The Importance of Listening Ability

Rankin, Paul T.

doi:10.2307/803100

Cited by 31 publications

(14 citation statements)

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“…It is also believed that listening has a crucial role in language acquisition and language learning. Rankin (1929) explained that listening is the most frequently used language activity, since the average adult spends approximately three times as much time listening as reading. According to a research while communicating, adults spend 40-50% of communication time for listening, 25-30 % for speaking, 9 % for writing, and about for 11-16 % reading (Rubin, 1994).…”

Section: Resultsmentioning

confidence: 99%

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Khaghaninezhad¹,

Jafarzadeh²

2013

ELT

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Listening comprehension is usually considered as one of the most difficult language skills to EFL learners due to the unavoidable presence of "reduced forms" in authentic speech. This study was an attempt to investigate the effect of explicit "reduced forms" instruction on Iranian EFL learners' overall listening comprehension and their ability to recognize and produce them in their daily conversations. The participants of this study were 50 intermediate English learners who were randomly assigned as the experimental and the control groups of the study. Three pre-tests were administered at the commencement of the study to see if the participants of both groups were at the same level of listening comprehension and "reduced forms" awareness. After the pre-tests, the participants in the experimental group received instruction on "reduced forms" while the control participants continued their regular classes. At the end of the 10-week instruction, the participants were given three post-tests to see if they have improved their listening comprehension ability and their ability to recognize and produce the "reduced forms" recurrently in their daily speech. Although the control participants have significantly improved their listening comprehension, the fact that the experimental participants had outperformed implied the efficacy of "reduced forms" training on the overall listening comprehension's betterment. The results also revealed that the experimental participants significantly improved their "reduced forms" awareness as well as their ability to produce "reduced forms" at the end of training course while the control participants didn't.

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Section: Resultsmentioning

confidence: 99%

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Khaghaninezhad¹,

Jafarzadeh²

2013

ELT

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“…Some researchers, Manning & Boals in [17]; Imhof in [18]; Nichols in [19]; and Rankin in [20] consider listening to be the most significant and fundamental component of literacy. Making educated children is an ongoing learning process where we use listening, speaking, reading, writing, analyzing, and visualizing to communicate and build meaning in our own world [21].…”

Section: A Learning To Listenmentioning

confidence: 99%

Listening Skill of Mild Intellectual Disability

Zudeta¹,

Mumpuniarti²

2019

Proceedings of the International Conference on Special and Inclusive Education (ICSIE 2018)

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This article is intended to describe Listening Skill of Mild Intellectual Disability to short stories. The ability to be observed is understanding the meaning of listening and the child's focus in listening. This case study uses mixed methods with participatory education, interviews, documentation and literature studies. Research subjects' initials AL class V Primary school. The findings of this research are cognitive development on aspects of listening skills are not well developed. From the test results, listening can only achieve 47.5% score of 80% KKM expected. The meaning of language conveyed by the teacher has not been linked to the concrete context while the learning material for intellectual disability must be detailed and wherever possible starting from these concrete things, considering that they experience limitations in abstract thinking so that the meaning of the language conveyed is difficult to appreciate by child. The teacher teaches only by telling stories or lectures without the use of media, it makes the child bored quickly and saturated, thus causing the child not to focus on listening to the learning provided.

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“…three times as much time as reading (Rankin, 1928) and 57.5% of daily classroom time (Wilt, 1950). Along the same lines, Rivers and Temperley (1978) claimed that adults spend 45% of their communication activities listening, 30% speaking, 16% reading, and 9% writing.…”

Section: Introductionmentioning

confidence: 95%

The potential of TED talks for developing prospective United Nations police monitors’ listening performance

Bataineh

Alrefai

2019

lsmll

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<p><span>This study investigated the potential effect of using Technology, Entertainment and Design (TED) talks in developing the listening performance of an available sample of 25 Jordanian enrollees in United Nations (UN) police monitors courses. The study follows a one group, pre-/post-test quasi-experimental design. Following a four-week treatment, the data analysis, both quantitative and qualitative, revealed a positive effect for the utilization of TED talks on the participants’ listening performance. The participants were further self-reportedly satisfied with the content, method and timing of treatment as well as their motivation, interaction, and overall improvement.</span></p>

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The Importance of Listening Ability

Cited by 31 publications

References 0 publications

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Listening Skill of Mild Intellectual Disability

The potential of TED talks for developing prospective United Nations police monitors’ listening performance

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