, the tests of the students' proficiency in taking down the content, preceded by training, were carried out.

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Analysing Request Modification Devices in Films: Implications for Pragmatic Learning in Instructed Foreign Language Contexts

Flor

Intercultural Language Use and Language Learning

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Towards acquiring communicative competence through listening

Cited by 9 publications

References 6 publications

The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension

The Impact of Silent and Freeze-Frame Viewing Techniques of Video Materials on the Intermediate EFL Learners’ Listening Comprehension

The Strategy Of L2 Selective Listening In Elt Classroom

Analysing Request Modification Devices in Films: Implications for Pragmatic Learning in Instructed Foreign Language Contexts

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