A longitudinal study of theory of mind and listening comprehension: Is preschool theory of mind important?

Theory of mind has been shown to be important for listening comprehension for children at a range of ages. However, there is a lack of longitudinal evidence for a relationship between early theory of mind and later listening comprehension. The aim of this study was to examine whether preschool theory of mind has a longitudinal direct effect on later listening comprehension over and above the effects of concurrent theory of mind. A total of 147 children were tested on measures of theory of mind, working memory, vocabulary, and grammatical knowledge at Time 1 (mean age = 4;1 [years;months]) and Time 2 (mean age = 5;11). In addition, at Time 2 listening comprehension, comprehension monitoring, and inference making measures were taken. Data were fitted to concurrent and longitudinal models of listening comprehension. Concurrent findings at Time 2 showed theory of mind to have a direct effect on listening comprehension. However, longitudinal findings showed that earlier theory of mind in preschool (Time 1) did not have a direct effect on listening comprehension 22 months later; instead, there was only an indirect effect of earlier theory of mind on later listening comprehension via concurrent theory of mind (Time 2). Taken together, the results give further support for the importance of theory of mind for listening comprehension but show that there are limited additional benefits of early theory of mind acquisition. Implications for the development of children's listening comprehension are discussed. [Abstract copyright: Crown Copyright © 2022. Published by Elsevier Inc. All rights reserved.

Pembelajaran Menyimak Berbasis Pendidikan Karakter

Listening based on character education is a way of listening that has a type of language skill that requires awareness. Listening is also an active receptive language skill. In listening activities, one must activate his mind to be able to identify the sounds of language, understand them, and interpret their meanings so that the message conveyed by the speaker is clearly captured. Listening based on character education can also shape the character of students when listening or paying attention to the interlocutor saying something to him

LISTENING AND SPEAKING SKILLS IN “ENGLISH IN MIND” TEXTBOOK BASED ON THE 2013 CURRICULUM

The purpose of this research is to evaluate the compatibility of listening and speaking materials in the textbook “English in Mind” starter level based on the 2013 curriculum that is used in the Indonesian Junior High School for grade VII. This research is designed as a desciptive-evaluative content analysis. The data were collecting by analyzing the content of the textbook particulary listening and speaking parts, consisting of 15 (fifteen) unit including Welcome Unit with 6 sections in each unit. Analysis of the textbook was undertaken on listening and speaking skills, core and basic competencies of the 2013 Curriculum criteria. 1). The result shows that the “English in mind” covers 75% of the criteria of the curriculum listening skill material compatible with the core and basic competence of the 2013 curriculum. The rest 25% of the book content has no compatibility and similarity elements of core and basic competence of the 2013 curriculum. Meanwhile, the textbook “English in Mind”  has fulfilled  100% of the core  and basic competence of the 2013 curriculum for speaking skill material. Key Words: Listening skill, speaking skill, core competencies, basic competencies, The 2013 Curriculum

Electroencephalography (EEG) analysis on human reflection towards relaxation of mind

This paper presents an interdisciplinary studies of electronic systems: engineering, psychology and neuro-cognition. It evaluates the neurophysiological activities of human emotion using electroencephalography (EEG). This study is aimed to classify a comparison of Electroencephalogram (EEG) signal to observe human reflection towards relaxation state of mind during divine Quran recitation and listening to music. The objectives of this study is to measure the changes in alpha band and prove that the brain is less active when the subject is listening to Quran compared to music. Six healthy subjects were recruited to measure their behaviors of the mind for a total duration of three minutes. We have highlighted the observation in Topographic Map of the brain through ERP Analysis to observe whether the brain experience any changes. The results showed that the brain activity is less active and the Alpha Power is higher when the subject is listening to Quran Recitation. We conclude that listening to Quran Recitation is a useful tool for a healthy and happy mind which can help people recognize the need of Islamic practice in human life

Teaching L2 Listening in EFL Large Classes of Mixed-Ability University Students

This paper attempts to summarize what is known about the nature and process of listening. It also tries to relate theoretical issues to classroom practices. Teaching L2 listening in EFL large classes is not a passive process but an active one which assists students construct meaning in their mind. The paper then introduces listening types and different strategies that teachers can select to suit their listening teaching at language schools in general and in university in particular in which activities viewed from top-down, bottom-up, and interactive approaches are recommended. The paper focuses on activities and strategies such as lecturing, teacher talks and student talks that mainly occur at university settings. Web-based resources, online listening training with technology, and online assessment tools are also introduced. The paper ends with limitations and conclusion that encourage teachers and educators to further investigate related issues of this listening topic

