scholarly journals Effects of Video-Based Interaction on the Development of Second Language Listening Comprehension Ability: A Longitudinal Study

2017 ◽  
Vol 52 (1) ◽  
pp. 163-176 ◽  
Author(s):  
Kazuya Saito ◽  
Yuka Akiyama
Keyword(s):  
Second Language ◽  
Longitudinal Study ◽  
Listening Comprehension ◽  
Comprehension Ability ◽  
Second Language Listening ◽  
Second Language Listening Comprehension

scholarly journals Training teachers for English Medium Instruction: lessons from research on second language listening comprehension

2017 ◽  
Vol 12 (1) ◽  
pp. 55 ◽  
Author(s):  
María Ángeles Martín del Pozo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Listening Comprehension ◽  
Language Skills ◽  
English For Academic Purposes ◽  
English For Specific Purposes ◽  
Second Language Listening ◽  
English Medium Instruction ◽  
Key Issues ◽  
Second Language Listening Comprehension

CLIL (Content and Language Integrated Learning) and EMI (English Medium Instruction) practices have outpaced theory and teacher training. There is a need to provide answers to some of the key issues such as the language requirements. This paper aims to show that knowledge from English for Specific Purposes and English for Academic Purposes, fields which have provided effective teaching practices and materials, could now be used in CLIL/EMI. The paper focuses on two of these. First, the issues related to second language academic listening comprehension and, secondly, the findings from research on it and their implications for student / lecturer training and materials design. These implications and suggestions are summarized. The paper concludes providing some language learning resources originally targeted to students but which could become tools for (self) training of those teachers who need to update their language skills for CLIL.<p> </p>

Testing learner reliance on caption supports in second language listening comprehension multimedia environments

ReCALL ◽  
2013 ◽  
Vol 25 (2) ◽  
pp. 199-214 ◽  
Author(s):  
Aubrey Neil Leveridge ◽  
Jie Chi Yang
Keyword(s):  
Second Language ◽  
High School Students ◽  
Language Learning ◽  
Listening Comprehension ◽  
Target Language ◽  
School Students ◽  
Learning Interference ◽  
Second Language Listening ◽  
High Level ◽  
Second Language Listening Comprehension

AbstractListening comprehension in a second language (L2) is a complex and particularly challenging task for learners. Because of this, L2 learners and instructors alike employ different learning supports as assistance. Captions in multimedia instruction readily provide support and thus have been an ever-increasing focus of many studies. However, captions must eventually be removed, as the goal of language learning is participation in the target language where captions are not typically available. Consequently, this creates a dilemma particularly for language instructors as to the usage of captioning supports, as early removal may cause frustration, while late removal may create learning interference. Accordingly, the goal of the current study was to propose and employ a testing instrument, the Caption Reliance Test (CRT), which evaluates individual learners’ reliance on captioning in second language learning environments; giving a clear indication of the learners’ reliance on captioning, mirroring their support needs. Thus, the CRT was constructed comprised of an auditory track, accompanied by congruent textual captions, as well as particular incongruent textual words, to provide a means for testing. It was subsequently employed in an empirical study involving English as a Foreign Language (EFL) high school students. The results exhibited individual variances in the degree of reliance and, more importantly, exposed a negative correlation between caption reliance and L2 achievement. In other words, learners’ reliance on captions varies individually and lower-level achievers rely on captions for listening comprehension more than their high-level counterparts, indicating that learners at various comprehension levels require different degrees of caption support. Thus, through employment of the CRT, instructors are able to evaluate the degree to which learners rely on the caption supports and thus make informed decisions regarding learners’ requirements and utilization of captions as a multimedia learning support.

What makes listening difficult? Factors affecting second language listening comprehension

2010 ◽  
Author(s):  
Amber Bloomfield ◽  
Sarah C. Wayland ◽  
Elizabeth Rhoades ◽  
Allison Blodgett ◽  
Jared Linck ◽  
...  
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Factors Affecting ◽  
Second Language Listening ◽  
Second Language Listening Comprehension
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