International Journal of Listening最新文献_第5页

Listening for Young-adult EFL Learners: Metacognitive Intervention through L1 青少年英语学习者的听力:通过母语的元认知干预

International Journal of Listening Pub Date : 2021-05-12 DOI: 10.1080/10904018.2021.1923499

Hossein Bozorgian, Sediqe Fallahpour, Mohammad Alinasab Amiri

{"title":"Listening for Young-adult EFL Learners: Metacognitive Intervention through L1","authors":"Hossein Bozorgian, Sediqe Fallahpour, Mohammad Alinasab Amiri","doi":"10.1080/10904018.2021.1923499","DOIUrl":"https://doi.org/10.1080/10904018.2021.1923499","url":null,"abstract":"ABSTRACT This study investigates the effects of metacognitive intervention in first language on the listening performance of young-adult English as foreign language (EFL) learners in Iran, and probes the learners’ attitude toward such intervention in English as foreign language classrooms. The participants in the study were 61 young-adult EFL learners divided randomly into two groups: An experimental and a control group. Following Metacognitive Pedagogical Sequence and its importance in listening comprehension, the participants in the experimental group underwent an eight-week intervention delivered in L1 including the linear instruction of metacognitive strategies assisting their metacognitive awareness of the processes in second language listening. The control group, however, followed the conventional pedagogy of the language institute. The data were collected in the learners’ listening performance before, and after the intervention through listening comprehension test. The analysis of the quantitative data shows that metacognitive intervention in first language leads to a significant improvement in the overall listening performance of the learners. Similarly, the results of the interviews show that the Metacognitive Pedagogical Sequence and the presentation of metacognitive strategies in first language lead to learners’ higher listening performance and better mastery of note-taking and word-meaning guessing.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"36 1","pages":"207 - 220"},"PeriodicalIF":0.0,"publicationDate":"2021-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1923499","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42807901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

PODCASTING ON PURPOSE: EXPLORING MOTIVATIONS FOR PODCAST USE AMONG YOUNG ADULTS 有目的的播客:探索年轻人使用播客的动机

International Journal of Listening Pub Date : 2021-04-08 DOI: 10.1080/10904018.2021.1913063

Clay M. Craig, M. Brooks, Shannon L. Bichard

引用次数: 8

USING TASK PRACTICE TO REDUCE SOCIAL INFLUENCES ON LISTENER EVALUATIONS OF SECOND LANGUAGE ACCENT AND COMPREHENSIBILITY 运用任务练习减少社会因素对听者评价二语口音和可理解性的影响

International Journal of Listening Pub Date : 2021-04-04 DOI: 10.1080/10904018.2021.1904933

Kym Taylor Reid, P. Trofimovich, M. O’Brien, Aki Tsunemoto

{"title":"USING TASK PRACTICE TO REDUCE SOCIAL INFLUENCES ON LISTENER EVALUATIONS OF SECOND LANGUAGE ACCENT AND COMPREHENSIBILITY","authors":"Kym Taylor Reid, P. Trofimovich, M. O’Brien, Aki Tsunemoto","doi":"10.1080/10904018.2021.1904933","DOIUrl":"https://doi.org/10.1080/10904018.2021.1904933","url":null,"abstract":"ABSTRACT This study examined whether task practice can reduce social influences (operationalized in terms of positive or negative social priming) on listener-based evaluations of second language (L2) speech. Seventy English–French bilingual listeners evaluated audio-recorded picture narratives made by 40 French speakers of L2 English for accent and comprehensibility. Before rating the narratives, 40 listeners engaged in task practice by completing the same speech production task as the L2 speakers in English (20) or French (20) and then experienced a social priming intervention (10 negative, 10 positive per group). An additional 30 baseline listeners evaluated the same narratives without engaging in any task practice and with either negative (10), positive (10), or no social priming (10) imposed. English task practice mitigated social influences on listener assessments of both accent and comprehensibility, but only under negative priming. Engaging listeners in task practice, particularly in their stronger language, can reduce social influences on listener-based assessments of L2 speech.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"36 1","pages":"283 - 298"},"PeriodicalIF":0.0,"publicationDate":"2021-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1904933","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45285866","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires 听力评估中的应试策略调查——眼动追踪与自我报告问卷的比较研究

International Journal of Listening Pub Date : 2021-03-07 DOI: 10.1080/10904018.2021.1883433

