Teaching and Researching Listening

Rost, Michael

doi:10.4324/9781315732862

Cited by 561 publications

(758 citation statements)

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“…They spend a lot of time figuring out the meaning of the words. This strategy of employing linguistic knowledge in listening comprehension is usually termed bottom-up processing, whereby the sounds, words, clauses and sentences of a passage are decoded in a fairly linear fashion to elicit meaning (Rost, 2005). Too much emphasis on the bottom-up processing does not leave listeners adequate attentional resources to construct meaning.…”

Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

Pei-hui

2015

JLTR

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Abstract-The dynamic assessment, based on Vygotsky's sociocultural theory and the concept of zone of proximal development, has been considered capable of unifying assessment and instruction in the development of the assessee. This study aims to explore whether dynamic assessment can promote the integration of listening comprehension assessment and instruction while at the same time enhance students' study in listening. Five second-year English majors from a technical college in an underdeveloped area of a coastal province in China took part in the study. The assessment adopted the cake format in which participants were firstly played a length of audio material and asked to answer comprehension questions and verbalize their comprehending process. The researcher then intervened to mediate the task. Afterwards the participants were played the audio material again and asked to retell. This process continued until the listener gained sufficient understanding of the audio material. An analysis of the data from the researcher's notes, students' notes, students' verbal reports and reflective reports revealed that dynamic assessment can provide both the researcher and the participants a better understanding of the problems in listening. The data also indicated that the researcher's intervention and mediation geared at participants' problems helped construct the mediated learning experience for the participants. The conclusion is that dynamic assessment can realize the integration of listening comprehension assessment and instruction, and promote the development of students' listening study at both macro-and micro-levels.

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Section: Journal Of Language Teaching and Researchmentioning

confidence: 99%

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

Pei-hui

2015

JLTR

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“…Rost (2002), ana dilin analiz etme, tahmin etme, ayırt etme, sınıflama, problem çözme gibi pek çok zihinsel beceriyi geliştirmesine dikkat çekmiştir. Dil öğrenme sürecinde çeşitli zihinsel işlemler yapılır ve bu işlemler bireyin zihinsel becerilerini geliştirir, dilin öğrenilmesi de zihinsel becerilerin gelişimine bağlıdır.…”

Section: Introductionunclassified

A Comparative Investigation on Turkish, Korean and Finnish Mother Tongue Course Curriculums

Yıldız

2015

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“…Hasan (2000) and Hamouda (2013) expressed that listening comprehension provides the appropriate situations for the acquisition and expansion of other language skills. Rost (2002) expressed that the development of listening is related to the attainment of proficiency in speaking. He continued that listening is the most important skill in language learning because it is the most widely used language skill in normal daily life.…”

Section: Introductionmentioning

confidence: 99%

“…Learners want to understand native speakers and a lot of multimedia like DVDs and the Internet. Listening is a significant skill to develop in second language learning (Rost, 2001;Vandergrift, 2007;Kurita, 2012). According to Rost (2001) and Kurita (2012), a major difference between more successful and less successful learners is related to their ability to use listening as an instrument of learning.…”

Section: Introductionmentioning

confidence: 99%

The Significance of Listening Comprehension in English Language Teaching

Gilakjani

Sabouri

2016

TPLS

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Abstract-Listening is a significant language skill to develop in second language learning. Despite its importance, language learners consider listening as the most difficult language skill to learn. Since the role of listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues concerning listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers' roles in listening comprehension, and discuss strategies, techniques, and goals of listening. The review of literature indicated that learners can improve their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

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Teaching and Researching Listening

Cited by 561 publications

References 0 publications

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

The Effect of Dynamic Assessment on the Listening Skills of Lower-intermediate EFL Learners in Chinese Technical College: A Pilot Study

A Comparative Investigation on Turkish, Korean and Finnish Mother Tongue Course Curriculums

The Significance of Listening Comprehension in English Language Teaching

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