Academic literature on the topic 'Reading while listening'
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Journal articles on the topic "Reading while listening"
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Tangkakarn, Boonyarit, and Chanika Gampper. "The Effects of Reading-While-Listening and Listening-Before-Reading-While-Listening on Listening and Vocabulary." International Journal of Instruction 13, no. 3 (July 1, 2020): 789–804. http://dx.doi.org/10.29333/iji.2020.13353a.
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Rasinski, Timothy V. "Effects of Repeated Reading and Listening-While-Reading on Reading Fluency." Journal of Educational Research 83, no. 3 (January 1990): 147–51. http://dx.doi.org/10.1080/00220671.1990.10885946.
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Granena, Gisela, Carmen Muñoz, and Elsa Tragant. "L1 reading factors in extensive L2 reading-while-listening instruction." System 55 (December 2015): 86–99. http://dx.doi.org/10.1016/j.system.2015.09.005.
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Conklin, Kathy, Sara Alotaibi, Ana Pellicer-Sánchez, and Laura Vilkaitė-Lozdienė. "What eye-tracking tells us about reading-only and reading-while-listening in a first and second language." Second Language Research 36, no. 3 (June 3, 2020): 257–76. http://dx.doi.org/10.1177/0267658320921496.
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Reading-while-listening has been shown to be advantageous in second language learning. However, research to date has not addressed how the addition of auditory input changes reading itself. Identifying how reading differs in reading-while-listening and reading-only might help explain the advantages associated with the former. The aim of the present study was to provide a detailed description of reading patterns with and without audio. To address this, we asked first language (L1) and second language (L2) speakers to read two passages (one in a reading-only mode and another in a reading-while-listening mode) while their eye movements were monitored. In reading-only, L2 readers had more and longer fixations (i.e. slower reading) than L1 readers. In reading-while-listening, eye-movement patterns were very similar in the L1 and L2. In general, neither group of participants fixated the word that they were hearing, although the L2 readers’ eye movements were more aligned to the auditory input. When reading and listening were not aligned, both groups’ eye movements generally preceded the audio. However, L2 readers had more cases where their fixations lagged behind the audio. We consider why reading slightly ahead of the audio could explain some of the benefits attributed to reading-while-listening contexts.
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Valentini, Alessandra, Jessie Ricketts, Rachel E. Pye, and Carmel Houston-Price. "Listening while reading promotes word learning from stories." Journal of Experimental Child Psychology 167 (March 2018): 10–31. http://dx.doi.org/10.1016/j.jecp.2017.09.022.
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Chen, Yingzhao. "Comparing incidental vocabulary learning from reading-only and reading-while-listening." System 97 (April 2021): 102442. http://dx.doi.org/10.1016/j.system.2020.102442.
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박은 and Bae, Sang-Hee. "L2 Listening Comprehension and Learner Perception of LCPs by Reading-while-listening." Studies in Linguistics ll, no. 43 (April 2017): 299–319. http://dx.doi.org/10.17002/sil..43.201704.299.
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Kormos, Judit, Milena Košak Babuder, and Karmen Pižorn. "The Role of Low-level First Language Skills in Second Language Reading, Reading-While-Listening and Listening Performance: A Study of Young Dyslexic and Non-dyslexic Language Learners." Applied Linguistics 40, no. 5 (August 17, 2018): 834–58. http://dx.doi.org/10.1093/applin/amy028.
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Abstract Our study investigated the differences in low-level L1 skills and L2 reading, listening, and reading-while-listening outcomes between young dyslexic and non-dyslexic Slovenian learners of English. The research, in which children completed four language assessment tasks in three modes in a carefully counter-balanced order, also examined the relationship between low-level L1 skills and L2 reading, listening, and reading-while-listening performance. The findings show that, in Slovenian, which is a transparent language, dyslexic students are behind their non-dyslexic peers in word-level L1 skills after five years of literacy instruction. The results also call attention to the fact that students with weak L2 reading and listening skills might not always be at risk of, or diagnosed as having, dyslexia. Importantly, the findings suggest that the accuracy and speed of real and non-word reading in L1 might serve as useful indicators of L2 reading difficulties of young language learners. Furthermore, L1 dictation tests were also found to yield diagnostic information on young L2 learners’ listening and reading-while-listening problems.
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Huế, Nguyễn Thị, Phạm Thị Hoàng Ngân, Mai Thị Thanh Thu, and Vũ Thị Thu Phương. "STUDENTS’ RESPONSE TO READING WHILE LISTENING GRADED STORIES ACTIVITIES." Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên 199, no. 06 (June 17, 2019): 119–26. http://dx.doi.org/10.34238/tnu-jst.2019.06.1438.
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Hầu hết các nghiên cứu gần đây về phương pháp Đọc và nghe song song (Reading while listening) chỉ tập trung vào hiệu quả của phương pháp này hoặc so sánh với các phương pháp khác hay sử dụng phương pháp nghiên cứu định lượng. Mục đích của nghiên cứu hành động định tính này nhằm trả lời câu hỏi sinh viên năm thứ nhất tại trường Đại học Điều dưỡng Nam Định phản hồi như thế nào và tại sao khi áp dụng kỹ thuật đọc và nghe song song các câu truyện ngắn được đơn giản hóa trong lớp học tiếng Anh. Để thu thập và đối chiếu thông tin, nhóm nghiên cứu đã sử dụng 3 phương pháp thu thập dữ liệu gồm: phỏng vấn nhóm, phỏng vấn cá nhân và quan sát. Đối tượng nghiên cứu là 15 sinh viên năm nhất tại Đại học Điều dưỡng Nam Định với trình độ khác nhau từ sơ cấp tới tiền trung cấp. Dữ liệu được phân tích theo chủ đề (thematically analysis). Sau 14 tuần áp dụng phương pháp này, sinh viên phản hồi tích cực về mức độ tham gia vào các hoạt động và lợi ích của các hoạt động nói trên với sự phát triển ngôn ngữ; tuy nhiên, vẫn còn một số vấn đề liên quan đến các hoạt động bổ trợ và việc lựa chọn các câu truyện.
