• English Language & Literature Teaching
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• v.11 no.2
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• pp.35-50
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• 2005

Thirty six EFL freshman students at the College of Languages and Translation, King Saud University, Riyadh, Saudi Arabia were given a dictation, a listening comprehension test and a decoding test. The purpose of the study was to find out whether EFL freshmen students' spelling ability correlates with their listening comprehension and decoding skills. Data analysis showed that the typical EFL freshman student misspelled 41.5% of the words on the dictation, gave 49.5% correct responses on the listening comprehension test, and 52% correct responses on the decoding test. The median and mean scores showed that the subjects' spelling, listening and decoding achievement is low, which implied that the subjects were having spelling, listening comprehension and decoding difficulties. The students' spelling errors and correct listening comprehension and decoding responses revealed strong correlations between spelling ability, listening comprehension and decoding skills. This means that good spelling ability in EFL is related to good listening comprehension and good decoding skills. The better the listening comprehension and decoding abilities, the fewer the spelling errors. When listening comprehension and decoding skills are poor, spelling ability is also poor. Recommendations for spelling, listening and decoding instruction are given.

• English Language & Literature Teaching
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• v.16 no.1
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• pp.101-122
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• 2009

This study was purposed to discuss an educational concept of listening potential in ESL/EFL contexts as a counterpart of the reading potential concept in L1 contexts. As a preliminary condition for the concept of listening potential, this study investigated a relationship between reading and listening proficiency of ESL/EFL learners, focusing on roles of grammar knowledge in reading and listening comprehension. Reading and listening comprehension and grammar knowledge test scores of 231 Korean college students studying at a university in the U.S. were analyzed for this study. This study found that there was a positive correlation between reading proficiency and listening proficiency of Korean ESL college students. Grammar knowledge played significant roles accounting for reading and listening comprehension. Furthermore, this study found a difference between the reading proficiency and the listening proficiency across the stages of language development. However, results of this study did not empirically verify the concept of listening potential.

• Speech Sciences
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• v.14 no.3
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• pp.21-29
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• 2007

The necessity for improving the English listening ability of Korean learners has been emphasized since the ultimate goal of English education converted to CLT(Communicative Language Teaching) in Korea. Verbotonal Approach as an auditory-based strategy has been proved to be effective substantially in maximizing the listening skill of spoken foreign language. The purpose of this study is to find out an efficient way of improving listening ability for Korean middle school students by employing OFH(Optimal Frequency of Hearing) using Tonality Word Sentence Test, before & after using Listen II Verbotonal training unit based on VTS(Verbotonal System). The results of the listening tests showed that the listening ability of the subjects increased by 16.7% on the words and by 5.5% on the sentences after using Listen II, compared with before using Listen II and that the improvement rate of listening ability on the level of words is much higher than that on the level of sentences. From the results, we can come to a conclusion that training the listening skill with words in mid-tonality and low-tonality based on OFH might give a great positive effect in improving listening ability for Korean learners of English.

• Proceedings of the KSPS conference
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• 2004.05a
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• pp.245-249
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• 2004

The aim of this paper is to show the possibilities of the proficiency -based and integrated teaching of High School English reading and listening based on sense group and utterance restructuring. The proficiency -based and integrated listening and reading activities in stages are as follows. Step1, students fill in the blanks with strong or weak sounding words according to their abilities. Step2, speak along (track) based on restructuring and post-lexical phenomena while listening to the sentence. Step3, read and understand directly the passage, which have been marked the differentiated places where a native speaker of English would beat all likely to pause. Students need to listen to spoken English, so they recognize words in written and spoken form. They must be familiar with suprasegmental features, stress and rhythm, and post-lexical phenomena during reading activities.

• International Journal of Contents
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• v.11 no.4
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• pp.15-24
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• 2015

The purpose of this study was to investigate the effect of the use of video resources on improving listening comprehension. 86 students enrolled in a summer session at a Korean university participated in the study. They were assigned to one of three groups based on the results of their TOEIC test scores: 29 students were assigned to the low group, 29 students to the intermediate group, and 28 students to the advanced group. Each group studied the same lessons using authentic video materials. They were taught for 10 sessions over three weeks. The pre- and post-test design helped to determine whether authentic videos were effective in improving listening skills for all proficiency levels. In addition, a questionnaire investigated students' perceptions toward using video resources. Paired sample t-tests, ANOVAs, and an ANCOVA were utilized to identify significant differences. It was concluded that in the intermediate and advanced proficiency groups, the students' listening skills increased significantly after learning with videos. In addition, listening improvements among the intermediate and advanced students were much greater than those of the low proficiency group. As for students' perceptions toward using video resources for improving their English listening skills, they responded positively. Based on these findings, pedagogical implications are suggested, and future studies will be discussed.

