The relationship between listening and other language skills in international English language testing system

Listening comprehension is the primary channel of learning a language. Yet of the four dominant macro-skills (listening, speaking, reading and writing), it is often difficult and inaccessible for second and foreign language learners due to its implicit process. The secondary skill, speaking, proceeds listening cognitively. Aural/oral skills precede the graphic skills, such as reading and writing, as they form the circle of language learning process. However, despite the significant relationship with other language skills, listening comprehension is treated lightly in the applied linguistics research. Half of our daily conversation and three quarters of classroom interaction are virtually devoted to listening comprehension. To examine the relationship of listening skill with other language skills, the outcome of 1800 Iranian participants undertaking International English Language Testing System (IELTS) in Tehran indicates the close correlation between listening comprehension and the overall language proficiency

Listening Comprehension

Учебное пособие состоит из 8 разделов и освещает основные темы курса «Устная речь». Учебное пособие по аудированию предназначено для студентов IV курса дневного отделения специальности 050303 - «Иностранный язык (английский)». В пособии использованы аутентичные материалы. Рекомендуется для использования на уроках по обучению устной речи в рамках практического курса иностранного языка (английского

STUDENTS’ DIFFICULTIES IN LISTENING COMPREHENSION AT THE THIRD YEAR OF MADRASAH ALIYAH DINIYAH PUTERI PEKANBARU

This paper entitled: Students’ difficulties in listening comprehension at the third year of Madrasah Aliyah Diniyah Puteri”. The writer is interested in conducting this research. In accordance with the symphtoms, the writer has seen some problems that should be discuss, ed and overcome. Firstly, how students’ difficulty in listening comprehension is, second what students’ difficulties in listening comprehension are, and third what factors that cause students’ difficulties in listening comprehension. This research is carried out at Madrasah Aliyah Diniyah Puteri Pekanbaru. The subject of this research is the third year students of Madrasah Aliyah Diniyah Puteri Peknabaru and the object of this research is students’ difficulties in listening comprehension. To collect the data, the writer used test and questionnaire as instruments. Test is used to obtain the level of students’ difficulty in listening comprehension and questionnaire is used to identify what are students’ difficulties in listening comprehension and what factors that cause students’ difficulties in listening comprehension. Test is done students should answer listening comprehension questions, the questions consists of 25 items, after the data obtained, the writer analyzed the percentage of level difficulty by using the following formula: P = X . 100 N To get the level of students’ difficulty in listening comprehension, writer uses the following criteria: High 76% - 100% Middle 60% - 75% Low 0% - 59% To obtain the mean score of the level of students’ difficulty in listening comprehension, writer uses formula: M = ∑ Fx N After giving a test, writer also gives questionnaires. After the data obtained, writer: analyzed questionnaire by using formula: P = F x 100 N Finally, based on the writer’s investigation, the level of students’ difficulty in listening comprehension is classified into middle level, students’ difficulties in listening comprehension are vocabularies, speed, and interpretation. Some factors that cause students’ difficulties in listening comprehension are teacher does not teach listening comprehension intensively, students’ do not listen English sounds very often, students’ do not have background knowledge about the content of the cassettes

The Role of a Mobile App for Listening Comprehension Training in Distance Learning to Sustain Student Motivation

In this article the importance of listening comprehension for language students is discussed and the possible benefits of using a mobile app to motivate its practice and development are considered. The Audio News Trainer (ANT) is presented as an example of this type of app that uses the news domain as the source of audio recordings. Three research questions related to the use of this app are outlined regarding the effectiveness of the news domain for motivating the practice of listening comprehension, whether social media (such as Facebook) can increase the motivation, and how the students’ exposure to the target language can be prolonged here. An experiment is undertaken that provides data (obtained by interaction with the app and from pre- and post-questionnaires) which appear, based upon initial analyses, to support both the use of ANT to motivate the prolonged practice of listening comprehension and also the potential of social media-based interaction in second language learning nowadays

Listening Comprehension Orientations and Strategies in Learning English Language: A Review Paper

This paper reviews the listening comprehension orientations and strategies in learning English language among L2 learners.  Listening skill is one of the most critical key in learning English language. Listening comprehension is a process of understanding the language input in which helps the EFL learners to receive and interact with language input and enables the emergence of other language skills. Heavy research was carried out concerning listening comprehension problems and strategies. Thus, this paper reviews approximately 50 papers with a time span from 2010 to 2019. By searching on Google Scholar and Research Gate for the terms: listening comprehension, listening comprehension orientations, listening comprehension difficulties, and listening comprehension strategies. In general, most studies found that whenever EFL learners face a difficulty in listening, they try to find out the most effective listening strategies to solve their listening difficulties. By doing this, they could improve their listening comprehension. Further research is recommended in order to review papers that dealt with the strategies of other skills i.e. reading strategies and speaking strategies since they are under researched. DOI:https://doi.org/10.5281/zenodo.403380