Andralyn Rui Lin Low, Vahid Aryadoust

{"title":"Investigating Test-Taking Strategies in Listening Assessment: A Comparative Study of Eye-Tracking and Self-Report Questionnaires","authors":"Andralyn Rui Lin Low, Vahid Aryadoust","doi":"10.1080/10904018.2021.1883433","DOIUrl":"https://doi.org/10.1080/10904018.2021.1883433","url":null,"abstract":"ABSTRACT This study aimed to investigate the test-taking strategies needed for successful completion of a lecture-based listening test by employing self-reported test-taking strategy use, actual strategy use measured via eye-tracking, and test scores. In this study, participants’ gaze behavior (measured by fixation and visit duration and frequency) were recorded while they completed two listening tests of three stages each: pre-listening, in which participants (n = 66) previewed question stems; while-listening, in which participants simultaneously listened to the recording and filled in their answers; and post-listening, in which they had time to review their answers and make necessary amendments. Following the listening tests, participants filled up a posttest questionnaire that asked about their strategy use in each of the three stages. Rasch measurement, t-test, and path analysis were performed on test scores, questionnaire results, and gaze patterns. Results suggest that gaze measures (visit duration and fixation frequency) predicted participants’ final test performance, while self-reports had moderate predicting power. The findings of this study have implications for the cognitive validity of listening tests, listening test design and pedagogical approaches in building listening competence.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"37 1","pages":"93 - 112"},"PeriodicalIF":0.0,"publicationDate":"2021-03-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1883433","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41665432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

Nagara listening: Japanese listeners’ behavior in multi-activity settings Nagara听力：日本听众在多活动环境中的行为

International Journal of Listening Pub Date : 2021-02-28 DOI: 10.1080/10904018.2021.1883434

Nanase Shirota

引用次数: 1

WOMEN LISTENING TO WOMEN AT ZERO-ACQUAINTANCE: INTERPERSONAL BEFRIENDING AT THE INDIVIDUAL AND DYADIC LEVELS 零相识的女性倾听女性:个人和群体层面的人际交往

International Journal of Listening Pub Date : 2021-02-08 DOI: 10.1080/10904018.2021.1884080

T. Malloy, A. Kluger, Johanna Martin, Sarit Pery

{"title":"WOMEN LISTENING TO WOMEN AT ZERO-ACQUAINTANCE: INTERPERSONAL BEFRIENDING AT THE INDIVIDUAL AND DYADIC LEVELS","authors":"T. Malloy, A. Kluger, Johanna Martin, Sarit Pery","doi":"10.1080/10904018.2021.1884080","DOIUrl":"https://doi.org/10.1080/10904018.2021.1884080","url":null,"abstract":"ABSTRACT Tend and Befriend theory specifies interpersonal stress responses women utilize; we studied them at the individual and dyadic levels using the Social Relations Model (SRM). Speaking about stressful life events with another woman perceived as listening attentively and with interest was predicted to engender interpersonal closeness and stress reduction. In 265 dyads, women discussed stressful events with at least three other women. Then, they judged their own and their partners’ listening quality. Each predicted their partner’s judgment of their listening. Women also rated interpersonal closeness to their partners, their partners’ closeness to them, and stress. SRM revealed individual and dyadic effects on listening, interpersonal closeness, and stress. We used the SRM effect estimates in individual and dyadic phenomenological listening models. Modeling supported the prediction that perceived listening quality impacts interpersonal closeness and stress reduction. The result extended Tend and Befriend theory by demonstrating individual and dyadic support mechanisms at zero-acquaintance. The results also extended Relational Regulation Theory by showing that even conversations about stress can reduce it.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"37 1","pages":"212 - 226"},"PeriodicalIF":0.0,"publicationDate":"2021-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2021.1884080","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46074698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8

THE IMPACT OF THE ENGLISH LISTENING TEST IN THE HIGH-STAKES NATIONAL ENTRANCE EXAMINATION ON JUNIOR HIGH SCHOOL STUDENTS AND TEACHERS 高考英语听力考试对初中学生和教师的影响

International Journal of Listening Pub Date : 2021-01-02 DOI: 10.1080/10904018.2019.1659142

