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overflow: hidden; text-overflow: ellipsis; -webkit-line-clamp: 3; -webkit-box-orient: vertical; }</style><div class="col-xs-12 clearfix"><div class="u-floatLeft"><h1 class="PageHeader-title u-m0x u-fs30">Teaching Listening</h1><div class="u-tcGrayDark">32,915 Followers</div><div class="u-tcGrayDark u-mt2x">Recent papers in <b>Teaching Listening</b></div></div></div></div></div></div><div class="TabbedNavigation"><div class="container"><div class="row"><div class="col-xs-12 clearfix"><ul class="nav u-m0x u-p0x list-inline u-displayFlex"><li class="active"><a href="https://www.academia.edu/Documents/in/Teaching_Listening">Top Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Listening/MostCited">Most Cited Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Listening/MostDownloaded">Most Downloaded Papers</a></li><li><a href="https://www.academia.edu/Documents/in/Teaching_Listening/MostRecent">Newest Papers</a></li><li><a class="" href="https://www.academia.edu/People/Teaching_Listening">People</a></li></ul></div><style type="text/css">ul.nav{flex-direction:row}@media(max-width: 567px){ul.nav{flex-direction:column}.TabbedNavigation li{max-width:100%}.TabbedNavigation li.active{background-color:var(--background-grey, #dddde2)}.TabbedNavigation li.active:before,.TabbedNavigation li.active:after{display:none}}</style></div></div></div><div class="container"><div class="row"><div class="col-xs-12"><div class="u-displayFlex"><div class="u-flexGrow1"><div class="works"><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43460275" data-work_id="43460275" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43460275/%C3%87ocuklara_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_Becerisi">Çocuklara Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Becerisi</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43460275" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara yabancı dil olarak Türkçe öğretimi gelişen ancak yeterli kuramsal verinin henüz toplanmadığı bir alandır. Bu çalışmada, alan yazın taraması sonuçlarından hareketle çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi öğretimi üzerinde durularak alandaki çalışmaların kuramsal altyapısına destek olmak amaçlanmaktadır. Dinleme becerisi, ana dili ve ikinci dil ediniminde temel bir yere ve diğer becerilerin geliştirilmesinde kilit bir öneme sahiptir. Çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi, çocukların henüz okuma ve yazma konusunda yetkin olmamaları da göz önünde bulundurularak konuşma ile birlikte öncelikli olarak üzerinde durulması gereken alanlardandır. Bu durum ana dili edinim süreci ile de benzerlik gösterir. Çocuklara yabancı dil öğretiminde dinleme becerisi değerlendirilirken bu sürecin aktif bir süreç olduğu ve çocuğun dinlediği mesajla etkileşime girmesinin önemi göz ardı edilmemelidir. Bu bağlamda sınıf içinde ve materyallerde kullanılacak dinle ve yap etkinlikleri, bilgi amaçlı etkinlikler, dinle ve tekrar et etkinlikleri kullanılabilir. Toplu fiziksel tepki yöntemi de bu beceride oldukça verimli şekilde kullanılabilir.<br />Anahtar Kelimeler: Yabancı Dil Olarak Türkçe Öğretimi, Çocuklara Yabancı Dil Olarak Türkçe Öğretimi, Erken Yaşta Dil Öğretimi, Dinleme Becerisi.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43460275" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f3fecb0be1615abe10e4ccac4971a03" rel="nofollow" data-download="{"attachment_id":63767720,"asset_id":43460275,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63767720/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="26719122" href="https://cukurova.academia.edu/EmineKurt">Emine Kurt</a><script data-card-contents-for-user="26719122" type="text/json">{"id":26719122,"first_name":"Emine","last_name":"Kurt","domain_name":"cukurova","page_name":"EmineKurt","display_name":"Emine Kurt","profile_url":"https://cukurova.academia.edu/EmineKurt?f_ri=45289","photo":"https://0.academia-photos.com/26719122/8968523/26884845/s65_emine.kurt.jpeg"}</script></span></span></li><li class="js-paper-rank-work_43460275 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43460275"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43460275, container: ".js-paper-rank-work_43460275", }); 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$(".js-view-count[data-work-id=43460275]").text(description); $(".js-view-count-work_43460275").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43460275").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43460275"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">9</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="18848" href="https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language">Teaching Turkish As A Foreign Language</a>, <script data-card-contents-for-ri="18848" type="text/json">{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26998" href="https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language">Teaching Turkish as a Foreign/Second Language</a>, <script data-card-contents-for-ri="26998" type="text/json">{"id":26998,"name":"Teaching Turkish as a Foreign/Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43460275]'), work: {"id":43460275,"title":"Çocuklara Yabancı Dil Olarak Türkçe Öğretiminde Dinleme Becerisi","created_at":"2020-06-28T12:34:49.675-07:00","url":"https://www.academia.edu/43460275/%C3%87ocuklara_Yabanc%C4%B1_Dil_Olarak_T%C3%BCrk%C3%A7e_%C3%96%C4%9Fretiminde_Dinleme_Becerisi?f_ri=45289","dom_id":"work_43460275","summary":"Günümüzün değişen dünyasında erken yaşta dil öğretimi oranları gittikçe artmaktadır. Dünya genelinde ikinci ve yabancı dil öğretimi hükumet politikaları çerçevesinde şekillenip eğitim sistemlerine dahil edilmektedir. Bu bağlamda çocuklara yabancı dil olarak Türkçe öğretimi gelişen ancak yeterli kuramsal verinin henüz toplanmadığı bir alandır. Bu çalışmada, alan yazın taraması sonuçlarından hareketle çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi öğretimi üzerinde durularak alandaki çalışmaların kuramsal altyapısına destek olmak amaçlanmaktadır. Dinleme becerisi, ana dili ve ikinci dil ediniminde temel bir yere ve diğer becerilerin geliştirilmesinde kilit bir öneme sahiptir. Çocuklara yabancı dil olarak Türkçe öğretiminde dinleme becerisi, çocukların henüz okuma ve yazma konusunda yetkin olmamaları da göz önünde bulundurularak konuşma ile birlikte öncelikli olarak üzerinde durulması gereken alanlardandır. Bu durum ana dili edinim süreci ile de benzerlik gösterir. Çocuklara yabancı dil öğretiminde dinleme becerisi değerlendirilirken bu sürecin aktif bir süreç olduğu ve çocuğun dinlediği mesajla etkileşime girmesinin önemi göz ardı edilmemelidir. Bu bağlamda sınıf içinde ve materyallerde kullanılacak dinle ve yap etkinlikleri, bilgi amaçlı etkinlikler, dinle ve tekrar et etkinlikleri kullanılabilir. Toplu fiziksel tepki yöntemi de bu beceride oldukça verimli şekilde kullanılabilir.\nAnahtar Kelimeler: Yabancı Dil Olarak Türkçe Öğretimi, Çocuklara Yabancı Dil Olarak Türkçe Öğretimi, Erken Yaşta Dil Öğretimi, Dinleme Becerisi.","downloadable_attachments":[{"id":63767720,"asset_id":43460275,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":26719122,"first_name":"Emine","last_name":"Kurt","domain_name":"cukurova","page_name":"EmineKurt","display_name":"Emine Kurt","profile_url":"https://cukurova.academia.edu/EmineKurt?f_ri=45289","photo":"https://0.academia-photos.com/26719122/8968523/26884845/s65_emine.kurt.jpeg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false},{"id":18848,"name":"Teaching Turkish As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_As_A_Foreign_Language?f_ri=45289","nofollow":false},{"id":26998,"name":"Teaching Turkish as a Foreign/Second Language","url":"https://www.academia.edu/Documents/in/Teaching_Turkish_as_a_Foreign_Second_Language?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":197815,"name":"Yabancı Dil olarak Türkçe / Turc comme langue étrangère / Turkish as a foreign language","url":"https://www.academia.edu/Documents/in/Yabanci_Dil_olarak_Turkce_Turc_comme_langue_etrangere_Turkish_as_a_foreign_language?f_ri=45289"},{"id":671767,"name":"Dinleme Eğitimi","url":"https://www.academia.edu/Documents/in/Dinleme_E%C4%9Fitimi?f_ri=45289"},{"id":1113468,"name":"Türkçenin Yabancı Dil Olarak Öğretimi","url":"https://www.academia.edu/Documents/in/Turkcenin_Yabanci_Dil_Olarak_Ogretimi?f_ri=45289"},{"id":2543476,"name":"Çocuklara Yabancı Dil Öğretimi","url":"https://www.academia.edu/Documents/in/%C3%87ocuklara_Yabanc%C4%B1_Dil_%C3%96%C4%9Fretimi?f_ri=45289"},{"id":2671896,"name":"İki Dilli Türk Çocukları","url":"https://www.academia.edu/Documents/in/%C4%B0ki_Dilli_T%C3%BCrk_%C3%87ocuklar%C4%B1?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_35136627" data-work_id="35136627" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/35136627/Making_language_teaching_relevant_in_a_skeptical_age_Hospitably_listening_in_a_society_that_doesnt_">Making language teaching relevant in a skeptical age (Hospitably listening in a society that doesn't)</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35136627" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="a84281d34332eb57ae1a512d8e30eb08" rel="nofollow" data-download="{"attachment_id":54998061,"asset_id":35136627,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" 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u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="2852" href="https://www.academia.edu/Documents/in/Narrative">Narrative</a>, <script data-card-contents-for-ri="2852" type="text/json">{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="50024" href="https://www.academia.edu/Documents/in/Language_Teaching">Language Teaching</a>, <script data-card-contents-for-ri="50024" type="text/json">{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35136627]'), work: {"id":35136627,"title":"Making language teaching relevant in a skeptical age (Hospitably listening in a society that doesn't)","created_at":"2017-11-13T12:09:33.780-08:00","url":"https://www.academia.edu/35136627/Making_language_teaching_relevant_in_a_skeptical_age_Hospitably_listening_in_a_society_that_doesnt_?f_ri=45289","dom_id":"work_35136627","summary":null,"downloadable_attachments":[{"id":54998061,"asset_id":35136627,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":2537619,"first_name":"Thor","last_name":"Sawin","domain_name":"miis","page_name":"ThorSawin","display_name":"Thor Sawin","profile_url":"https://miis.academia.edu/ThorSawin?f_ri=45289","photo":"https://0.academia-photos.com/2537619/790461/28844743/s65_thor.sawin.jpg"}],"research_interests":[{"id":2852,"name":"Narrative","url":"https://www.academia.edu/Documents/in/Narrative?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":50024,"name":"Language Teaching","url":"https://www.academia.edu/Documents/in/Language_Teaching?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_42782642" data-work_id="42782642" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/42782642/KEYNOTE_On_Listening_to_Holocaust_Survivors_Beyond_Testimony_">KEYNOTE: "On Listening to Holocaust Survivors: Beyond Testimony"</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Keynote delivered for "Holocaust Remembrance and Representation," a conference to aid planning for the first Holocaust museum in Sweden. This is a concise and, I think, quite accessible summary of a way of engaging Holocaust survivors... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_42782642" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Keynote delivered for "Holocaust Remembrance and Representation," a conference to aid planning for the first Holocaust museum in Sweden.  This is a concise and, I think, quite accessible summary of a way of engaging Holocaust survivors and their accounts that differs from the conventional "testimony" model.  Based on nearly fifty years of work with survivors, the approach described here is grounded in multiple interviews (sometimes over years), deepening conversation, sustained exploration rather than simply declaration ("this I witnessed"), and collaborative intepretation and reflection.  Real relationships matter in what, how, and whether survivors retell ("learning together" as one survivor put it).  That approach also impacts whether survivors and their recounting live on in _other_ conversations which, the talk argues, is the only earthly way any of us live on.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/42782642" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="de846676799f9b5b978304b4bbd1eebe" rel="nofollow" data-download="{"attachment_id":63007390,"asset_id":42782642,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63007390/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12927713" href="https://umich.academia.edu/HenryGreenspan">Henry Greenspan</a><script data-card-contents-for-user="12927713" type="text/json">{"id":12927713,"first_name":"Henry","last_name":"Greenspan","domain_name":"umich","page_name":"HenryGreenspan","display_name":"Henry Greenspan","profile_url":"https://umich.academia.edu/HenryGreenspan?f_ri=45289","photo":"https://0.academia-photos.com/12927713/28295721/26485103/s65_henry.greenspan.jpg"}</script></span></span></li><li class="js-paper-rank-work_42782642 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="42782642"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 42782642, container: ".js-paper-rank-work_42782642", }); 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من قضايا المهارة المفيدة</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13444806" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="846657ff3b83f8cfb35cac217e45155b" rel="nofollow" data-download="{"attachment_id":38048941,"asset_id":13444806,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38048941/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa 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u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="2722" href="https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics">Arabic Language and Linguistics</a>, <script data-card-contents-for-ri="2722" type="text/json">{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="3324" href="https://www.academia.edu/Documents/in/Arabic">Arabic</a>, <script data-card-contents-for-ri="3324" type="text/json">{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="9919" href="https://www.academia.edu/Documents/in/Teaching_Arabic_as_a_Foreign_Language_TAFL_">Teaching Arabic as a Foreign Language (TAFL)</a>, <script data-card-contents-for-ri="9919" type="text/json">{"id":9919,"name":"Teaching Arabic as a Foreign Language (TAFL)","url":"https://www.academia.edu/Documents/in/Teaching_Arabic_as_a_Foreign_Language_TAFL_?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17511" href="https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_">Listening Comprehension (Psychology of Language)</a><script data-card-contents-for-ri="17511" type="text/json">{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=13444806]'), work: {"id":13444806,"title":"مهارة الاستماع ومعايير الجودة في التراث العربي","created_at":"2015-06-30T07:16:20.622-07:00","url":"https://www.academia.edu/13444806/%D9%85%D9%87%D8%A7%D8%B1%D8%A9_%D8%A7%D9%84%D8%A7%D8%B3%D8%AA%D9%85%D8%A7%D8%B9_%D9%88%D9%85%D8%B9%D8%A7%D9%8A%D9%8A%D8%B1_%D8%A7%D9%84%D8%AC%D9%88%D8%AF%D8%A9_%D9%81%D9%8A_%D8%A7%D9%84%D8%AA%D8%B1%D8%A7%D8%AB_%D8%A7%D9%84%D8%B9%D8%B1%D8%A8%D9%8A?f_ri=45289","dom_id":"work_13444806","summary":"يتناول البحث مهارة الاستماع من وجهة نظر التراث العربي مبينا أنواعه ومعايير جودته وغير ذلك من قضايا المهارة المفيدة","downloadable_attachments":[{"id":38048941,"asset_id":13444806,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3196042,"first_name":"Jassem","last_name":"Jassem","domain_name":"iu","page_name":"JassemJassem","display_name":"Jassem Jassem","profile_url":"https://iu.academia.edu/JassemJassem?f_ri=45289","photo":"https://0.academia-photos.com/3196042/1052412/17579830/s65_jassem.jassem.jpg"}],"research_interests":[{"id":2722,"name":"Arabic Language and Linguistics","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Linguistics?f_ri=45289","nofollow":false},{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=45289","nofollow":false},{"id":9919,"name":"Teaching Arabic as a Foreign Language (TAFL)","url":"https://www.academia.edu/Documents/in/Teaching_Arabic_as_a_Foreign_Language_TAFL_?f_ri=45289","nofollow":false},{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289"},{"id":49171,"name":"Arabic Language","url":"https://www.academia.edu/Documents/in/Arabic_Language?f_ri=45289"},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":423345,"name":"Bahasa Arab","url":"https://www.academia.edu/Documents/in/Bahasa_Arab?f_ri=45289"},{"id":735672,"name":"Arabic Language and Literature","url":"https://www.academia.edu/Documents/in/Arabic_Language_and_Literature?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_10848232" data-work_id="10848232" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/10848232/Call_for_papers_International_Perspectives_on_Teaching_the_Four_Skills_in_ELT">Call for papers--'International Perspectives on Teaching the Four Skills in ELT'</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening,... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_10848232" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening, speaking, or writing), how it is taught in their context, and any related issues/solutions. With 'international' in the title of the volume, we aim to collect perspectives from all over the the EFL teaching and learning world.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/10848232" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f8b74fd37182bdb013e7f086f36c0ea9" rel="nofollow" data-download="{"attachment_id":36660192,"asset_id":10848232,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/36660192/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="120291" href="https://su-se.academia.edu/JosephSiegel">Joseph Siegel</a><script data-card-contents-for-user="120291" type="text/json">{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=45289","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_10848232 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="10848232"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 10848232, container: ".js-paper-rank-work_10848232", }); });</script></li><li class="js-percentile-work_10848232 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 10848232; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_10848232"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_10848232 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="10848232"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 10848232; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=10848232]").text(description); $(".js-view-count-work_10848232").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_10848232").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="10848232"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">14</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="6223" href="https://www.academia.edu/Documents/in/English">English</a>, <script data-card-contents-for-ri="6223" type="text/json">{"id":6223,"name":"English","url":"https://www.academia.edu/Documents/in/English?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a><script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=10848232]'), work: {"id":10848232,"title":"Call for papers--'International Perspectives on Teaching the Four Skills in ELT'","created_at":"2015-02-16T13:31:35.185-08:00","url":"https://www.academia.edu/10848232/Call_for_papers_International_Perspectives_on_Teaching_the_Four_Skills_in_ELT?f_ri=45289","dom_id":"work_10848232","summary":"This is a call for papers for the volume 'International Perspectives on Teaching the Four Skills in ELT'. Potential contributors are invited to submit a proposal of 300 words or less about one of the main EFL skills (reading, listening, speaking, or writing), how it is taught in their context, and any related issues/solutions. 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It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78143060" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test ...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78143060" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="e5ea7e05146ee6f46d080b987b67477f" rel="nofollow" data-download="{"attachment_id":85294066,"asset_id":78143060,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85294066/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5499472" href="https://su-se.academia.edu/AkiSiegel">Aki Siegel</a><script data-card-contents-for-user="5499472" type="text/json">{"id":5499472,"first_name":"Aki","last_name":"Siegel","domain_name":"su-se","page_name":"AkiSiegel","display_name":"Aki Siegel","profile_url":"https://su-se.academia.edu/AkiSiegel?f_ri=45289","photo":"https://0.academia-photos.com/5499472/2412637/2807243/s65_aki.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_78143060 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78143060"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78143060, container: ".js-paper-rank-work_78143060", }); 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$(".js-view-count[data-work-id=78143060]").text(description); $(".js-view-count-work_78143060").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78143060").