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Academic literature on the topic 'Pre-listening activities'
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Journal articles on the topic "Pre-listening activities"
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Berne, Jane E. "How Does Varying Pre-listening Activities Affect Second Language Listening Comprehension?" Hispania 78, no. 2 (May 1995): 316. http://dx.doi.org/10.2307/345428.
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한보람 and EunJooLee. "The effects of pre-listening activities on listening comprehension and the affective factors of Korean pre-university students." English Language Teaching 25, no. 3 (September 2013): 425–44. http://dx.doi.org/10.17936/pkelt.2013.25.3.021.
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Karimi, Fatemeh, Azizeh Chalak, and Reza Biria. "Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’ Listening Comprehension." International Journal of Instruction 12, no. 1 (January 3, 2019): 1127–40. http://dx.doi.org/10.29333/iji.2019.12172a.
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최연미 and Chung-Hyun Lee. "A Study of Using Pre-Listening Activities With Multimedia Modes for EFL Students’ Listening Comprehension." STEM Journal 18, no. 1 (February 2017): 85–113. http://dx.doi.org/10.16875/stem.2017.18.1.85.
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Keihaniyan, Mahbube. "Computerized pre-Listening Activities and the Comprehension of English Narrative Texts." Education Journal 2, no. 4 (2013): 132. http://dx.doi.org/10.11648/j.edu.20130204.15.
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Chang, Anna C.-S., and Sonia Millett. "Developing L2 Listening Fluency through Extended Listening-focused Activities in an Extensive Listening Programme." RELC Journal 47, no. 3 (August 1, 2016): 349–62. http://dx.doi.org/10.1177/0033688216631175.
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This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and listening to audio graded readers. Seventy-six EFL university students read and listened to a total of 15 graded readers in a 15-week extensive listening programme. They were divided into three groups (Group 5, n = 30; Group 10, n = 20; Group 15, n =26) according to the number of post-listening-focused activities they completed. Another group who did not receive extensive listening served as the control group (Group 0, n =39). All participants were given a pre-test containing teacher-developed tests and a full-length simulated Test of English for International Communication (TOEIC) listening test. Similar tests were repeated at the end of the programme. The study addresses the effect size of improvement that students made from listening to audio graded readers and doing post-listening-focused activities, the degree to which students progressed on their TOEIC listening test, and the transferring effect from narrative-type input to conversational-type listening. Results show that the effect size was very small, medium, and very large on the listening improvement for Group 5, Group 10 and Group 15 respectively. On their post-TOEIC tests, Groups 5, 10 and 15 made approximately 2, 9 and 16 points out of 100 respectively. Finally, only Group 15 demonstrated some transfer effect from narrative to conversational input type of listening. This study also discussed the reasons low-level learners need to read many more texts to see more significant improvement.
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Jermsittiparsert, Kittisak, Isabel Menacho-Vargas, Felipe Supo-Condori, Henry Hugo Alarcón Diaz, Hugo Neptalí Cavero-Aybar, Yudy Yaneth Tapia Centellas, and Oksana N. Ivanova. "Cooperative strategies and listening comprehension: The cases of Jigsaw and Missing information techniques." Cypriot Journal of Educational Sciences 16, no. 3 (June 30, 2021): 1257–68. http://dx.doi.org/10.18844/cjes.v16i3.5846.
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This study examined the impacts of the jigsaw and missing information activities on pre-intermediate EFL learners' listening comprehension. Accordingly, 69 homogenous participants (17 to 19 years old) were chosen from a private English language institute. Following the selection of the intended subjects, they were randomly assigned to one of three equivalent groups: two experimental groups and one control group. Then the researcher administered a researcher-made listening pre-test to the three groups and then taught the experimental groups using the jigsaw and missing information activities during 15 sessions. Participants in the control group, on the other hand, were not given the above instruction. The modified version of the pre-test was performed as the post-test at the end of the intervention to determine the effects of the treatment on the students' listening progress. After running one-way ANOVA and Scheffe Post Hoc Tests, it was reavealed that that both jigsaw and missing informations strategies improved EFL learners' listening comprehension. In the end, the research implications were explained and some recommendations for further studies were suggested.
