In addition to appreciatory, informational, evaluative and understanding listening, modern scholars have added creative listening in order to bring the listening behavior to higher thinking teaching-and-learning levels. …
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This dissertation attempts to take the concept of creative listening to task as a development method to assist Second Language Learners in developing creative listening and linguistic communication skills. Second Language Learners are a language minority in such English speaking countries as the United States and the United Kingdom. Inculcating literacy among these learners is a present-day critical challenge since English literacy is essential to their academic achievement, and to educational and economic opportunities beyond schooling. Given the phenomenon that minority learners are increasing owing to immigration and birth rate conditions, there is the added fact that without English literacy, this language minority group will not fare well in school achievement.. Already, statistics show that 51 percent of minority learners do not finish high school compared with only 10 percent of English speaking learners who do not complete secondary education. (National Center for Educational Statistics). Meanwhile, listening skills belong to the unattended self-improvement skills being developed in schools. While much training is given to reading, writing, arithmetic and science, the listening part of the communication process is bypassed or presumed to be virtually learned. Research studies, however, makes a revelation, namely that untrained listeners are very low— lower than 50 percent—on proficiency in learning. ...
While much training is given to reading, writing, arithmetic and science, the listening part of the communication process is bypassed or presumed to be virtually learned. Research studies, however, makes a revelation, namely that untrained listeners are very low— lower than 50 percent—on proficiency in learning. This should not be surprising since various studies also state that people, including school learners, may spend 45 to over 50 percent of their communication time in the listening act. It appears most timely and important therefore that the educational system should give adequate attention to the improvement of listening skills among learners. This dissertation makes two assumptions: 1. Creative listening and linguistic communication skills can be developed along the new paradigm of multiple intelligence learning, and 2. A program patterned along multi-intelligence activities can be devised to respond to the need to develop creative listening and linguistic communication skills. Creative Listening Skills To focus on the listening act itself, it is necessary to remove the misconception that hearing and listening are the same. At times, we may have heard someone complaining, “I hear you, please don’t shout at me.” This is to recognize the physiological process that occurs when sound is received by man’s hearing apparatus. People may hear, however, but they may not be listening in the sense of recognizing the meaning of those sounds, such as the internal anger or anguish expressed by the speaker. Developing listening for meaning is therefore a must. Developing listening to create constructive ideas and action, such as behavioral change, can therefore be very beneficial to society, inclusive of social relationships
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These students have different needs and are stigmatized by the negative thoughts and prejudices that many teachers have, which are carried over from their own life experiences (Harper and Davis, 2012). African American males are often seen as not willing to work or not ready for college.
Language can serve as a powerful tool if the writer knows it well. Usually people have little difficulty in expressing themselves orally and in writing in their mother tongue but narrating experiences, expressing ideas and composing text in another language is a daunting task.
As the modern world’s social systems and economic systems become more entangled, effective communication skill in English language prolong to be the utmost significance. Therefore, both teachers of ESL programs and second language learners provide maximum attention in adopting various methods and teaching strategies for ESL programs.
But the major hindrance for them is they lack the day today atmosphere which is needed to keep in touch with the language, and which the native people easily get. It has also been described in this paper how the virtual games are used as a core material for teaching English and what type of games are used while teaching English on the four basic language skills, Listening, speaking, reading and writing.
1Quantitative and Qualitative Methods 30 3. 2Research Design 32 3.2.1Justification for Choosing Questionnaire 32 3.2.2Development of the Questionnaire 33 3.2.3Questionnaire structure 34 3.2.4Translations of the Questionnaire 35 3. 3Validity and Reliability 36 3.
Discussion 14 5. Conclusion 18 References 20 Appendix 23 Abbreviations used ALT Assistant Language Teachers CLT Communicative Language Teaching EFL English as a Foreign Language JALT Japan Association for Language Teaching JET The Japan Exchange and Teaching Program JTE Japanese Teachers of English L1/2 First/Second Language MEXT Ministry of Education, Culture, Sports, Science and Technology Japanese terms Juken Eigo English for the purpose of entrance examinations (or simply ‘English for exams’) Monbukagakusho National Ministry of Education, Science, and Culture of Japan Yakudoku Word by word translation of written English into Japanese The extent to which it is appropriate or possible
This skill however has not been attributed with sufficient considerations in the field of ESL/EFL learning. Various authors considered instructional issues for major studies of ESL/EFL teaching in various countries like Canada and Singapore (Brown, 2008; Field, 2008).
Hasan (2000) establishes that many EFL learners experience difficulties in comprehending natural spoken English that is delivered at normal speed in a study that reports listening problems experienced by learners in the EFL classroom in the ESP Centre that is located at Damascus University.
The data collected was then subjected to analysis using the SPSS software where the frequencies, mode, and other quantitative aspects of the data were analyzed. The questionnaires were a set of questions where the respondent was supposed to pick either strongly agree, agree, disagree and strongly disagree.
On the other hand edTPA can be treated as one way of professionalizing teaching as educators are trained and evaluated by qualified teachers. It is one way of sieving in order to obtain the best educators through a well-designed rubric.
It should be
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