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78143060"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">17</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="221" href="https://www.academia.edu/Documents/in/Psychology">Psychology</a>, <script data-card-contents-for-ri="221" type="text/json">{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a><script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78143060]'), work: {"id":78143060,"title":"Getting to the bottom of L2 listening instruction: Making a case for bottom-up activities","created_at":"2022-05-01T11:54:29.468-07:00","url":"https://www.academia.edu/78143060/Getting_to_the_bottom_of_L2_listening_instruction_Making_a_case_for_bottom_up_activities?f_ri=45289","dom_id":"work_78143060","summary":"This paper argues for the incorporation of bottom-up activities for English as a foreign language (EFL) listening. It discusses theoretical concepts and pedagogic options for addressing bottom-up aural processing in the EFL classroom as well as how and why teachers may wish to include such activities in lessons. This discussion is augmented by a small-scale classroom-based research project that investigated six activities targeting learners’ bottom-up listening abilities. Learners studying at the lower-intermediate level of a compulsory EFL university course were divided into a treatment group (n = 21) and a contrast group (n = 32). Each group listened to the same audio material and completed listening activities from an assigned textbook. The treatment group also engaged in a set of six bottom-up listening activities using the same material. This quasi-experimental study used dictation and listening proficiency tests before and after the course. Between-group comparisons of t-test ...","downloadable_attachments":[{"id":85294066,"asset_id":78143060,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5499472,"first_name":"Aki","last_name":"Siegel","domain_name":"su-se","page_name":"AkiSiegel","display_name":"Aki Siegel","profile_url":"https://su-se.academia.edu/AkiSiegel?f_ri=45289","photo":"https://0.academia-photos.com/5499472/2412637/2807243/s65_aki.siegel.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=45289","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289"},{"id":65952,"name":"Bottom-up strategies","url":"https://www.academia.edu/Documents/in/Bottom-up_strategies?f_ri=45289"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":302696,"name":"Teaching English as a foreign language (TEFL)","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_foreign_language_TEFL_?f_ri=45289"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=45289"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=45289"},{"id":965647,"name":"Dictation","url":"https://www.academia.edu/Documents/in/Dictation?f_ri=45289"},{"id":989329,"name":"Langauge Teachers","url":"https://www.academia.edu/Documents/in/Langauge_Teachers?f_ri=45289"},{"id":1011586,"name":"ESL Curriculum Design","url":"https://www.academia.edu/Documents/in/ESL_Curriculum_Design?f_ri=45289"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=45289"},{"id":2217405,"name":"Listening pedagogy","url":"https://www.academia.edu/Documents/in/Listening_pedagogy?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_13225208" data-work_id="13225208" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/13225208/Researching_the_Acceptance_of_Storytelling_in_EFL_Secondary_School_">Researching the Acceptance of Storytelling in EFL (Secondary School)</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_13225208" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Handed in as a B.A. thesis, this study researches students' acceptance of storytelling as a means of teaching English as a foreign language in German secondary schools. The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/13225208" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4a9bcdde12daa9a9d79e47791b5ebbd3" rel="nofollow" data-download="{"attachment_id":37985972,"asset_id":13225208,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/37985972/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7784021" href="https://uni-erlangen.academia.edu/MartinEllrodt">Martin Ellrodt</a><script data-card-contents-for-user="7784021" type="text/json">{"id":7784021,"first_name":"Martin","last_name":"Ellrodt","domain_name":"uni-erlangen","page_name":"MartinEllrodt","display_name":"Martin Ellrodt","profile_url":"https://uni-erlangen.academia.edu/MartinEllrodt?f_ri=45289","photo":"https://0.academia-photos.com/7784021/2767919/3226536/s65_martin.ellrodt.jpg"}</script></span></span></li><li class="js-paper-rank-work_13225208 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="13225208"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 13225208, container: ".js-paper-rank-work_13225208", }); 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The results clearly show that there is no correlation between age and acceptance of storytelling, and that it is rather due to teachers' doubts about their own storytelling abilities that oral storytelling is not used more widely.","downloadable_attachments":[{"id":37985972,"asset_id":13225208,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7784021,"first_name":"Martin","last_name":"Ellrodt","domain_name":"uni-erlangen","page_name":"MartinEllrodt","display_name":"Martin Ellrodt","profile_url":"https://uni-erlangen.academia.edu/MartinEllrodt?f_ri=45289","photo":"https://0.academia-photos.com/7784021/2767919/3226536/s65_martin.ellrodt.jpg"}],"research_interests":[{"id":6492,"name":"Storytelling","url":"https://www.academia.edu/Documents/in/Storytelling?f_ri=45289","nofollow":false},{"id":8475,"name":"Narrative Methods","url":"https://www.academia.edu/Documents/in/Narrative_Methods?f_ri=45289","nofollow":false},{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289"},{"id":150026,"name":"Teaching EFL and Teacher Training","url":"https://www.academia.edu/Documents/in/Teaching_EFL_and_Teacher_Training?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_18982561" data-work_id="18982561" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/18982561/The_history_of_the_teddy_bear">The history of the teddy bear.</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">The listening worksheet for intermediate + students.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/18982561" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="59ce99d82b5f231bf59252d86497f0f0" rel="nofollow" data-download="{"attachment_id":40375909,"asset_id":18982561,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/40375909/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="3090338" href="https://uw.academia.edu/KarolinaK%C4%99pska">Karolina Kępska</a><script data-card-contents-for-user="3090338" type="text/json">{"id":3090338,"first_name":"Karolina","last_name":"Kępska","domain_name":"uw","page_name":"KarolinaKępska","display_name":"Karolina Kępska","profile_url":"https://uw.academia.edu/KarolinaK%C4%99pska?f_ri=45289","photo":"https://0.academia-photos.com/3090338/1015320/1652027/s65_karolina.k_pska.jpg"}</script></span></span></li><li class="js-paper-rank-work_18982561 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="18982561"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 18982561, container: ".js-paper-rank-work_18982561", }); 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$(".js-view-count[data-work-id=18982561]").text(description); $(".js-view-count-work_18982561").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_18982561").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="18982561"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52984" href="https://www.academia.edu/Documents/in/Teaching_speaking">Teaching speaking</a>, <script data-card-contents-for-ri="52984" type="text/json">{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a>, <script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="358171" href="https://www.academia.edu/Documents/in/Worksheets">Worksheets</a><script data-card-contents-for-ri="358171" type="text/json">{"id":358171,"name":"Worksheets","url":"https://www.academia.edu/Documents/in/Worksheets?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=18982561]'), work: {"id":18982561,"title":"The history of the teddy bear.","created_at":"2015-11-25T05:56:52.961-08:00","url":"https://www.academia.edu/18982561/The_history_of_the_teddy_bear?f_ri=45289","dom_id":"work_18982561","summary":"The listening worksheet for intermediate + students. ","downloadable_attachments":[{"id":40375909,"asset_id":18982561,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":3090338,"first_name":"Karolina","last_name":"Kępska","domain_name":"uw","page_name":"KarolinaKępska","display_name":"Karolina Kępska","profile_url":"https://uw.academia.edu/KarolinaK%C4%99pska?f_ri=45289","photo":"https://0.academia-photos.com/3090338/1015320/1652027/s65_karolina.k_pska.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false},{"id":358171,"name":"Worksheets","url":"https://www.academia.edu/Documents/in/Worksheets?f_ri=45289","nofollow":false},{"id":643282,"name":"Teaching Materials","url":"https://www.academia.edu/Documents/in/Teaching_Materials?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79172621" data-work_id="79172621" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79172621/Exploring_diagnostic_listening_assessment_in_the_classroom_a_Saudi_academic_context">Exploring diagnostic listening assessment in the classroom : a Saudi academic context</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79172621" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Take down policy Some pages of this thesis may have been removed for copyright restrictions prior to having it been deposited in Explore Bristol Research. However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact <a href="mailto:collections-metadata@bristol.ac.uk" rel="nofollow">collections-metadata@bristol.ac.uk</a> and include the following information in your message:</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79172621" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="be41c56587edc55bc62143c4da762dc3" rel="nofollow" data-download="{"attachment_id":85978243,"asset_id":79172621,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/85978243/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="236638" href="https://independent.academia.edu/SohaibSandhu">Sohaib M Sandhu</a><script data-card-contents-for-user="236638" type="text/json">{"id":236638,"first_name":"Sohaib","last_name":"Sandhu","domain_name":"independent","page_name":"SohaibSandhu","display_name":"Sohaib M Sandhu","profile_url":"https://independent.academia.edu/SohaibSandhu?f_ri=45289","photo":"https://0.academia-photos.com/236638/262026/31689297/s65_sohaib.sandhu.jpg"}</script></span></span></li><li class="js-paper-rank-work_79172621 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79172621"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79172621, container: ".js-paper-rank-work_79172621", }); 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However, if you have discovered material within the thesis that you consider to be unlawful e.g. breaches of copyright (either yours or that of a third party) or any other law, including but not limited to those relating to patent, trademark, confidentiality, data protection, obscenity, defamation, libel, then please contact collections-metadata@bristol.ac.uk and include the following information in your message:","downloadable_attachments":[{"id":85978243,"asset_id":79172621,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":236638,"first_name":"Sohaib","last_name":"Sandhu","domain_name":"independent","page_name":"SohaibSandhu","display_name":"Sohaib M Sandhu","profile_url":"https://independent.academia.edu/SohaibSandhu?f_ri=45289","photo":"https://0.academia-photos.com/236638/262026/31689297/s65_sohaib.sandhu.jpg"}],"research_interests":[{"id":221,"name":"Psychology","url":"https://www.academia.edu/Documents/in/Psychology?f_ri=45289","nofollow":false},{"id":18045,"name":"Language Assessment","url":"https://www.academia.edu/Documents/in/Language_Assessment?f_ri=45289","nofollow":false},{"id":27957,"name":"Classroom Action Research","url":"https://www.academia.edu/Documents/in/Classroom_Action_Research?f_ri=45289","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289"},{"id":48358,"name":"Language Testing and Assessment","url":"https://www.academia.edu/Documents/in/Language_Testing_and_Assessment?f_ri=45289"},{"id":77540,"name":"Classroom Assessment","url":"https://www.academia.edu/Documents/in/Classroom_Assessment?f_ri=45289"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening?f_ri=45289"},{"id":125377,"name":"Diagnostic Assessment","url":"https://www.academia.edu/Documents/in/Diagnostic_Assessment?f_ri=45289"},{"id":146591,"name":"Doctoral thesis","url":"https://www.academia.edu/Documents/in/Doctoral_thesis?f_ri=45289"},{"id":156711,"name":"LISTENING COMPREHENSION PROBLEMS AND STRATEGIES","url":"https://www.academia.edu/Documents/in/LISTENING_COMPREHENSION_PROBLEMS_AND_STRATEGIES?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":459698,"name":"Listening and Speaking Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Speaking_Skills?f_ri=45289"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289"},{"id":569396,"name":"Difficulties in Listening Comprehension and Strategies","url":"https://www.academia.edu/Documents/in/Difficulties_in_Listening_Comprehension_and_Strategies?f_ri=45289"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=45289"},{"id":1595773,"name":"Effects of Language in Listening Difficulties","url":"https://www.academia.edu/Documents/in/Effects_of_Language_in_Listening_Difficulties?f_ri=45289"},{"id":1772367,"name":"Teaching and Testing Listening and Speaking","url":"https://www.academia.edu/Documents/in/Teaching_and_Testing_Listening_and_Speaking?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_31699279" data-work_id="31699279" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/31699279/Enseigner_la_compr%C3%A9hension_orale_pour_acc%C3%A9der_%C3%A0_ce_qui_se_passe_dans_la_t%C3%AAte_des_%C3%A9l%C3%A8ves">Enseigner la compréhension orale pour accéder à ce qui se passe dans la tête des élèves</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">En salle de classe, les élèves passent plus de 75 % de leur temps en situation d’écoute (Allen, 2016; Campbell, 2010). Quelle forme prend cette écoute? Quelles sont les stratégies mobilisées et consciemment utilisées par les élèves?... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_31699279" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">En salle de classe, les élèves passent plus de 75 % de leur temps en situation d’écoute (Allen, 2016; Campbell, 2010). Quelle forme prend cette écoute? Quelles sont les stratégies mobilisées et consciemment utilisées par les élèves? Est-ce que l’écoute est enseignée de manière intégrée aux apprentissages scolaires? Quelles situations pédagogiques favorisent l’utilisation et l’enseignement de stratégies de compréhension orale? À partir de données issues du 3e cycle du primaire, des projets d’écoute qui favorisent la réflexion des élèves sur leur compréhension orale seront présentés. Cette communication sera aussi l’occasion d’échanger sur l’enseignement des stratégies de compréhension orale intégrées à diverses matières et qui s’appuient notamment sur la littérature pour la jeunesse.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/31699279" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="3282e043d3c0f9659af958d066d6e6db" rel="nofollow" data-download="{"attachment_id":52015003,"asset_id":31699279,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/52015003/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1146637" href="https://uqo.academia.edu/NancyAllen">Nancy Allen</a><script data-card-contents-for-user="1146637" type="text/json">{"id":1146637,"first_name":"Nancy","last_name":"Allen","domain_name":"uqo","page_name":"NancyAllen","display_name":"Nancy Allen","profile_url":"https://uqo.academia.edu/NancyAllen?f_ri=45289","photo":"https://0.academia-photos.com/1146637/403743/493602/s65_nancy.allen.jpg"}</script></span></span></li><li class="js-paper-rank-work_31699279 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="31699279"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 31699279, container: ".js-paper-rank-work_31699279", }); 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$(".js-view-count[data-work-id=31699279]").text(description); $(".js-view-count-work_31699279").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_31699279").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="31699279"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=31699279]'), work: {"id":31699279,"title":"Enseigner la compréhension orale pour accéder à ce qui se passe dans la tête des élèves","created_at":"2017-03-03T12:22:06.882-08:00","url":"https://www.academia.edu/31699279/Enseigner_la_compr%C3%A9hension_orale_pour_acc%C3%A9der_%C3%A0_ce_qui_se_passe_dans_la_t%C3%AAte_des_%C3%A9l%C3%A8ves?f_ri=45289","dom_id":"work_31699279","summary":"\nEn salle de classe, les élèves passent plus de 75 % de leur temps en situation d’écoute (Allen, 2016; Campbell, 2010). Quelle forme prend cette écoute? Quelles sont les stratégies mobilisées et consciemment utilisées par les élèves? Est-ce que l’écoute est enseignée de manière intégrée aux apprentissages scolaires? Quelles situations pédagogiques favorisent l’utilisation et l’enseignement de stratégies de compréhension orale? À partir de données issues du 3e cycle du primaire, des projets d’écoute qui favorisent la réflexion des élèves sur leur compréhension orale seront présentés. Cette communication sera aussi l’occasion d’échanger sur l’enseignement des stratégies de compréhension orale intégrées à diverses matières et qui s’appuient notamment sur la littérature pour la jeunesse.","downloadable_attachments":[{"id":52015003,"asset_id":31699279,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1146637,"first_name":"Nancy","last_name":"Allen","domain_name":"uqo","page_name":"NancyAllen","display_name":"Nancy Allen","profile_url":"https://uqo.academia.edu/NancyAllen?f_ri=45289","photo":"https://0.academia-photos.com/1146637/403743/493602/s65_nancy.allen.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14580236" data-work_id="14580236" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14580236/Strategije_slu%C5%A1anja_u_nastavi_stranoga_jezika">Strategije slušanja u nastavi stranoga jezika</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">U ovome se radu problematiziraju strategije slušanja u nastavi stranoga jezika. U prvome se dijelu daje kratak pregled povijesti slušanja kao vještine, a proces slušanja opisuje se na temelju kognitivnoga okvira razumijevanja pri... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14580236" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">U ovome se radu problematiziraju strategije slušanja u nastavi stranoga jezika. U prvome se dijelu daje kratak pregled povijesti slušanja kao vještine, a proces slušanja opisuje se na temelju kognitivnoga okvira razumijevanja pri slušanju. Pregled istraživanja donosi znanstvene radove koji ukazuju na probleme i zahtjevnost slušanja na stranome jeziku te radove koji istražuju bit razlika pri služenju strategijama slušanja. Slijedom toga pronalaze se neke odlike uspješnih slušatelja u stranome jeziku. U drugome se dijelu rada razmatra poučavanje strategija slušanja na nastavi stranoga jezika.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14580236" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f441ed8590bbfc0775580eebffa938d7" rel="nofollow" data-download="{"attachment_id":39745297,"asset_id":14580236,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/39745297/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="33537952" href="https://ritcroatia.academia.edu/JakobPatekar">Jakob Patekar</a><script data-card-contents-for-user="33537952" type="text/json">{"id":33537952,"first_name":"Jakob","last_name":"Patekar","domain_name":"ritcroatia","page_name":"JakobPatekar","display_name":"Jakob Patekar","profile_url":"https://ritcroatia.academia.edu/JakobPatekar?f_ri=45289","photo":"https://0.academia-photos.com/33537952/9902464/81279880/s65_jakob.patekar.png"}</script></span></span></li><li class="js-paper-rank-work_14580236 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14580236"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14580236, container: ".js-paper-rank-work_14580236", }); 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U prvome se dijelu daje kratak pregled povijesti slušanja kao vještine, a proces slušanja opisuje se na temelju kognitivnoga okvira razumijevanja pri slušanju. Pregled istraživanja donosi znanstvene radove koji ukazuju na probleme i zahtjevnost slušanja na stranome jeziku te radove koji istražuju bit razlika pri služenju strategijama slušanja. Slijedom toga pronalaze se neke odlike uspješnih slušatelja u stranome jeziku. U drugome se dijelu rada razmatra poučavanje strategija slušanja na nastavi stranoga jezika.","downloadable_attachments":[{"id":39745297,"asset_id":14580236,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":33537952,"first_name":"Jakob","last_name":"Patekar","domain_name":"ritcroatia","page_name":"JakobPatekar","display_name":"Jakob Patekar","profile_url":"https://ritcroatia.academia.edu/JakobPatekar?f_ri=45289","photo":"https://0.academia-photos.com/33537952/9902464/81279880/s65_jakob.patekar.png"}],"research_interests":[{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24727326" data-work_id="24727326" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24727326/What_Would_a_Unified_Field_of_Listening_Look_Like_A_Proposal_Linking_Past_Perspectives_and_Future_Endeavors">What Would a Unified Field of Listening Look Like? A Proposal Linking Past Perspectives and Future Endeavors</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24727326" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="352724f3e404bcfde00df716c16bc121" rel="nofollow" data-download="{"attachment_id":45058124,"asset_id":24727326,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45058124/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="47671785" href="https://independent.academia.edu/MargareteImhof">Margarete Imhof</a><script data-card-contents-for-user="47671785" type="text/json">{"id":47671785,"first_name":"Margarete","last_name":"Imhof","domain_name":"independent","page_name":"MargareteImhof","display_name":"Margarete Imhof","profile_url":"https://independent.academia.edu/MargareteImhof?f_ri=45289","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24727326 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24727326"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24727326, container: ".js-paper-rank-work_24727326", }); 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});</script></span><script>$(function() { $(".js-view-count-work_953222").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="953222"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="12563" href="https://www.academia.edu/Documents/in/Language_Learning_Strategies">Language Learning Strategies</a>, <script data-card-contents-for-ri="12563" type="text/json">{"id":12563,"name":"Language Learning Strategies","url":"https://www.academia.edu/Documents/in/Language_Learning_Strategies?