Keywords: Cooperative Strategies, Jigsaw, Missing Information, Listening
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Durmuş, Nazlı, and Selma Güleç. "Effects of gender and nursery school variables on elementary second grade students' listening skills." International Journal of Innovative Research in Education 3, no. 4 (June 15, 2017): 194. http://dx.doi.org/10.18844/ijire.v3i4.1858.
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In this study, it was aimed to determine the effects of practices employed via the use of various methods and techniques with the aim of developing listening skills using children's literature products on elementary second grade students' listening skills according to the variables of gender and nursery school. The study group was composed of 23 students. In a process of twelve weeks, in a study in which a pre-test and post-test experimental model was employed. The "Listening Skill Evaluation Form" was used as pre-test and post-test and during the practices which lasted twelve weeks. At the end of the listening training, noticeable development was observed in the listening skills of the students. Moreover, this development observed in the elementary second grade students' listening skills showed differences according to the variable of gender and nursery school as well.
Keywords: Listening, listening training, communication skills, listening activities.
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Tanewong, Sukanya. "Metacognitive Pedagogical Sequence for Less-Proficient Thai EFL Listeners: A Comparative Investigation." RELC Journal 50, no. 1 (April 29, 2018): 86–103. http://dx.doi.org/10.1177/0033688218754942.
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This study investigated the impact of metacognitive pedagogical sequence on development of less-proficient Thai EFL listeners’ L2 listening metacognition and listening comprehension achievement over a semester. Sixty-four university students who were enrolled in a listening course participated in a quasi-experimental study. Both the intervention group (IG) and the comparison group (CG) received listening lessons comprised of pre-listening, during-listening, and post-listening activities. Each lesson was designed to allow both groups to practise listening to the same video and audio texts the same number of times. However, the IG engaged in key metacognitive processes such as prediction/planning during pre-listening, monitoring, evaluating, planning, and problem-solving with peer dialogue and collaboration in the during-listening, and post-listening activities followed by reflection and goal-setting. Students’ L2 listening metacognition development was assessed using the Metacognitive Awareness Listening Questionnaire (MALQ) at the beginning, during, and at the end of the intervention and after the final listening test. Data were also collected and analysed from responses to an open-ended questionnaire and semi-structured interviews. ANCOVA showed no significant differences between the two groups on the scores of the achievement post-tests. However, repeated-measures ANOVA showed significant gains by the IG in development of metacognition of three listening-related factors, Problem Solving, Planning and Evaluation, and Directed Attention, while only Planning and Evaluation was found to be significant in the CG. Possible reasons for these statistical results are explained, supported by the qualitative findings. Implications for future research and listening pedagogy using the metacognitive pedagogical sequence for less-skilled listeners are also discussed.
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Linh, Nguyen Nu Nhu. "Effects of Activating Background Knowledge in Listening Skill and How to Improve IELTS Listening." Journal of English Language Teaching and Applied Linguistics 3, no. 6 (June 8, 2021): 13–25. http://dx.doi.org/10.32996/jeltal.2021.3.6.3.
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Among the well-known international English tests, IELTS has been seen as one of the most well-trusted and popular to EFL learners throughout the world. In Vietnam, most of the universities require their EFL students to have an IELTS score of 6.5 or 7.0 to fulfil their bachelor degree program, which is not quite an easy job. The paper emphasizes the role of background knowledge in improving IELTS Listening scores for EFL students at Saigon University. The research was done by observing two groups of students learning Listening Module 3 at the institution. They were required to do the same test; however, while a group was constructed with pre-listening activities, the other simply listened and completed the task without preparation. The result showed little difference between the two groups in terms of efficiency, but most of the students in the first group were able to complete their test in the first time listening while some members of the latter group needed a second time. They were then required to complete a survey, including learning styles and attitudes. The results also tell us that EFL students pay much attention to pre-listening activities, and they believe such tasks can help them do their listening test better.