TEACHING LISTENING COMPREHENSION THROUGH VOICE OF AMERICA (VOA) SPECIAL ENGLISH BROADCAST

Artikel ini berkaitan dengan pemahaman siswa terhadap listening comprehension. Voice of America (VOA) special English broadcast digunakan sebagai materi dalam pengajaran listening comprehension kepada siswa kelas X Sekolah Menengah Atas (SMA) Muhammadiyah Ketapang pada tahun Akademik 2011/2012. Tujuan melakukan penelitian ini adalah untuk mengetahui seberapa efektif penggunaan VOA special English broadcast dalam pengajaran listening comprehension. Metode penelitian artikel ini adalah pra - eksperimental dengan siswa XC sebagai sampel. Sebagai hasilnya, ditemukan bahwa perhitungan dari effect size (ES) adalah 1.27, itu berarti bahwa pengajaran listening comprehension melalui VOA special English broadcast sangat efektif. Kata Kunci : Voice of America, listening comprehension Abstract: This article concerned with the students listening comprehension. Voice of America (VOA) special English broadcast was used as material in teaching listening comprehension to the tenth grade students of sekolah menengah atas (SMA) Muhammadiyah Ketapang in Academic year 2011/2012. The purposed of conducting the research was to know how effective the use of VOA special English broadcast in teaching listening comprehension. The method of this article is a pre experimental research with students of XC as the sample. As the result, it was found that the effect size (ES) calculation is 1.27; it means that teaching listening comprehension through VOA special English broadcast is highly effective. Key words: Voice of America, listening comprehensio

TEACHING LISTENING COMPREHENSION THROUGH VOICE OF AMERICA (VOA) SPECIAL ENGLISH BROADCAST

Artikel ini berkaitan dengan pemahaman siswa terhadap listening comprehension. Voice of America (VOA) special English broadcast digunakan sebagai materi dalam pengajaran listening comprehension kepada siswa kelas X Sekolah Menengah Atas (SMA) Muhammadiyah Ketapang pada tahun Akademik 2011/2012. Tujuan melakukan penelitian ini adalah untuk mengetahui seberapa efektif penggunaan VOA special English broadcast dalam pengajaran listening comprehension. Metode penelitian artikel ini adalah pra - eksperimental dengan siswa XC sebagai sampel. Sebagai hasilnya, ditemukan bahwa perhitungan dari effect size (ES) adalah 1.27, itu berarti bahwa pengajaran listening comprehension melalui VOA special English broadcast sangat efektif. Kata Kunci : Voice of America, listening comprehension Abstract: This article concerned with the students listening comprehension. Voice of America (VOA) special English broadcast was used as material in teaching listening comprehension to the tenth grade students of sekolah menengah atas (SMA) Muhammadiyah Ketapang in Academic year 2011/2012. The purposed of conducting the research was to know how effective the use of VOA special English broadcast in teaching listening comprehension. The method of this article is a pre experimental research with students of XC as the sample. As the result, it was found that the effect size (ES) calculation is 1.27; it means that teaching listening comprehension through VOA special English broadcast is highly effective. Key words: Voice of America, listening comprehensio

The significance of pauses in EFL listening comprehension tests

Many EFL (English as a Foreign Language) listening comprehension tests use multiple-choice formats. How well such tests are devised is a crucial issue in EFL assessment and instruction. An important aspect of such tests is the time interval between items. Pauses between items are highly significant because they affect the processing of oral linguistic data and EFL learners require time to focus on form, as suggested by Krashen's Monitor Model. The present study examines the effects of variation in time interval between test items on the performance of a group of EFL learners studying English for a BA degree at an Iranian institution of higher education. Twenty-nine undergraduate students in a listening comprehension class took part in the study. Data were collected on their beginning proficiency and listening ability. As part of their course, the learners also took three parallel listening comprehension tests developed by the National Test Center of the institution (the central branch of the University Of Payame-Noor). These three listening tests were modified and the tapes were rerecorded to include 10- 30-, and 60-second intervals between items. The analysis of variance between their performances on the tests indicated that the length of time interval between items was a very significant factor. Students performed significantly better on the test with 30-second intervals between items. The findings of the study sensitize EFL teachers to plan for the assessment of listening performance. They also contribute to arguments about the depth of linguistic processing and the issue of time in EFL listening comprehension