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=953222]'), work: {"id":953222,"title":"How Much Do Learners Know About the Factors That Influence Their Listening Comprehension?","created_at":"2011-09-26T11:07:42.236-07:00","url":"https://www.academia.edu/953222/How_Much_Do_Learners_Know_About_the_Factors_That_Influence_Their_Listening_Comprehension?f_ri=45289","dom_id":"work_953222","summary":null,"downloadable_attachments":[{"id":5825389,"asset_id":953222,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":205072,"first_name":"Christine","last_name":"Goh","domain_name":"nanyang","page_name":"ChristineGoh","display_name":"Christine Goh","profile_url":"https://nanyang.academia.edu/ChristineGoh?f_ri=45289","photo":"https://0.academia-photos.com/205072/268619/427506/s65_christine.goh.jpg"}],"research_interests":[{"id":12563,"name":"Language Learning Strategies","url":"https://www.academia.edu/Documents/in/Language_Learning_Strategies?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_60988987" data-work_id="60988987" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/60988987/Exploring_Iranian_EFL_Learners_Listening_Skills_via_TED_Talks_Does_Medium_Make_a_Difference">Exploring Iranian EFL Learners' Listening Skills via TED Talks: Does Medium Make a Difference</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_60988987" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students&#39; learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every s...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/60988987" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4b30d73bcb5e69cdc6b9c38f8c427de9" rel="nofollow" data-download="{"attachment_id":74191581,"asset_id":60988987,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/74191581/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="158088703" href="https://iau.academia.edu/MohammadRezaTollabi">Mohammad Reza Tollabi</a><script data-card-contents-for-user="158088703" type="text/json">{"id":158088703,"first_name":"Mohammad Reza","last_name":"Tollabi","domain_name":"iau","page_name":"MohammadRezaTollabi","display_name":"Mohammad Reza Tollabi","profile_url":"https://iau.academia.edu/MohammadRezaTollabi?f_ri=45289","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_60988987 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="60988987"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 60988987, container: ".js-paper-rank-work_60988987", }); 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The study also explored whether the different media of instruction could have differing impacts on the students\u0026#39; learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every s...","downloadable_attachments":[{"id":74191581,"asset_id":60988987,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":158088703,"first_name":"Mohammad Reza","last_name":"Tollabi","domain_name":"iau","page_name":"MohammadRezaTollabi","display_name":"Mohammad Reza Tollabi","profile_url":"https://iau.academia.edu/MohammadRezaTollabi?f_ri=45289","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":923,"name":"Technology","url":"https://www.academia.edu/Documents/in/Technology?f_ri=45289","nofollow":false},{"id":998,"name":"Language Education","url":"https://www.academia.edu/Documents/in/Language_Education?f_ri=45289","nofollow":false},{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=45289","nofollow":false},{"id":8305,"name":"Computer Assisted Language Learning/Teaching","url":"https://www.academia.edu/Documents/in/Computer_Assisted_Language_Learning_Teaching?f_ri=45289","nofollow":false},{"id":33956,"name":"Ubiquitous Learning","url":"https://www.academia.edu/Documents/in/Ubiquitous_Learning?f_ri=45289"},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289"},{"id":130466,"name":"MALL (Mobile Assisted Language Learning)","url":"https://www.academia.edu/Documents/in/MALL_Mobile_Assisted_Language_Learning_?f_ri=45289"},{"id":169415,"name":"Article","url":"https://www.academia.edu/Documents/in/Article?f_ri=45289"},{"id":288171,"name":"Listening Skills","url":"https://www.academia.edu/Documents/in/Listening_Skills?f_ri=45289"},{"id":721231,"name":"TED Talks","url":"https://www.academia.edu/Documents/in/TED_Talks?f_ri=45289"},{"id":818409,"name":"Personalized Learning","url":"https://www.academia.edu/Documents/in/Personalized_Learning?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_33053729" data-work_id="33053729" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/33053729/Developing_an_original_listening_lesson_for_primary_school_learners_a_process_oriented_teaching_approach">Developing an original listening lesson for primary school learners: a process-oriented teaching approach</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">In foreign language learning the listening skill has proved to be extremely essential for carrying out coherent and effective oral communication with other people. Listening is a key skill and is better performed if there is an... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_33053729" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">In foreign language learning the listening skill has proved to be extremely essential for carrying out coherent and effective oral communication with other people. Listening is a key skill and is better performed if there is an integration of all four skills and, especially, speaking. The present teaching proposal attempts to develop an original listening lesson focusing on the process of listening on the basis of modern pedagogical theories and methods. To this end, the paper discusses the proposal's rationale with reference to the listening input, class profile and lesson preparation as well as the procedure and listening tasks' efficiency providing a post-lesson evaluation of the teaching outcomes as well. Given that listening is the most underestimated skill in the Greek school context, this paper aims to encourage foreign language teachers to be independent course designers in order to assist their learners develop their listening competence overcoming listening comprehension problems.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/33053729" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="52147c496050930ac773c87d00b21a67" rel="nofollow" data-download="{"attachment_id":53160764,"asset_id":33053729,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/53160764/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="11465868" href="https://upatras.academia.edu/MariaDTzotzou">Maria D. Tzotzou</a><script data-card-contents-for-user="11465868" type="text/json">{"id":11465868,"first_name":"Maria D.","last_name":"Tzotzou","domain_name":"upatras","page_name":"MariaDTzotzou","display_name":"Maria D. Tzotzou","profile_url":"https://upatras.academia.edu/MariaDTzotzou?f_ri=45289","photo":"https://0.academia-photos.com/11465868/3340260/11862514/s65_maria_d..tzotzou.jpeg"}</script></span></span></li><li class="js-paper-rank-work_33053729 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="33053729"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 33053729, container: ".js-paper-rank-work_33053729", }); });</script></li><li class="js-percentile-work_33053729 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 33053729; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_33053729"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_33053729 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="33053729"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 33053729; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=33053729]").text(description); $(".js-view-count-work_33053729").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_33053729").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="33053729"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1003" href="https://www.academia.edu/Documents/in/Educational_Technology">Educational Technology</a>, <script data-card-contents-for-ri="1003" type="text/json">{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="12932" href="https://www.academia.edu/Documents/in/Teaching_Methodology">Teaching Methodology</a>, <script data-card-contents-for-ri="12932" type="text/json">{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="19681" href="https://www.academia.edu/Documents/in/TEFL">TEFL</a><script data-card-contents-for-ri="19681" type="text/json">{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=33053729]'), work: {"id":33053729,"title":"Developing an original listening lesson for primary school learners: a process-oriented teaching approach","created_at":"2017-05-17T04:58:11.838-07:00","url":"https://www.academia.edu/33053729/Developing_an_original_listening_lesson_for_primary_school_learners_a_process_oriented_teaching_approach?f_ri=45289","dom_id":"work_33053729","summary":"In foreign language learning the listening skill has proved to be extremely essential for carrying out coherent and effective oral communication with other people. Listening is a key skill and is better performed if there is an integration of all four skills and, especially, speaking. The present teaching proposal attempts to develop an original listening lesson focusing on the process of listening on the basis of modern pedagogical theories and methods. To this end, the paper discusses the proposal's rationale with reference to the listening input, class profile and lesson preparation as well as the procedure and listening tasks' efficiency providing a post-lesson evaluation of the teaching outcomes as well. Given that listening is the most underestimated skill in the Greek school context, this paper aims to encourage foreign language teachers to be independent course designers in order to assist their learners develop their listening competence overcoming listening comprehension problems.","downloadable_attachments":[{"id":53160764,"asset_id":33053729,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":11465868,"first_name":"Maria D.","last_name":"Tzotzou","domain_name":"upatras","page_name":"MariaDTzotzou","display_name":"Maria D. Tzotzou","profile_url":"https://upatras.academia.edu/MariaDTzotzou?f_ri=45289","photo":"https://0.academia-photos.com/11465868/3340260/11862514/s65_maria_d..tzotzou.jpeg"}],"research_interests":[{"id":1003,"name":"Educational Technology","url":"https://www.academia.edu/Documents/in/Educational_Technology?f_ri=45289","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false},{"id":12932,"name":"Teaching Methodology","url":"https://www.academia.edu/Documents/in/Teaching_Methodology?f_ri=45289","nofollow":false},{"id":19681,"name":"TEFL","url":"https://www.academia.edu/Documents/in/TEFL?f_ri=45289","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289"},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289"},{"id":83709,"name":"Teaching EFL to Young Learners","url":"https://www.academia.edu/Documents/in/Teaching_EFL_to_Young_Learners?f_ri=45289"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":180948,"name":"Teaching and Learning Process","url":"https://www.academia.edu/Documents/in/Teaching_and_Learning_Process?f_ri=45289"},{"id":288171,"name":"Listening Skills","url":"https://www.academia.edu/Documents/in/Listening_Skills?f_ri=45289"},{"id":323762,"name":"School Context","url":"https://www.academia.edu/Documents/in/School_Context?f_ri=45289"},{"id":1759631,"name":"Pedagogical Theories","url":"https://www.academia.edu/Documents/in/Pedagogical_Theories?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43804038" data-work_id="43804038" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43804038/Explicitly_Teaching_Listening_in_the_ELA_Curriculum_Why_and_How">Explicitly Teaching Listening in the ELA Curriculum: Why and How</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This article shares three strategies implemented in the ELA classroom that enhance the teaching of listening. It provides a myriad of ways ELA teachers might create a classroom that utilizes concrete listening skills to enhance learning... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43804038" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This article shares three strategies implemented in the ELA classroom that enhance the teaching of listening. It provides a myriad of ways ELA teachers might create a classroom that utilizes concrete listening skills to enhance learning and community.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43804038" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="8c07e37b8b4425e214797fd4e1b760ca" rel="nofollow" data-download="{"attachment_id":64121446,"asset_id":43804038,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/64121446/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37482194" href="https://mckendree.academia.edu/KatieAlford">Katie Alford</a><script data-card-contents-for-user="37482194" type="text/json">{"id":37482194,"first_name":"Katie","last_name":"Alford","domain_name":"mckendree","page_name":"KatieAlford","display_name":"Katie Alford","profile_url":"https://mckendree.academia.edu/KatieAlford?f_ri=45289","photo":"https://0.academia-photos.com/37482194/18487970/18451238/s65_katie.alford.jpg"}</script></span></span></li><li class="js-paper-rank-work_43804038 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43804038"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43804038, container: ".js-paper-rank-work_43804038", }); });</script></li><li class="js-percentile-work_43804038 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43804038; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43804038"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43804038 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43804038"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43804038; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43804038]").text(description); $(".js-view-count-work_43804038").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43804038").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43804038"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a>, <script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a>, <script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43804038]'), work: {"id":43804038,"title":"Explicitly Teaching Listening in the ELA Curriculum: Why and How","created_at":"2020-08-07T08:52:33.177-07:00","url":"https://www.academia.edu/43804038/Explicitly_Teaching_Listening_in_the_ELA_Curriculum_Why_and_How?f_ri=45289","dom_id":"work_43804038","summary":"This article shares three strategies implemented in the ELA classroom that enhance the teaching of listening. It provides a myriad of ways ELA teachers might create a classroom that utilizes concrete listening skills to enhance learning and community.","downloadable_attachments":[{"id":64121446,"asset_id":43804038,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":37482194,"first_name":"Katie","last_name":"Alford","domain_name":"mckendree","page_name":"KatieAlford","display_name":"Katie Alford","profile_url":"https://mckendree.academia.edu/KatieAlford?f_ri=45289","photo":"https://0.academia-photos.com/37482194/18487970/18451238/s65_katie.alford.jpg"}],"research_interests":[{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_78215921" data-work_id="78215921" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/78215921/Relationship_Between_Listening_and_Other_Skill_Types">Relationship Between Listening and Other Skill Types</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A person refers to listening and reading in order to understand the thoughts and feelings of others and he refers to speaking and writing in order to describe the feelings and thoughts of himself. There are four basic skills of the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_78215921" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A person refers to listening and reading in order to understand<br />the thoughts and feelings of others and he refers to speaking and<br />writing in order to describe the feelings and thoughts of himself. There<br />are four basic skills of the Language. These are listening, reading,<br />speaking and writing. These skills are associated with each other and<br />each has an effect on one another. Listening and reading are receptive<br />skills which are important for improving comprehension. Speaking and<br />writing are transmitter skills which are important for improving the<br />adequacy of description. Listening is the first skill the person gets. In<br />order to improve speaking, reading and writing, firstly listening skill<br />should be developed. Listening is an innate skill. Listening skill is<br />important for using effectively the other skills, such as speaking,<br />reading and writing with the listening skill, the person progress in the<br />womb of mother, after born in the family, educational institutions and<br />social environments. To improve listening skill, the person, the family<br />and educators have important roles. Although every time it is signed<br />that the development of listening skill which forms a basis for four main<br />Language skills studies, activities, practises and preparing educational<br />programs that improve this skill are ignored. In this study, the<br />importance of listening education was emphasised the relationship<br />between listening skill and the other skills was revealed. The study is in<br />a theoretical structure. With reviewing of literature, the relationship<br />between listening and speaking, reading, writing skills was indicated<br />and explained. At the the end of the study, different comments, ideas,<br />explanation and assessments were included.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/78215921" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4a9ba12f1c014803c68cd78f2b96ee30" rel="nofollow" data-download="{"attachment_id":102278019,"asset_id":78215921,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/102278019/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7523879" href="https://aydin.academia.edu/SelimEmiro%C4%9Flu">Selim Emiroğlu</a><script data-card-contents-for-user="7523879" type="text/json">{"id":7523879,"first_name":"Selim","last_name":"Emiroğlu","domain_name":"aydin","page_name":"SelimEmiroğlu","display_name":"Selim Emiroğlu","profile_url":"https://aydin.academia.edu/SelimEmiro%C4%9Flu?f_ri=45289","photo":"https://0.academia-photos.com/7523879/4198360/133665098/s65_selim.emiro_lu.jpg"}</script></span></span></li><li class="js-paper-rank-work_78215921 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="78215921"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 78215921, container: ".js-paper-rank-work_78215921", }); });</script></li><li class="js-percentile-work_78215921 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 78215921; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_78215921"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_78215921 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="78215921"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 78215921; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=78215921]").text(description); $(".js-view-count-work_78215921").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_78215921").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="78215921"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1200" href="https://www.academia.edu/Documents/in/Languages_and_Linguistics">Languages and Linguistics</a>, <script data-card-contents-for-ri="1200" type="text/json">{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="17511" href="https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_">Listening Comprehension (Psychology of Language)</a>, <script data-card-contents-for-ri="17511" type="text/json">{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a>, <script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=78215921]'), work: {"id":78215921,"title":"Relationship Between Listening and Other Skill Types","created_at":"2022-05-02T05:34:28.719-07:00","url":"https://www.academia.edu/78215921/Relationship_Between_Listening_and_Other_Skill_Types?f_ri=45289","dom_id":"work_78215921","summary":"A person refers to listening and reading in order to understand\nthe thoughts and feelings of others and he refers to speaking and\nwriting in order to describe the feelings and thoughts of himself. There\nare four basic skills of the Language. These are listening, reading,\nspeaking and writing. These skills are associated with each other and\neach has an effect on one another. Listening and reading are receptive\nskills which are important for improving comprehension. Speaking and\nwriting are transmitter skills which are important for improving the\nadequacy of description. Listening is the first skill the person gets. In\norder to improve speaking, reading and writing, firstly listening skill\nshould be developed. Listening is an innate skill. Listening skill is\nimportant for using effectively the other skills, such as speaking,\nreading and writing with the listening skill, the person progress in the\nwomb of mother, after born in the family, educational institutions and\nsocial environments. To improve listening skill, the person, the family\nand educators have important roles. Although every time it is signed\nthat the development of listening skill which forms a basis for four main\nLanguage skills studies, activities, practises and preparing educational\nprograms that improve this skill are ignored. In this study, the\nimportance of listening education was emphasised the relationship\nbetween listening skill and the other skills was revealed. The study is in\na theoretical structure. With reviewing of literature, the relationship\nbetween listening and speaking, reading, writing skills was indicated\nand explained. At the the end of the study, different comments, ideas,\nexplanation and assessments were included.","downloadable_attachments":[{"id":102278019,"asset_id":78215921,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7523879,"first_name":"Selim","last_name":"Emiroğlu","domain_name":"aydin","page_name":"SelimEmiroğlu","display_name":"Selim Emiroğlu","profile_url":"https://aydin.academia.edu/SelimEmiro%C4%9Flu?f_ri=45289","photo":"https://0.academia-photos.com/7523879/4198360/133665098/s65_selim.emiro_lu.jpg"}],"research_interests":[{"id":1200,"name":"Languages and Linguistics","url":"https://www.academia.edu/Documents/in/Languages_and_Linguistics?f_ri=45289","nofollow":false},{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"},{"id":288171,"name":"Listening Skills","url":"https://www.academia.edu/Documents/in/Listening_Skills?f_ri=45289"},{"id":345877,"name":"Language Arts","url":"https://www.academia.edu/Documents/in/Language_Arts?f_ri=45289"},{"id":506128,"name":"Listening Skill","url":"https://www.academia.edu/Documents/in/Listening_Skill?f_ri=45289"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289"},{"id":1010028,"name":"Listening and Writing Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Writing_Skills?