Dissertations / Theses on the topic "Pre-listening activities"
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Allen, Brandon. "Identifying the Effectiveness of Pre-Listening Activities for Students of Chinese Mandarin." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2666.
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Listening has proved to be a difficult skill to teach in the language classroom. Research has shown that pre-listening activities, or those activities done with students prior to listening, can have an effect on listening comprehension outcomes. This research addressed the effectiveness of two types of pre-listening activities: top-down and bottom-up. Volunteers from intermediate level courses taught at Brigham Young University were divided into two treatment groups and a control group. The treatment groups followed a mixed models design by each going through a top-down and bottom-up pre-listening activity, followed by listening to a passage in Mandarin Chinese and taking a multiple-choice test. The bottom-up activity chosen for this research was a vocabulary preview activity, with an advance organizer being chosen for the top-down activity. Results showed both treatment groups significantly outperformed the control group for both the top-down and bottom-up activities (p=0.0123 and p=0.0181 respectively). No significant difference existed in scores between top-down and bottom-up activities (p=0.9456). It was determined that both the vocabulary activity and the advance organizer helped to increase the listening comprehension of intermediate level students of Mandarin Chinese.
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Andersson, Julia, and Elin Lagerström. "Listen Up! : A study of how teachers in SLA approach the listening skill within upper secondary schools in Sweden." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-41983.
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Listening comprehension and listening strategies plays a crucial role in the process of acquiring a language. This study aims to investigate to what extent the listening skill is practised in upper secondary schools in the south of Sweden. Research studies within the field of listening are few which indicates that the listening skill is not considered as essential in second language teaching as the other three skills: reading, writing and speaking. Previous studies indicate that teachers should educate students metacognitive awareness when teaching listening. The results summarize the teachers’ answers, reflections and attitudes conducted from semi-structured interviews. The analysis of the results focuses on the four categories distinguished from the teachers’ answers: Teaching Approaches, National Exams, The Individual Student and Metacognitive Awareness. Some of the teachers do not possess the knowledge of how to teach listening that develops students' listening proficiency. As a conclusion, the study shows that a hierarchy exists among the four skills to which teachers adjust to, and this may be detrimental in achieving educational aims.
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Yang, Chih Yuan, and 楊智媛. "The Effectiveness of pre-listening activities on listening comprehension in elementary english teaching." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/84927961119969528535.
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碩士國立政治大學
英語教學碩士在職專班
97
The purposes of this study were to identify effective teaching activities that improve elementary EFL students’ listening comprehension and to investigate when learners rely on top-down processing, bottom-up processing, and interactive processing. Participants in this study were 76 fifth graders from two classes in an elementary private school in Taipei County, including 52 males and 24 females. One of the two classes was treated with bottom-up pre-listening activities, while the other class was treated with interactive pre-listening activities. A pre-test and a post-test, adopted from the Starter level in the Cambridge Young Learners’ English Test, were implemented before and after a 15-week listening instruction. During the 15-week listening teaching, participants were also required to take a listening quiz after each session of teaching. Scores of the pre-test, post-test and the 15 listening quizzes were calculated by employing statistical measures to investigate the effectiveness of the two types of pre-listening activities, namely interactive and bottom-up pre-listening activities. Further, a questionnaire was administered for the interactive group after the post-test to investigate when learners relied on top-down processing, bottom-up processing and interactive processing. The major findings of the study are: first, results from participants’ listening scores revealed that there was no significant improvement between pre-test and post-test of the two groups although the mean scores of the interactive group were higher than that of the bottom-up group; second, results from the questionnaire indicated that participants employed top-down processing more frequently than bottom-up processing in their listening, while they viewed the understanding of each word (bottom-up processing) as essential to listening comprehension. Suggestions and implications are made at the end of the study.