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van Bon, Wim H. J., Lidwien M. Boksebeld, Tonneke A. M. Font Freide, and Ardine J. M. van den Hurk. "A Comparison of Three Methods of Reading-While-Listening." Journal of Learning Disabilities 24, no. 8 (October 1991): 471–76. http://dx.doi.org/10.1177/002221949102400805.
Full textDissertations / Theses on the topic "Reading while listening"
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Suzuki, Satoko. "The Effect of Computer-Assisted Oral Reading While Listening on L2 Speaking Fluency." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/447274.
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CITE/Language ArtsEd.D.
This study investigated the effects of 10 times of once a week computer-assisted oral reading while listening (ORWL) on listening comprehension, objective measures and subjective rater judgment of L2 oral reading fluency and L2 rehearsed speech fluency. In addition, how listening score gains relate to working memory, L2 oral reading fluency gains, or L2 rehearsed speech fluency gains were examined. ORWL is a task of listening, speaking and reading almost simultaneously and is usually incorporated with shadowing or oral reading instruction, but rarely be a focus of study. Forty-six first- and second-year, non-English major, low to intermediate English proficiency Japanese college students (Comparison group n = 24; Experimental group n = 22) participated in this study. Over the course of the semester, the comparison group received reading comprehension instruction twice a week (total of 16 times) whereas the experimental group received reading comprehension instruction once a week (total of 6 times) and ORWL instruction once a week (total of 10 times). In order to enhance the effects of ORWL, pronunciation analyses and self-evaluation of recording of oral reading were also conducted during the ORWL instruction. Data were obtained from conducting pre- and post-listening dictation tests, Momotaro oral reading pre- and posttest, Kaguyahime oral reading posttest, rehearsed speech pre-and posttest, and listening span (working memory) test. Before conducting the quantitative analysis, the dichotomous Rasch analysis was conducted to check the validity and reliability of the listening tests. The results showed that the experimental groups’ listening scores did not significantly improve compared to the comparison group. Regarding the effects on L2 oral reading, the experimental group significantly improved the gain scores of the objective measures of fluency compared to the comparison group. The significant improvement was also found for the mean length of runs and number of pauses per minute between the same passage pretest and posttest, but not between the two different passages. Furthermore, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the same passage pretest and posttest. Regarding the effects on L2 rehearsed speech, no significant difference was found between the comparison and experimental groups on the gain scores of the objective measures of fluency. On the other hand, the significant difference was found for the subjective rater judgment of speed, pausing and prosody between the L2 rehearsed speech pretest and posttest. Regarding the relationship between the listening score gains and working memory, L2 oral reading fluency gains, and L2 rehearsed speech fluency gains, the moderately strong significant negative correlation was found between the listening score gains and the gain scores of the number of pauses per minute. The results suggest that the computer-assisted ORWL instruction can contribute to pronunciation research because it improved students’ L2 oral reading and made their rehearsed speech more comprehensible by improving the impression of speed, pausing, and prosody. ORWL can also contribute to L2 speech processing research because it improved students’ ability to read aloud an L2 text with familiar vocabulary, and the improvement of this ability was found to be important for listening comprehension.
Temple University--Theses
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Sohler, Sydney. "Developing Listening Comprehension in ESL Students at the Intermediate Level by Reading Transcripts While Listening: A Cognitive Load Perspective." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8516.
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Listening is one of the key skills needed to be proficient in a second language (L2). Some L2 teachers support the development of L2 learners' listening skills by providing input in a different sensory mode (e.g., reading). Nevertheless, developing L2 listening skills using more than one sensory mode, may lead to cognitive overload. In order to provide effective L2 listening instruction, teachers need to know what learning strategies will help students improve their listening skills. This quasi-experimental study examined the benefits of reading a text while listening to it and the effect that reading-while-listening (RWL) has on an L2 learner's listening comprehension. The study was done with intermediate-level, English as a Second Language (ESL) students in two pre-existing classes at the English Language Center (ELC) in Provo, Utah, with one class using a teaching method that included reading and listening together and one class that did no reading, just listening. The results of this study showed that both the control group and treatment group significantly improved their listening comprehension skills over the course of 14 weeks. For the treatment group which had used RWL, however, their listening scores were not significantly different from those of the control group. The pedagogical implications of the findings for second language teachers teaching listening skills are also discussed.
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Askildson, Lance. "Phonological Bootstrapping in Word Recognition & Whole Language Reading: A Composite Pedagogy for L2 Reading Development via Concurrent Reading-Listening Protocols and the Extensive Reading Approach." Diss., The University of Arizona, 2008. http://hdl.handle.net/10150/196014.