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41811783" data-work_id="41811783" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41811783/Boosting_listening_skills_and_confidence_through_connected_speech">Boosting listening skills and confidence through connected speech</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This is the handout for a presentation given at CamTESOL 2020. Connected speech describes the pronunciation simplifications used by native and proficient speakers to enable them to speak more quickly and smoothly. The pronunciation of... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41811783" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This is the handout for a presentation given at CamTESOL 2020. <br /> <br />Connected speech describes the pronunciation simplifications used by native and proficient speakers to enable them to speak more quickly and smoothly. The pronunciation of words can be very different from how they appear in writing or pronounced on their own. While textbooks often focus on “top-down” listening strategies (such as understanding gist or using background knowledge to predict content), “bottom-up” processing, from sound to meaning, is often overlooked. Students can become demotivated when hearing a native speaker for the first time, as they may be unable to recognize known words or hear the weak forms of grammatical constructions. However, connected speech generally follows set rules, and raising awareness of these rules can boost student listening skills and confidence. The workshop is intended as an introduction to teaching connected speech features. The presenter will explore the challenges learners face in understanding fast, natural English speech, inviting participants to share their teaching experiences. The presenter will summarize the main simplifications that proficient English speakers make, and introduce a variety of practical classroom activities that can support the development of listening skills at all proficiency levels.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41811783" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7c56868d79ecc35db489cc8e37109ad3" rel="nofollow" data-download="{"attachment_id":61957222,"asset_id":41811783,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61957222/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1523900" href="https://nihon-u.academia.edu/CarolineHutchinson">Caroline Hutchinson</a><script data-card-contents-for-user="1523900" type="text/json">{"id":1523900,"first_name":"Caroline","last_name":"Hutchinson","domain_name":"nihon-u","page_name":"CarolineHutchinson","display_name":"Caroline Hutchinson","profile_url":"https://nihon-u.academia.edu/CarolineHutchinson?f_ri=45289","photo":"https://0.academia-photos.com/1523900/935688/17116795/s65_caroline.hutchinson.png"}</script></span></span></li><li class="js-paper-rank-work_41811783 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41811783"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41811783, container: ".js-paper-rank-work_41811783", }); });</script></li><li class="js-percentile-work_41811783 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 41811783; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_41811783"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_41811783 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="41811783"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 41811783; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=41811783]").text(description); $(".js-view-count-work_41811783").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41811783").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41811783"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1239" href="https://www.academia.edu/Documents/in/Phonology">Phonology</a>, <script data-card-contents-for-ri="1239" type="text/json">{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="99517" href="https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_">English as a Foreign Language (EFL)</a><script data-card-contents-for-ri="99517" type="text/json">{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41811783]'), work: {"id":41811783,"title":"Boosting listening skills and confidence through connected speech","created_at":"2020-02-01T00:02:21.124-08:00","url":"https://www.academia.edu/41811783/Boosting_listening_skills_and_confidence_through_connected_speech?f_ri=45289","dom_id":"work_41811783","summary":"This is the handout for a presentation given at CamTESOL 2020.\r\n\r\nConnected speech describes the pronunciation simplifications used by native and proficient speakers to enable them to speak more quickly and smoothly. The pronunciation of words can be very different from how they appear in writing or pronounced on their own. While textbooks often focus on “top-down” listening strategies (such as understanding gist or using background knowledge to predict content), “bottom-up” processing, from sound to meaning, is often overlooked. Students can become demotivated when hearing a native speaker for the first time, as they may be unable to recognize known words or hear the weak forms of grammatical constructions. However, connected speech generally follows set rules, and raising awareness of these rules can boost student listening skills and confidence. The workshop is intended as an introduction to teaching connected speech features. The presenter will explore the challenges learners face in understanding fast, natural English speech, inviting participants to share their teaching experiences. The presenter will summarize the main simplifications that proficient English speakers make, and introduce a variety of practical classroom activities that can support the development of listening skills at all proficiency levels.","downloadable_attachments":[{"id":61957222,"asset_id":41811783,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1523900,"first_name":"Caroline","last_name":"Hutchinson","domain_name":"nihon-u","page_name":"CarolineHutchinson","display_name":"Caroline Hutchinson","profile_url":"https://nihon-u.academia.edu/CarolineHutchinson?f_ri=45289","photo":"https://0.academia-photos.com/1523900/935688/17116795/s65_caroline.hutchinson.png"}],"research_interests":[{"id":1239,"name":"Phonology","url":"https://www.academia.edu/Documents/in/Phonology?f_ri=45289","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289","nofollow":false},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=45289"},{"id":827606,"name":"English As a Second Language (ESL)","url":"https://www.academia.edu/Documents/in/English_As_a_Second_Language_ESL_?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38279352" data-work_id="38279352" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38279352/The_Promise_of_World_Music_Strategies_for_Non_Essentialist_Listening">The Promise of World Music: Strategies for Non-Essentialist Listening</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">One question has yet to be asked regarding the relatively recent phenomenon of world music: What can music teach us about other cultures? If we take Youssou N’dour’s singsong text at face value, the answer would be “not very much,” since... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38279352" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">One question has yet to be asked regarding the relatively recent phenomenon of world music: What can music teach us about other cultures? If we take Youssou N’dour’s singsong text at face value, the answer would be “not very much,” since we have known for some time that “everybody has a culture.” In this chapter I show that the promotion and consumption of world music is a series of essential- izing practices that actually hide behind a rhetoric of non-essentialism. For those who consume or promote this type of cultural commodity, world music represents a promise that comes from the desire to heal the wounds of a colonial past and, increasingly, a neoliberal present. Unfortunately, however, the cosmopolitanism in the consumption of world music is often one step away from essentialism, as Western consumers identify with a musical culture that is either poorly defined or not defined at all. In the first part of the chapter I analyze essentialist strategies in the promotion and consumption of this emerging genre of music. !e second part of my analysis focuses on the relationship between world music and the ex- pression of a cosmopolitan lifestyle that seeks to increase the social status of the Self by consuming the music of the Other. Finally, I discuss several important mo- ments of anti-essentialist critique and propose a series of listening strategies whose main objective is to make the encounter with other peoples’ music more complex by going beyond the simple act of listening.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38279352" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f89e0c979e4f1a6bf32a88a36fc7170" rel="nofollow" data-download="{"attachment_id":58325021,"asset_id":38279352,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58325021/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="121973" href="https://umontreal.academia.edu/BobWhite">Bob W . White</a><script data-card-contents-for-user="121973" type="text/json">{"id":121973,"first_name":"Bob","last_name":"White","domain_name":"umontreal","page_name":"BobWhite","display_name":"Bob W . White","profile_url":"https://umontreal.academia.edu/BobWhite?f_ri=45289","photo":"https://0.academia-photos.com/121973/1044162/16479456/s65_bob.white.jpg"}</script></span></span></li><li class="js-paper-rank-work_38279352 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38279352"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38279352, container: ".js-paper-rank-work_38279352", }); });</script></li><li class="js-percentile-work_38279352 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38279352; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38279352"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38279352 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38279352"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38279352; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38279352]").text(description); $(".js-view-count-work_38279352").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38279352").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38279352"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">10</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1056" href="https://www.academia.edu/Documents/in/Popular_Music_Studies">Popular Music Studies</a>, <script data-card-contents-for-ri="1056" type="text/json">{"id":1056,"name":"Popular Music Studies","url":"https://www.academia.edu/Documents/in/Popular_Music_Studies?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1439" href="https://www.academia.edu/Documents/in/Globalization">Globalization</a>, <script data-card-contents-for-ri="1439" type="text/json">{"id":1439,"name":"Globalization","url":"https://www.academia.edu/Documents/in/Globalization?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="1631" href="https://www.academia.edu/Documents/in/Popular_Music">Popular Music</a>, <script data-card-contents-for-ri="1631" type="text/json">{"id":1631,"name":"Popular Music","url":"https://www.academia.edu/Documents/in/Popular_Music?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="2858" href="https://www.academia.edu/Documents/in/Popular_Culture">Popular Culture</a><script data-card-contents-for-ri="2858" type="text/json">{"id":2858,"name":"Popular Culture","url":"https://www.academia.edu/Documents/in/Popular_Culture?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38279352]'), work: {"id":38279352,"title":"The Promise of World Music: Strategies for Non-Essentialist Listening","created_at":"2019-02-03T13:32:59.215-08:00","url":"https://www.academia.edu/38279352/The_Promise_of_World_Music_Strategies_for_Non_Essentialist_Listening?f_ri=45289","dom_id":"work_38279352","summary":"One question has yet to be asked regarding the relatively recent phenomenon of world music: What can music teach us about other cultures? If we take Youssou N’dour’s singsong text at face value, the answer would be “not very much,” since we have known for some time that “everybody has a culture.” In this chapter I show that the promotion and consumption of world music is a series of essential- izing practices that actually hide behind a rhetoric of non-essentialism. For those who consume or promote this type of cultural commodity, world music represents a promise that comes from the desire to heal the wounds of a colonial past and, increasingly, a neoliberal present. Unfortunately, however, the cosmopolitanism in the consumption of world music is often one step away from essentialism, as Western consumers identify with a musical culture that is either poorly defined or not defined at all. In the first part of the chapter I analyze essentialist strategies in the promotion and consumption of this emerging genre of music. !e second part of my analysis focuses on the relationship between world music and the ex- pression of a cosmopolitan lifestyle that seeks to increase the social status of the Self by consuming the music of the Other. Finally, I discuss several important mo- ments of anti-essentialist critique and propose a series of listening strategies whose main objective is to make the encounter with other peoples’ music more complex by going beyond the simple act of listening.","downloadable_attachments":[{"id":58325021,"asset_id":38279352,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":121973,"first_name":"Bob","last_name":"White","domain_name":"umontreal","page_name":"BobWhite","display_name":"Bob W . 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This unit is dedicated to understanding job offers and job... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_50238366" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Unit 4 of the course English for Professional and Academic Communication at the Escuela Técnica Superior de Ingenieros Industriales in the Universidad Politécnica de Madrid. This unit is dedicated to understanding job offers and job interviews as well as producing the documents required for job applications</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/50238366" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="67f306d5cde409ddfb1c74a35fbb3195" rel="nofollow" data-download="{"attachment_id":68298968,"asset_id":50238366,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/68298968/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="554617" href="https://upm-es.academia.edu/ISMAELARINAS">ISMAEL ARINAS</a><script data-card-contents-for-user="554617" type="text/json">{"id":554617,"first_name":"ISMAEL","last_name":"ARINAS","domain_name":"upm-es","page_name":"ISMAELARINAS","display_name":"ISMAEL ARINAS","profile_url":"https://upm-es.academia.edu/ISMAELARINAS?f_ri=45289","photo":"https://0.academia-photos.com/554617/199918/233101/s65_ismael.arinas.jpg"}</script></span></span></li><li class="js-paper-rank-work_50238366 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="50238366"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 50238366, container: ".js-paper-rank-work_50238366", }); });</script></li><li class="js-percentile-work_50238366 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 50238366; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_50238366"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_50238366 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="50238366"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 50238366; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=50238366]").text(description); $(".js-view-count-work_50238366").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_50238366").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="50238366"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1005" href="https://www.academia.edu/Documents/in/English_for_Specific_Purposes">English for Specific Purposes</a>, <script data-card-contents-for-ri="1005" type="text/json">{"id":1005,"name":"English for Specific Purposes","url":"https://www.academia.edu/Documents/in/English_for_Specific_Purposes?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="4738" href="https://www.academia.edu/Documents/in/Academic_Writing">Academic Writing</a>, <script data-card-contents-for-ri="4738" type="text/json">{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=50238366]'), work: {"id":50238366,"title":"Unit04 Communication for Job Seeking (Engineering)","created_at":"2021-07-25T04:15:49.271-07:00","url":"https://www.academia.edu/50238366/Unit04_Communication_for_Job_Seeking_Engineering_?f_ri=45289","dom_id":"work_50238366","summary":"Unit 4 of the course English for Professional and Academic Communication at the Escuela Técnica Superior de Ingenieros Industriales in the Universidad Politécnica de Madrid. This unit is dedicated to understanding job offers and job interviews as well as producing the documents required for job applications","downloadable_attachments":[{"id":68298968,"asset_id":50238366,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":554617,"first_name":"ISMAEL","last_name":"ARINAS","domain_name":"upm-es","page_name":"ISMAELARINAS","display_name":"ISMAEL ARINAS","profile_url":"https://upm-es.academia.edu/ISMAELARINAS?f_ri=45289","photo":"https://0.academia-photos.com/554617/199918/233101/s65_ismael.arinas.jpg"}],"research_interests":[{"id":1005,"name":"English for Specific Purposes","url":"https://www.academia.edu/Documents/in/English_for_Specific_Purposes?f_ri=45289","nofollow":false},{"id":4738,"name":"Academic Writing","url":"https://www.academia.edu/Documents/in/Academic_Writing?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false},{"id":177699,"name":"English for Specific/academic purposes","url":"https://www.academia.edu/Documents/in/English_for_Specific_academic_purposes?f_ri=45289"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=45289"},{"id":3263345,"name":"Technical English for Engineers","url":"https://www.academia.edu/Documents/in/Technical_English_for_Engineers?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14475146" data-work_id="14475146" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14475146/Exploring_Listening_Strategy_Instruction">Exploring Listening Strategy Instruction</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_14475146" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal account of an action research intervention involving listening strategy instruction to investigate the viability of this innovative pedagogy in the Japanese university context. Each action research stage (plan, act, observe, reflect) is described in detail, showing how action research can be realized in practice. The book offers teachers a theoretical and practical framework for developing a listening strategies program and considers the factors that influence the effectiveness of such methodology. By providing an alternative to standard approaches for second language listening instruction, this book will be of interest to language teachers and researchers, teachers-in-training, graduate students, and teacher educators.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14475146" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="7d56d8e87ad1ebdd3096bdf152ee3e3f" rel="nofollow" data-download="{"attachment_id":38320473,"asset_id":14475146,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/38320473/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="120291" href="https://su-se.academia.edu/JosephSiegel">Joseph Siegel</a><script data-card-contents-for-user="120291" type="text/json">{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=45289","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}</script></span></span></li><li class="js-paper-rank-work_14475146 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="14475146"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 14475146, container: ".js-paper-rank-work_14475146", }); });</script></li><li class="js-percentile-work_14475146 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 14475146; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_14475146"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_14475146 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="14475146"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 14475146; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14475146]").text(description); $(".js-view-count-work_14475146").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14475146").