An experimental test consisting of dialogue with intermittent pauses for responses and a white noise accompaniment was given to non-English speakers who were candidates for admission to the English Department at Bar Ilan University in order to evaluate aural comprehension. Development of the test and results are reported. (RM)

Examines a group of English-as-a-Second-Language learners' listening strategies and the tactics that operationalized these strategies. Also conducted an exploratory analysis of two ways these tactics interacted in the processing sequences of two learners. Data were collected and analyzed using a retrospective verbalization procedure based on the…

This article describes an experiment conducted at the University of Copenhagen's Department of Romance Languages with first-year students. It was concluded that the language laboratory could best be employed to improve aural comprehension and to permit a more direct approach to contemporary French civilization. (Text is in French.) (Author/POP)

Presents study constructed to consider what kind of errors of misperception of English pronunciation by Japanese are revealed in dictation. Results show errors of segmental sounds are caused by interference from Japanese. Believes dictation provides means of exact, immediate, and simple key feedback to learner. (Author/BK)

Suggests reasons why beginning second-language students try to translate into their primary language as they listen, even though this strategy is recognized as problematical, and proposes some teaching techniques to avoid their adopting it. (22 references) (GLR)

A study compared the relative values of listen-respond and listen-respond-compare language laboratory methods. College-level language students were examined and it was determined that the listen-respond method caused greater comprehension gain. Student recording was found ineffective for first-year students, and may be a definite hindrance. (CHK)

Addresses the problem of poor listening skills in English-as-a-foreign-language (EFL) learners. A strategy to rectify the problem is suggested, and a set of procedures for a remedial course is outlined. (Author/CB)

Describes two special-purposes English programs for Egyptian economists. One consisted of conversation sessions and extensive writing, and the other focused on developing listening and reading. The group that concentrated on listening and reading had greater gains in writing ability than the group that concentrated on speaking and writing. (SED)

Grosjean and Gee's prosodic structure theory is applied to second-language listening comprehension. It is argued that second-language students whose native language is syllable-timed do not have a mechanism to deal with unstressed syllables and must create one. The absences of this mechanism helps explain difficulties in listening comprehension.…

A modified version of the traditional dictation exercise is recommended in order to answer two unmet needs which caused such exercises to fall into disfavor: the systematic teaching of specific points, and the use of authentic linguistic samples. (JB)

Proposes implementing the technique of narrow listening to advance second-language learners' comprehension of casual talk. This activity requires a native-language speaker to digress on tape on a familiar topic of interest to the learner so that the learner can listen to the native speaker both in person and later via the tape as often as he…

Offers a cognitive perspective on the comprehension problems of second language listeners by identifying real-time listening difficulties faced by English-as-Second-Language learners and examining these difficulties within the three-phase model of language comprehension proposed by Anderson (1995). Shows ten problems that occurred during the…

A self-instructional technique for developing listening fluency in foreign language laboratories is reported. (RM)

Presents Dr. Kato Lomb's conclusions about language acquisition, which agree with current theory: comprehensible input is central; grammar plays a peripheral role in language development. (Author/CK)

To address theoretical claims for the importance of negotiated interaction to the comprehension of second language (L2) input, different classroom interactional behaviors of L2 learners were compared. Results indicated that direct participation in negotiation was most effective in facilitating comprehension of less-advanced students; however, this…