Listening is a significant language skill to develop in second linguistic communication learning. Despite its importance, language learners consider listening as the nearly difficult language skill to larn. Since the role of listening comprehension in language pedagogy has been repeatedly emphasized, many teachers do not pay enough attention to its importance in their classes. In this paper, the researchers review some important issues apropos listening comprehension to provide a basis for developing listening skill in English language teaching. It starts with a definition of listening and listening comprehension, a brief discussion of reasons for listening, followed by reviewing listening comprehension process, the importance of listening, teachers' roles in listening comprehension, and talk over strategies, techniques, and goals of listening. The review of literature indicated that learners can meliorate their listening comprehension through the help of teachers, using suitable materials and activities, and practicing a lot.

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The Significance of Listening Comprehension in

English Linguistic communication Teaching

Abbas Pourhosein Gilakjani

Section of English Language Translatiodue north, Islamic Azad University Lahijan Branch, Lahijan, Islamic republic of iran

Narjes Banou Sabouri

Department of Linguistics, Payame Noor University, Tehran, Iran

Abstract—Listening is a significant language skill to develop in second language learning. Despite its

importance, linguistic communication learners consider listening as the near difficult language skill to learn. Since the office of

listening comprehension in language teaching has been repeatedly emphasized, many teachers do not pay

plenty attention to its importance in their classes. In this paper, the researchers review some important problems

concerning listening comprehension to provide a basis for developing listening skill in English language

pedagogy. It starts with a definition of listening and listening comprehension, a brief give-and-take of reasons for

listening, followed by reviewing listening comprehension procedure, the importance of listening, teachers' roles in

listening comprehension, and hash out strategies, techniques, and goals of listening. The review of literature

indicated that learners can ameliorate their listening comprehension through the help of teachers, using suitable

materials and human actionivities, and practicing a lot.

Index Terms— listening comprehension, reason, process, importance, role, strategies, techniques, goals

I. I NTRODUCTION

Listening comprehension is an important part of language learning. Learners want to empathize native speakers and

a lot of multimedia like DVDs and the Net. Listening is a significant skill to develop in second language learning

(Rost, 2001; Vandergrift, 2007; Kurita, 2012). According to Rost (2001) and Kurita (2012), a major divergence betwixt

more successful and less successful learners is related to their ability to use listening as an instrument of learning.

Listening skill is very important in foreign language learning because the key to larn a language is to receive

language input. According to Krashen, Terrell, Ehrman, and Herzog (1984) and Hamouda (2013) acquisition happens

when learnersouth have sufficient comprehensible input. Rost (1994) stated that listening is pregnant in language learning

because it provides input for learners and it plays an important part in the development of learners' language.

According to Krashen (1985) and Hamouda (2013), listening skill is an important chemical element in obtaining

understandable input. Learning will not occur if there isn't whatsoever input. Hasan (2000) and Hamouda (2013) expressed that

listening comprehension provides the appropriate situations for the acquisition and expansion of other 50anguage skills.

Rost (2002) expressed that the evolution of listening is related to the attainment of proficiency in speaking. He

connected that listening is the most important skill in language learning considering it is the most widely used language skill

in normal daily life.

Listening comprehension process provides beneficial intuitiondue south in teaching listening. Learner may find listening

comprehension skill hard to learn and this can as well provide teachers with opportunities to change their listening

exercises into more effective ones. Developing listening comprehension skill helps learners to succeed in language

learning to heighten comprehensible input. Since learners' self-reliance in listening comprehension will be increased,

they will be motivated to have admission to spoken English such as conversations with native speakers (Kurita, 2012).

Co-ordinate to Pourhosein Gilakjani and Ahmadi (2011), fiftyistening plays a meaning function in the communication

process. Ferris (1998), Murphy (1991), Vogely (1998), and Hamouda (2013) expressed that listening is the most

frequently used skill in the language classrooms. Therefore, information technology is obvious that fiftyistening is very of import for the lives of

students since it is used as a means of learning at all phases of instruction. Despite itsouthward significance in foreign language

learning, the pedagogy of listening comprehension has been overlooked in many EFL classes. Co-ordinate to Oxford

(1990), listening develops faster than the three other language skills and it tin make piece of cake the development of the other

language skills.

In this paper, of import issues concerning listening comprehension were reviewed . The researchers defined the terms

listening and listening comprehension, mentioned the reasons for listening, explained listening comprehension process,

stated the importance of listening, elaborated teachers' roles in in listening comprehension, and discussed strategies,

techniques, and goals of listening.

2. DEFINITION OF Fifty ISTENING

ISSN 1799-2591

Theory and Practice in Language Studies, Vol. 6, No. eight, pp. 1670-1677, Baronial 2016

DOI: http://dx.doi.org/10.17507/tpls.0608.22

© 2016 ACADEMY PUBLICATION

Listening has been defined past many researchers. Thomlison (1984) and Hamouda (2013) defined listening as the

power to recognize and understand what others are telling. This process includes understanding a speaker'due south

pronunciation, the speaker's grammer and vocabulary, and understanding of meaning. Morley (1972) said listening

involves auditory discrimination, aural grammer, selecting necessary information, remembering it, and connecting it to

the procedure between sound and class of significant (equally cited in Pourhosein Gilakjani & Sabouri, 2016).

Bowen, Madsen, and Hilferty (1985) demonstrated that listening is understanding the oral language. Students hear

oral spoken language, divide sounds, classify them into lexical and syntactic units, and comprehend the message (as cited in

Pourhosein Gilakjani & Sabouri, 2016). Listening is a procedure of receiving what the speaker says, making and showing

meaning, negotiating meaning with the speaker and answering, and creating meaning by participation, creativity, and

empathy. Listening is a complex process of interpretation in which listeners lucifer what they hear westith what they

already know (Rost, 2002 as cited in Pourhosein Gilakjani & Sabouri, 2016).

