Learners' Perceptions of Listening Comprehension Problems

Hasan, Ali Saud

doi:10.1080/07908310008666595

Cited by 198 publications

(204 citation statements)

References 28 publications

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“…The six utilization problems (items [18][19][20][21][22][23] in the questionnaire are mostly related to the general message of the text, the main ideas in it with the related supporting details, the relationship among these ideas, and their order. The results related to utilization problems are displayed in Table 3.…”

Section: Utilization Problemsmentioning

confidence: 99%

Iranian EFL Students’ Listening Comprehension Problems

Nowrouzi¹,

Tam²,

Zareian³

et al. 2015

TPLS

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Abstract-English as a Foreign Language (EFL) listening skill is considered a problematic skill particularly in a foreign language context where practice opportunities are limited. This study aimed to explore the listening comprehension problems of a group of EFL learners. Survey method was followed to collect data from a group of Iranian tertiary level EFL learners (n = 100) using the Listening Comprehension Processing Problems Questionnaire. The results indicated that the learners experienced moderate to high levels of difficulty in all three categories of listening comprehension problems, namely perception, parsing, and utilization. The findings are expected to have useful implications for syllabus designers and teachers who intend to address the listening comprehension problems of EFL learners.

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Section: Utilization Problemsmentioning

confidence: 99%

Iranian EFL Students’ Listening Comprehension Problems

Nowrouzi¹,

Tam²,

Zareian³

et al. 2015

TPLS

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“…In other empirical studies (Hasan, 2010;Siegel, 2013), teachers, especially FLs ones, prioritise listening and reading in tasks that share the same demands (understanding teacher's instructions, for example), seriously devaluing writing skills aspects (listening and grammar) and speaking (Brown, 2009;Khuwaileh & Shoumali, 2000). This teachers' priority was also confirmed in this study and is consistent with the research that confirms the positive relationship between reading and listening tests, in that they also share specific aspects in the field of cognitive processing (Zeeland & Schmitt, 2012;Harding, Alderson & Brunfaut, 2015).…”

Section: Discussionmentioning

confidence: 95%

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

Figueiredo¹,

Martins²,

Silva³

et al. 2016

The European Proceedings of Social and Behavioural Sciences

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The four-skills on tests for young native speakers commonly do not generate correlation incongruency concerning the cognitive strategies frequently reported. Considering the non-native speakers there are parse evidence to determine which tasks are important to assess properly the cognitive and academic language proficiency (Cummins, 1980;. Research questions: It is of high probability that young students with origin in immigration significantly differ on their communication strategies and skills in a second language processing context (1); attached to this first assumption, it is supposed that teachers significantly differ depending on their scientific area and previous training (2). Purpose: This study intends to examine whether school teachers (K-12) as having different origin in scientific domain of teaching and training perceive differently an adapted four-skills scale, in European Portuguese. Research methods: 77 teachers of five areas scientific areas, mean of teaching year service = 32 (SD= 2,7), 57 males and 46 females (from basic and high school levels). Main findings: ANOVA (Effect size and Post-hoc Tukey tests) and linear regression analysis (stepwise method) revealed statistically significant differences among teachers of different areas, mainly between language teachers and science teachers. Language teachers perceive more accurately tasks in a multiple manner to the broad skills that require to be measured in non-native students. Conclusion: If teachers perceive differently the importance of the big-four tasks, there would be incongruence on skills measurement that teachers select for immigrant puppils. Non-balanced tasks and the teachers' perceptions on evaluation and toward competence of students would likely determine limitations for academic and cognitive development of non-native students. Furthermore, results showed sufficient evidence to conclude that tasks are perceived differently by teachers toward importance of specific skills subareas. Reading skills are best considered compared to oral comphreension skills in non-native students.

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“…Listening is "a critical priority among the four skill areas for language student"" (Hamouda, 2013, p.113). Hasan (2000) argues how listening comprehension provides suitable conditions for language acquisition and also the development of other language skills (p.138).…”

Section: Focusing On Enhancing Listening Skillsmentioning

confidence: 99%

“…Hasan (2000) indicates some factors that may have a negative effect on listening comprehension for the ESL learner: new vocabulary causes problems, as can a grammatical structure that is complex or idiomatic. Furthermore, the length of the text used for listening can cause difficulty in overall comprehension levels (Williams, 2011;Shen, 2012).…”

Section: Focusing On Enhancing Listening Skillsmentioning

confidence: 99%

A Narrative Literature Review on ESL Business English Instruction

2017

International Journal on Studies in English Language and Litera

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Learners' Perceptions of Listening Comprehension Problems

Cited by 198 publications

References 28 publications

Iranian EFL Students’ Listening Comprehension Problems

Iranian EFL Students’ Listening Comprehension Problems

The Big Four Skills: Teachers’ Assumptions on Measurement of Non-Native Students Cognition

A Narrative Literature Review on ESL Business English Instruction

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