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Tsao, Ya-wen, and 曹雅雯. "The Effect of Pre-listening Activities via the Moodle Platform on EFL College Learners' Listening Performance and Listening Proficiency." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/57588639373232655069.
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碩士國立嘉義大學
外國語言學系研究所
99
Over the last few decades, there has been growing importance on research in listening comprehension, which is significant to second language learning. The use of technology in language learning has increased so that the learning of listening becomes more accessible and flexible. The purpose of this study was to investigate whether pre-listening via the Moodle platform was facilitative to the development of listening performance and listening proficiency. A total of 124 EFL undergraduates of the intermediate level were invited to participate in this seven-week study. They were divided into two groups. One was the Control Group and the other was the Experimental Group. Prior to the seven-week pre-listening activities, the pretests of TOEIC and GEPT were delivered to the two groups. Then, the Experimental Group were notified the weekly listening-comprehension activity. A week prior to each weekly listening-comprehension activity, the associated audio file were uploaded onto the Moodle platform as pre-listening material for the Experimental Group to access. Upon the completion of the seven-week pre-listening activities, the posttests of TEOIC and GEPT were given to the Control Group and the Experimental Group. Based on Moodle‟s record in the end of the study, the Experimental Group was classified into three subgroups: (1) the Comparison Group: Participants who never did pre-listening, (2) the Discontinuous Group: Participants who missed pre-listening for at least one week, and (3) the Continuous Group: Participants who never missed pre-listening. The Continuous Group was found to make significant progress over time while the other two subgroups did not. In addition, the Continuous Group significantly outperformed the other two subgroups in the average performance of the seven weekly listening-comprehension activities, but there was no significant difference between the Discontinuous Group and the Comparison Group. The findings seem to indicate that only when students are continuously iii engaged in pre-listening can they make substantial progress. Therefore, the learners should be encouraged to continue with pre-listening in order to improve their listening performance and listening proficiency.
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Chang, Bo-Lun, and 張伯綸. "Enhancing EFL Students’ Listening Comprehension of TV News via Video-based Instruction with Pre-listening Activities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/cwvh4g.
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碩士淡江大學
英文學系碩士班
102
The aim of this study is to investigate an alternative instruction to teach EFL listening comprehension in an EFL environment, such as Taiwan. This study examined two types of instruction of English listening teaching in a Taiwanese college for a comparative experiment. The participants were first-year Spanish majors and they were divided into two groups, with one group, the control group (CG), instructed with video-based instruction without any pre-listening activities while the other, the experimental group(EG), with video-based instruction and schematic pre-listening activities. Both groups received 12 times of different instruction, and a pretest before the instruction and a posttest after the instruction were utilized to measure participants’ performance on listening comprehension. In addition, the delayed posttest was conducted to investigate the long-term effect of this study. Results show that experimental group (EG) not only made considerable improvement, it also performed better than the control group (CG) significantly. The control group (CG), in effect, showed regression rather than progression after 12-week instruction. The results bolster our hypothesis that schematic pre-listening activities could enhance students’ listening comprehension ability extensively. Further, the results of the questionnaire and a small-scale interview indicated that the participants in the experimental group think their English improved and their attitude was positive about CNN TV news, and their cultural awareness was enhanced more than the control group. Our study underlines the urgency for EFL teachers to have an alternative pedagogy to instruct English listening comprehension, as the CEEC will put listening comprehension as one of the requirement of college entrance exam in Taiwan.
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Li, Bi-Jyun, and 李璧君. "The Effect of Pre-listening Activities on the EFL Listening Comprehension of Junior High School Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/90756436406722291710.