According to Goss (1982), listening is a procedure of understanding what is heard and organizing it into lexical

elements to which meaning tin can be allocated (as cited in Pourhosein Gilakjani & Sabouri, 2016). According to Purdy

(1997), listening is the process of receiving, making meaning from, and answering to spoken and/or nonverbal messages.

Rost (2009) told that listening is an agile and important mental ability. It aids u.s.a. to empathise the world effectually usa and

is one of the necessary elements in creating successful communication (as cited in Pourhosein Gilakjani & Sabouri,

2016).

3. DEFINITION OF LISTENING C OMPREHENSION

In that location have been unequalerent definitions of the term "listening comprehension." Rost (2002) and Hamouda (2013)

divers listening comprehension every bit an interactive procedure in which listeners are involved in amalgam meaning.

Listeners comprehend the oral input through audio discrimination, previous cognition, grammatical structures, stress

and intonation, and the other linguistic or nonorthward-linguistic clues (every bit cited in Pourhosein Gilakjani & Sabouri, 2016).

Nadig (2013) defined listening comprehension equally the various processes of understanding and making sense of spoken

language. These involve knowing speech sounds, comprehending the meaning of individual words, and understanding

the syntax of sentences (every bit cited in Pourhosein Gilakjani & Sabouri, 2016). According to Brown and Yule (1983) and

Hamouda (2013), listening comprehension is an private understanding of what he has heard and information technology is the listener'due south

ability to repeat the text despite the fact that the listener may echo the sound without real comprehension.

IV. REASONS FOR R EASONING

According to Bouach (2010), listening comprehension is useful for learners' pronunciation. That is, when learners are

more exposed to spoken English, they can more know and go used to its pitch, intonation, stress, redundancy, and

clusters. Wilson (2008) mentioned some other reasons for listening such as information gathering, enjoyment,

unanimity, evaluation, and criticism. In addition, the other reason behind listening isouthward to ameliorate theast speaking skill past

improving pronunciatiodue north.

There are a lot of reasons for listening. At that place are five main reasons for listening like to appoint in social protocols, to

exchange data, to bask yourself, to share emotions, and to exert control (Hborder 2000). Underwood (1989)

expressed that teachers should prepare their students for the following situations:

a. Attention a lesson. The purpose of this activity is to comprehend the major ideas and to recognize the main

information.

b. Listening to announcements, news, and atmospheric condition forecast. The main goal of listeners is to obtain pertinent

information.

c. Listening to plays, watching TV, or listening to a radio for amusement. The objective of this activity is to amuse

oneself.

d. Listening to someone delivering a speech. In this state of affairs, the listener is interested in opinions and attitudes of the

speaker.

due east. Following the instructions. The goal of the listener is to perform the function successfully.

5. 50ISTENING COMPREHENSION PROCESS

Schemata are the guiding structures in the comprehensiodue north process. The schema is a information structure for showing the

general concepts stored in retentiveness. Schema means an abstruse textual structure that the listener uses to understand the

text. The listener uses linguistic and situational cues about the new input to extract schemata. When a schema is

extracted, it becomes a guiding construction in comprehension. If there is harmony betwixt incoming information and the

schema, the listeners volition understand the text. The schema results in three basic modes of information processing:

bottom-up processing, top-down processing, and interactive processing (Pourhosein Gilakjani & Ahmadi, 2011).

A. Bottom-up Process

Bottom-upward processing is activated by the new data. The data pass into the system through schemata. Schemata are

formed from the most specific at the bottom to thursdaydue east most general at the height. In this process, listening decodes the sounds

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from the meaningful units to complete texts. Therefore, phonemic units are connected together to make words, words

are continued together to make phrases, phrases are connected together to make utterances, and utterances are

continued together to brand consummate and meaningful text. Certain incoming sounds precipitate schemata formed in a

listener's mind like the phonological knowledge, theastward morphological knowledge, and lexical and syntactical knowledge.

The listener uses hisouthward noesis of words, syntax, and grammar to work on grade in the bottom-up processing (Rubin,

1994 equally cited in Pourhosein Gilakjani & Ahmadi, 2011). This process is closely associated with the listener's linguistic

knowledge.

B. Top-downwards Procedure

Meridian-down processing uses groundwork noesis for understanding the meaning of a message. Summit-down

processing constructs general predictions based on general schemata and then looks for information to fit into these

schemata. The listener actively constructs the original meaning of the speaker using the new input. The listener uses

previous knowledge of the context within westwardhich the listening happens to comprehend what he/she hears. Context

includes noesis of the topic, the speaker or speakers, and their connection with the situation and with each other

and previous happenings. If theastward incoming information is unfamiliar for the listener, it can't excerpt his schemata and he

tin can simply depend on his linguistic cognition in listening comprehension. Thus, only depending on meridian-down processing

may leads to the failure of comprehension (Carrell & Eisterhold, 1983 as cited in Pourhosein Gilakjani & Ahmadi,

2011).

C. Interactive Process

According to the interactive processing, height-down and bottom-upwardly listening processing should be combined to each

other increase listening comprehension. The application of background knowledge data, contextual information,

and linguistic information makes comprehension and interpretation piece of cake. When the content of the textile is familiar to

the listener, he uses his background knowledge to make predictions which is proved by the northwardew input. If the content of

the listening text is unfamiliar to the listener, hdue east can only use his linguistic knowledge, particularly the lexical and

syntactical knowledge to sympathize information (Pourhosein Gilakjani & Ahmadi, 2011).