• Proceedings of the KSPS conference
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• 2003.05a
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• pp.163-167
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• 2003

Intonation as suprasegmental phonetic features conveys meanings on the postlexical or utterance level in a linguistically structured way. It includes three aspects: tunes, relative prominence, and intonational phrasing. In this article, I will treat how prosodic phrasing is functionally related to the listening comprehension of English by analysing the students' errors of listening comprehension. When utterance meaning is conveyed, it is realized to be divided into intonational phrases. The small intonational phrase is regarded as an intermediate phrase which has a primary accent and a phrase tone or audible break. Most students' errors of listening occurred with linking pronunciation in the intermediate phrases of the fast speech. Thus through the smallest unit with tune we can help students improve their pronunciation and listening ability of English.

• Journal of Digital Convergence
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• v.16 no.8
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• pp.19-26
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• 2018

In an effort to investigate the effects of chatbots on English listening and reading skills, 46 college students participated in the current study. Participants consisted of first-year students who enrolled in an English class at a university in South Korea. They were randomly divided into two groups: one experimental group (n=24) and one control group (n=22). During 16 weeks, the experimental group engaged in chats with a chatbot, named Elbot, while the control group did not. There were pre- and post-tests to confirm the effects of the chatbot usage. Major findings are as follows: First, participants in both groups significantly improved listening and reading skills. On the post-listening test, however, the experimental group showed more improvements. Their listening proficiency level improved from intermediate to advanced level after engaging in chat with the chatbot. Limitations and implications for theory and practice are discussed at the end.

• English Language & Literature Teaching
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• no.6
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• pp.1-24
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• 2000

Listening comprehension is an integrative and creative process of interaction through which listeners receive speakers' production of linguistic or non-linguistic knowledge. Compared with reading comprehension, it may arouse difficulties and thus impose more burdens on foreign learners. The Audio-Lingual Method focused primarily on speaking. Mimicry, repetition, rote memory, and transformation drills actually interfered with listening comprehension. So learners lost interest and were not highly motivated. Improving listening comprehension requires continual attentiveness and interest. Listening skill can be extended systematically only when students are frequently exposed to a wide range of listening materials with an affective, cultural, social, and psycholinguistic approach. Therefore, teachers should help students learn how to comprehend intactly the overall meaning of intended messages. The literature on teaching listening skill suggests various useful activities: TPR, dictation, role playing, singing, picture recognition, completion, prediction, seeking specific information, summarizing, labeling, humor, jokes, cartoons, media, and so on. Practical classroom teaching necessitates a systematic procedure in which students should take part in meaningful tasks/activities. In addition to this, learners must practice listening comprehension trough a self-study process.

• Speech Sciences
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• v.7 no.2
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• pp.157-175
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• 2000

The aim of this paper was to diagnose Korean college students' listening skills on the TOEFL. The researchers identified which section, among the TOEFL listening Part A, B, and C, is most easily teachable/ improvable during the period of a semester. First, the result of this research shows that Korean students tend to have lower scores in Part A than Part B or Part C. The results indicate that the short informal conversation doesn't give sufficient clues to students, and they don't have enough time to infer the answer. Second, the results revealed that. students showed the lowest progress in Part B after they studied TOEFL listening items and essential idioms for the listening section for 13 weeks. Because students didn't have much experience learning the informal conversation as opposed to the formal one in English, it is harder to achieve an improved grade in Part B, which consists of the informal conversation. But after a semester-long listening course, the average score on TOEFL listening sections increased.

• Speech Sciences
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• v.14 no.1
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• pp.63-72
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• 2007

In this study, the researchers evaluate the hypothesis that the reaction time (RT) in the brain is largely dependent on age and gender. The researchers tested English and Korean words using two types: reading as visual stimuli, and listening as auditory stimuli. The E-Prime program installed in functional magnetic resonance imaging (f-MRI) was used. There are 136 Korean subjects in three groups: 30 children (5th and 6th grade elementary school students), 76 young adults (college students), and 30 adults (35-53 years old). In the listening test, the variation for the two languages was different among the three age groups, regardless of gender, whereas the data did not show meaningful differences in the reading test. The findings will provide some meaningful information regarding perception and acquisition of a foreign language.