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14475146"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">18</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14475146]'), work: {"id":14475146,"title":"Exploring Listening Strategy Instruction","created_at":"2015-07-28T17:29:00.874-07:00","url":"https://www.academia.edu/14475146/Exploring_Listening_Strategy_Instruction?f_ri=45289","dom_id":"work_14475146","summary":"Listening in a second language is a challenge for students and teachers alike. While learners often find it the most difficult skill to acquire in a new language, teachers also struggle with how to teach it. This book provides a personal account of an action research intervention involving listening strategy instruction to investigate the viability of this innovative pedagogy in the Japanese university context. Each action research stage (plan, act, observe, reflect) is described in detail, showing how action research can be realized in practice. The book offers teachers a theoretical and practical framework for developing a listening strategies program and considers the factors that influence the effectiveness of such methodology. By providing an alternative to standard approaches for second language listening instruction, this book will be of interest to language teachers and researchers, teachers-in-training, graduate students, and teacher educators.","downloadable_attachments":[{"id":38320473,"asset_id":14475146,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":120291,"first_name":"Joseph","last_name":"Siegel","domain_name":"su-se","page_name":"JosephSiegel","display_name":"Joseph Siegel","profile_url":"https://su-se.academia.edu/JosephSiegel?f_ri=45289","photo":"https://0.academia-photos.com/120291/2952700/144448628/s65_joseph.siegel.jpg"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false},{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":94550,"name":"listening comprehention for ESL learners","url":"https://www.academia.edu/Documents/in/listening_comprehention_for_ESL_learners?f_ri=45289"},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289"},{"id":119855,"name":"Professional development of ESL/EFL teachers","url":"https://www.academia.edu/Documents/in/Professional_development_of_ESL_EFL_teachers?f_ri=45289"},{"id":122894,"name":"Teacher Education in Teaching English to Speakers of Second/Foreign Languages (TESOL)","url":"https://www.academia.edu/Documents/in/Teacher_Education_in_Teaching_English_to_Speakers_of_Second_Foreign_Languages_TESOL_?f_ri=45289"},{"id":143765,"name":"TESOL Curriculum Pedagogy Methods","url":"https://www.academia.edu/Documents/in/TESOL_Curriculum_Pedagogy_Methods?f_ri=45289"},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"},{"id":156711,"name":"LISTENING COMPREHENSION PROBLEMS AND STRATEGIES","url":"https://www.academia.edu/Documents/in/LISTENING_COMPREHENSION_PROBLEMS_AND_STRATEGIES?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":238288,"name":"methodology of teaching EFL","url":"https://www.academia.edu/Documents/in/methodology_of_teaching_EFL?f_ri=45289"},{"id":535335,"name":"Efl and Esol Teaching","url":"https://www.academia.edu/Documents/in/Efl_and_Esol_Teaching?f_ri=45289"},{"id":545093,"name":"ESL/EFL Writing","url":"https://www.academia.edu/Documents/in/ESL_EFL_Writing?f_ri=45289"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289"},{"id":963225,"name":"EFL/ESL/TESOL","url":"https://www.academia.edu/Documents/in/EFL_ESL_TESOL?f_ri=45289"},{"id":1011586,"name":"ESL Curriculum Design","url":"https://www.academia.edu/Documents/in/ESL_Curriculum_Design?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_48837262" data-work_id="48837262" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/48837262/The_effects_of_a_metacognitive_intervention_on_lower_proficiency_EFL_learners_listening_comprehension_and_listening_self_efficacy">The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower- proficiency learners of English... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_48837262" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower- proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n ! 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/48837262" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="35cd9dc6c661849d6c1fda2eb015bf96" rel="nofollow" data-download="{"attachment_id":67255693,"asset_id":48837262,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67255693/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="5647242" href="https://tamagawa.academia.edu/BrettMilliner">Brett　ブレット Milliner　ミリナー</a><script data-card-contents-for-user="5647242" type="text/json">{"id":5647242,"first_name":"Brett　ブレット","last_name":"Milliner　ミリナー","domain_name":"tamagawa","page_name":"BrettMilliner","display_name":"Brett　ブレット Milliner　ミリナー","profile_url":"https://tamagawa.academia.edu/BrettMilliner?f_ri=45289","photo":"https://0.academia-photos.com/5647242/2971681/17505795/s65_brett_.milliner_.jpg"}</script></span></span></li><li class="js-paper-rank-work_48837262 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="48837262"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 48837262, container: ".js-paper-rank-work_48837262", }); });</script></li><li class="js-percentile-work_48837262 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 48837262; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_48837262"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_48837262 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="48837262"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 48837262; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=48837262]").text(description); $(".js-view-count-work_48837262").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_48837262").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="48837262"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">12</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="33269" href="https://www.academia.edu/Documents/in/Teaching_EFL">Teaching EFL</a>, <script data-card-contents-for-ri="33269" type="text/json">{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45290" href="https://www.academia.edu/Documents/in/Metacognitive_Strategies_in_Listening">Metacognitive Strategies in Listening</a>, <script data-card-contents-for-ri="45290" type="text/json">{"id":45290,"name":"Metacognitive Strategies in Listening","url":"https://www.academia.edu/Documents/in/Metacognitive_Strategies_in_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="81079" href="https://www.academia.edu/Documents/in/Extensive_listening">Extensive listening</a><script data-card-contents-for-ri="81079" type="text/json">{"id":81079,"name":"Extensive listening","url":"https://www.academia.edu/Documents/in/Extensive_listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=48837262]'), work: {"id":48837262,"title":"The effects of a metacognitive intervention on lower-proficiency EFL learners’ listening comprehension and listening self-efficacy","created_at":"2021-05-07T15:23:48.630-07:00","url":"https://www.academia.edu/48837262/The_effects_of_a_metacognitive_intervention_on_lower_proficiency_EFL_learners_listening_comprehension_and_listening_self_efficacy?f_ri=45289","dom_id":"work_48837262","summary":"Focusing on the teaching of listening strategies to second language (L2) learners, this study sought to revisit Renandya and Farrell’s (2011) claims that explicit listening strategy instruction for lower- proficiency learners of English as a foreign language (EFL) is a fruitless endeavor. As such, we implemented a quasi-experimental study to measure the effectiveness of a metacognitive intervention for a convenience sample of lower-proficiency (CEFR A2) Japanese university EFL learners (n ! 129). The training program focused on an explicit process-based approach, involving integrated experiential learning tasks and guided reflections, to develop learners’ L2 listening skills. Data collection consisted of TOEIC® test scores, listening comprehension tests, cloze tests, a listening self-efficacy questionnaire, and a post-treatment survey. While the training program was received favorably by students, and students displayed a slightly more confident stance towards listening in their L2, we were unable to find any strong empirical evidence that our lower-proficiency EFL learners’ listening performance improved. As such, these results provide evidence of a potential proficiency threshold for EFL learners to start to benefit from a strategy-focused metacognitive intervention.\n","downloadable_attachments":[{"id":67255693,"asset_id":48837262,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":5647242,"first_name":"Brett　ブレット","last_name":"Milliner　ミリナー","domain_name":"tamagawa","page_name":"BrettMilliner","display_name":"Brett　ブレット Milliner　ミリナー","profile_url":"https://tamagawa.academia.edu/BrettMilliner?f_ri=45289","photo":"https://0.academia-photos.com/5647242/2971681/17505795/s65_brett_.milliner_.jpg"}],"research_interests":[{"id":33269,"name":"Teaching EFL","url":"https://www.academia.edu/Documents/in/Teaching_EFL?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":45290,"name":"Metacognitive Strategies in Listening","url":"https://www.academia.edu/Documents/in/Metacognitive_Strategies_in_Listening?f_ri=45289","nofollow":false},{"id":81079,"name":"Extensive listening","url":"https://www.academia.edu/Documents/in/Extensive_listening?f_ri=45289","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":176426,"name":"ELF","url":"https://www.academia.edu/Documents/in/ELF?f_ri=45289"},{"id":238288,"name":"methodology of teaching EFL","url":"https://www.academia.edu/Documents/in/methodology_of_teaching_EFL?f_ri=45289"},{"id":316921,"name":"English EFL TEFL learning","url":"https://www.academia.edu/Documents/in/English_EFL_TEFL_learning?f_ri=45289"},{"id":710945,"name":"Material and Method for Extensive Listening","url":"https://www.academia.edu/Documents/in/Material_and_Method_for_Extensive_Listening?f_ri=45289"},{"id":1602655,"name":"EFL Listening","url":"https://www.academia.edu/Documents/in/EFL_Listening?f_ri=45289"},{"id":2927275,"name":"Interactive Listening Strategies","url":"https://www.academia.edu/Documents/in/Interactive_Listening_Strategies?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_40720252" data-work_id="40720252" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/40720252/Listen_Carefully_by_Jack_C_Richards_with_the_transcript_and_answers_key_">Listen Carefully by Jack C. Richards (with the transcript and answers key)</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/40720252" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="b71f304665fa3d2988d4f9005cc265b1" rel="nofollow" data-download="{"attachment_id":61006484,"asset_id":40720252,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/61006484/download_file?st=MTczMjgwNDg0MSw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="130519612" href="https://lounaunima260990.academia.edu/JeksenNani">Jeksen Nani</a><script data-card-contents-for-user="130519612" type="text/json">{"id":130519612,"first_name":"Jeksen","last_name":"Nani","domain_name":"lounaunima260990","page_name":"JeksenNani","display_name":"Jeksen Nani","profile_url":"https://lounaunima260990.academia.edu/JeksenNani?f_ri=45289","photo":"https://0.academia-photos.com/130519612/33831693/30057881/s65_jeksen.nani.jpg"}</script></span></span></li><li class="js-paper-rank-work_40720252 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="40720252"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 40720252, container: ".js-paper-rank-work_40720252", }); });</script></li><li class="js-percentile-work_40720252 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 40720252; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_40720252"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_40720252 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="40720252"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 40720252; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=40720252]").text(description); $(".js-view-count-work_40720252").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_40720252").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="40720252"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a>, <script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="528069" href="https://www.academia.edu/Documents/in/Listening_and_Speaking_of_English_Language_Learners_teaching_and_assessment_">Listening and Speaking of English Language Learners (teaching and assessment)</a><script data-card-contents-for-ri="528069" type="text/json">{"id":528069,"name":"Listening and Speaking of English Language Learners (teaching and assessment)","url":"https://www.academia.edu/Documents/in/Listening_and_Speaking_of_English_Language_Learners_teaching_and_assessment_?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=40720252]'), work: {"id":40720252,"title":"Listen Carefully by Jack C. Richards (with the transcript and answers key)","created_at":"2019-10-24T08:44:57.574-07:00","url":"https://www.academia.edu/40720252/Listen_Carefully_by_Jack_C_Richards_with_the_transcript_and_answers_key_?f_ri=45289","dom_id":"work_40720252","summary":null,"downloadable_attachments":[{"id":61006484,"asset_id":40720252,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":130519612,"first_name":"Jeksen","last_name":"Nani","domain_name":"lounaunima260990","page_name":"JeksenNani","display_name":"Jeksen Nani","profile_url":"https://lounaunima260990.academia.edu/JeksenNani?f_ri=45289","photo":"https://0.academia-photos.com/130519612/33831693/30057881/s65_jeksen.nani.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":528069,"name":"Listening and Speaking of English Language Learners (teaching and assessment)","url":"https://www.academia.edu/Documents/in/Listening_and_Speaking_of_English_Language_Learners_teaching_and_assessment_?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_38073542" data-work_id="38073542" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/38073542/%D0%9A%D0%A0%D0%98%D0%A2%D0%95%D0%A0%D0%86%D0%87_%D0%92%D0%86%D0%94%D0%91%D0%9E%D0%A0%D0%A3_%D0%A5%D0%A3%D0%94%D0%9E%D0%96%D0%9D%D0%86%D0%A5_%D0%90%D0%A3%D0%94%D0%86%D0%9E%D0%9A%D0%9D%D0%98%D0%93_%D0%94%D0%9B%D0%AF_%D0%A4%D0%9E%D0%A0%D0%9C%D0%A3%D0%92%D0%90%D0%9D%D0%9D%D0%AF_%D0%90%D0%9D%D0%93%D0%9B%D0%9E%D0%9C%D0%9E%D0%92%D0%9D%D0%9E%D0%87_%D0%90%D0%A3%D0%94%D0%98%D0%A2%D0%98%D0%92%D0%9D%D0%9E%D0%87_%D0%9A%D0%9E%D0%9C%D0%9F%D0%95%D0%A2%D0%95%D0%9D%D0%A2%D0%9D%D0%9E%D0%A1%D0%A2%D0%86_%D0%9C%D0%90%D0%99%D0%91%D0%A3%D0%A2%D0%9D%D0%86%D0%A5_%D0%A3%D0%A7%D0%98%D0%A2%D0%95%D0%9B%D0%86%D0%92">КРИТЕРІЇ ВІДБОРУ ХУДОЖНІХ АУДІОКНИГ ДЛЯ ФОРМУВАННЯ АНГЛОМОВНОЇ АУДИТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Today audiobooks are recognized as effective didactic tools by foreign researchers and methodologists. However, they are still an unexplored phenomenon in Ukraine. We aim to develop an effective methodological procedure with appropriate... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_38073542" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Today audiobooks are recognized as effective didactic tools by foreign researchers and methodologists. However, they are still an unexplored phenomenon in Ukraine. We aim to develop an effective methodological procedure with appropriate listening activities, which can be incorporated into foreign language teaching practice at Ukrainian pedagogical universities. Therefore, the issue of audiobook selection for listening skills development of pre-service English teachers is investigated here. On the basis of recent research into text selection for enhancing students’ listening skills and discourse analysis of contemporary short stories in audiobook format, we have determined criteria for fiction which should be used for intensive and extensive listening practice. They include the following: professional performance and recording, highly artistic works, representativeness, relevance of content, the degree of accessibility and simplicity, contemporary topics, diversity (for intensive listening); professional performance and recording, correspondence of the genre and the content of a short story to students’ interests, the degree of accessibility and simplicity (for extensive listening). Since audiobooks are recognized as the art of today, we insist that the basic criterion for the selection of authentic short stories is their professional narration and recording. Such audiobooks give the best opportunity to enjoy listening to fiction, promoting the<br />development of aesthetic needs. Based on the discourse analysis of contemporary short stories, we highlight the main features that have a signifi cant impact on the result of listening. They are the following: poetic language, socio-cultural lexis, dialect, slang, terms and professionalisms, social and regional accents, English varieties, psychological<br />and mystic plots, intertextuality, highly informative plots, exogenous context,<br />«open» endings, humor, sarcasm, irony, atypical narrative form, atypical composition and architectonics. The analysis of the selected audiobooks suggests that the indicators of their objective complexity vary, therefore, it is necessary to assess the degree of their accessibility and simplicity for a particular group of students in advance, which will help to select an appropriate short story, predict its potential difficulties and organize effective listening practice.<br />Key words: audiobooks, extensive listening, fiction, intensive listening, listening competence, pre-service teachers, selection criteria, short stories.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/38073542" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1f54d549c8f9709642cc3fd6dba3e092" rel="nofollow" data-download="{"attachment_id":58099558,"asset_id":38073542,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/58099558/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="6376867" href="https://pnu-ua.academia.edu/IrynaBilianska">Iryna Bilianska</a><script data-card-contents-for-user="6376867" type="text/json">{"id":6376867,"first_name":"Iryna","last_name":"Bilianska","domain_name":"pnu-ua","page_name":"IrynaBilianska","display_name":"Iryna Bilianska","profile_url":"https://pnu-ua.academia.edu/IrynaBilianska?f_ri=45289","photo":"https://0.academia-photos.com/6376867/2593130/148540724/s65_iryna.bilianska.jpg"}</script></span></span></li><li class="js-paper-rank-work_38073542 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="38073542"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 38073542, container: ".js-paper-rank-work_38073542", }); });</script></li><li class="js-percentile-work_38073542 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 38073542; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_38073542"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_38073542 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="38073542"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 38073542; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=38073542]").text(description); $(".js-view-count-work_38073542").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_38073542").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="38073542"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">6</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="39418" href="https://www.academia.edu/Documents/in/Fiction_Novels_And_Short_Stories">Fiction Novels And Short Stories</a>, <script data-card-contents-for-ri="39418" type="text/json">{"id":39418,"name":"Fiction Novels And Short Stories","url":"https://www.academia.edu/Documents/in/Fiction_Novels_And_Short_Stories?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="81079" href="https://www.academia.edu/Documents/in/Extensive_listening">Extensive listening</a>, <script data-card-contents-for-ri="81079" type="text/json">{"id":81079,"name":"Extensive listening","url":"https://www.academia.edu/Documents/in/Extensive_listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="106182" href="https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education">Pre Service Teacher Education</a><script data-card-contents-for-ri="106182" type="text/json">{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=38073542]'), work: {"id":38073542,"title":"КРИТЕРІЇ ВІДБОРУ ХУДОЖНІХ АУДІОКНИГ ДЛЯ ФОРМУВАННЯ АНГЛОМОВНОЇ АУДИТИВНОЇ КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ","created_at":"2019-01-02T03:11:52.680-08:00","url":"https://www.academia.edu/38073542/%D0%9A%D0%A0%D0%98%D0%A2%D0%95%D0%A0%D0%86%D0%87_%D0%92%D0%86%D0%94%D0%91%D0%9E%D0%A0%D0%A3_%D0%A5%D0%A3%D0%94%D0%9E%D0%96%D0%9D%D0%86%D0%A5_%D0%90%D0%A3%D0%94%D0%86%D0%9E%D0%9A%D0%9D%D0%98%D0%93_%D0%94%D0%9B%D0%AF_%D0%A4%D0%9E%D0%A0%D0%9C%D0%A3%D0%92%D0%90%D0%9D%D0%9D%D0%AF_%D0%90%D0%9D%D0%93%D0%9B%D0%9E%D0%9C%D0%9E%D0%92%D0%9D%D0%9E%D0%87_%D0%90%D0%A3%D0%94%D0%98%D0%A2%D0%98%D0%92%D0%9D%D0%9E%D0%87_%D0%9A%D0%9E%D0%9C%D0%9F%D0%95%D0%A2%D0%95%D0%9D%D0%A2%D0%9D%D0%9E%D0%A1%D0%A2%D0%86_%D0%9C%D0%90%D0%99%D0%91%D0%A3%D0%A2%D0%9D%D0%86%D0%A5_%D0%A3%D0%A7%D0%98%D0%A2%D0%95%D0%9B%D0%86%D0%92?f_ri=45289","dom_id":"work_38073542","summary":"Today audiobooks are recognized as effective didactic tools by foreign researchers and methodologists. However, they are still an unexplored phenomenon in Ukraine. We aim to develop an effective methodological procedure with appropriate listening activities, which can be incorporated into foreign language teaching practice at Ukrainian pedagogical universities. Therefore, the issue of audiobook selection for listening skills development of pre-service English teachers is investigated here. On the basis of recent research into text selection for enhancing students’ listening skills and discourse analysis of contemporary short stories in audiobook format, we have determined criteria for fiction which should be used for intensive and extensive listening practice. They include the following: professional performance and recording, highly artistic works, representativeness, relevance of content, the degree of accessibility and simplicity, contemporary topics, diversity (for intensive listening); professional performance and recording, correspondence of the genre and the content of a short story to students’ interests, the degree of accessibility and simplicity (for extensive listening). Since audiobooks are recognized as the art of today, we insist that the basic criterion for the selection of authentic short stories is their professional narration and recording. Such audiobooks give the best opportunity to enjoy listening to fiction, promoting the\ndevelopment of aesthetic needs. Based on the discourse analysis of contemporary short stories, we highlight the main features that have a signifi cant impact on the result of listening. They are the following: poetic language, socio-cultural lexis, dialect, slang, terms and professionalisms, social and regional accents, English varieties, psychological\nand mystic plots, intertextuality, highly informative plots, exogenous context,\n«open» endings, humor, sarcasm, irony, atypical narrative form, atypical composition and architectonics. The analysis of the selected audiobooks suggests that the indicators of their objective complexity vary, therefore, it is necessary to assess the degree of their accessibility and simplicity for a particular group of students in advance, which will help to select an appropriate short story, predict its potential difficulties and organize effective listening practice.