Comprehension involves perception, parsing, and utilization. Perceptual processing is the encoding of the auditory or

written message and information technology includes chunking phonemes from the continuous spoken communication). A person pays particular attention to

input and the sounds are kept in retention. While the input is in memory, the analysis of theastward language code begins and

encoding processouthward changes the input into meaningful representations (Anderson, 1995 equally cited in Pourhosein Gilakjani &

Ahmadi, 2011).

In the parsing process, westords are inverse into the mental representationorth of the combined meaning of words.

Suggestion is the mown unit of listening comprehension. In parsing, a 1000eaning-based representation of the original

words can exist kept in short-term memory and this representation is an brainchild of the original word sequences that

can multiply the original sequences or their planned meaning. The size of thursdayeastward unit processed depends on the learner's

language cognition, full general cognition, and style of presenting information. The purpose of segmentation is significant

that can be indicated syntactically, semantically, and phonologically. Listeners tin can accept some difficulties in

comprehending spoken linguistic communication by northative speakers if they are not familiar with the rules for segmentationorth (Anderson,

1985 as cited in Pourhosein Gilakjani & Ahmadi, 2011).

Retentivity span for target language input is shorter than for native language input. Complex input materials can be

difficult to understand in a 2nd language because they require combining of parsed segments in comprehension

process and putt an extra burden on short-term memory which can already be burdened with un-encoded parts of the

new input (Phone call, 1985 as cited in Pourhosein Gilakjani & Ahmadi, 2011).

Utilization procedure involves connecting a mental representation of the auditory meaning with existing cognition.

Existing knowledge is maintained in long-term memory as propositions or schemata. Connections between the new

input meaning and existing knowledge occur through which knowledge in long-term retentivity is activated so that it isouth

connected with the new meanings in short -term retentivity. Perception, parsing, and utilization processes are closely

continued to each other and can have place simultaneously in listening comprehension. According to Coakley and

Wolvin (1986, as cited idue north Pourhosein Gilakjani & Ahmadi, 2011) listening comprehension involves a listener due westho

brings previous knowledge of the topic, linguistic noesis and cognitive processes to the listening activeness, the aural

text, and the interactionorthward between the two.

VI. THE IMPORTANCE OF L ISTENINK

Listening comprehension needs more than concentration and a quick agreement is too required. When listening, a lot

of factors should be specifically paid attending. They are context, facial expressions, and trunk gestures that are very

of import for the listeners to facilitate the understanding of westhat is conveyed by speakers (Ziane, 2011).

Co-ordinate to Rost (1994) and Ziane (2011), listening comprehension is very important considering it is a process

through which we get input and without its comprehension learning does not happen. Doff (1995) and Ziane (2011)

represented that listening has a meaning effect on developing speaking. That is, due westdue east cannot develop our speaking

ability unless nosotros develop our listening skill. If a learner has a good listening ability in English language, it would be

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very like shooting fish in a barrel for him to mind to the radio, to study, watch films, or communicate with foreigners. Learners should have a

lot of practice and exposure to English language in order to develop this ability. Thereast is a relationship between listening to a

language and learning it. If we compare two learners; i is living in a land where the target language is the commencement

language and the other is living in a country where English is merely spoken in academic places. The divergence is that the

first learner can acquire English more than easily, effectively, and rapidly than the second one. Consequently, learners due northeed

equally much exposure to English language language every bit possible.

Co-ordinate to Hedge (2000), listening has an important role in everyday life and when people are eastngaged in

advice 9 percent is spent to writing, 16 percent to reading, 30 percent to speaking, and 45 percent to

listening which shows the southwardignificance of listening in the communication process. Lundsteen (1979) expressed that

listening is the first skill to appear. He continued that children heed before they speak. Hedge (2000) indicated that

modern social club likes to change from printed media towards sound and its members. Therefore, the southignificance of

listening cannot be ignored. He emphasized that listening is of slap-up importance in English language classrooms.

VII. T EACHERS ' ROLE IN FiftyISTENING A CTIVITIES

Teachers have a major responsibleness in their classes and they can have a great effect on their students to create

friendly atmosphere. Harmer (1991) and MachÑčkovÑ (2009) said that at that place are eight main roles for teachers:

A. A teacher as an Organiz er

In this role, teachers should explain what their students want to do, give clear instructions, and give a useful feedback

to their students. Teachers as well set the listening lesson and giveast obvious guidance to their learners.

B. A Instructor as a Controller

A teacher performs the whole lesson. It is a teacher's duty to arrange what students do, when they should speak, and

what language they should apply. Teachers also determine what students should do in the listening phases.

C. A Teacher every bit an Evaluator

Teachers evaluate their students and requite them a feedback on their functioning. They should evaluate the level o f

their students.

D. A Teacher as a Resource

In this role, teachers give their students the necessary advice and help them to solve their difficulties specifically

unknown vocabulary or grammatical patterns.

E. A Instructor as a Tutor

Teachers act every bit a coach and a resource and help their learners to develop ideas. Teachers assist their learners in every

phase and should help them towards predicting missing information.

F. A Instructor as an Investigator

Teachers observe the activities in their lessons and assess their leaners' performance. They evaluate the advantages of

listening activities.

G. A Teacher as a Prompter

Teachers urge their students and give recommendations toward activities that are carried out by their learners.

Teachers should support their students during every stage of listening activity so that they can exist successful.

H. A Teacher as a Participant

Teachers take part in the listening activities and must be aware of leading in these activities. They can improve the

classroom atmosphere. They participate in pre and post listening activities like discussions and function plays.

VIII. Due westHAT ARE THE STRATEGIES FOR D Due eastVELOPING LISTENING ?

Chamot and KΓΌpper (1989), Henner Stanchina (1987), Murphy (1985), O'Kalley and Chamot (1990), and Ak (2012)

have been interested in strategies for listening comprehension. Listening suggests are the skills raise strategies and can

exist divided into two groups; bottom-upward strategies and summit-downward strategies. Bottom-upward strategies concentrate on linguistic

features and urge students to analyze individual words for their meaning or grammatical structures before gathering the

meanings to form propositions. Top -down strategies concentrate on the overall meaning of phrases and sentences and

motivate students to use existent world schematic cognition to develop expectations of text meaning.