Mu-Hsuan Chou

{"title":"THE IMPACT OF THE ENGLISH LISTENING TEST IN THE HIGH-STAKES NATIONAL ENTRANCE EXAMINATION ON JUNIOR HIGH SCHOOL STUDENTS AND TEACHERS","authors":"Mu-Hsuan Chou","doi":"10.1080/10904018.2019.1659142","DOIUrl":"https://doi.org/10.1080/10904018.2019.1659142","url":null,"abstract":"Listening is a fundamental language skill that enables language learners to receive information and interact with others. Learners use strategies to facilitate learning, perform tasks, and compensate for gaps in linguistic knowledge. Listening and learning strategies have not received much attention at secondary level in Taiwan until recently. From 2014, the Ministry of Education in Taiwan has made the English listening test a part of the large-scale, nation-wide senior high school entrance examination. As the need for teaching and learning English listening is growing increasingly important, the present study aims to explore to what extent the formal English listening test impacts on the teaching and learning of listening in junior high school. In the study, 311 junior high school students and 12 teachers participated; questionnaires and semi-structured interviews were employed. Descriptive statistics and one-way MANOVA were used to analyze quantitative data. The findings showed the test impacted learning more than teaching. In particular, cognitive and social strategies for listening were more frequently adopted by the students than rehearsal and paralinguistic inferencing strategies. While the students expected learner-centered and communication-oriented teaching approaches to listening, the junior high school teachers in fact adopted more of a text-oriented or ‘testing’ approach.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"35 1","pages":"53 - 71"},"PeriodicalIF":0.0,"publicationDate":"2021-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2019.1659142","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47690716","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Assessing L2 Listening: Moving Toward Authenticity 评估第二语言听力:走向真实性

International Journal of Listening Pub Date : 2021-01-02 DOI: 10.1080/10904018.2019.1678387

Jian Huang, Dunlai Lin

引用次数: 1

METACOGNITIVE INTERVENTION AND AWARENESS: LISTENERS WITH LOW WORKING MEMORY CAPACITY 元认知干预与认知：低工作记忆能力的听众

International Journal of Listening Pub Date : 2020-12-28 DOI: 10.1080/10904018.2020.1857764

Hossein Bozorgian, B. Yaqubi, Meysam Muhammadpour

{"title":"METACOGNITIVE INTERVENTION AND AWARENESS: LISTENERS WITH LOW WORKING MEMORY CAPACITY","authors":"Hossein Bozorgian, B. Yaqubi, Meysam Muhammadpour","doi":"10.1080/10904018.2020.1857764","DOIUrl":"https://doi.org/10.1080/10904018.2020.1857764","url":null,"abstract":"ABSTRACT This study investigated the effect of the Metacognitive Intervention (MI) on the listening performance and metacognitive awareness of upper-intermediate learners of English as a Foreign Language (EFL) with low Working Memory Capacity (WMC). 136 male learners aged between 15 and 25 years formed the original pool of this study, and 94 were identified as upper-intermediate learners learning English at the English Language Institute (ELI) in Iran. They were further given the visual Digit Span Test (DST). Based on their scores and the median, 60 low-WMC learners were selected and randomly assigned to experimental (N = 30) and control (N = 30) groups. The experimental group received the MI through the pedagogical cycle for 10 sessions, whereas the control group followed a traditional approach. The participants in both groups were asked to take the International English Language Testing System (IELTS) listening tests and complete the Metacognitive Awareness Listening Questionnaire (MALQ) before and after the intervention. The results suggested that the experimental group had a higher gain with a moderate effect size in terms of listening performance than the control group. In addition, the MALQ revealed the significantly higher use of directed attention, mental translation, and person knowledge by the experimental group.","PeriodicalId":35114,"journal":{"name":"International Journal of Listening","volume":"36 1","pages":"221 - 234"},"PeriodicalIF":0.0,"publicationDate":"2020-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10904018.2020.1857764","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43661651","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 10

(RE)DISCOVERING METACOGNITIVE LISTENING STRATEGIES IN L1 CONTEXTS: WHAT STRATEGIES ARE THE SAME IN THE L1 AND L2 CONTEXT? （RE）在母语语境中发现元认知听力策略：在母语和二语语境中，哪些策略是相同的？

International Journal of Listening Pub Date : 2020-10-22 DOI: 10.1080/10904018.2020.1833724

L. Janusik, Tess Varner

引用次数: 2