ANALYZING FOREIGN LANGUAGE LISTENING ANXIETY AND ONLINE ENGLISH PROFICIENCY TEST OF UNDERGRADUATE STUDENTS

Listening is the key to communication; if the students do not master it, they lose confidence and worry until listening to anxiety. This research explained about Analyzing foreign language listening anxiety and Online English proficiency test of undergraduate students at University of Muhammadiyah Semarang in which it aims to know the relationship between foreign language listening anxiety and listening proficiency test scores and to figure out the factors that influence undergraduate students' anxiety while doing a listening proficiency test. This research used explanatory sequential mixed methods design (also called a two-phase model) means finding two data in the same target. The instruments were collected by using a questionnaire and an interview. The collected data were analyzed using SPSS (17.0) software in percentage, R-square, and significance. The subject of this thesis was 101 undergraduate students at Muhammadiyah Semarang University. The results of this research were 1) foreign language listening anxiety and English proficiency test were only number four that was the relationship. It was anxiety bothering them to encounter a word they could not pronounce while listening to English, such as when the anxiety came to their mind; they would panic and stress; 2) The factors that made the undergraduate students were anxiety in the listening proficiency test. Most of them were a panic, worry, and led them to be stressed and anxious in doing a listening test

The Cochlea Unwound: A case study for a listening aid using a sonic crystal

In September 2008, liminal (architect Frances Crow and myself) were awarded a grant from the Wellcome Trust for the research phase of our project Tranquillity is a State of Mind: Listening Aids for a Listening Impaired Society. Working in partnership with Sustrans, the sustainable transport charity, we brought together a research team comprising two acousticians, a computational neuroscientist and a clinical audiologist in order to develop a proposal for a ‘listening aid’: a device that might facilitate contemplation on the act of listening itself. Our proposal, The Cochlea Unwound, is for a permanent acoustic intervention that would be sited between the weir at Diglis Island, Worcester and the footpath that runs alongside it. The Cochlea Unwound utilises the acoustic technology of sonic crystals to sculpt the noise of the weir into a sound composition that unfolds according to both the speed that the visitor passes the structure and their proximity to it. An overview of the Tranquillity is a State of Mind project as a whole is beyond the scope of this paper, but what follows is a commentary on the thinking behind The Cochlea Unwound and an introduction to the acoustic principles on which it is based

Learning vocabulary through listening: the role of vocabulary knowledge and listening proficiency

This study explored the impact of preexisting vocabulary knowledge (PVK) and listening proficiency on the vocabulary learning through listening of 137 Chinese learners of English, when provided with three types of oral vocabulary explanations—second language (L2), codeswitching (CS), and contrastive focus‐on‐form (CFoF)—and when no explanations (NE) were provided (extending Zhang & Graham, 2019). Listening proficiency was a more important factor influencing vocabulary learning through aural input than PVK was, with most notable gains for learners with high listening proficiency and low PVK. The CFoF approach was the most helpful for learners regardless of their PVK and listening proficiency, whereas the NE approach was the least helpful. Moreover, comparing just the CS and L2 groups, the CS approach was more helpful for lower PVK learners and for more proficient listeners than the L2 approach was. Higher PVK learners and less proficient listeners, however, benefited more from the L2 approach than from the CS approach. The study highlights the complex interplay of vocabulary knowledge, listening proficiency, and instructional conditions, factors useful to bear in mind when planning activities to enhance vocabulary learning through listening

Open Ears, Open Mind, Open Heart: Active Listening

Active listening is the act of listening with all senses– the body, the mind, and the soul. It means empathizing with another person and finding that place within ourselves where we can listen beyond our initial judgements and personal feelings. It is listening beyond words and allowing our souls to understand, connect, and accept one another. Active listening sparks internal purity eliminating all types of judgement and allowing us to truly take in what another person has to offer. It is “an experience of language as a bodily felt process” in which we have a felt understanding rather than a cognitive understanding (Levin, 1998, p. 319). Active listening has the potential to create transformation by eliminating internal imbalance allowing us to act in ways that limit bias and create raw, genuine experiences in which we open ourselves to one another and allow people to see each other for who we are as individuals