According to Vandergrift (1999) and Ak (2012), listening strategies are metacognitive strategies, cognitive strategies,

and and socio-affective strategies. Metacognitive strategies are mental activities for managing language learning which

involve planning, monitoring, and evaluating one' s undercontinuing. They involve thinking about the learning process

like selective attention and comprehension monitoring. Cognitive strategies are mental activities for using thdue east language

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to exercise a task that includes using item techniques to the learning task like explanation and deduction. Socio affective

strategies include cooperating with other learners or the teacher for explanation, and using particular techniques to

reduce apprehension. They involve activities such every bit questioning for clarification, cooperation, decreasing worry, and

self-encouragement. Mendelsohn (1995) and Ak (2012) expressed that it is very important for learners to apply

appropriate listening strategies in order to develop their ain listening skills. It is meaning for learners to use specific

strategies based on their own learning needs.

A written report was done Abdelhafez (2006). It was about the bear on of specific strategies on developing listening skills.

The results of this study indicated that grooming in metacognitive strategies helped learners develop their own listening

skills. In many other studies the findings indicated that more than-skillful listeners used strategies more oftentimes than less-

good listeners According to Chao (1997), Moreira (1996), Murphy (1987), O'Malley, Chamot, and Kupper (1989),

Rost and Ross (1991),Vandergrift (1997), Berne (2004), and Ak (202) more than practiced listeners use a lot of strategies and

tin can activate their existing linguistic knowledge to understand better.

IX. WestHAT ARE THE TECHNIQUES FOR DEVELOPING Fifty ISTENING ?

Rixon (1986) and Rubin (1995) stated that different techniques should be used in the classrooms like authentic

materials and engineering science. McBride (2009) and Rost (2007) expressed that the united states of americae of technology can promote the

expansion of listening comprehension by providing students with interesting materials. Authentic materials involve

songs, TV serials, movies, and documentaries and engineering science includes videos, computers, and the Internet. Authentic

materials and technology are closely interrelated to each other since technology is required to operate authentic

materials.

Jansen and Vinther (2003), Mc Bride (2011), Robin (2007), and Zhao (1997) and Ak (2012) indicated that the use of

technology while using authentic materials can solve difficulties encountered with accurate materials. Many studies

accept been washed concerning the impacts of technology and authentic materials into the classes on listening

comprehension. Γ– zgen (2008) examined the impacts of captioned authentic videos on 50istening comprehension. The

results obtained from this study represented that learners watching the videos with captions scored significantly higher

than the ones watching the videos without captioning. A study was carried out by Hayati and Mohmedi (2011) towards

the effect of videos with subtitles on listening comprehension. The researchers identified three groups: L1 subtitled

group, L2 subtitled group, and without subtitle kroup. The results revealed that the group with English subtitles

outperformed the other groups.

Unlike language skills should be used by learners to increase the development of each skill. It is casuistic to detach

skills when doing an action in a specific lesson. The use of different skills tin make the activities more meaningful,

motivate learners, and create interesting contexts. According to Fotos (2001), Hinkel (2006), Murphy (1991), Snow

(2005), and Ak (2012) listening can be used to improve other skills such as reading or speaking skills in all classes and

listening tin gain from specific skills such as pronunciation. Gilbert (1995) and Nunan and Miller (1995) emphasized

that developing listening skills with pronunciation is an effective strategy that should be used in English classes. In this

fashion, it is recommended that teachers instruct and improve listening past mixing it with pronunciation.

X. T HE GOALS OF LISTENING COMPREHENSION LESSONS

According to Paulston and Bruder (1976, as cited in Pourhosein Gilakjani & Ahmadi, 2011), listening

comprehension lessons have sure goals and all teachers and learners should be aware of these goals. They are as

follows:

1. Listening comprehension lessons should beast carefully and gradually planned. Listening activities progress from

simple to more complex while learners make it language proficiency.

2. Listening comprehension lessons should demand activeast student participation. Student participation is his/her

written answer to the listening comprehension material and immediate feedback on performance that can keep students'

business organization and motivation.

3. Listening comprehension lessons should provide a communicative necessity for remembering to develop

concentration. These 2 factors are very important in recalling and can be washed past giving the students the writing task

before listening to the material.

four. 50istening comprehension lessons should focus on conscious retentiveness job. Ane of the aims of listening is to

reinforce learners' recall to increase their memory capacity. 'Listening isouthward receiving, receiving needs thinking, and

thinking needs memory. It is impossible to split up listening, thinking, and remembering.

5. The focus of listening comprehension lessons is on teaching not testing. The aim of checking learners' responses is

just feedback that is a way of helping learners to know how they did and how they are advancing.

Xi. C ONCLUSION

In this paper, the researchers reviewed some important issues towards listening comprehension in English linguistic communication

instruction. Listening is very important in language considering it provides input for the learners and without comprehending

input, they cannot acquire annihilation. Listening comprehension is a complex skill that should be developed consciously. It

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tin be developed with exercise when learners consider the process of listening without the threat of assessment. The apply

of listening activities to examination students' comprehension results in worry and nervousness which sto ps the development of

listening comprehension strategies. The positive and effective use of strategies affects learners' cocky-concept, behavior,

and attitudes towards listening comprehension. This paper indicated the significant roles of teachers, listening strategies,

and techniques on improving the learners' listening comprehension. Through this paper, the researchers believed that if

learners desire to amend their listening skill, they should practise it a lot in the target language. The review of literature

indicated that learners should be provided with advisable materials and activities in westhich they tin can acquire how to

empathise the English 50anguage. Teachers should give learners the opportunity to heed to native speakers' speech,

should choose listening texts that areastward uttered past not-native speakers so that they can develop their listening skills and

exercise non get disappointed. When learners have developed their listening skills to a specified level, teachers can choose

texts spoken by native speakers as teaching materials and activities. Suitable teaching in listening comprehension can

subtract listening anticipation and provide a practiced basis for becoming independent learners who can effectively use

the listening process for learning. Finally, it can be concluded that guiding learners in the procedure of listening provides

them with the knowledge by which they can successfully complete a listening activity and puts them in control of their

learning.