\nKey words: audiobooks, extensive listening, fiction, intensive listening, listening competence, pre-service teachers, selection criteria, short stories.","downloadable_attachments":[{"id":58099558,"asset_id":38073542,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":6376867,"first_name":"Iryna","last_name":"Bilianska","domain_name":"pnu-ua","page_name":"IrynaBilianska","display_name":"Iryna Bilianska","profile_url":"https://pnu-ua.academia.edu/IrynaBilianska?f_ri=45289","photo":"https://0.academia-photos.com/6376867/2593130/148540724/s65_iryna.bilianska.jpg"}],"research_interests":[{"id":39418,"name":"Fiction Novels And Short Stories","url":"https://www.academia.edu/Documents/in/Fiction_Novels_And_Short_Stories?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":81079,"name":"Extensive listening","url":"https://www.academia.edu/Documents/in/Extensive_listening?f_ri=45289","nofollow":false},{"id":106182,"name":"Pre Service Teacher Education","url":"https://www.academia.edu/Documents/in/Pre_Service_Teacher_Education?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"},{"id":170610,"name":"Selection Criteria","url":"https://www.academia.edu/Documents/in/Selection_Criteria?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_9759390" data-work_id="9759390" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/9759390/The_Art_of_Listening">The Art of Listening</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">How to become a better communicator by becoming a better listener. A review of research and current business practice in active, critical, and reflective listening. Includes specific suggestions for identifying bad listening habits and... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_9759390" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">How to become a better communicator by becoming a better listener.  A review of research and current business practice in active, critical, and reflective listening.  Includes specific suggestions for identifying bad listening habits and replacing them with productive habits.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/9759390" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="4373d5fa50b1d02bb24730dd6eb24d4b" rel="nofollow" data-download="{"attachment_id":35940576,"asset_id":9759390,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/35940576/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="12612457" href="https://nd.academia.edu/JamesORourke">James S O'Rourke IV</a><script data-card-contents-for-user="12612457" type="text/json">{"id":12612457,"first_name":"James","last_name":"O'Rourke IV","domain_name":"nd","page_name":"JamesORourke","display_name":"James S O'Rourke IV","profile_url":"https://nd.academia.edu/JamesORourke?f_ri=45289","photo":"https://0.academia-photos.com/12612457/3597026/23004530/s65_james.o_rourke_iv.jpg"}</script></span></span></li><li class="js-paper-rank-work_9759390 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="9759390"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 9759390, container: ".js-paper-rank-work_9759390", }); 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$(".js-view-count[data-work-id=9759390]").text(description); $(".js-view-count-work_9759390").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_9759390").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="9759390"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="859" href="https://www.academia.edu/Documents/in/Communication">Communication</a>, <script data-card-contents-for-ri="859" type="text/json">{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="26945" href="https://www.academia.edu/Documents/in/Communication_Skills">Communication Skills</a>, <script data-card-contents-for-ri="26945" type="text/json">{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a><script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=9759390]'), work: {"id":9759390,"title":"The Art of Listening","created_at":"2014-12-13T14:28:09.988-08:00","url":"https://www.academia.edu/9759390/The_Art_of_Listening?f_ri=45289","dom_id":"work_9759390","summary":"How to become a better communicator by becoming a better listener. A review of research and current business practice in active, critical, and reflective listening. Includes specific suggestions for identifying bad listening habits and replacing them with productive habits.","downloadable_attachments":[{"id":35940576,"asset_id":9759390,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":12612457,"first_name":"James","last_name":"O'Rourke IV","domain_name":"nd","page_name":"JamesORourke","display_name":"James S O'Rourke IV","profile_url":"https://nd.academia.edu/JamesORourke?f_ri=45289","photo":"https://0.academia-photos.com/12612457/3597026/23004530/s65_james.o_rourke_iv.jpg"}],"research_interests":[{"id":859,"name":"Communication","url":"https://www.academia.edu/Documents/in/Communication?f_ri=45289","nofollow":false},{"id":26945,"name":"Communication Skills","url":"https://www.academia.edu/Documents/in/Communication_Skills?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":1010158,"name":"Teaching Communications","url":"https://www.academia.edu/Documents/in/Teaching_Communications?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_39388485" data-work_id="39388485" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/39388485/Types_of_Listening">Types of Listening</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Listening in language learning and language use includes complex processes. Different ways of examining these processes result in different classifications of listening. One perspective looks at the psycholinguistic processes involved in... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_39388485" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Listening in language learning and language use includes complex processes. Different ways of examining these processes result in different classifications of listening. One perspective looks at the psycholinguistic processes involved in listening and distinguishes three types of listening processes (bottom-up, top-down, and interactive listening). Another perspective observes the functions of listening, which divides listening into transactional and interactional purposes. Of major concern to teachers of English as a second language is the classification of listening into different types of classroom tasks or activities in order to develop the learner's listening ability in the second language. These classification systems are related. The teaching and learning activities should be aimed at developing the skills of psycholinguistic processing, and the learner's ability to listen for different purposes. Listening in language processing involves the simultaneous integration of neurological, linguistic, semantic, pragmatic, and background information present in the Working Memory (Lynch, 2002; Rost, 2011). The initial listening task is massively parallel, with multiple sources of information being processed at the same time. Some of these processes are triggered by incoming information that is decoded (bottom-up); others involve retrieving related background knowledge in making sense of incoming stimuli (top-down). After a chaotic first stage of interactive processing which involves both bottom-up and top-down processes, a coherent mental framework is formed. This framework or hypothesis serves as a perceptual filter to suppress irrelevant upcoming information; it also helps in filling meaning gaps through its influence on the listener's selection and use of comprehension strategies such as predicting and inferencing (Kintsch, 1998). Examined from this perspective of psychological processes, listening can be classified into bottom-up listening, top-down listening, and interactive listening. Learning to listen in a second or foreign language involves learning all three types of processing. Another common distinction is along functional lines or communication purposes , that is, transactional and interactional listening (Brown & Yule, 1983). eelt0570.indd 1</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/39388485" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d840b561b5af29a119f39be9f8a52b75" rel="nofollow" data-download="{"attachment_id":59531686,"asset_id":39388485,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/59531686/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="34115681" href="https://vuw.academia.edu/YongqiGu">Peter Yongqi Gu</a><script data-card-contents-for-user="34115681" type="text/json">{"id":34115681,"first_name":"Peter Yongqi","last_name":"Gu","domain_name":"vuw","page_name":"YongqiGu","display_name":"Peter Yongqi Gu","profile_url":"https://vuw.academia.edu/YongqiGu?f_ri=45289","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_39388485 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="39388485"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 39388485, container: ".js-paper-rank-work_39388485", }); });</script></li><li class="js-percentile-work_39388485 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 39388485; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_39388485"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_39388485 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="39388485"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 39388485; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=39388485]").text(description); $(".js-view-count-work_39388485").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_39388485").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="39388485"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">2</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a><script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=39388485]'), work: {"id":39388485,"title":"Types of Listening","created_at":"2019-06-05T00:47:53.775-07:00","url":"https://www.academia.edu/39388485/Types_of_Listening?f_ri=45289","dom_id":"work_39388485","summary":"Listening in language learning and language use includes complex processes. Different ways of examining these processes result in different classifications of listening. One perspective looks at the psycholinguistic processes involved in listening and distinguishes three types of listening processes (bottom-up, top-down, and interactive listening). Another perspective observes the functions of listening, which divides listening into transactional and interactional purposes. Of major concern to teachers of English as a second language is the classification of listening into different types of classroom tasks or activities in order to develop the learner's listening ability in the second language. These classification systems are related. The teaching and learning activities should be aimed at developing the skills of psycholinguistic processing, and the learner's ability to listen for different purposes. Listening in language processing involves the simultaneous integration of neurological, linguistic, semantic, pragmatic, and background information present in the Working Memory (Lynch, 2002; Rost, 2011). The initial listening task is massively parallel, with multiple sources of information being processed at the same time. Some of these processes are triggered by incoming information that is decoded (bottom-up); others involve retrieving related background knowledge in making sense of incoming stimuli (top-down). After a chaotic first stage of interactive processing which involves both bottom-up and top-down processes, a coherent mental framework is formed. This framework or hypothesis serves as a perceptual filter to suppress irrelevant upcoming information; it also helps in filling meaning gaps through its influence on the listener's selection and use of comprehension strategies such as predicting and inferencing (Kintsch, 1998). Examined from this perspective of psychological processes, listening can be classified into bottom-up listening, top-down listening, and interactive listening. Learning to listen in a second or foreign language involves learning all three types of processing. Another common distinction is along functional lines or communication purposes , that is, transactional and interactional listening (Brown \u0026 Yule, 1983). eelt0570.indd 1","downloadable_attachments":[{"id":59531686,"asset_id":39388485,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":34115681,"first_name":"Peter Yongqi","last_name":"Gu","domain_name":"vuw","page_name":"YongqiGu","display_name":"Peter Yongqi Gu","profile_url":"https://vuw.academia.edu/YongqiGu?f_ri=45289","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_14166766" data-work_id="14166766" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/14166766/Shadowing_a_useful_technique_for_autonomous_practice_of_listening_and_speaking"> Shadowing: a useful technique for autonomous practice of listening and speaking</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest">In this post, Arizio Sweeting, a Cambridge ESOL Oral Examiner, shares a simple learner training approach to listening and pronunciation development using a shadowing technique.</div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/14166766" data-share-source="work_strip" 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window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=14166766]").text(description); $(".js-view-count-work_14166766").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_14166766").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="14166766"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">4</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="100638" href="https://www.academia.edu/Documents/in/Pronunciation_Teaching">Pronunciation Teaching</a>, <script data-card-contents-for-ri="100638" type="text/json">{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="484236" href="https://www.academia.edu/Documents/in/Shadowing">Shadowing</a>, <script data-card-contents-for-ri="484236" type="text/json">{"id":484236,"name":"Shadowing","url":"https://www.academia.edu/Documents/in/Shadowing?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="969558" href="https://www.academia.edu/Documents/in/Teaching_English_Pronunciation">Teaching English Pronunciation</a><script data-card-contents-for-ri="969558" type="text/json">{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=14166766]'), work: {"id":14166766,"title":" Shadowing: a useful technique for autonomous practice of listening and speaking","created_at":"2015-07-17T22:16:54.333-07:00","url":"https://www.academia.edu/14166766/Shadowing_a_useful_technique_for_autonomous_practice_of_listening_and_speaking?f_ri=45289","dom_id":"work_14166766","summary":"In this post, Arizio Sweeting, a Cambridge ESOL Oral Examiner, shares a simple learner training approach to listening and pronunciation development using a shadowing technique.","downloadable_attachments":[{"id":45616481,"asset_id":14166766,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":16818734,"first_name":"Arizio","last_name":"Sweeting","domain_name":"usc-au","page_name":"ariziosweeting","display_name":"Arizio Sweeting","profile_url":"https://usc-au.academia.edu/ariziosweeting?f_ri=45289","photo":"https://0.academia-photos.com/16818734/8912420/20730740/s65_arizio.sweeting.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":100638,"name":"Pronunciation Teaching","url":"https://www.academia.edu/Documents/in/Pronunciation_Teaching?f_ri=45289","nofollow":false},{"id":484236,"name":"Shadowing","url":"https://www.academia.edu/Documents/in/Shadowing?f_ri=45289","nofollow":false},{"id":969558,"name":"Teaching English Pronunciation","url":"https://www.academia.edu/Documents/in/Teaching_English_Pronunciation?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_3186922" data-work_id="3186922" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/3186922/The_metacognitive_awareness_listening_questionnaire_Development_and_validation">The metacognitive awareness listening questionnaire: Development and validation</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/3186922" 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class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/66150456/Testing_English_as_a_Foreign_Language_in_Palestine_A_Case_Study_of_INJAZ_GCSE_2018_English_Exam">Testing English as a Foreign Language in Palestine: A Case Study of INJAZ (GCSE) 2018 English Exam</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">A minőségi nyelvoktatás megkívánja az adott idegen nyelven zajló vizsgák módszertanának, tartalmának, valamint eredményeinek folyamatos felülvizsgálatát és továbbfejlesztését. Ugyanakkor az angol mint idegen nyelv vizsgák nyelvi... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_66150456" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">A minőségi nyelvoktatás megkívánja az adott idegen nyelven zajló vizsgák módszertanának, tartalmának, valamint eredményeinek folyamatos felülvizsgálatát és továbbfejlesztését. Ugyanakkor az angol mint idegen nyelv vizsgák nyelvi eredményei Palesztinában (beleértve a Nyugati Partvidéket, KeletJeruzsálemet, valamint a Gázai Övezetet is) nem tartanak számot nagy érdeklődésre az akadémiai körökben. Tanulmányunk a 2018-ban felhasznált angol nyelvi érettségi (INJAZ) vizsgaanyag leíró és analitikus, valamint tartalom-alapú elemzésével azt vizsgálja, hogy a palesztinai középiskolai érettségi vizsga mennyiben felel meg a Közös Európai Keretrendszer (CEFR) elvárásainak. A kiválasztott vizsga olyan tanulók angol nyelvtudását hivatott megmérni, akik tizenkét éven keresztül folytattak tanulmányokat az idegen nyelven. A vizsgaeszköz jóságmutatóit általában, az egyes itemek minőségét pedig a Bachman és Palmer (1996) munkájában bemutatott kommunikatív kompetenciamodell alapján vesszük górcső alá. A...</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/66150456" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d71e63078007703141d5e4a59dd79e96" rel="nofollow" data-download="{"attachment_id":77456043,"asset_id":66150456,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/77456043/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="13695716" href="https://missouri.academia.edu/BasharMFarran">Bashar M. 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Ugyanakkor az angol mint idegen nyelv vizsgák nyelvi eredményei Palesztinában (beleértve a Nyugati Partvidéket, KeletJeruzsálemet, valamint a Gázai Övezetet is) nem tartanak számot nagy érdeklődésre az akadémiai körökben. Tanulmányunk a 2018-ban felhasznált angol nyelvi érettségi (INJAZ) vizsgaanyag leíró és analitikus, valamint tartalom-alapú elemzésével azt vizsgálja, hogy a palesztinai középiskolai érettségi vizsga mennyiben felel meg a Közös Európai Keretrendszer (CEFR) elvárásainak. A kiválasztott vizsga olyan tanulók angol nyelvtudását hivatott megmérni, akik tizenkét éven keresztül folytattak tanulmányokat az idegen nyelven. A vizsgaeszköz jóságmutatóit általában, az egyes itemek minőségét pedig a Bachman és Palmer (1996) munkájában bemutatott kommunikatív kompetenciamodell alapján vesszük górcső alá. A...","downloadable_attachments":[{"id":77456043,"asset_id":66150456,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":13695716,"first_name":"Bashar M.","last_name":"Farran","domain_name":"missouri","page_name":"BasharMFarran","display_name":"Bashar M. Farran","profile_url":"https://missouri.academia.edu/BasharMFarran?f_ri=45289","photo":"https://0.academia-photos.com/13695716/4663047/36426166/s65_bashar_m..farran.jpg"}],"research_interests":[{"id":3324,"name":"Arabic","url":"https://www.academia.edu/Documents/in/Arabic?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=45289","nofollow":false},{"id":99517,"name":"English as a Foreign Language (EFL)","url":"https://www.academia.edu/Documents/in/English_as_a_Foreign_Language_EFL_?f_ri=45289","nofollow":false},{"id":104992,"name":"CEFR-based language testing","url":"https://www.academia.edu/Documents/in/CEFR-based_language_testing?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_43694874" data-work_id="43694874" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/43694874/Why_do_you_do_what_you_do_Teacher_and_learner_beliefs_about_listening_in_the_EFL_classroom">Why do you do what you do? Teacher and learner beliefs about listening in the EFL classroom</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Introduction Listening in English as a foreign language (EFL) is perceived as a difficult skill to develop and, crucially, many school teachers are uncertain as to how best to teach it. In Italy, EFL listening comprehension recently... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_43694874" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Introduction Listening in English as a foreign language (EFL) is perceived as a difficult skill to develop and, crucially, many school teachers are uncertain as to how best to teach it. In Italy, EFL listening comprehension recently gained some prominence in public discourse with the publication of the results from the new INVALSI exam, a standardised national examination revealing that 40% of students leave secondary school with only a B1 level in EFL listening, with 25% failing to reach B1 (INVALSI, 2019). As no research thus far has collected classroom-based data on this topic, one of the aims of this study was to explore how secondary school EFL teachers teach listening, how they explain their approach, and how this might be harnessed to improve teaching.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/43694874" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="f375937fb1f82bdfd3f05844428d8f04" rel="nofollow" data-download="{"attachment_id":63998827,"asset_id":43694874,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/63998827/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="40675042" href="https://leeds.academia.edu/DrChiaraBruzzano">Dr Chiara Bruzzano</a><script data-card-contents-for-user="40675042" type="text/json">{"id":40675042,"first_name":"Dr Chiara","last_name":"Bruzzano","domain_name":"leeds","page_name":"DrChiaraBruzzano","display_name":"Dr Chiara Bruzzano","profile_url":"https://leeds.academia.edu/DrChiaraBruzzano?f_ri=45289","photo":"https://0.academia-photos.com/40675042/16503993/29884987/s65_chiara.bruzzano.jpg"}</script></span></span></li><li class="js-paper-rank-work_43694874 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="43694874"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 43694874, container: ".js-paper-rank-work_43694874", }); });</script></li><li class="js-percentile-work_43694874 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 43694874; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_43694874"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_43694874 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="43694874"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 43694874; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=43694874]").text(description); $(".js-view-count-work_43694874").