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碩士國立臺灣科技大學
應用外語系
98
This study investigates the effect of pre-listening activities on the EFL listening comprehension of junior high school students. To address this issue, a mixed approach is utilized to look at three research questions, including (1) Do pre-listening activities have significant effects on junior high school students’ EFL listening comprehension? (2) Are there any significant differences in EFL listening comprehension between proficient and less proficient junior high school students? (3) What are junior high school students’ perceptions of pre-listening activities? The participants were four intact classes containing 130 8th grade students of a public six-year high school in northern Taiwan. The four classes represented three treatment groups and one control group. Each class was randomly assigned to one of the four groups such as picture viewing, question preview, vocabulary pre-teaching, or the control condition. The participants first took an elementary GEPT listening test for classification of proficiency level. Then, pre-listening treatments were conducted prior to listening and the comprehension tests. By contrast, the control group listened to the same dialogues and then completed the questions without any pre-listening treatments. After the second pre-listening treatments, a questionnaire was administered to the three experimental groups. 12 voluntary participants from the three experimental groups were also randomly selected to attend the interview. Results indicated that pre-listening activities benefited junior high school students’ listening comprehension, and picture viewing particularly exhibited significant main effects. Vocabulary pre-teaching and question preview did help comprehension, but the effect was not significant. It appeared that EFL listeners’ comprehension was enhanced best by the nonverbal cues of pictorial aids. Further, the listening performance of the four treatment groups did not differ significantly in terms of proficiency level. However, it seemed that picture viewing helped low proficient listeners best while vocabulary pre-teaching aided high proficient listeners. Overall, participants held a positive attitude toward pre-listening activities but there were varied perceptions toward each activity. Question preview was considered as facilitative in listening comprehension, whereas picture viewing was perceived to be more accessible and motivating. The result implies that there is an inconsistency between listeners’ perceptions and the actual performance. This study provides an additional light to the instruction of EFL listening to the junior high school students in particular. Implications are that junior high school teachers can employ picture viewing to motivate students and also to benefit their listening comprehension.
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Yang, Shu-chen, and 楊淑真. "A Study on the Effects of Pre-listening Activities on EFL Senior High School Students’ Listening Comprehension." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/70052460669880324146.
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碩士國立彰化師範大學
英語學系
93
The prevalence of video and DVD programs has been recognized as facilitative materials for effective EFL listening. The purpose of this study was to find out the effects of two pre-listening activities –the vocabulary teaching and the silent viewing –on senior high school students’ listening comprehension. The specific research questions of the study were as follows: Q1: Are both vocabulary teaching and silent viewing pre-listening activities helpful for the senior high school students’ EFL listening comprehension while watching English DVD programs? Q2: Which pre-listening activity is more helpful for the senior high school students’ EFL listening comprehension? Q3: Does the effectiveness of the two pre-listening activities vary across proficiency levels? Q4: What are the senior high school students’ attitudes toward these two pre-listening activities? The subjects of the study were 93 second graders from three classes of a senior high school in central Taiwan. The study, based on the Latin square design, included three DVD clips as listening materials and three conditions, namely, silent viewing, vocabulary teaching and a control condition. The instrument of the study consisted of: a listening section of the GEPT at the intermediate level, a DVD-based listening comprehension pretest, four DVD clips, three DVD-based listening comprehension post-tests, three vocabulary lists, an attitude questionnaire, and an interview guide. The findings of this study were as follows. Firstly, subjects in the two pre-listening conditions outperformed those in the control condition. However, there was no significant difference between the vocabulary teaching condition and the control condition. Secondly, the silent viewing was significantly facilitative to subjects’ listening comprehension. Thirdly, the effectiveness of the silent viewing did not vary across subjects’ proficiency levels. Fourthly, subjects generally showed a positive attitude toward both pre-listening activities. However, subjects preferred the vocabulary teaching to the silent viewing. A number of pedagogical implications were addressed at the end of the study. Six suggestions for further research were proposed. The limitations of the study were pointed out as well.
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Lin, Hung-hui, and 林鴻惠. "An Action Research of English Listening Learning on Video-Based Teaching integrated with Pre-listening Activities for Senior High School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/81420873502932060188.