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[30] Potato, J. M. (1991). Oral communication in TESOL: Integrating speaking, listening, and pronunciation. TESOL Quarterly,

15(1), 51-75.

[31] Nunan, D., & Miller, L. (1995). New Ways in Teaching Listening. Virginia: Teachers of English to Speakers of Other

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[32] O' Malley, J. K., Chamot, A. U., & Kupper, 50. (1989). Listening comprehension strategies in second language acquisition.

Applied Linguistics, 10 (4), 418-437.

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[34] Oxford, R. (1990). Language learning strategies: What every instructor should know. Bostonorth, MA: Heinle & Heinle.

[35] Γ– zgen, M. (2008). The use of accurate captioned video as listening comprehension material in English language language teaching.

(Unpublished Master‟due south Thesis) Selcuk University, Konya.

[36] Pourhosein Gilakjani, A., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners' English Listening

Comprehension and the Strategies for Improvement. Periodical of Language Teaching and Research, 2 (5), 977-988.

[37] Pourhosein Gilakjani, A., & Sabouri, Due north. B. (2016). Learners' Listening Comprehension Difficulties in English Language

Learning: A Literature Review. English Linguistic communication Teaching, ix(6), 123-133.

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[39] Robin, R. (2007). Learner-based listening and technological authenticity. Language Learning & Technology, xi(1), 109–115.

[xl] Rost, G. (1994). Introducing listening. London: Penguin books.

[41] Rost, Grand. (2001). Teaching and researching listening. London: Longman.

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235-273.

[44] Rost, M. (2007). I'm only trying to help: A part for interventions in teaching listening. Linguistic communication Learning & Technology,

11(ane), 102 –108.

[45] Rubin, J. (1995). An overview to A guide for the pedagogy of second language listening. In D. J. Mendelsohn and J. Rubin

(Eds.), A guide for the instruction of second language listening. (pp. 7-11). San Diego, California: Dominie Press, Inc.

[46] Snowfall, Thousand. A. (2005). A model of academic literacy for integrated language and content instruction. In E. Hinkel (Ed.),

Handbook of research in 2nd language teaching and learning (pp. 693-712). Mahwah, NJ: Lawrence Erlbaum.

[47] Underwood, One thousand. (1989). Education Listening. New York: Longman.

[48] Vandergrift, L. (199seven). Thdue east comprehension strategies of second language (French) learners: A descriptive study. Foreign

Language Annals, 30 (3), 387-409.

[49] Vandergrift, L. (1999). Facilitating second linguistic communication listening comprehension: Acquiring successful strategies. ELT Journal,

53(iii), 168-176.

[l] Vandergrift, L. (2007). Recent developments in second and foreign language listening comprehension research. Language

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[51] Vogely, A. J. (1998). Listening comprehension feet: Students' reported sources and solutions. Strange Linguistic communication Annals ,

31, 67-80. Retrieved December 5, 2015 from: http://dx.doi.org/10.1111/j.1944-9720.1998.tb01333.x.

[52] Wilson, J. J. (2008). Hodue west to teach listening. Harlow: Longman.

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49–68.

[54] Ziane, R. (2011). The Role of Listening Comprehension in Improving EFL Learners' Speaking Skil50. Instance Report: Second Year

Students (LMD) at Biskra University. Master's Dissertation, Ministry building of Higher Education and Scientific Research, Kinesthesia of

letters and Foreign Languages, English Devision, University of Biskra. Algeria.

Abbas Pourhosein Gilakjani has received his Ph.D. in TESOL from Universiti Sains Malaysia, Malaysia.

He is an assistant professor of TESOL. He is also a faculty member of English Translation Department at the

Islamic Azad University of Lahijan, Iran. Heastward has tzero English courses for over 17 years at three open

universities in Guilan, Islamic republic of iran.

THEORY AND Do IN Language STUDIES

© 2016 University PUBLICATION

Narjes Banou Sabouri is an assistant professor of Linguistics. She is also a faculty member of Department of Linguistics at the

Payame Noor University of Rudsar, Guilan, Iran. She has taught English language courses for over viii years at Payame Noor University of

Rudsar and Rasht, Islamic republic of iran.

THEORY AND Do IN LANGUAGE STUDIES

© 2016 Academy PUBLICATION

... Goh (2000) stated that it is very important to teach listening strategies to students. In dissimilarity, Gilakjani & Sabouri (2016) mentioned that information technology is very important for teachers to help students develop the necessary strategies of listening comprehension (eg. listening for understanding detail data, listening for the main ideas, explanation and inference, and listening for intended meaning) through providing dissimilar tasks and activities at different levels. ...

... The bottom-up model is the strategy in which the listeners use linguistic knowledge clues; namely, phonemes, syllables, words, phrases and sentences to sympathize the meaning in the context they are listening to (Solak & Erdem, 2016;Gilakjani & Sabouri, 2016;Brown, 2007). Some other caption indicates that bottomup processing is a text based approach where the listener counts on the linguistic communication in the message; specifically, the combination of sounds, words, and grammar that creates significant. ...