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The present study investigated the effects of concurrent reading and listening--in the form of the Reading While Listening (RWL) technique--as a means of improving word recognition and reading comprehension among intermediate L2 readers and compared these effects to a distinct top-down reading pedagogy in the form of Extensive Reading (ER) approach, an integrated pedagogy of both RWL and ER and a Control pedagogy of silent in-class reading. Drawing upon innate acquisitional mechanisms of phonological recoding as articulated by Jorm & Share's (1983) Self-Teaching Hypothesis (STH), the present research suggested the simultaneous presentation of identical orthographic and aural input as an ideal protocol for the exploitation of such a route to fluent word recognition in reading. Drawing upon innate acquisitional mechanisms of cognitive inferencing and whole language development as proposed by Goodman (1967, 1988), Krashen (1995, 2007) and Day & Bamford (1998), the present study also proposed the ER pedagogical approach as an effective top-down mechanism for cognitive inferencing in reading and whole language development as well as a tool for addressing L2 reader affect. In order to investigate the efficacy of RWL and ER respectively, while also as an integrated composite pedagogy of both RWL and ER, the present study employed a mixed-methods quasi-experimental design incorporating longitudinal classroom treatments of RWL, ER, RWL-ER and Control reading pedagogies over five weeks and among 51 intermediate ESL readers. Univariate and multivariate statistical analyses, alongside qualitative data reduction and display, supported the respective and significant efficacy of RWL and ER reading pedagogies over Control treatments on measures of reading rate, comprehension, vocabulary and grammatical knowledge gains as well as reader affect. Moreover, the composite RWL-ER treatment group demonstrated superlative gains above all other treatment types in a manner that supports the distinct advantages of such an integrated reading pedagogy, which pairs acquisitional approaches to both bottom-up word recognition and top-down cognitive skills development in tandem. Pedagogical implications for these findings are discussed alongside limitations and area for future research.
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Winzenz, Marilyn Anne. "Comprehension of extended narrative text: The role of spontaneous mental imagery while reading or listening." Scholarly Commons, 1988. https://scholarlycommons.pacific.edu/uop_etds/3330.
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To investigate the cognitive processes involved in language comprehension, this research examined the role of naturally occurring mental imagery in facilitating college students' understanding of lengthy narrative prose. During hour-long individual interviews, 40 undergraduates read silently or listened to a 1700 word short story. Subjects were asked to free recall as much as they could of the story and to answer higher level comprehension questions which involved verbal reasoning strategies such as inference and drawing conclusions regarding character development and motivation, theme, plot, and personal relevance. Subjects were also asked to describe the mental images they experienced, if any, and to rate the vividness of their mental images. Two instruments designed for this study, the Prose Comprehension Interview and the Mental Imagery Interview, were used to elicit subjects' oral self-reports on their comprehension and use of mental imagery. All subjects reported the existence of mental images, and the number of reported images was related significantly to literal comprehension, as measured by the number of memories reported on the free recall task. The number of reported images was not related significantly to subject responses on higher level comprehension questions. Although listeners reported significantly more images than readers, there was no significant difference between the comprehension of readers and listeners, at either the literal level or the higher levels of comprehension. A content analysis of the images reported by good comprehenders (the 7 top scoring subjects) and poor comprehenders (the 7 bottom scoring subjects) revealed qualitatively, as well as quantitatively different images between the two groups. Good comprehenders not only reported more images, but they also reported abstract, inferential, and objective images more often than did the poor comprehenders, who reported concrete, literal, and subjective images more often. Good comprehenders appeared to distinguish themselves from poor comprehenders by their ability to use their images to reason inferentially, draw conclusions, and make appropriate judgments. The findings of this study suggest that it is not simply the existence and frequency of mental images that facilitate reading and listening comprehension. It appears, instead, that the quality of our mental images, along with the way we reason and make use of our images, also contribute to our comprehension of the written and spoken word.
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Tennant, Susan Mary. "The effects of reading-while-listening and the cloze procedure on the reading ability and grammatical proficiency of ESL students." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28549.
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This study investigated the effects of repeated reading-while-listening in conjunction with cloze exercises on the reading ability and grammatical proficiency of 14 secondary level English as a Second Language students. The experimental group completed 17 cloze exercises at the rate of one per week. The method of presentation had three steps: the viewing of a film strip while listening to the accompanying commercially-produced tape, an attempt to complete a short written cloze exercise (every 10th word deleted) on a passage transcribed from the tape, and four attempts to complete the cloze exercise while simultaneously listening to the taped, unmutilated version.
The Gates-MacGinitie Reading Test, Level E, and the Structure Test—English Language, Advanced Level were administered both before and after the treatment period. A teacher-constructed reading/listening cloze posttest and an attitude questionnaire were administered after the treatment.
Separate analyses of covariance indicated a significant difference between the experimental group and the control group on the Gates-MacGinitie Reading Test, F (1,26) = 6.997, P <.014, but no significant difference between the groups on the Structure Test-English Language, F (1,26) = 1.306, P < .265. An independent samples t-test indicated a significant difference between the experimental group and the control group on the teacher-constructed reading/listening cloze, t(25) = 3.67, P <. Student responses to the attitude questionnaire indicated that they regarded the cloze exercises as helpful.
It is recommended that the type of cloze exercises investigated in the present study be used as supplementary exercises for ESL students. It is noted that further research should be done on the effects of choosing passages for the grammatical points which they contain and the effects of repeating vocabulary and/or content in the passages.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Amspaugh, Leigh Ann. "Effects of Student Choice on Delayed Reading Comprehension and Reading Fluency Across Three Reading Interventions." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu155528364333277.
