Oxford Skills World Listening With Speaking 5 Audio Download

Communicative Language Teaching (CLT) is instruction that makes communicative competence a principal learning goal (Larsen-Freeman & Anderson, 2011). Intermediate Swedish II DILS is designed to maximize communication in Swedish inside and outside the classroom. Communication is defined as the interpretation of meaning in speech and texts, the expression of meaning in speech and writing, and purposeful interaction between speakers (Van Patten, 2017). Students develop communication skills from their instructor and each other in conversations and through listening to Swedish on topics that are likely to interest them. They participate in learning activities, such as peer-to-peer interviews, role plays, debates, language games and topic research. Comprehensible input is provided in authentic texts, audio and video recordings. The selection of input is based on the criteria that it must be comprehensible, interactive, and engaging to students. Students practice new material in scaffolded activities in the large group or in small groups and pairs. As the class is small, working with all students in a large group has many advantages. There is enough time for everyone to speak, spontaneous conversation can take place, and students receive immediate feedback from the instructor and each other on the effectiveness of their communication. Individual work is saved for assignments outside of class, in reading and writing assignments and end-of-unit tasks.

The learning objectives of the assignments in SWED 2020 DILS are connected to the overall course goals in the interpretive, presentational and interpersonal communication language modes. Students work on their ability to interpret the Swedish language by reading texts on one of our six major course themes. These themes are Regional Culture in the Swedish Provinces, Current News Media, Folklore and Storytelling, The Swedish Political System, Swedish History and Nordic Mythology. Texts may come from the course textbook or select webpages and documents posted to Canvas. The students also find their own material on the web. They build interpretive listening skills from audio recordings and video clips, films, and news media. Students work on their presentational skills in writing and speaking assignments focused on the study unit theme. They participate in discussion forums, e-mailing and texting, peer feedback sessions, and create multimodal presentations. Interpersonal communication skills are developed in whole class and small group activities and are also part of the multimodal presentations.

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The situation of spoken English in both formal and informal settings in Turkey seems to be far from satisfactory. Additionally, the legal arrangements devoted to ameliorate this predicament have proven unsuccessful as far as an acceptable level of competence is concerned. The present study aimed to investigate the situation of English speaking skills at the English Language Teaching (ELT) departments in Turkey, in attempts to attain a descriptive outline for the problems, perceptions, needs, and solutions proposed by lecturers and pre-service teachers. To achieve this, a questionnaire and semi-structured interview were administered to the lecturers and pre-service teachers at seven ELT departments across Turkey, with one department from each of the seven geographical regions. The results indicated that although they had been studying English for more than 6 years, a great majority of the participants could not speak English as proficiently as they were supposed to do. It was also revealed that the participants had difficulty achieving fluency and maintaining confidence when speaking English mainly because they had no appropriate contexts that would allow them to master English speaking skills. On the other hand, an extensive policy change in foreign language education was the most commonly proposed solution.

As the students undertook this task, they were requested to focus carefully on the different aspects of what they were hearing, trying to select and connect relevant information. When the recording finished, before answering any questions or writing a summary in the app, they were encouraged to reflect upon what they had heard and understood and, if necessary, go back and listen again to the parts that had caused them problems. The selection of news recordings for this app and listening comprehension training in general can be seen to be beneficial for the students since they are about different types of events that are happening/relevant at the moment. This represents a source of up to date information for the students and it is arguably easier for them to understand than other text types, because even though the news stories are in English, they are probably relatively familiar with the topics being discussed. These days, with the number of formats in which news are available, i.e., textual publications like newspapers, magazines, radio, TV and Internet, it is difficult not to be aware of the main events taking place in the world!