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_43694874").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="43694874"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">3</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="5794" href="https://www.academia.edu/Documents/in/TESOL">TESOL</a>, <script data-card-contents-for-ri="5794" type="text/json">{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=43694874]'), work: {"id":43694874,"title":"Why do you do what you do? Teacher and learner beliefs about listening in the EFL classroom","created_at":"2020-07-23T03:42:46.256-07:00","url":"https://www.academia.edu/43694874/Why_do_you_do_what_you_do_Teacher_and_learner_beliefs_about_listening_in_the_EFL_classroom?f_ri=45289","dom_id":"work_43694874","summary":"Introduction Listening in English as a foreign language (EFL) is perceived as a difficult skill to develop and, crucially, many school teachers are uncertain as to how best to teach it. In Italy, EFL listening comprehension recently gained some prominence in public discourse with the publication of the results from the new INVALSI exam, a standardised national examination revealing that 40% of students leave secondary school with only a B1 level in EFL listening, with 25% failing to reach B1 (INVALSI, 2019). As no research thus far has collected classroom-based data on this topic, one of the aims of this study was to explore how secondary school EFL teachers teach listening, how they explain their approach, and how this might be harnessed to improve teaching.","downloadable_attachments":[{"id":63998827,"asset_id":43694874,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":40675042,"first_name":"Dr Chiara","last_name":"Bruzzano","domain_name":"leeds","page_name":"DrChiaraBruzzano","display_name":"Dr Chiara Bruzzano","profile_url":"https://leeds.academia.edu/DrChiaraBruzzano?f_ri=45289","photo":"https://0.academia-photos.com/40675042/16503993/29884987/s65_chiara.bruzzano.jpg"}],"research_interests":[{"id":5794,"name":"TESOL","url":"https://www.academia.edu/Documents/in/TESOL?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_79078246" data-work_id="79078246" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/79078246/Some_Guidelines_for_Developing_Listening_Materials">Some Guidelines for Developing Listening Materials</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Listening as a receptive skill is considered the oral skill which is the primary ability developed in first language acquisition. However, until recently listening was ignored in the second language context. Nunan (1999) states that... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_79078246" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Listening as a receptive skill is considered the oral skill which is the primary ability developed in first language acquisition. However, until recently listening was ignored in the second language context. Nunan (1999) states that listening is the Cinderella skill in the second language context because it is overlooked by its elder sister, speaking. Moreover, Nunan (2002) adds that EFL students spend a lot of class time for listening, but it is the most unnoticed of the four skills in EFL contexts.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/79078246" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="221885" href="https://semnaniau.academia.edu/MaryamAzarnoosh">Maryam Azarnoosh</a><script data-card-contents-for-user="221885" type="text/json">{"id":221885,"first_name":"Maryam","last_name":"Azarnoosh","domain_name":"semnaniau","page_name":"MaryamAzarnoosh","display_name":"Maryam Azarnoosh","profile_url":"https://semnaniau.academia.edu/MaryamAzarnoosh?f_ri=45289","photo":"https://0.academia-photos.com/221885/1989953/2349376/s65_maryam.azarnoosh.png"}</script></span></span></li><li class="js-paper-rank-work_79078246 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="79078246"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 79078246, container: ".js-paper-rank-work_79078246", }); });</script></li><li class="js-percentile-work_79078246 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 79078246; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_79078246"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_79078246 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="79078246"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 79078246; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=79078246]").text(description); $(".js-view-count-work_79078246").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_79078246").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="79078246"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="1007" href="https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language">Teaching English as a Second Language</a>, <script data-card-contents-for-ri="1007" type="text/json">{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="15439" href="https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language">Teaching English As A Foreign Language</a>, <script data-card-contents-for-ri="15439" type="text/json">{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="42817" href="https://www.academia.edu/Documents/in/Materials_development">Materials development</a>, <script data-card-contents-for-ri="42817" type="text/json">{"id":42817,"name":"Materials development","url":"https://www.academia.edu/Documents/in/Materials_development?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=79078246]'), work: {"id":79078246,"title":"Some Guidelines for Developing Listening Materials","created_at":"2022-05-13T13:08:34.307-07:00","url":"https://www.academia.edu/79078246/Some_Guidelines_for_Developing_Listening_Materials?f_ri=45289","dom_id":"work_79078246","summary":"Listening as a receptive skill is considered the oral skill which is the primary ability developed in first language acquisition. However, until recently listening was ignored in the second language context. Nunan (1999) states that listening is the Cinderella skill in the second language context because it is overlooked by its elder sister, speaking. Moreover, Nunan (2002) adds that EFL students spend a lot of class time for listening, but it is the most unnoticed of the four skills in EFL contexts.","downloadable_attachments":[],"ordered_authors":[{"id":221885,"first_name":"Maryam","last_name":"Azarnoosh","domain_name":"semnaniau","page_name":"MaryamAzarnoosh","display_name":"Maryam Azarnoosh","profile_url":"https://semnaniau.academia.edu/MaryamAzarnoosh?f_ri=45289","photo":"https://0.academia-photos.com/221885/1989953/2349376/s65_maryam.azarnoosh.png"}],"research_interests":[{"id":1007,"name":"Teaching English as a Second Language","url":"https://www.academia.edu/Documents/in/Teaching_English_as_a_Second_Language?f_ri=45289","nofollow":false},{"id":15439,"name":"Teaching English As A Foreign Language","url":"https://www.academia.edu/Documents/in/Teaching_English_As_A_Foreign_Language?f_ri=45289","nofollow":false},{"id":42817,"name":"Materials development","url":"https://www.academia.edu/Documents/in/Materials_development?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":72420,"name":"Syllabus Design and Materials Development","url":"https://www.academia.edu/Documents/in/Syllabus_Design_and_Materials_Development?f_ri=45289"},{"id":116533,"name":"Active Listening","url":"https://www.academia.edu/Documents/in/Active_Listening?f_ri=45289"},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24317241" data-work_id="24317241" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24317241/Measuring_Listening_Comprehension_Skills_of_5th_Grade_School_Students_with_the_Help_of_Web_Based_System">Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_24317241" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is " Web Based Listening Scale ". In the process of the study, the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note and the most popular and listened music genre were investigated. According to the obtained results significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is a powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed that the students used the web based system are more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24317241" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="1fd1f6bed3a4a3dc7e1affbf7eae4b43" rel="nofollow" data-download="{"attachment_id":44654154,"asset_id":24317241,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/44654154/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="1694003" href="https://ogu.academia.edu/MFatihKaya">M. Fatih Kaya</a><script data-card-contents-for-user="1694003" type="text/json">{"id":1694003,"first_name":"M. Fatih","last_name":"Kaya","domain_name":"ogu","page_name":"MFatihKaya","display_name":"M. Fatih Kaya","profile_url":"https://ogu.academia.edu/MFatihKaya?f_ri=45289","photo":"/images/s65_no_pic.png"}</script></span></span></li><li class="js-paper-rank-work_24317241 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24317241"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24317241, container: ".js-paper-rank-work_24317241", }); });</script></li><li class="js-percentile-work_24317241 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 24317241; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_24317241"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_24317241 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="24317241"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 24317241; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=24317241]").text(description); $(".js-view-count-work_24317241").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_24317241").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="24317241"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">7</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="17511" href="https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_">Listening Comprehension (Psychology of Language)</a>, <script data-card-contents-for-ri="17511" type="text/json">{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a>, <script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="159219" href="https://www.academia.edu/Documents/in/E_Learning_Web_Based_Learning_and_Educational_Technology_Curriculum_Development">E Learning, Web Based Learning, and Educational Technology, Curriculum Development</a><script data-card-contents-for-ri="159219" type="text/json">{"id":159219,"name":"E Learning, Web Based Learning, and Educational Technology, Curriculum Development","url":"https://www.academia.edu/Documents/in/E_Learning_Web_Based_Learning_and_Educational_Technology_Curriculum_Development?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=24317241]'), work: {"id":24317241,"title":"Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System","created_at":"2016-04-12T04:37:41.280-07:00","url":"https://www.academia.edu/24317241/Measuring_Listening_Comprehension_Skills_of_5th_Grade_School_Students_with_the_Help_of_Web_Based_System?f_ri=45289","dom_id":"work_24317241","summary":"The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary schools of Eskisehir. The scale used in the process of the study is \" Web Based Listening Scale \". In the process of the study, the level of differentiation listening skill and educational level of mother and father, family income level, Turkish Course grading note and the most popular and listened music genre were investigated. According to the obtained results significant difference was found with listening skills and educational level of mother and father, family income level and the most popular and listened music genre. Also it was found that there is a powerful relationship between listening skills and Turkish Course grading note. In the process of the research, it was observed that the students used the web based system are more attentive and motivated. Nevertheless, personalized measuring environment was provided by the web based system. Finally, it can be said that the web based systems can be used positively for language learning, teaching, and instruction, improving, measuring and assessing process.","downloadable_attachments":[{"id":44654154,"asset_id":24317241,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":1694003,"first_name":"M. Fatih","last_name":"Kaya","domain_name":"ogu","page_name":"MFatihKaya","display_name":"M. Fatih Kaya","profile_url":"https://ogu.academia.edu/MFatihKaya?f_ri=45289","photo":"/images/s65_no_pic.png"}],"research_interests":[{"id":17511,"name":"Listening Comprehension (Psychology of Language)","url":"https://www.academia.edu/Documents/in/Listening_Comprehension_Psychology_of_Language_?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":159219,"name":"E Learning, Web Based Learning, and Educational Technology, Curriculum Development","url":"https://www.academia.edu/Documents/in/E_Learning_Web_Based_Learning_and_Educational_Technology_Curriculum_Development?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":411759,"name":"Web Based E Learning","url":"https://www.academia.edu/Documents/in/Web_Based_E_Learning?f_ri=45289"},{"id":668123,"name":"Web-Based","url":"https://www.academia.edu/Documents/in/Web-Based?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_49249857" data-work_id="49249857" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/49249857/An_Analysis_of_the_Students_Difficulties_in_TOEFL_Prediction_Test_of_Listening_Section">An Analysis of the Students' Difficulties in TOEFL Prediction Test of Listening Section</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">This study is to know the students' difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_49249857" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">This study is to know the students' difficulty in doing the TOEFL prediction test, especially the listening section in ITB AAS Indonesia. This study uses descriptive qualitative research by using a questionnaire. The result shows that the students' difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers' speed (75.9 %), 3) the speakers' intonation/emphasis (73 %), 4) the speakers' pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/49249857" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="08c3b6435bb407cac3f8fb5af2561e46" rel="nofollow" data-download="{"attachment_id":67634129,"asset_id":49249857,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/67634129/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="164430193" href="https://independent.academia.edu/TiraNurFitria">Tira Nur Fitria</a><script data-card-contents-for-user="164430193" type="text/json">{"id":164430193,"first_name":"Tira","last_name":"Nur Fitria","domain_name":"independent","page_name":"TiraNurFitria","display_name":"Tira Nur Fitria","profile_url":"https://independent.academia.edu/TiraNurFitria?f_ri=45289","photo":"https://0.academia-photos.com/164430193/46187662/35770638/s65_tira.nur_fitria.jpg"}</script></span></span></li><li class="js-paper-rank-work_49249857 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="49249857"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 49249857, container: ".js-paper-rank-work_49249857", }); 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This study uses descriptive qualitative research by using a questionnaire. The result shows that the students' difficulty in doing TOEFL listening both external and internal factors. In external factors, include: 1) the speaker's accent (75.5 %), 2) the speakers' speed (75.9 %), 3) the speakers' intonation/emphasis (73 %), 4) the speakers' pause in pronouncing a sentence (70.3 %), 5) the choice of words and foreign terms conveyed by the speaker (71 %), 6) the sentence structure conveyed by the speaker is too complex (54.8 %), 7) audio interruption causes the audio sounds less/unclear (54.8 %). In internal factors, include: 1) 64.3 % of students do not have previous experience doing TOEFL test, 2) 58.5 % of students have lack of practice in TOEFL listening, 3) 78.8 % of students have limited time in doing TOEFL listening test, 4) 62.2 % of students feel a lot of listening questions which consist of 50 questions, 5) 76.2 % of students do not have hearing impairment in listening, 6) 51 % of students have memory limitations when listening to TOEFL, 7) 48.1 % of students lack of motivation and enthusiasm, 8) 52.7 % of students lack of concentration or focus, 9) 53.5 % of students have limited mastery of foreign/unfamiliar vocabularies, 10) 47.3 % of students feel boredom when listening, 11) 56 % of students feel easily distracted by sounds or other things, 12) 51 % of students tend to translate any foreign vocabularies when listening, 13) 52.7 % of students have trouble catching or finding keywords, 14) 44.4 % of students are busy along with other activities when listening, such as playing writing instruments, taking notes or doing other things.","downloadable_attachments":[{"id":67634129,"asset_id":49249857,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":164430193,"first_name":"Tira","last_name":"Nur Fitria","domain_name":"independent","page_name":"TiraNurFitria","display_name":"Tira Nur Fitria","profile_url":"https://independent.academia.edu/TiraNurFitria?f_ri=45289","photo":"https://0.academia-photos.com/164430193/46187662/35770638/s65_tira.nur_fitria.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":2639527,"name":"TOEFL iBT listening","url":"https://www.academia.edu/Documents/in/TOEFL_iBT_listening?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div 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u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_37016329" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/37016329" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="ba6cf9059c2d7cd16a6ef0dee92b5764" rel="nofollow" data-download="{"attachment_id":56966100,"asset_id":37016329,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/56966100/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="561663" href="https://uss-so.academia.edu/MohamedEno">Mohamed A Eno</a><script data-card-contents-for-user="561663" type="text/json">{"id":561663,"first_name":"Mohamed","last_name":"Eno","domain_name":"uss-so","page_name":"MohamedEno","display_name":"Mohamed A Eno","profile_url":"https://uss-so.academia.edu/MohamedEno?f_ri=45289","photo":"https://0.academia-photos.com/561663/398889/83112108/s65_mohamed.eno.jpg"}</script></span></span></li><li class="js-paper-rank-work_37016329 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="37016329"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 37016329, container: ".js-paper-rank-work_37016329", }); 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ESL Classroom","url":"https://www.academia.edu/Documents/in/Teaching_English_in_the_Primary_ESL_Classroom?f_ri=45289"},{"id":1225404,"name":"ESL","url":"https://www.academia.edu/Documents/in/ESL?f_ri=45289"},{"id":1253063,"name":"Applied Linguistics/TESOL","url":"https://www.academia.edu/Documents/in/Applied_Linguistics_TESOL-1?f_ri=45289"},{"id":1275727,"name":"Educational Policy","url":"https://www.academia.edu/Documents/in/Educational_Policy?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_41920881" data-work_id="41920881" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/41920881/Teaching_speaking_and_listening_a_toolkit_for_practitioners_About_the_Key_Skills_Support_Programme">Teaching speaking and listening a toolkit for practitioners About the Key Skills Support Programme</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Speaking and listening is a major component of key skills and literacy qualifications. It is also one of the three elements of the new standards for functional English. However, there is a significant lack of material available to help... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_41920881" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Speaking and listening is a major component of key skills and literacy qualifications. It is also one of the three elements of<br />the new standards for functional English. However, there is a significant lack of material available to help teachers, trainers and tutors to develop their learners’ skills in this important area and this is the principal reason for producing the toolkit.<br />The toolkit contains a wealth of resources to make teaching speaking and listening explicit, relevant and engaging for learners. It goes beyond commonly taught aspects such as talks, presentations and formal discussion to help improve all aspects of everyday communication – at work and in daily life.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/41920881" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="43ecc652953320f4f20e0cf4beda780e" rel="nofollow" data-download="{"attachment_id":62045389,"asset_id":41920881,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/62045389/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="145194257" href="https://guelma.academia.edu/NadjelaBoukhatem">Nadjela Boukhatem</a><script data-card-contents-for-user="145194257" type="text/json">{"id":145194257,"first_name":"Nadjela","last_name":"Boukhatem","domain_name":"guelma","page_name":"NadjelaBoukhatem","display_name":"Nadjela Boukhatem","profile_url":"https://guelma.academia.edu/NadjelaBoukhatem?f_ri=45289","photo":"https://0.academia-photos.com/145194257/40628713/33208526/s65_nadjela.boukhatem.jpg"}</script></span></span></li><li class="js-paper-rank-work_41920881 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="41920881"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 41920881, container: ".js-paper-rank-work_41920881", }); 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$(".js-view-count[data-work-id=41920881]").text(description); $(".js-view-count-work_41920881").