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碩士淡江大學
教育科技學系數位學習在職專班
101
From 2015, the English listening comprehension test for junior high school students will hit the road and the listening test will be included in the Entrance Exam for senior high school students as well. For the test revolution, the researcher designed and developed an English course that using video-based teaching with three pre-reading strategies to improve students’ English comprehension ability. The purpose of the action research is to explore the learning process, the reflection of the course and the effects of English listening comprehension for the 29 senior high school students at varied proficiency levels. The students watched 20 movie clips on the Moodle courseware and used three pre-reading strategies to complete English comprehension tests in 8 weeks. Data collection included teacher observation records, semi-structured interview with focus groups and students’ feedback sheets. In addition, GEPT listening comprehension test, learning experience questionnaire and the comprehension tests of the films were accessed. Data were analyzed quantitatively and qualitatively. The results showed that (1) in terms of pre-listening activities, providing background introduction had better effects on English comprehension than on question preview; the pre-listening of question preview integrated with predicting plots was most difficult but it could promote deep thinking; (2) middle level students improved most from the listening comprehension course; (3) students felt satisfied with all of the three pre-listening activities and had positive effect of listening comprehension on video-based teaching (4) some students were able to develop their own strategies, such as the strategies of speaking aloud and reviewing the movie clips, to cope with the learning tasks; (5) by conducting the action research, the teacher as the researcher was able to improve her observation, reflection and professional teaching ability. Based on the results of the study, suggestions and recommendations had been made for future studies.
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Ždímalová, Hana. "Předposlechová fáze ve výuce poslechu u dospělého žáka na úrovni A2 - B1." Doctoral thesis, 2014. http://www.nusl.cz/ntk/nusl-327182.
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The Pre-listening Stage in L2 Listening Instruction to A2 - B1 Adult Learners By Hana Ždímalová This dissertation deals with listening instruction to adult EFL learners in the Czech Republic and the phenomenon of pre-listening, which is currently under-researched. It examines adult EFL students' perspectives and perceptions of listening instruction and of the inclusion of different pre-listening techniques, particularly at CEFR A2-B1 proficiency levels. The theoretical part of the study focuses on current developments in listening research and the historical context of the development of listening instruction in classical FLT methodology. The pre-listening stage has been integral to L2 listening instruction since the beginning of Communicative Language Teaching. However, some controversial issues have recently been raised. For example, teachers are sometimes suspected of spending too much time on the pre- listening stage (Field 2002; 2008) and the overall usefulness of previewed comprehension questions in testing listening has been challenged (Sherman 1997). Moreover, adult students' listening needs and their perceptions of listening instruction have not yet been thoroughly researched (Graham 2006; Graham and Macaro 2008). This study argues that we should ask the students about their perceptions...
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Pešková, Jana. "Hudební činnosti v mateřské škole zaměřené na dvouleté a tříleté děti." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-365419.
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The thesis deals with the musical activities of two-year and three-year-old children in kindergarten. The theoretical part describes the characteristics of two-year and three-year-old children, the inclusion of two-year-old children in kindergarten, the importance of music and the child's musical development. It also deals with musical activities focusing on two-year and three-year-old children. The practical part of the work was focused on the research of particular musical activities in the kindergarten of the above mentioned age group from the point of view of the teachers and also on the musical environment in family. The research was conducted in the form of an interview with kindergarten teachers, a questionnaire survey among the parents of these children, and an analysis of songs and songbooks for the youngest children. The main objective was to find out how teachers perform musical activities with children, and what they see as the biggest differences between two- and three-year-old children. Next goal was to find out if parents work with children in this area and how. Whether the selected sample of songbooks contains songs of the appropriate range and pitch and whether they contain examples of possible instrumental and musical involvement of the children. Research has shown that most...
Books on the topic "Pre-listening activities"
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Phonemic Awareness, Grades K to 2: Listening Activities for Developing Pre-Reading Skills. Frank Schaffer, 2001.
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Boyd, John R., and Mary Ann Boyd. Before Book One: Listening Activities for Pre-Beginning Students of English (Second Edition). 2nd ed. Prentice Hall, 1991.
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Before Book One: Listening Activities for Pre-Beginning Students of English (Second Edition). Prentice Hall, 1991.
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