ANT has been designed to provide students with three advantages over directly listening to news recordings from Internet, either by using the Web browser on their smartphones or by using a podcast service that automatically makes the recordings available using a subscription-based mechanism. Firstly, as noted previously, three different difficulty levels of recordings are provided so that the students can attempt harder material as they progress and develop better listening skills. Secondly, the interface of the app has been developed following carefully selected pedagogic guidelines to enhance self-regulation and metacognition since, as has been noted previously, for their relevance in adult second language learning. Thirdly and finally, the way students can work collaboratively afterwards with other users to scaffold and refine what they think they have understood after listening to a recording, following a constructivist approach (McBride, 2009). This can be said to be a scaffolded process, since as the students progress and their listening competences improve, the support they require initially will gradually cease to be necessary, as they internalise the processes that they use to actually understand what they have heard.

Listening comprehension has drawn researchers' attention inrecent years since language learners' exposure to oral language can makea significant contribution to the L2 acquisition process (Rost, 2011).Listening skills are usually expected to develop more quickly in comparisonto speaking skills, and affect the growth of writing and reading abilities inlearning a new language (Scarcella & Oxford, 1992; Vandergrift, 1997).Not only does the listening skill internalise the rules of language, but alsopaves the path for the emergence of other language skills (Vandergrift &Goh, 2012). Thus, teaching learners how to listen more efficiently can helpthem to overcome obstacles they encounter while listening.

Visual materials have helped language learners to enhance theirlistening skills. Visual aids can make a good contribution to providing EFLlearners with comprehensible input that is not limited to audible sounds andvoices only, but includes non-verbal aspects of communication which play acrucial role in the understanding of a language (Burgoon, 1994; Gruba, 1999;Kellerman, 1992; Von Rafllner-Engel, 1980; Wagner, 2010a, 2010b). Chung andHuang (1998, p. 554) stressed that "the dynamics of various informationwhich can be derived from viewing the video, such as the authentic setting,accents, and postures of native speakers relieve students of the boredom ofthe traditional class language drills". Despite the contribution ofvideo texts to language learners' listening performance, there are someresearchers who questioned the positive impact of visual content on languagelearners' listening performance because of its potential for distractionwhich may lead to reduced comprehension (Alderson, Clapham, & Wall, 1995;Bejar, Douglas, Jamieson, Nissan, & Turner, 2000; Brett, 1997; Coniam,2001; Gruba, 1994; Ockey, 2007). Thus, the conflicting results of thesestudies necessitate conducting closer investigations.

In spite of the various studies carried out both in ESL and EFLcontexts on the effect of metacognitive instruction and channel of listeningon learners' listening comprehension, no comparative study with thefocus on the instruction of metacognitive listening strategies in audio andvideo texts has been conducted so far; thus, more systematic investigationsare required in order to come up with more conclusive results. To that end,this study seeks the effect of metacognitive instruction and channel oflistening on the listening performance of EFL learners in Iran.

Although the findings of a number of studies confirm thecontribution of metacognitive strategies and visual contents to L2learners' listening performance, the strategic use of visual contents bylearners and the effect of metacognitive listening strategy instructionthrough different channels of listening were not considered in earlierstudies conducted on listening comprehension skills. By focusing on planning,monitoring and evaluation aligned with the channel of listening, this studyembarked on answering the following questions:

All the participants fell within the 19 to 23 age group. They wereall BSc or BA students in various fields of study at different universities.Then, using the simple random sampling method, the researchers randomlyassigned the learners to two experimental groups (EG1=30; EG2=30), and twocontrol groups (CG1=30; CG2=30) prior to the implementation of theintervention programmes. The only difference between the two experimentalgroups in this study in both the listening test and instruction stages wasthe channel of listening. In other words, EG1 received listening texts andmetacognitive instruction through audio texts, while EG2 received the samekind of texts and instruction through video texts. Likewise, the two controlgroups differed in the channel of listening. In other words, the participantsin control group one (CG1) were exposed to listening texts through the audiochannel, while the same listening texts were presented via the video channelto those in the second control group (CG2). All the participants were giveninformed consent forms and were cleared on the nature and purpose of thestudy. 17dc91bb1f