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Santos, Tayane de Paula Bastos. "The influence of reading while listening to narratives on comprehesion, spoken word recognition and lexical memory of EFL brazilian learners." reponame:Repositório Institucional da UFSC, 2016. https://repositorio.ufsc.br/xmlui/handle/123456789/162837.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Inglês: Estudos LinguÃsticos e Literários, Florianópolis, 2016.Made available in DSpace on 2016-05-24T17:55:34Z (GMT). No. of bitstreams: 1 339425.pdf: 2667202 bytes, checksum: 6d49f999734589f30f09846f432c7bb1 (MD5) Previous issue date: 2016
Abstract : Interest in research and teaching on learning strategies (Oxford, 2003) for listening development in foreign language acquisition has increased over the past decade. Among the strategies discussed in the literature is reading while listening, in which the learner reads and listens simultaneously for example to songs along with lyrics, watch movies with subtitles in the foreign language, and listens to audiobooks following the written texts. The latter is the matter of discussion in this study. Following the predictions from reading strategies (Woodall, 2010; Montgomery, 2009; Chen, 2004; Harris & Casbergue, 1996) and teaching of listening (Chang, 2009; Brown, Waring & Donkaewbua, 2008) research, this study focused on investigating whether the aforementioned strategy would be of any advantage for listening and reading comprehension of intermediate level learners of English in terms of text comprehension, spoken word recognition and delayed word recall. Studies have suggested that by having contact with both input forms together, the recognition of spoken words can be enhanced, considering learners have the opportunity to gain awareness of spoken and written form relations, resulting in more effective word recognition and segmentation (Chang, 2009). In addition, it has been proposed that by reading while listening simultaneously, text comprehension is boosted, for studies in L1 thoroughly support that phonology plays a role in reading related cognitive processes (Ehri, 2005). This phonological knowledge is limited in a foreign language, thus the strategy could help to develop more efficient reading and parsing processes. Memory of words would also be increased, for the reason that words could be secured in long term memory permanently due to more information from different sources (Brown et al, 2008). Together, these predictions are the core hypotheses tested in the study. A within-subject design research was carried out. Three excerpts of contemporary science fiction short stories (Hamilton, 2013) and their correspondent unabridged audiobooks were selected for data collection. Narrative texts were selected because (1) audiobooks of stories are more popular than other text genres, (2) narrative texts may contribute for the development of listening and reading skills by promoting extensive reading and listening (Lao & Krashen, 2000; Woodall, 2010; Chang, 2009) and (3) narrative structure has cognitive processing advantage, thus any observable effect would not be related to text processing difficulty Graesser, Golding & Long, 1996; DuBravac & Dalle, 2002). Three conditions were compared, reading while listening (LR), reading only (RO) and listening only (LO). A questionnaire assessed learners? language learning profiles. Three language tasks were administered: (1) a comprehension task, (2) a spoken word recognition task that measured reaction time and accuracy, and a (3) free delayed word recall task. Finally, a second questionnaire assessed learners? opinions concerning the strategy. Results did not show any statistically significant difference between conditions in any of the language tasks. The qualitative analysis however, showed that the unanimity of learners preferred reading while listening as an effective language learning strategy. Overall this study suggests that in terms of immediate gains to the comprehension of texts, recognition of spoken words and word recall for intermediate level learners, reading while listening is no better than reading only and listening only. In terms of learner perception, however, the strategy is well received and it can be used to promote vocabulary learning and extensive listening and reading in a foreign language.
O interesse em estratégias de aprendizagem (Oxford, 2003) para o desenvolvimento da compreensão oral em lÃngua estrangeira tem aumentado, tanto na pesquisa quanto na pedagogia do ensino. Entre as estratégias discutidas na literatura está ler e ouvir simultaneamente, através da qual os aprendizes escutam e leem, por exemplo, músicas e suas respectivas letras, assistem filmes com áudio e legendas na lÃngua estrangeira, e ouvem audiolivros acompanhando o texto escrito. Esta última modalidade é o tema do presente trabalho. De acordo com as predições das pesquisas em estratégias de leitura (Woodall, 2010; Montgomery, 2009; Chen, 2004; Harris & Casbergue, 1996) e ensino da compreensão oral (Chang, 2009; Brown, Waring & Donkaewbua, 2008), esse estudo investiga se a estratégia mencionada proporciona algum ganho para a compreensão oral e a leitura de aprendizes de inglês como lÃngua estrangeira de nÃvel intermediário, em termos de compreensão de texto, reconhecimento da palavra falada e recordação tardia de palavras. Estudos sugerem que ao ter contato com as duas formas de input ao mesmo tempo, o reconhecimento de palavras faladas pode ser aprimorado, considerando que os aprendizes têm a chance de perceber melhor as relações entre formas orais e escritas, resultando assim em reconhecimento e segmentação da fala mais efetivos (Chang, 2009). Além disso, a compreensão de textos também pode ser potencializada, visto que estudos em lÃngua nativa estabeleceram fortemente que a fonologia desempenha um papel importante nos processos cognitivos atrelados à leitura (Ehri, 2005). O conhecimento fonológico tende a ser limitado numa lÃngua estrangeira, portanto, a estratégia auxiliaria a desenvolver a leitura e os processos de parsing de forma mais eficiente. A memória para as palavras também aumentaria, pois as palavras estariam consolidadas na memória de longo prazo devido à s informações de diferentes fontes (Brown et al, 2008). Em conjunto, essas predições são as hipóteses testadas neste trabalho. Um experimento com o design within-subject foi conduzido. Trechos de três histórias de ficção cientÃfica (Hamilton, 2013) e seus respectivos audiolivros foram utilizados para a coleta de dados. Textos narrativos foram selecionados porque (1) audiolivros de histórias são mais populares dos que os de outros gêneros textuais, (2) narrativas podem contribuir para o desenvolvimento da compreensão oral e leitura por promover a prática extensiva de ambas (Lao & Krashen, 2000; Woodall, 2010; Chang, 2009) e (3) a estrutura das narrativas proporciona vantagens cognitivas de processamento, assim, qualquer efeito observado não estaria diretamente ligado à dificuldade inerente à estrutura do texto (Graesser, Golding & Long, 1996; DuBravac & Dalle, 2002). Foram comparadas três condições, ler e ouvir, ler somente e ouvir somente. Um questionário levantou dados sobre o perfil de aprendizagem de lÃnguas dos participantes. Três tarefas linguÃsticas foram administradas: (1) tarefas de compreensão de texto; (2) tarefas de reconhecimento da palavra falada, que media o tempo de reação e a acurácia, e (3) uma tarefa de recordação tardia e livre de palavras. Um segundo questionário sondou as opiniões dos participantes com relação à s histórias, à s estratégias e à experiência na pesquisa. Os resultados não mostraram nenhuma diferença estatisticamente significativa entre as condições nas tarefas linguÃsticas. A análise qualitativa, contudo, apontou que a unanimidade dos aprendizes preferiu ler e ouvir ao mesmo tempo como uma estratégia efetiva para a aprendizagem de lÃnguas. De modo geral, este estudo sugere que em termos de ganhos imediatos para a compreensão de texto, o reconhecimento da palavra falada e recordação de palavras tardia, em aprendizes de nÃvel intermediário, ler e ouvir ao mesmo tempo não é melhor que ler somente e até ouvir somente. Em termos de percepções dos aprendizes, entretanto, a estratégia é bem recebida e pode ser usada para promover a aprendizagem de vocabulário, a compreensão oral e leitura extensivas numa lÃngua estrangeira.
