2020
DOI: 10.26803/ijlter.19.4.10
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Strategies for Facilitating Listening Skills among Foreign Language Learners in US Universities

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Cited by 2 publications
(3 citation statements)
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“…In spite of the importance listening has as well as the acquisition of this ability in the teaching process, it is a fact that foreign language teachers do not work hard on it or simply bypass it for various reasons: often there is no time and it is mostly considered as a passive skill (Johnson, 2008;Vandergrigt, 2011), as a natural mechanism that occurs in L1 language and consequently in L2 (Field, 2008), preferring to work more with grammar by neglecting communication aspects (Marin, 2014). One of the main reasons why listening is not a favorite skill to teach, is because it is non-tangibile and not directly assessable/measurable (Chattaraj, 2020).…”
Section: Literature Reviewmentioning
confidence: 99%
“…In spite of the importance listening has as well as the acquisition of this ability in the teaching process, it is a fact that foreign language teachers do not work hard on it or simply bypass it for various reasons: often there is no time and it is mostly considered as a passive skill (Johnson, 2008;Vandergrigt, 2011), as a natural mechanism that occurs in L1 language and consequently in L2 (Field, 2008), preferring to work more with grammar by neglecting communication aspects (Marin, 2014). One of the main reasons why listening is not a favorite skill to teach, is because it is non-tangibile and not directly assessable/measurable (Chattaraj, 2020).…”
Section: Literature Reviewmentioning
confidence: 99%
“…Mupa (2015) further adds that Mathematics is a subject that requires material resources for the students such as graph books and mathematical sets which they struggle to afford. Studies on poverty and mathematics education in Zimbabwe have been broad and general and focusing on deficient tangible material resources(textbooks, graph books, calculators, etc) as the major cause of dismal performance (Chattaraj, 2020;Mupa,2015;Rammala, 2009). Very few studies have been focusing on nonmaterial resources like language and cultural experiences and this makes this study unique.…”
Section: Background To the Problemmentioning
confidence: 99%
“…A poor command of the English Language results in challenges in performing mathematics tasks. Teachers may also hold low expectations on those learners with a poor command of the English Language to the extent that they are given less attention during instruction (Kaur, 2013;Chattaraj, 2020).…”
Section: Language and Access To Mathematics Education In Rural Contextsmentioning
confidence: 99%