... The top-downward model on the other mitt is the strategy where listeners employ context and previous noesis most the topic, genre, civilisation and other schema knowledge stored in long-term retentiveness to look for information to decide the meaning of speech besides every bit dynamically constructing the original meaning of the speaker using the new input (Brownish, 2006;Solak & Erdem, 2016;Wang & Hu, 2018;Gilakjani & Sabouri, 2016;Tyagi, 2013). Another view of the elevation-down model points out that the process of acquiring unlike cognition does not occur in the fixed sequences. ...

  • Nangsamith Each Nangsamith Each

The aims of the present study were to investigate the furnishings of Mobile-Blended Cooperative Learning (MBCL) on EFL students' listening comprehension and to examine Cambodian EFL students' opinions toward the use of Mobile-Blended Cooperative Learning (MBCL) on listening comprehension. A course of thirty students (Male person=12, Female=18) was purposely selected from an intermediate class to participate in the report. They were all enrolled in the English language for Adults plan at the University of Battambang (UBB) for the academic year 2019. A combination of quantitative and qualitative research methodologies were implemented as the sources for information drove over a flow of 8 weeks in a single grouping pre-test/post-test design. Pre-test and postal service-examination instrument were used to collect data regarding the listening enhancement after in course instruction and MBCL website. A 20 items questionnaire and semi-structured interview were administered after the experiment to check students' opinions toward Mobile-Composite Cooperative Learning (MBCL). The results of the pre-test and mail service-exam scores indicated that there were significant differences at p=0.000 (p<0.05). Every bit a result, students enhanced their listening comprehension with average scores of pre-test (Chiliad=12.43, SD=v.23) and the average scores of mail service-test (One thousand=16.03, SD=4.65). In addition to this, the results from questionnaire and semi-structured interview revealed that students had positive opinions toward the apply of Mobile-Blended Cooperative Learning (MBCL) on listening comprehension at the average score of iv.21 (SD=0.61). The reason for their positive opinion might come from the user-friendly website on mobile devices, convenience, fun, motivation also as improving other skills (speaking, vocabulary, grammar, and pronunciation). During this COVID-19 pandemic, the implementation of Mobile Blended Cooperative Learning (MBCL) can help students learn language conveniently especially listening comprehension if the linguistic communication teachers are flexible and offer appropriate materials.

... According to Tyagi [2], successful listening comprehension includes distinguishing between sounds, recognizing the significant of words, recognizing the grammatical clusters of phrases, recognizing the utterances and sets of statements that make sense, integrating linguistic cues to nonlinguistic and paralinguistic prompts, utilizing background data to anticipate and verify interpretation, and remembering vital thoughts and phrases. e importance of listening comprehension at the early stages of L2 learning lies in the benefits information technology brings to L2 learners, including cognition, productivity, usefulness, and emotion [3,4]. e intellectual benefit of early listening appointment is that information technology offers L2 learners more opportunities for acquiring L2 naturally. ...

... east intellectual benefit of early listening engagement is that it offers L2 learners more opportunities for acquiring L2 naturally. Listening comprehension should come first because identification knowledge is needed to process and decode auditory data, whereas retrieval information is necessary to encode and create spoken language [4]. e side by side advantage of listening comprehension is efficiency, as L2 learning is more efficient when there is no demand for learners to speak immediately. ...

... To hash out the findings more than, information technology may be argued that during the reconstruction phase, the students could work in groups to generate their versions of the original texts [iv]. is, in turn, might have offered the students the chance for understanding the essence of the text and creating the correct grammatical structures. ...

  • Maryam Elahifar
  • Fatemeh Ebrahimi
  • Zeinab Azizi

The nowadays report aimed to investigate the effects of using dicto-gloss every bit a while-listening activity for improving EFL learners' listening comprehension in Islamic republic of iran. To fulfill the objectives of the study, 80 high schoolhouse female students were selected using a random sampling method, and they took the Oxford Quick Placement Examination (OQPT). A total of twoscore students whose scores fell between i SD below and in a higher place the hateful were selected and randomly assigned to the experimental group and control group. Then, the groups went through a pretest, intervention (lasted 10 sessions, held once a week), and posttest procedure. The nerveless scores were analyzed using an independent sample t-test. The findings revealed that the experimental grouping outperformed the control grouping. The results indicated that using dicto-gloss equally a while-listening activity can meliorate significantly the Iranian EFL learners' listening comprehension. The study ends with offering some implications.

... One of the most unremarkably used skills for communication is listening comprehension, peculiarly in English. It is considered the most difficult language skill to study (Gilakjani & Sabouri, 2016). Many students cannot get the information in English ideally because they have a trouble learning English, peculiarly in listening comprehension (Marleni, 2016). ...

... Second, teachers can use video to help students get better speakers of English. As well, students accept the opportunity to view the recording on video more than than once (Gilakjani & Sabouri, 2016)(Justsinta Sindi Alivi*, 2016. ...

  • Lusi Marleni Lusi Marleni
  • Nurhidayah Sari
  • Vitri Angraini Hardi

This research aims to determine whether at that place is an effect of using video as media on the students' listening comprehension in an online class in the academic year 2020/2021. This enquiry is pre-experimental. It involved 24 students in class. The grade was taught by using video every bit media as the treatment in the class. The data were analyzed quantitatively past using the T-test formula. The result shows that the students listening comprehension in the post-test are college than pre-test. The information assay can exist seen in many students who get a good score in the class by using video. Information technology can be concluded that video in teaching listening comprehension in an online class is an influential media. As aresult, π‘‡π‘π‘œπ‘’π‘›π‘‘is 7,03 and π‘‡π‘‘π‘Žπ‘π‘™π‘’is i,68. In this case, the boilerplate score is 72. The utilise of video for listening comprehension is ane of the alternative media in online course.