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Hoskyn, Constance Elizabeth McDaniel. "Enhancing reading comprehension rates: comparing following along and not following along during listening-while-reading interventions in middle school and junior high school students with disabilities." Diss., Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02122010-134921.
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Mooney, Laura Louise. "Listening to silence, reading the unwritten : articulating the voice of the racial other in white male discourse." Thesis, University of Kent, 2015. https://kar.kent.ac.uk/52388/.
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This thesis explores literary representations in white male discourse of the voices of the racial Other. Tracing a chronological development from colonial to postcolonial texts, it closely analyzes the wider political and ethical implications of these representations in Daniel Defoe’s "Robinson Crusoe", Joseph Conrad’s "Heart of Darkness", Albert Camus’ "L’Étranger" and ‘L’Hôte’, J.M. Coetzee’s "Foe" and "Disgrace", J.M.G. Le Clézio’s "Onitsha" and Cormac McCarthy’s "No Country for Old Men". At the core of my research is the question how can white male writers resist the dominance of Eurocentric consciousness and be a witness to the racial Other and articulate his/her voice without recourse to prejudice and stereotyping. The representation of the Other transitions from the anonymity of slavery in colonial texts to identified and identifiable individuals in postcolonial writings. Through these novels the impact of national Independence, freedom from racial oppression and immigration − all legal expressions of freely articulated voice − can be observed on the traditional colonial power relationship. As a consequence, dominated, silenced voices gradually develop into silent refusals of acquiescence that withhold information. The impact of such resistance is frequently paralleled by a crisis of male identity and the declining stature of the white male protagonists who suffer imprisonment, death, sickness, confusion or defeat, as gestures symbolic of the decline of white patriarchal systems and challenges to accepted concepts of identity, humanity, justice, good and evil. In a globalized world the category of the Other encourages us to think beyond the known and recognize the validity of ideologies that challenge the authority of our own.
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Wang, Ching-yi, and 王清怡. "The Effects of Reading-While-Listening with Contextual Story Grammar Instruction on Taiwanese Elementary School Students' Listening Comprehension Performance." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/51753759809160884996.
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碩士國立彰化師範大學
兒童英語研究所
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ABSTRACT In an EFL setting where it lacks native speakers to interact with, listening becomes a vital source of input for foreign language learning. Various researches have further revealed that listening benefits language learners greatly on developing other language skills. In view of the growing importance, it merits attention regarding how to teach listening comprehension at the forefront to maximize learning results. Due to its implicitly monodirectional process, listening is often regarded as complex and difficult for foreign language learners. Given contextual story grammar instruction underlying the listening construct, listeners participate in the listening practice in real time, paving the way for bidirectional listening. The present study investigates the effects of Reading-While-Listening (RWL) with contextual story grammar instruction on Taiwanese sixth graders’ listening comprehension performance. Forty 6th graders of two homogenous classes in central Taiwan were recruited. The experimental group received RWL with contextual story grammar instruction whereas RWL with oral rendition in conventional listening instruction was administered to the control group. The study lasted for 23 weeks within which the students received forty minutes of RWL instructions each week for 20 weeks. The instruments included an English learning background questionnaire, English listening and reading proficiency pretests plus posttests, ten immediate listening comprehension tests for both groups, and an attitude questionnaire for the experimental group. The results showed that the experimental group significantly exceeded that of the control group on the twenty-week immediate posttests and English proficiency posttests, indicating that RWL integrated with contextual story grammar instruction improves students’ listening comprehension, and moreover, enhances their reading proficiency. With the subjects reporting favorably on the reception of the intervention, the findings lent further support to the strong reciprocal relationship between students’ listening comprehension and their reading performance in regard to RWL instructions.
Books on the topic "Reading while listening"
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Mistrorigo, Alessandro. Phonodia. Venice: Edizioni Ca' Foscari, 2018. http://dx.doi.org/10.30687/978-88-6969-236-9.
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This essay focuses on the ‘voice’ as it sounds in a specific type of recordings. This recordings always reproduce a poet performing a poem of his/her by reading it aloud. Nowadays this kind of recordings are quite common on Internet, while before the ’90 digital turn it was possible to find them only in specific collection of poetry books that came with a music cassette or a CD. These cultural objects, as other and more ancient analogic sources, were quite expensive to produce and acquire. However, all of them contain this same type of recoding which share the same characteristic: the author’s voice reading aloud a poem of his/her. By bearing in mind this specific cultural objet and its characteristics, this study aims to analyse the «intermedial relation» that occur between a poetic text and its recorded version with the author’s voice. This «intermedial relation» occurs especially when these two elements (text and voice) are juxtaposed and experienced simultaneously. In fact, some online archives dedicated to this type of recording present this configuration forcing the user to receive both text and voice in the same space and at the same time This specific configuration not just activates the intermedial relation, but also hybridises the status of both the reader, who become a «reader-listener», and the author, who become a «author-reader». By using an interdisciplinary approach that combines philosophy, psychology, anthropology, linguistics and cognitive sciences, the essay propose a method to «critically listening» some Spanish poets’ way of vocalising their poems. In addition, the book present Phonodia web archive built at the Ca’ Foscari University of Venice as a paradigmatic answer to editorial problems related to online multimedia archives dedicated to these specific recordings. An extent part of the book is dedicated to the twenty-eight interviews made to the Spanish contemporary poets who became part of Phonodia and agreed in discussing about their personal relation to ‘voice’ and how this element works in their creative practice.