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_41920881").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="41920881"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">5</a>  </div><span class="InlineList-item-text u-textTruncate u-pl9x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="52984" href="https://www.academia.edu/Documents/in/Teaching_speaking">Teaching speaking</a>, <script data-card-contents-for-ri="52984" type="text/json">{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="152786" href="https://www.academia.edu/Documents/in/Listening">Listening</a>, <script data-card-contents-for-ri="152786" type="text/json">{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="163175" href="https://www.academia.edu/Documents/in/Listening_Comprehension">Listening Comprehension</a><script data-card-contents-for-ri="163175" type="text/json">{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=41920881]'), work: {"id":41920881,"title":"Teaching speaking and listening a toolkit for practitioners About the Key Skills Support Programme","created_at":"2020-02-09T11:40:47.646-08:00","url":"https://www.academia.edu/41920881/Teaching_speaking_and_listening_a_toolkit_for_practitioners_About_the_Key_Skills_Support_Programme?f_ri=45289","dom_id":"work_41920881","summary":"Speaking and listening is a major component of key skills and literacy qualifications. It is also one of the three elements of\nthe new standards for functional English. However, there is a significant lack of material available to help teachers, trainers and tutors to develop their learners’ skills in this important area and this is the principal reason for producing the toolkit.\nThe toolkit contains a wealth of resources to make teaching speaking and listening explicit, relevant and engaging for learners. It goes beyond commonly taught aspects such as talks, presentations and formal discussion to help improve all aspects of everyday communication – at work and in daily life.","downloadable_attachments":[{"id":62045389,"asset_id":41920881,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":145194257,"first_name":"Nadjela","last_name":"Boukhatem","domain_name":"guelma","page_name":"NadjelaBoukhatem","display_name":"Nadjela Boukhatem","profile_url":"https://guelma.academia.edu/NadjelaBoukhatem?f_ri=45289","photo":"https://0.academia-photos.com/145194257/40628713/33208526/s65_nadjela.boukhatem.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":52984,"name":"Teaching speaking","url":"https://www.academia.edu/Documents/in/Teaching_speaking?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289","nofollow":false},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289","nofollow":false},{"id":288166,"name":"Teaching Speaking Skills","url":"https://www.academia.edu/Documents/in/Teaching_Speaking_Skills?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_8063628" data-work_id="8063628" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/8063628/General_Behaviours_of_Students_with_Poor_Listening_Skills_or_Who_Do_Not_Listen_To_the_Lectures_According_to_the_Teachers_Opinions">General Behaviours of Students with Poor Listening Skills or Who Do Not Listen To the Lectures According to the Teacher's Opinions</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">There are four linguistic skills (listening, speaking, reading and writing). Among these, the most important and the most used one is listening. Listening is the primary way for education and learning as well as communication.... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_8063628" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">There are four linguistic skills (listening, speaking, reading and <br />writing). Among these, the most important and the most used one is <br />listening. Listening is the primary way for education and learning as <br />well as communication. Listening is a crucial skill in the academic <br />success and education of the student. The teacher should be able to <br />care about students that do not listen as well as those who do. The <br />way to accomplish this lies in detecting which students have poor <br />listening skills and whether they listen to the lecture or not. The <br />purpose of this study is to reveal the general behaviours of students <br />with poor listening skills or who do not listen to the lectures and to <br />develop opinions and approaches to resolve the identified negative <br />behaviours. For this purpose, the opinions of 53 different teachers <br />and academicians from different levels of academic and branches <br />from the city of Konya in Turkey during the 2013-2014 academic <br />year. The data put forth by the participants was analyzed with <br />content analysis technic and were classified into three categories. <br />These are body language movements, verbal behaviours and <br />material usage. The participants stated that the general behaviours of <br />students with poor listening skills or who do not listen to the lectures <br />can be understood 45% by body language movements, 34% by <br />verbal behaviours and 21% by material usage. The effects of the <br />gender factor were not observed in the study.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/8063628" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0136818fc792808b97f60f43ab7c4cd0" rel="nofollow" data-download="{"attachment_id":102279898,"asset_id":8063628,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/102279898/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="7523879" href="https://aydin.academia.edu/SelimEmiro%C4%9Flu">Selim Emiroğlu</a><script data-card-contents-for-user="7523879" type="text/json">{"id":7523879,"first_name":"Selim","last_name":"Emiroğlu","domain_name":"aydin","page_name":"SelimEmiroğlu","display_name":"Selim Emiroğlu","profile_url":"https://aydin.academia.edu/SelimEmiro%C4%9Flu?f_ri=45289","photo":"https://0.academia-photos.com/7523879/4198360/133665098/s65_selim.emiro_lu.jpg"}</script></span></span></li><li class="js-paper-rank-work_8063628 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="8063628"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 8063628, container: ".js-paper-rank-work_8063628", }); 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$(".js-view-count[data-work-id=8063628]").text(description); $(".js-view-count-work_8063628").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_8063628").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="8063628"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i>  <a class="InlineList-item-text u-positionRelative">13</a>  </div><span class="InlineList-item-text u-textTruncate u-pl10x"><a class="InlineList-item-text" data-has-card-for-ri="922" href="https://www.academia.edu/Documents/in/Education">Education</a>, <script data-card-contents-for-ri="922" type="text/json">{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="40050" href="https://www.academia.edu/Documents/in/Effective_Listening">Effective Listening</a>, <script data-card-contents-for-ri="40050" type="text/json">{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a>, <script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script><a class="InlineList-item-text" data-has-card-for-ri="58097" href="https://www.academia.edu/Documents/in/E%C4%9Fitim">Eğitim</a><script data-card-contents-for-ri="58097" type="text/json">{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (true) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=8063628]'), work: {"id":8063628,"title":"General Behaviours of Students with Poor Listening Skills or Who Do Not Listen To the Lectures According to the Teacher's Opinions","created_at":"2014-08-23T20:27:15.869-07:00","url":"https://www.academia.edu/8063628/General_Behaviours_of_Students_with_Poor_Listening_Skills_or_Who_Do_Not_Listen_To_the_Lectures_According_to_the_Teachers_Opinions?f_ri=45289","dom_id":"work_8063628","summary":"There are four linguistic skills (listening, speaking, reading and\r\nwriting). Among these, the most important and the most used one is\r\nlistening. Listening is the primary way for education and learning as\r\nwell as communication. Listening is a crucial skill in the academic\r\nsuccess and education of the student. The teacher should be able to\r\ncare about students that do not listen as well as those who do. The\r\nway to accomplish this lies in detecting which students have poor\r\nlistening skills and whether they listen to the lecture or not. The\r\npurpose of this study is to reveal the general behaviours of students\r\nwith poor listening skills or who do not listen to the lectures and to\r\ndevelop opinions and approaches to resolve the identified negative\r\nbehaviours. For this purpose, the opinions of 53 different teachers\r\nand academicians from different levels of academic and branches\r\nfrom the city of Konya in Turkey during the 2013-2014 academic\r\nyear. The data put forth by the participants was analyzed with\r\ncontent analysis technic and were classified into three categories.\r\nThese are body language movements, verbal behaviours and\r\nmaterial usage. The participants stated that the general behaviours of\r\nstudents with poor listening skills or who do not listen to the lectures\r\ncan be understood 45% by body language movements, 34% by\r\nverbal behaviours and 21% by material usage. The effects of the\r\ngender factor were not observed in the study.","downloadable_attachments":[{"id":102279898,"asset_id":8063628,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":7523879,"first_name":"Selim","last_name":"Emiroğlu","domain_name":"aydin","page_name":"SelimEmiroğlu","display_name":"Selim Emiroğlu","profile_url":"https://aydin.academia.edu/SelimEmiro%C4%9Flu?f_ri=45289","photo":"https://0.academia-photos.com/7523879/4198360/133665098/s65_selim.emiro_lu.jpg"}],"research_interests":[{"id":922,"name":"Education","url":"https://www.academia.edu/Documents/in/Education?f_ri=45289","nofollow":false},{"id":40050,"name":"Effective Listening","url":"https://www.academia.edu/Documents/in/Effective_Listening?f_ri=45289","nofollow":false},{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false},{"id":58097,"name":"Eğitim","url":"https://www.academia.edu/Documents/in/E%C4%9Fitim?f_ri=45289","nofollow":false},{"id":152786,"name":"Listening","url":"https://www.academia.edu/Documents/in/Listening?f_ri=45289"},{"id":163175,"name":"Listening Comprehension","url":"https://www.academia.edu/Documents/in/Listening_Comprehension?f_ri=45289"},{"id":288171,"name":"Listening Skills","url":"https://www.academia.edu/Documents/in/Listening_Skills?f_ri=45289"},{"id":505371,"name":"Istenmeyen öğrenci Davranışları","url":"https://www.academia.edu/Documents/in/Istenmeyen_ogrenci_Davranislari?f_ri=45289"},{"id":547672,"name":"Listening Strategies","url":"https://www.academia.edu/Documents/in/Listening_Strategies?f_ri=45289"},{"id":671767,"name":"Dinleme Eğitimi","url":"https://www.academia.edu/Documents/in/Dinleme_E%C4%9Fitimi?f_ri=45289"},{"id":1010028,"name":"Listening and Writing Skills","url":"https://www.academia.edu/Documents/in/Listening_and_Writing_Skills?f_ri=45289"},{"id":1015365,"name":"Teaching Listening Skills","url":"https://www.academia.edu/Documents/in/Teaching_Listening_Skills?f_ri=45289"},{"id":1298726,"name":"Dinleme","url":"https://www.academia.edu/Documents/in/Dinleme?f_ri=45289"}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_24690638" data-work_id="24690638" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/24690638/Teaching_Listening">Teaching Listening</a></div></div><div class="u-pb4x u-mt3x"></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/24690638" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="0fecb09455e43395cc9a66a671d73a99" rel="nofollow" data-download="{"attachment_id":45020431,"asset_id":24690638,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/45020431/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="37478936" href="https://netbim.academia.edu/Lale%C3%96zgen">Lale Özgen</a><script data-card-contents-for-user="37478936" type="text/json">{"id":37478936,"first_name":"Lale","last_name":"Özgen","domain_name":"netbim","page_name":"LaleÖzgen","display_name":"Lale Özgen","profile_url":"https://netbim.academia.edu/Lale%C3%96zgen?f_ri=45289","photo":"https://0.academia-photos.com/37478936/12243936/13634310/s65_lale._zgen.jpg_oh_c4b4715ec006a5b5c71b25dc18b09f19_oe_577f85b1"}</script></span></span></li><li class="js-paper-rank-work_24690638 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="24690638"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 24690638, container: ".js-paper-rank-work_24690638", }); 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It leads to the understanding of facts and ideas, but listening takes attention, or sticking to the task at hand in spite of distractions. It requires... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_35982677" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Listening is an activity absorbing of the meanings of words and sentences by the brain. It leads to the understanding of facts and ideas, but listening takes attention, or sticking to the task at hand in spite of distractions. It requires concentration, which is the focusing of our thoughts upon one particular problem. A person who incorporates listening with concentration is actively listening. Active listening is a method of responding to another that encourages communication. One of the purposes of teaching listening is triggering students to be active listeners. Active listeners often must process messages as they come intentionally, even if they are still processing what they have just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/35982677" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="49d162cead443277eaa84e78fdfd73d2" rel="nofollow" data-download="{"attachment_id":55867201,"asset_id":35982677,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/55867201/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="57689775" href="https://iain-tulungagung.academia.edu/ElvaYohana">Elva Yohana</a><script data-card-contents-for-user="57689775" type="text/json">{"id":57689775,"first_name":"Elva","last_name":"Yohana","domain_name":"iain-tulungagung","page_name":"ElvaYohana","display_name":"Elva Yohana","profile_url":"https://iain-tulungagung.academia.edu/ElvaYohana?f_ri=45289","photo":"https://0.academia-photos.com/57689775/17036040/19040348/s65_elva.yo.jpg"}</script></span></span></li><li class="js-paper-rank-work_35982677 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="35982677"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 35982677, container: ".js-paper-rank-work_35982677", }); });</script></li><li class="js-percentile-work_35982677 InlineList-item InlineList-item--bordered hidden u-tcGrayDark"><span class="percentile-widget hidden"><span class="u-mr2x percentile-widget" style="display: none">•</span><span class="u-mr2x work-percentile"></span></span><script>$(function () { var workId = 35982677; window.Academia.workPercentilesFetcher.queue(workId, function (percentileText) { var container = $(".js-percentile-work_35982677"); container.find('.work-percentile').text(percentileText.charAt(0).toUpperCase() + percentileText.slice(1)); container.find('.percentile-widget').show(); container.find('.percentile-widget').removeClass('hidden'); }); });</script></li><li class="js-view-count-work_35982677 InlineList-item InlineList-item--bordered hidden"><div><span><span class="js-view-count view-count u-mr2x" data-work-id="35982677"><i class="fa fa-spinner fa-spin"></i></span><script>$(function () { var workId = 35982677; window.Academia.workViewCountsFetcher.queue(workId, function (count) { var description = window.$h.commaizeInt(count) + " " + window.$h.pluralize(count, 'View'); $(".js-view-count[data-work-id=35982677]").text(description); $(".js-view-count-work_35982677").attr('title', description).tooltip(); }); });</script></span><script>$(function() { $(".js-view-count-work_35982677").removeClass('hidden') })</script></div></li><li class="InlineList-item u-positionRelative" style="max-width: 250px"><div class="u-positionAbsolute" data-has-card-for-ri-list="35982677"><i class="fa fa-tag InlineList-item-icon u-positionRelative"></i></div><span class="InlineList-item-text u-textTruncate u-pl6x"><a class="InlineList-item-text" data-has-card-for-ri="45289" href="https://www.academia.edu/Documents/in/Teaching_Listening">Teaching Listening</a><script data-card-contents-for-ri="45289" type="text/json">{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}</script></span></li><script>(function(){ if (false) { new Aedu.ResearchInterestListCard({ el: $('*[data-has-card-for-ri-list=35982677]'), work: {"id":35982677,"title":"TEACHING LISTENING.doc","created_at":"2018-02-21T17:33:45.117-08:00","url":"https://www.academia.edu/35982677/TEACHING_LISTENING_doc?f_ri=45289","dom_id":"work_35982677","summary":"Listening is an activity absorbing of the meanings of words and sentences by the brain. It leads to the understanding of facts and ideas, but listening takes attention, or sticking to the task at hand in spite of distractions. It requires concentration, which is the focusing of our thoughts upon one particular problem. A person who incorporates listening with concentration is actively listening. Active listening is a method of responding to another that encourages communication. One of the purposes of teaching listening is triggering students to be active listeners. Active listeners often must process messages as they come intentionally, even if they are still processing what they have just heard, without backtracking or looking ahead. In addition, listeners must cope with the sender's choice of vocabulary, structure, and rate of delivery. ","downloadable_attachments":[{"id":55867201,"asset_id":35982677,"asset_type":"Work","always_allow_download":false}],"ordered_authors":[{"id":57689775,"first_name":"Elva","last_name":"Yohana","domain_name":"iain-tulungagung","page_name":"ElvaYohana","display_name":"Elva Yohana","profile_url":"https://iain-tulungagung.academia.edu/ElvaYohana?f_ri=45289","photo":"https://0.academia-photos.com/57689775/17036040/19040348/s65_elva.yo.jpg"}],"research_interests":[{"id":45289,"name":"Teaching Listening","url":"https://www.academia.edu/Documents/in/Teaching_Listening?f_ri=45289","nofollow":false}]}, }) } })();</script></ul></li></ul></div></div><div class="u-borderBottom1 u-borderColorGrayLighter"><div class="clearfix u-pv7x u-mb0x js-work-card work_669063" data-work_id="669063" itemscope="itemscope" itemtype="https://schema.org/ScholarlyArticle"><div class="header"><div class="title u-fontSerif u-fs22 u-lineHeight1_3"><a class="u-tcGrayDarkest js-work-link" href="https://www.academia.edu/669063/The_Active_Empathic_Listening_Scale_AELS_Conceptualization_and_Evidence_of_Validity_Within_the_Interpersonal_Domain">The Active-Empathic Listening Scale (AELS): Conceptualization and Evidence of Validity Within the Interpersonal Domain</a></div></div><div class="u-pb4x u-mt3x"><div class="summary u-fs14 u-fw300 u-lineHeight1_5 u-tcGrayDarkest"><div class="summarized">Although several theoretical perspectives highlight the importance of listening, our field has largely neglected developing valid listening measures. The purpose of this paper is to provide a conceptualization and measurement of one type... <a class="more_link u-tcGrayDark u-linkUnstyled" data-container=".work_669063" data-show=".complete" data-hide=".summarized" data-more-link-behavior="true" href="#">more</a></div><div class="complete hidden">Although several theoretical perspectives highlight the importance of listening, our field has largely neglected developing valid listening measures. The purpose of this paper is to provide a conceptualization and measurement of one type of listening important to relational and individual well-being, active-empathic listening. Results from two studies provide evidence of construct validity of a self- and other-report version of the scale. The discussion focuses on directions for future research using this scale and for the need to develop additional measures that tap components of listening.</div></div></div><ul class="InlineList u-ph0x u-fs13"><li class="InlineList-item logged_in_only"><div class="share_on_academia_work_button"><a class="academia_share Button Button--inverseBlue Button--sm js-bookmark-button" data-academia-share="Work/669063" data-share-source="work_strip" data-spinner="small_white_hide_contents"><i class="fa fa-plus"></i><span class="work-strip-link-text u-ml1x" data-content="button_text">Bookmark</span></a></div></li><li class="InlineList-item"><div class="download"><a id="d44f2b546d34ad465c14f775cad1cb91" rel="nofollow" data-download="{"attachment_id":4083426,"asset_id":669063,"asset_type":"Work","always_allow_download":false,"track":null,"button_location":"work_strip","source":null,"hide_modal":null}" class="Button Button--sm Button--inverseGreen js-download-button prompt_button doc_download" href="https://www.academia.edu/attachments/4083426/download_file?st=MTczMjgwNDg0Miw4LjIyMi4yMDguMTQ2&s=work_strip"><i class="fa fa-arrow-circle-o-down fa-lg"></i><span class="u-textUppercase u-ml1x" data-content="button_text">Download</span></a></div></li><li class="InlineList-item"><ul class="InlineList InlineList--bordered u-ph0x"><li class="InlineList-item InlineList-item--bordered"><span class="InlineList-item-text">by <span itemscope="itemscope" itemprop="author" itemtype="https://schema.org/Person"><a class="u-tcGrayDark u-fw700" data-has-card-for-user="491102" href="https://olemiss.academia.edu/GrahamBodie">Graham Bodie</a><script data-card-contents-for-user="491102" type="text/json">{"id":491102,"first_name":"Graham","last_name":"Bodie","domain_name":"olemiss","page_name":"GrahamBodie","display_name":"Graham Bodie","profile_url":"https://olemiss.academia.edu/GrahamBodie?f_ri=45289","photo":"https://0.academia-photos.com/491102/167725/195455/s65_graham.bodie.jpg"}</script></span></span></li><li class="js-paper-rank-work_669063 InlineList-item InlineList-item--bordered hidden"><span class="js-paper-rank-view hidden u-tcGrayDark" data-paper-rank-work-id="669063"><i class="u-m1x fa fa-bar-chart"></i><strong class="js-paper-rank"></strong></span><script>$(function() { new Works.PaperRankView({ workId: 669063, container: ".js-paper-rank-work_669063", }); 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