Listening comprehension: The learners’ perspective

Graham, Suzanne

doi:10.1016/j.system.2005.11.001

Cited by 323 publications

(325 citation statements)

References 28 publications

Supporting

Mentioning

287

Contrasting

Unclassified

Order By: Relevance

“…Listening comprehension complexity can frequently cause irritation and anxiety among second or foreign language learners (Graham, 2006). Anxiety is one of the vital individual differences that is defined as "the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system" (Horwitz, Horwitz, & Cope, 1986, p. 125).…”

Section: Listening Anxietymentioning

confidence: 99%

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Rahimi¹,

Soleymani²

2015

ELT

View full text Add to dashboard Cite

This study aimed at investigating the impact of mobile learning on EFL learners' listening anxiety and listening comprehension. Fifty students of two intermediate English courses were selected and sampled as the experimental (n=25) and control (n=25) groups. Students' entry level of listening anxiety was assessed by foreign language listening anxiety questionnaire and their listening comprehension was assessed by Key English Test (KET) prior to the study. For one semester the experimental group did their listening activities by using podcasts listened to on their mobile phones and/or portable digital media players. Meanwhile the control group used their desktop computers to do their listening activities. The results of data analysis showed that listening anxiety of the experimental group reduced significantly after the experiment. Further, a significant difference between the experimental and control groups' listening comprehension was found in favor of the experimental group at the end of the experiment.

show abstract

Section: Listening Anxietymentioning

confidence: 99%

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Rahimi¹,

Soleymani²

2015

ELT

View full text Add to dashboard Cite

show abstract

“…Another challenge mentioned was the natural speed of delivery which can make understanding difficult (Flowerdew and Miller, 1996;Graham, 2006), particularly in telephone conversations. There are many situations outside the classroom where there is a lack of thinking time.…”

Section: Social Engagementmentioning

confidence: 99%

Engagement with language: interrogating a construct

2009

View full text Add to dashboard Cite

“…Participants' results indicated better performance in the PRT then the PLT. Generally, studies have shown that listening is more difficult and stressful for foreign language learners because it sometimes requires learners to rapidly interpret information, and this is sometimes challenging (Chang & Read, 2006;Graham, 2006). Bardovi-Harlig and Dörnyei (1998)speculate that the listening comprehension part of their video-based pragmatic task might be intrinsically more challenging than the written form of the task, suggesting that 'proficiency' should not be treated as a single construct, but divided according to, at least, skills.…”

Section: Discussionmentioning

confidence: 99%

“…3(1), June 2015 Generally, some studies on foreign language listening claim that listening is more stressful, difficult, and challenging for L2 learners (Chang & Read, 2006;Graham, 2006), especially for learners of lower proficiency levels. In pragmatic studies specifically, the difficulty involved in listening has been hinted at but not explored; for example, Bardovi-Harlig and Dörnyei (1998) state that the listening component of their video task might be challenging for the participant in their study.…”

mentioning

confidence: 99%

How Spoken and Written Questionnaires Vehicle Comprehension

Zughaibi¹

2015

IJLC

View full text Add to dashboard Cite

This study examines the influence of task medium on the pragmatic comprehension of EFL learners. Students of an English language tertiary programme in Saudi Arabia each completed a pragmatic comprehension task using two different mediums (spoken and written mediums). Although participants could interpret implicit utterances in both tasks, they had lower overall scores when they completed the task through the oral medium. The results showed that participants scored significantly higher on the pragmatic reading task than the pragmatic listening task for all the variables examined. These findings suggest that the medium employed in pragmatic comprehension tasks can influence how well EFL students perform in these tasks and that listening tasks are not necessarily the best medium for assessing pragmatic comprehension.

show abstract

Listening comprehension: The learners’ perspective

Cited by 323 publications

References 28 publications

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

The Impact of Mobile Learning on Listening Anxiety and Listening Comprehension

Engagement with language: interrogating a construct

How Spoken and Written Questionnaires Vehicle Comprehension

Contact Info

Product

Resources

About