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Literacy-building interview activities for English language learners: Instant student-to-student interviews that develop skills in listening, speaking, reading, and writing-- and engage the whole class. New York: Scholastic, 2009.
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O'Day, Pamela Stoeckel. Reading while listening increasing access to print through. 2000.
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Azzara, Christopher D., and Alden H. Snell, II. Assessment of Improvisation in Music. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935321.013.103.
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This article provides an overview of research on assessment of improvisation in music and offers suggestions for increasing its centrality in music teaching and learning. With listening, improvising, reading, and composing as context for music teaching and learning, it covers historical and philosophical foundations for, and research on, creativity and improvisation. The article’s synthesis of the literature focuses on assessment of ability to interact, group, compare, and anticipate and predict music while improvising. Six elements (repertoire, vocabulary, intuition, reason, reflection, and exemplars) contribute to a holistic and comprehensive creative process that inspires spontaneous and meaningful music making. The article concludes with recommendations for replication and extension of research to provide insight for improvisation assessment.
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Bray, Karen. Grave Attending. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823286850.001.0001.
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Grave Attending: A Political Theology for the Unredeemed mounts a challenge to a regnant neoliberal capitalist narrative, pervasively secularized, of redemption. Its methodology relies on reading political theology anew through theories of affect, queerness, disability, and race. Surfacing the importance of emotion, mood, feeling, and affect for constructions of the political and the theological, this book proposes counter-redemptive narratives. Its opening provocation is a diagnosis of soteriological impulses within neoliberalism that demand we be productive, efficient, happy, and flexible in order to be of worth and therefore get saved from the wretchedness of being considered disposable. In the guise of opportunity, the theological underpinnings of neoliberalism offer a caged freedom. Counter to this cage, the affect theories explored in these pages offer a political theology that surmises that sticking with the moods of what it means to get crucified by neoliberal capitalism is both an act of resistance and the refusal to give up on life in execution’s wake. Hence, it suggests we stick with those whom neoliberalism has already marked as irredeemable. Through the concept of “grave attending” —being brought down by the gravity of what is and listening to the ghosts of what might have been (all those irredeemable subject positions and collectives we tried to closet away)—this book considers what it means to go unredeemed. An affect-infused political theology asks readers to stick with the moods of the irredeemable, while also salvaging the possibility of new worlds, not in spite of such moods, but through them.
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Hamkins, SuEllen. The Art of Narrative Psychiatry. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199982042.001.0001.
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Narrative psychiatry empowers patients to shape their lives through story. Rather than focusing only on finding the source of the problem, in this collaborative clinical approach psychiatrists also help patients diagnose and develop their sources of strength. By encouraging the patient to explore their personal narrative through questioning and story-telling, the clinician helps the patient participate in and discover the ways in which they construct meaning, how they view themselves, what their values are, and who it is exactly that they want to be. These revelations in turn inform clinical decision-making about what it is that ails them, how they'd like to treat it, and what recovery might look like. The Art of Narrative Psychiatry is the first comprehensive description of narrative psychiatry in action. Engaging and accessible, it demonstrates how to help patients cultivate their personal sources of strength and meaning as resources for recovery. Illustrated with vivid case reports and in-depth accounts of therapeutic conversations, the book offers psychiatrists and psychotherapists detailed guidance in the theory and practice of this collaborative approach. Drawing inspiration from narrative therapy, post-modern philosophy, humanistic medicine, and social justice movements - and replete with ways to more fully manifest the intentions of the mental health recovery model - this engaging new book shows how to draw on the standard psychiatric toolbox while also maintaining focus on the patient's vision of the world and illuminating their skills and strengths. Written by a pioneer in the field, The Art of Narrative Psychiatry describes a breadth of nuanced, powerful narrative practices, including externalizing problems, listening for what is absent but implicit, facilitating re-authoring conversations, fostering communities of support, and creating therapeutic documents. The Art of Narrative Psychiatry addresses mental health challenges that range from mild to severe, including anxiety, depression, despair, anorexia/bulimia, perfectionism, OCD, trauma, psychosis, and loss. True to form, the author narrates her own experience throughout, sharing her internal thoughts and decision-making processes as she listens to patients. The Art of Narrative Psychiatry is necessary reading for any professional seeking to empower their patients and become a better, more compassionate clinician.
Book chapters on the topic "Reading while listening"
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Schulthies, Becky L. "Literate Listening." In Channeling Moroccanness, 43–72. Fordham University Press, 2020. http://dx.doi.org/10.5422/fordham/9780823289714.003.0003.
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Chapter two explores Fassi perspectives on what it meant to engage in public life through literate listening to news in Morocco. Many scholars have argued that poor Arabic education in Morocco has left a functionally illiterate citizenry who cannot understand the formal Arabic of the news broadcast. This chapter analyzes how laments about listening failures by listening subjects (those who authorized themselves to evaluate these failures) allowed Fassis to create competing yet recognizable Moroccan linguistic practices for public participation. Some challenged scholarly ideas of what it meant to be literate and by extension a skilled reasoner. They evoked an explicit literate listening ideology: awareness (الوعي lwā’ī), glossed as keen reasoning skills, came from verbal interaction with a wide range of interlocutors, not just the educated elements of society. While many Fassis who viewed themselves as literate and educated repeatedly bemoaned the misunderstandings of poorly literate Moroccans, others in Fez challenged a core “modern” ideology of writing/reading literacy as an individual skill, acquired only in schools, necessary for critical reasoning and, by extension, for news comprehension. Instead, their news reception involved distributed literacy, in which family members contributed their unique linguistic repertories to the interpretive process.
