Investigated a means for improving listening comprehension through the use of visualization. Performance on a listening comprehension test was significantly better among students who had used the visualization strategies. (Author/VWL)

This article suggests criteria for evaluating listening comprehension tests. The weaknesses of typical test items are discussed and suggestions for new types of items are given. (CFM)

Reviews research on native language (NL) listening, and discusses the importance of listening in second-language (L2) acquisition, factors that influence success or failure of comprehension of first-language or L2 messages, the role of listening in the L2 curriculum, posited models of NL and L2 listening comprehension, and proposed taxonomies of…

The studies presented here represent an attempt to determine which of several alterations to the input directed to second-language learners affect comprehensibility. The first study manipulated both speed and syntax, and the second study examined the introduction of pauses into the input. (JL)

Three dimensions in the teaching of listening comprehension are outlined: (1) a theory is presented that takes account of the cognitive processes used (approach); (2) listeners' needs are analyzed and a taxonomy of microskills and objectives for teaching them are proposed (design); and (3) classroom exercises and activities are suggested…

This article discusses how a language laboratory can be used effectively in an English as a second language/English as a foreign language program. The lab should be used primarily for listening comprehension, not for drill and repetition. (CFM)

The study reported here assessed the contribution of short-term memory to differences in standardized listening scores for each of five types of auditory input. Memory for syntactically arranged words proved to be the best predictor of listening skill in this battery of tests. (SED)

Paper presented to the staff of the English Language Branch--Defense Language Institute, Lockland Air Force Base, Lockland, Texas, 1973. (HW)

Reports on an ethnographic project that investigated an English-as-a-Second-Language (ESL) student's listening activities during one academic course at a university in the United States. Research findings suggest content-based listening classes could be helpful in ESL preparatory programs; guiding principles for course design are included. (49…

Suggests how transcripts of academic lectures and pseudo-cloze exercises developed from these transcripts may be used to help foreign students to become aware of the skills (e.g., recognition of conventions and cues which signal important information in lectures) involved in the process of listening to lectures. (SL)

Two experiments with native Japanese-speaking English majors are reported that explored the absolute and relative effectiveness of syntactic simplification and repetition on listening comprehension. Results of both experiments indicate that syntactic simplification is an aid to comprehension. (seven references) (Author/LB)

Reviews the theoretical foundations of current-second language acquisition models. Draws upon this research as well as upon various studies of memory and verbal-input processing to present a theoretical model of adult second language comprehension. Discusses the implications of comprehension theory for second-language teaching. (Author/SED)

Delineates five developmental listening comprehension stages second language learners pass through: (1) streams of sound, with no comprehension; (2) word recognition within the stream; (3) phrase/formula recognition; (4) clause/sentence recognition; and (5) extended speech recognition, or general comprehension. The discussion illustrates the…

This article affirms the pedagogical validity of using radio commercials in English as second language listening classes and offers suggestions on how to introduce this type of material. (CFM)

Examined the extent to which native-English speaking and English-as-a-Second-Language listeners performed better on a test when the speaker shared their native language. Four groups of listeners with different native languages heard lectures presented in English by speakers of different native languages. Both native and nonnative listeners scored…