... All the same, this is simply a brusk-term strategy and does not always help them to exist more proficient in listening (Wallace, 2012). This is because if the listening context is unfamiliar, information technology is unable to evoke whatsoever schema, or the schema is incompatible with the speaker'south intended significant (Gilakjani & Sabouri 2016). Therefore, inquiry past Chiu (2006) and Gilakjani and Sabouri (2016) has pointed out that it is all-time to combine both processes in teaching listening comprehension, and for teachers to detect a residuum between language/word-focused listening and meaning-focused listening (Newton & Nation, 2020). ...

... This is because if the listening context is unfamiliar, it is unable to evoke any schema, or the schema is incompatible with the speaker's intended meaning (Gilakjani & Sabouri 2016). Therefore, inquiry by Chiu (2006) and Gilakjani and Sabouri (2016) has pointed out that it is best to combine both processes in teaching listening comprehension, and for teachers to observe a remainder between language/word-focused listening and meaning-focused listening (Newton & Nation, 2020). This is known as interactive processing. ...

  • Chen May Oh Chen May Oh

This study investigated the utilize of iii-phase lessons involving bottom-upwards listening, top-down listening, and interactive listening process in improving pre-university, L2 students' listening skills. These lessons aimed at addressing the consequence where the focus of listening activities has sometimes go a production approach rather than a process arroyo. Hence, instead of instruction listening, listening activities have become a testing of students' listening abilities. The proposed 3-phase lessons, involving various activities, emphasises the process approach. These were used equally the intervention between the pre-test and mail-examination of the report. Phase 1, lesser-up processing, focused on vocabulary recognition; whereas Phase ii, pinnacle-downwards processing, focused on deriving information and significant from the text. Both of these initial phases involved predicting keywords and data as well. Stage three, interactive processing, involved generating questions and dialogue based on the information retrieved. The results from a class of 20 students with low-level language proficiency were examined after the five-month research bike. Findings showed that at that place was a meaning increase in the post-examination scores, and students developed more than confidence in attempting listening tasks. This was due to exposure to pre-taught vocabulary, activation of background knowledge, and the instructor's encouragement and assurance when students made mistakes. Other elements involved in listening comprehension skills, such as familiarity with the recorded speaker's emphasis and reading speed through repeated listening, and having carefully selected, authentic materials used in varying stages, were also discussed. Overall, the approach used in the three-stage lessons which focused on the bottom-up, top-down and interactive listening procedure were effective in improving L2 students' listening skills in the long term.

... Therefore, the use of YouTube videos as a medium of educational activity was easier to sympathize. Hedge (2000) equally cited in (Gilakjani & Sabouri, 2016) states that modern social club respects the modify from printed into sound media and other media like audiovisual. ...

  • Agus Agung Canis Cahyana

The report aimed to investigate the use of YouTube video in learning English as a foreign language in terms of the implementation, students' opinion in English skill comeback after the implementation of YouTube video, the problem faced by teachers and students, and students' perception toward the use of YouTube video in learning English. The respondents were 5 tenth form English language teachers and 35 tenth grade students. This study used embedded mixed-method as the research design. The data were gathered past distributing questionnaires, and were analyzed by using SPSS. The issue of the written report revealed that: a) the teachers could implement the technique since the teachers used YouTube video technique to target several skills in English. The students had positive opinion about the improvement obtained in learning English language. The students also mentioned that the implementation of this technique was able to decrease the monotonous teaching and increase the motivation in learning English. However, some problems occurred while the grooming of the assessment procedure in implementing YouTube video technique such as the internet connection and the students' readiness. The teachers needed to develop the technique to increase the students ameliorate understanding of the topic. The issue of this study was found out the implementation of YouTube videos in instruction and learning English was showed a positive impact on students' English acquisition and helpful for teachers in delivering the topic to students and the result was in line with the finding of the previous study. Still, at that place were some additional findings in this present study such as the problem the way teachers implemented this technique, the students' opinion in English skill improvement, and the students' perception toward the implementation of the YouTube video technique.

... Nevertheless, retentiveness strategy seems to be effective after conducting a lesson with them. Listening is a very crucial component in a certain linguistic communication as it gives input for the pupils and without understanding the input, they volition non be able to learn anything regarding the language (Gilakjani & Sabouri, 2016). In order for pupils to obtain this skill particularly in English, the researchers have suggested ways to effectively better their listening skill as good language learners. ...

Multimodal inputs (both auditory and visual) in the forms of films and videos accept long been used in didactics EFL listening comprehension. Previous studies have shown that listening while watching videos can significantly aid students' comprehension. Notwithstanding, videos were rarely used equally testing materials since they contained more than than aural input so they did not 'really' exam listening. This written report explored the extent to which multimodal testing materials can be used in testing listening comprehension for EFL students and how the results would differ from that of mono modality testing materials. The participants were 100 students of the English language Department, Bina Nusantara University (henceforth Binus) University Jakarta. The researchers gave them ii kinds of tests: the video listening examination (VLT) and audio listening test (ALT). The materials were two short videos from YouTube. The first examination, ALT was given afterward the participants listened to the videos twice. On the contrary, VLT was administered after they watched the videos twice. To examine the differences in the effects of VLT or ALT on EFL students' functioning in listening comprehension, the data were analyzed quantitatively. The results indicate that students got amend scores for VLT compared to ALT. The findings imply that students' performance in listening comprehension is significantly improved with multimodal testing materials

  • Sereyrath Em Sereyrath Em

1 of the most crucial talents in the English language is listening. This study used a combination of approaches. The goal of this report was to find out why high school EFL students take problem understanding what they are hearing and to make recommendations on how to enhance listening skills in the classroom and in students' listening comprehension abilities. 112 EFL students from Kith Meng Brasat Loftier Schoolhouse were employed in this study, with 97 girls and 15 males ranging in age from 14 to 18 years old. A questionnaire and an unstructured interview were employed to get together data. According to the conclusions of this report, 'length and speed of listening,' 'unfamiliar vocabulary,' and 'accent' are the most of import aspects that influence EFL learners' listening comprehension. The findings, which were based on the students' responses and data assay, were significant and may help EFL learners enhance their English listening comprehension skills.