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Mirzaei, Maryam Sadat, and Kourosh Meshgi. "Learner-adaptive partial and synchronized captions for L2 listening skill development." In CALL and complexity – short papers from EUROCALL 2019, 291–96. Research-publishing.net, 2019. http://dx.doi.org/10.14705/rpnet.2019.38.1025.
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Many language learners have difficulty practicing listening skills using authentic materials, and thus use captions to map text with speech, and they benefit from reading along while listening to comprehend content. However, many learners over-rely on reading the text and many have difficulty in dividing their attention to the multimodal input. We have proposed a captioning tool, Partial and Synchronized Captions (PSC), which detects the useful words to be shown in the caption for addressing learners’ listening difficulties. To handle individual learner demands, PSC should adapt its word selection criteria. This study proposes an Adaptive PSC (APSC), which improves its word selection and retrains itself on-the-fly by applying learner feedback on the generated caption to provide individualized and effective assistance that satisfies the learners’ requirements. Preliminary results revealed that the system was relatively successful to adapt itself to the demand of the L2 learner, which raised learner satisfaction on the resultant captions.
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LaRocca, David. "Alone., Again." In Metacinema, 291–318. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190095345.003.0015.
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The Austrian experimental filmmaker Martin Arnold (b. 1959) created several late twentieth-century films that take a formal, interventionist approach to the use of found footage. This chapter explores how Arnold’s filmic inventions are made possible by his metaformal interventions at the level of medium—not in or on it, but instead with it. Such an approach counters a prevailing trend toward reading the resulting works, conspicuously Alone. Life Wastes Andy Hardy (1998), as being inherently, that is, ontologically psychoanalytic in nature. I suggest, on the contrary, that while the film’s somatic effects on viewers may summon thoughts of Freudian theory, such interpretations are not part of the hidden or latent content of the original source films. We should, instead, acknowledge that such readings are epiphenomena of our charged emotional and psychosocial experience watching and listening to Arnold’s accomplished metacinematic creations.
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Amodei, Michelle L., and Laura J. Strong. "Story Cubing Strategies." In Handbook of Research on Assessment Practices and Pedagogical Models for Immigrant Students, 93–108. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9348-5.ch006.
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Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.
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Amodei, Michelle L., and Laura J. Strong. "Story Cubing Strategies." In Research Anthology on Culturally Responsive Teaching and Learning, 735–50. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-9026-3.ch040.
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Educational expectations vary according to a child's culture. In the United States and many other parts of the world, the population of young people entering the educational system is becoming more culturally diverse. In response, educators seek new ways to adapt pedagogical practices to meet the needs of diverse learners. Storytelling is a universal approach that is practiced in many cultures, and story cubes are highly motivating because they encourage children's personal and relevant contributions while addressing the following language domains: reading, writing, listening, and speaking. The first part of this chapter provides a framework for linking the needs of dual language learners to developmentally appropriate practices using storytelling, and the second part addresses the importance of storytelling for young children who are dual language learners while providing specific strategies for using story cubes as a culturally responsive approach to enhancing and supporting linguistic, social, and cognitive development.
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"Portal Design as an Outcome of the Research." In Dyslexia and Accessibility in the Modern Era, 120–51. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4267-5.ch008.
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This chapter introduces the process of the creation of the literacy portal. The crucial interest of the team from the start was to create a user-friendly open environment for adults with dyslexia and/or reading problems. The readers go with the authors through the gradual development: interviews, grounded in the principle of active listening, and partially structured interviews. This, at the end, was followed by surveys focused on problems with reading and the internet. The authors show what the card sorting method is, how it went, what its goal was, and how it influenced the final portal. The orientation in the web pages is an important part of the portal. The authors, therefore, describe the process of menu and icon selection along with monitoring online movement by people with dyslexia while also using the button and vertical menu. The results and findings were reflected in the requirements of the administrative environment adapted to the individuals with dyslexia, and the reaction CMS system was developed based on them.
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Zaritt, Saul Noam. "Epilogue." In Jewish American Writing and World Literature, 151–62. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198863717.003.0006.
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The Epilogue offers a reflection on the possible “elsewheres” of Jewish American writing, looking for further articulations of Glatstein’s non-institutional world literature to-come in the writing of Anna Margolin and Grace Paley. Margolin in Yiddish and Paley in English rarely expected recognition from patriarchal institutions, yet they were writers who depended on the translational modes of modern literature as part of their writerly practices. They inscribe in their work a futurity that is beholden to Jewish vernacularity while searching for new vocabularies for personal and collective redemption. Reading the politics of “tiptoed waiting” in Margolin’s final published poem and parsing the genealogy of justice in Paley’s writing, this chapter considers what it means to inhabit a world literature to-come grounded in a practice of vernacular listening.
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Okihiro, Gary Y. "Notes from Shinagawa, July 28–29, 2012." In Trans-Pacific Japanese American Studies. University of Hawai'i Press, 2016. http://dx.doi.org/10.21313/hawaii/9780824847586.003.0016.
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Listening to my Japanese colleagues and reading their analyses and comparing them with what I understand to be Japanese American studies in the United States suggests to me several implications. First, Japan-based scholars seem attentive to the notion of men and women as historical agents, an internal as opposed to external perspective. Whether as migrants, men or women, linguistic communities, commercial actors, Japanese scholars can understand the contexts of racism and sexism, but they appear more keenly attentive to the internal and individual voices and workings of Japanese America. Perhaps this arises from frames; scholars in Japan see Japanese America as extensions of self and Japan, while those in the United States are more focused, at present, on the (wider) contexts of Japanese America, perhaps beginning with the anti-Japanese movement to anchor that experience within U.S. history and society....
