This paper reports a quasi-experimental study that was carried out in listening classes to address the following questions: What control do students expect in the listening classroom? What are the effects of the “zero class hour” way of teaching listening when more control is given to the students? The study was conducted at Huaiyin Normal University, where two non-English major classes taught ...

The human brain demonstrates complex yet systematic patterns of neural activity at rest. We examined whether functional connectivity among those brain regions typically active during rest depends on ongoing and recent task demands and individual differences. We probed the temporal coordination among these regions during periods of language comprehension and during the rest periods that followed...

In typical school classrooms, children are required to listen in environments with poor acoustics and to process and comprehend complex messages from the teacher and from peers in order to achieve academic success. To predict children’s listening abilities in the classroom, research is warranted to begin to examine the specifi c aspects of comprehension that are most affected when listening in ...

According to Gough and Tunmer's Simple View of Reading, Reading Comprehension = Decoding (D) x Listening Comprehension (C). The purpose of this study was to evaluate the model with a sample of First Nations children, known to have average decoding and listening comprehension but poor reading comprehension. In addition, the authors examined the contribution of naming speed and phonological aware...

task-based language teaching (tblt) has been considered as an effective language teaching methodology. however, its applicability for lower-proficiency learners in efl contexts has not been adequately justified. moreover, the possible mediating effect of the experiential learning styles on academic listening tblt has not been targeted in the literature, a gap that this study attempts to fill. t...

    Morphological Awareness (henceforth: MA), defined as the ability to understand the morphemic structure of the words, has been reported to affect various aspects of second language performance including reading comprehension ability, spelling performance, etc. Yet, the concept has been far less treated with reference to l2 listening transcription. Thus, against this background, this study ai...