The Effects of Interactive Video Training in Listening Techniques, Metacognition, and Attribution on the Listening Comprehension of Second Language Video PDF Download
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Author: Ana Maria Schwartz
Publisher:
ISBN:
Category : Cognitive psychology
Languages : en
Pages : 710
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Author: Ana Maria Schwartz
Publisher:
ISBN:
Category : Cognitive psychology
Languages : en
Pages : 710
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Author:
Publisher:
ISBN:
Category : Applied linguistics
Languages : en
Pages : 362
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Author:
Publisher:
ISBN:
Category : Language and languages
Languages : en
Pages : 248
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Author:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 528
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Abstracts of dissertations available on microfilm or as xerographic reproductions.
Author: Petra Poelmans
Publisher:
ISBN:
Category : Second language acquisition
Languages : en
Pages : 200
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Author: Wei-Ting Chen
Publisher:
ISBN:
Category :
Languages : en
Pages : 109
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Listening is an important ability in second language (L2) acquisition, and over the past few decades there have been many changes and innovations in L2 listening instruction to improve teaching of listening skills. Utilizing audiovisual as well as audio material to train learners' listening ability has now become common practice in the English learning classroom, and teachers also are increasingly using supplementary audiovisual tools inclusive of advance organizers and video with captions in order to facilitate learners' listening comprehension. At the same time, student learning styles and motivation are recognized for continuing to be important in L2 learning. Nonetheless, the extensive literature on L2 listening comprehension reflects that comparatively little research has been conducted on the relationship between listening comprehension and students' learning styles and motivation. Thus, the major purpose of this study is to investigate the effects of using audio material, audio video material without captions, and audio video material with captions when teaching listening comprehension as well as to investigate the relationship between that use of material and student learning styles and motivation. The research involved six pedagogical instruments: listening materials (audio, video without captions, and video with captions); a GEPT listening test; three different questionnaires; and interviews. Three experimental groups of 119 freshmen students participated in the study. Three different listening approaches were implemented based on audio-only (AO), video-only (VO), and video with captions (VC) material. For each experimental group, one of the three listening approaches was utilized. Both quantitative and qualitative data were analyzed in order to examine the effectiveness of each of the three listening approaches and to examine the relationship between each listening approach and students' different learning styles and levels of motivation. The results of the study showed that both the AO and VC groups performed well on the final listening test while the VO group showed regression on the post listening test. These results, which are the basis for the conclusion of this study, may be of importance for investigating the different benefits of using audio material, audiovisual material without captions, and audiovisual material with captions in teaching listening skills to L2 learners. As well, these results may be of importance in providing English teachers with a better understanding of the effectiveness of utilizing the chosen listening approaches and the relationship between learning comprehension and students' different learning styles and levels of motivation.
Author: Lara Finklea Mangiafico
Publisher:
ISBN:
Category : French language
Languages : en
Pages : 312
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Author: Dayu Jiang
Publisher: Springer Nature
ISBN: 9819723175
Category :
Languages : en
Pages : 177
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Author: Ismail Baniadam
Publisher: GRIN Verlag
ISBN: 3668836507
Category : Literary Collections
Languages : en
Pages : 22
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Research Paper (undergraduate) from the year 2018 in the subject English Language and Literature Studies - Comparative Literature, grade: A, Urmia University (Uurmia University of Medical Sciences), course: TEFL, language: English, abstract: Metacognition defined as the knowledge and ability to monitor and control cognitive conditions in the learning process (Flavell, 1979). Listening is the most important skill of the four language skills in both learning and teaching, and plays an important role in our daily life. Although nowadays there is a deeper perception of listening, it needs more attention and research. Accordingly, the present study investigates the relationship between the Metacognitive awareness and listening performance of male Dentistry students in EGP course in Urmia University of Medical Sciences (UMSU). To do so, 50 Iranian male Dentistry students were participated in this study. They completed Metacognitive Awareness Listing Questionnaire (MALQ) and listening section of the final exam. First, the listening section of final exam was applied to the participants at classrooms by the teacher. Immediately after the administration of the examination, the MALQ were conducted. The analysis exposed a weak positive relationship between learners` Metacognitive awareness scores and listening performance. Although correlation was not high, still there is more correlation in problem solving, directed attention and planning evaluation than others.
Author: Catherine Mareschal
Publisher:
ISBN:
Category : Comprehension
Languages : en
Pages : 306
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