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Ortiz, Brenda I. Lopez, and Mara J. Luna. "Mobile-Assisted Language Learning From Language Instructors' Perspectives." In Advancing Mobile Learning in Contemporary Educational Spaces, 60–87. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-9351-5.ch003.
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This chapter explores instructor use of MALL in EFL/ESL classrooms. It begins with a discussion of instructor ownership as well as personal use of mobile technology. The chapter includes a discussion of overall perceptions and/or reported educational use and benefits and barriers (not tied to specific language skills.) The chapter goes on to describe how instructors use mobile devices while teaching reading, writing, listening, and speaking skills. This is followed by a brief discussion of mobile devices in situations that integrate all four skills. For each language skill, the authors also discuss perceived and/or reported benefits and barriers. Thereafter follows a discussion of trends in the focus of research questions, research methodologies, geographic location of studies, and a brief comparison in trends between earlier and later studies. The review ends with a conclusion that provides directions for future research and reminds the reader of the utility of this literature review.
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Dou, Adam, Vana Kalogeraki, Dimitrios Gunopulos, Taneli Mielikainen, and Ville H. Tuulos. "Using MapReduce Framework for Mobile Applications." In Advances in Multimedia and Interactive Technologies, 181–201. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-144-3.ch009.
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Most of today’s smart-phones are geared towards a single user experience, whether it is reading a book, watching a movie, playing a game or listening to music. However, there has been a shift towards providing a more complex and social experience: applications are being developed and deployed to help users connect and share information with each other.These applications allow people to keep track of their friends’ statuses in real time, or to help them navigate around traffic congestion. While exciting, most such applications are currently being developed in an ad-hoc nature, reinventing and duplicating a lot of work to support their distributed operations. In this work, we present our framework, Misco. A platform for developing distributed applications for mobile smart-phones. We also explore some existing solutions, applications and related systems. We then discuss some of the many future research paths and show that solutions like ours are just the beginning.
Conference papers on the topic "Reading while listening"
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Bulaquit, Randymax M. "Utilization of Facebook as a Supplemental Tool in Developing English Communication Skills: Basis for a Proposed Syllabus in Purposive Communication." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.8-1.
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Most studies show that students use Facebook as a powerful tool for social interaction, and English language learning purposes. The study aimed to assess and present empirical data on the students’ perceptions on the acceptability and usage level of Facebook as a communication tool in developing English communication skills and to identify possible variables that could initiate programs on how students maximize study time in connection with Facebook’s usage. The majority of the respondents used Facebook daily in learning English reading, writing, listening and speaking. Respondents have moderately agreed that Facebook can be used as a supplemental tool in developing communication skills in reading, writing, and listening but slightly agreed on speaking. There was no significant difference in the extent of usage and the results of the communication skills test in reading, writing, listening and speaking. The correlation between perception and performance for listening skills was positively very weak while performance in writing and reading skills was positively weak. However, the correlation between perception and performance for speaking skills was negatively weak. Lastly, the majority of the respondents have encountered problems in using Facebook, such as in inappropriateness of comments, pictures, or videos posted on Facebook, slow Internet connection outside and within the university, and lack of security and validity of information.
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Rusák, Zoltán, Niels van de Water, Bram de Smit, Imre Horváth, and Wilhelm Frederik Van Der Vegte. "Smart Reading Aid for Detecting Problems With Reading Fluency and Comprehension." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59130.
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Brain signal and eye tracking technology have been intensively applied in cognitive science in order to study reading, listening and learning processes. Though promising results have been found in laboratory experiments, there are no smart reading aids that are capable to estimate difficulty during normal reading. This paper presents a new concept that aims to tackle this challenge. Based on a literature study and an experiment, we have identified several indicators for characterizing word processing difficulty by interpreting electroencelography (EEG) and electrooculography (EOG) signals. We have defined a computational model based on fuzzy set theory, which estimates the probability of word processing and comprehension difficulty during normal reading. The paper also presents a concept and functional prototype of a smart reading aid, which is used to demonstrate the feasibility of our solution. The results of our research proves that it is possible to implement a smart reading aid that is capable to detect reading difficulty in real time. We show that the most reliable indicators are related to eye movement (i.e. fixation and regression), while brain signals are less dependable sources for indicating word processing difficulty during continuous reading.
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Godde, Erika, Gérard Bailly, David Escudero, Marie-Line Bosse, Maryse Bianco, and Coriandre Vilain. "Improving fluency of young readers: introducing a Karaoke to learn how to breathe during a Reading-while-Listening task." In 7th ISCA Workshop on Speech and Language Technology in Education. ISCA: ISCA, 2017. http://dx.doi.org/10.21437/slate.2017-22.
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Zorn, Magdalena. "Musik mit dem Radio hören: Über den Begriff der musikalischen Aufführung." In Jahrestagung der Gesellschaft für Musikforschung 2019. Paderborn und Detmold. Musikwissenschaftliches Seminar der Universität Paderborn und der Hochschule für Musik Detmold, 2020. http://dx.doi.org/10.25366/2020.77.
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This article focuses on the phenomenon of listening to music via radio transmission. In an examination of linguistic findings and media archaeological observations, the specific performance characteristics of mediatized music are worked out using the example of a radio broadcast of a Beethoven symphony. The music-aesthetic and sociological essay “The Radio Symphony: An Experiment in Theory” (1941), written by Theodor W. Adorno during his stay in New York, is subjected to a re-reading. Although Adorno showed the full scope of his cultural conservatism in this essay, his thoughts nevertheless exemplify a function of technically mediated music reception that seems to be constitutive for the concept of musical performance as a whole.