  • Sereyrath Em Sereyrath Em

1 of the most crucial talents in the English language linguistic communication is listening. This report used a combination of approaches. The goal of this study was to detect out why high school EFL students have trouble agreement what they are hearing and to make recommendations on how to enhance listening skills in the classroom and in students' listening comprehension abilities. 112 EFL students from Kith Meng Brasat High Schoolhouse were employed in this written report, with 97 girls and 15 males ranging in age from xiv to xviii years old. A questionnaire and an unstructured interview were employed to gather data. According to the conclusions of this study, 'length and speed of listening,' 'unfamiliar vocabulary,' and 'accent' are the nigh important aspects that influence EFL learners' listening comprehension. The findings, which were based on the students' responses and data analysis, were significant and may help EFL learners enhance their English listening comprehension skills.

  • Jayson R. Salvador

This report aims to decide the levels of status of the roles of the teachers and behavior of the students in English language online altitude learning during the first and 2d grading periods of the school yr 2020-2021. There are 90-five (95) students who participated in the study. The instrument used to gather information was the questionnaire. Employing the descriptive survey method of inquiry, the teachers' roles are examined into three categories. These categories are teachers' affective roles, teachers' planner roles, and teachers' managerial roles during the English online altitude learning. The roles accept x-detail descriptors to describe the online distance learning teachers. The students' behavior is examined into 3 categories, too. These categories are students' behavior when reading, students' beliefs when writing, and students' behavior when viewing and listening during their English online distance learning classes. Each office has 10-detail descriptors to depict the behavior of the students. This study hypothesized that there is no pregnant relationship of the teachers' roles and the students' behavior in English language online distance learning during the outset and second grading periods of the school yr 2020-2021. To test the significant human relationship between the teachers' roles and students' behavior, correlation assay is used.

Listening is one of the most of import skills in English language language learning. When students heed to English linguistic communication, they face up a lot of listening difficulties. Students have disquisitional difficulties in listening comprehension considering universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attending to this important skill in their classes. In this paper, the researchers reviewed the terms listening, listening comprehension, listening comprehension strategies, and listening difficulties. The review of literature indicated that when teachers are aware of students' learning difficulties they tin can help them develop effective listening strategies and finally solve their difficulties in listening and improve their listening comprehension abilities.

Listening plays a significant role in daily communication and educational procedure. In spite of its importance, l istening has long been the neglected skill in second language acquisition, research, teaching, and assessment. However, in recent years at that place has been an increased focus on L2 listening power because of its perceived importance in langu historic period learning and educational activity. The study tries to find the factors influencing English listening comprehension and the strategies to be taken that might amend students' listening comprehension. The paper focuses on 4 main issues. First, it discuss es the d efinition of listening, significance of listening . Second, it reviews the process of listening comprehension , strategies of listening comprehensi on. Third, assay of listening comprehension issues is reviewed. Quaternary, teaching methods for listening com prehension volition exist discussed. Fifth, researchers review teaching listening activities. 6th, general principles in education listening comprehension are discussed. Findings based on the review of the literature along with assay of the data are of great significance and tin exist advantageous to improve EFL learners' English listening comprehension skill

  • Anita Jones Vogely Ph.D Anita Jones Vogely Ph.D

The anxiety that accompanies the listening comprehension (LC) task is difficult to detect, but potentially one of the most debilitating, because in order to interact verbally the listener must showtime understand what is being said. With the instructional emphasis on input processing, LC feet merits closer examination. Enquiry shows that in order to exist constructive listeners, learners must exist able to actively and strategically participate in the listening process within a low-anxiety classroom environs. Recognizing the effect of anxiety on listening is the start step; the next is to uncover the sources of LC anxiety and advise solutions. This study presents the sources and solutions to LC feet as reported by foreign language students and discusses the pedagogical implications that relate to the results.

  • JE Berne

Numerous studies related to listening comprehension strategies have been published in the by two decades. The present study seeks to build upon ii previous reviews of listening comprehension strategies research. Of particular involvement in this review are studies dealing with the types of cues used by listeners, the sequence of listening, differences between more- and less-proficient listeners, listening strategy education, strategies versus tactics, and identifying listening issues. This review first summarizes the findings of a number of studies in each of these areas. Based on these summaries, the review then posits some general conclusions and suggests directions for future research. The review demonstrates that listening comprehension strategies take been and keep to be a very fruitful expanse for researchers to explore.

  • Michael Rost Michael Rost

Now in its tertiary edition, Teaching and Researching Listening renews its commitment to provide linguistic communication educators, practitioners, and researchers in the fields of ESL, TESOL, and Applied Linguistics with a country-of-the-art treatment of the linguistic, psycholinguistic, and pragmatic processes underpinning oral language utilise. This revised edition incorporates signifi cantly updated sections on neurological processing, pragmatic processing, automated processing, and businesslike assessment, also as coverage of emerging areas of interest in L1 and L2 instruction and research. Boxes throughout such as "Concepts" and "Ideas From Practitioners" aid to both reinforce readers agreement of the topics covered and ground them in a practical context. In addition, the updated section "Exploring listening" provides access to a range of tools and technologies to explore new perspectives on listening. Combining detailed overviews of theunderlying processes of listening with an exhaustive set of practical resources, this third edition of Teaching and Researching Listening serves as an authoritative and c omprehensive survey of problems related to teaching and researching oral advice for language teachers, practitioners, and researchers.