Listening was once believed to be a passive one-way comprehensive process. However, with the development of language teaching, listening comprehension is found to be an interactive process of two-way communication, during which listeners’ background knowledge play an important role. Schema theory lays theoretical foundation for this explanation. Based on this, the author designs a Schema Theory...

The effects of lesions on syntactic comprehension were studied in thirty-one people with aphasia (PWA). Participants were tested for the ability to parse and interpret four types of syntactic structures and elements - passives, object extracted relative clauses, reflexives and pronouns - in three tasks - object manipulation, sentence picture matching with full sentence presentation and sentence...

This study investigates a novel method of captioning, partial and synchronized, as a listening tool for second language (L2) learners. In this method, the term partial and synchronized caption (PSC) pertains to the presence of a selected set of words in a caption where words are synced to their corresponding speech signal, using a state-of-the-art automatic speech recognition (ASR) technology. ...

OBJECTIVE To compare the comprehension of depressed and non-depressed male and female Iranian learners of English as a Foreign Language (EFL) in receptive skills, and to investigate whether inefficiency in learning English could be due to depression. METHODS We selected 126 boys and 96 girls aged between 15 and 18 by simple random sampling from 2 high schools in Kerman, Iran to examine whethe...

The purpose of this research is to determine the impact technology student who taught listening comprehension during pandemic. researchers recruited 66 senior high school students for study. A test was used as a instrument by researchers. To display material, Learning Management System and Short Video on YouTube. data analyzed statistically using an Anates program. findings study indicate that ...

Objectives: This study aimed to examine text comprehension ability according modes and question types for typical developing (TD), developmental dyslexic without poor semantic knowledge (DD), with (DD-PS) groups in 3rd 4th graders. Methods: Thirty-nine children participated, 13 each group. To assess comprehensive ability; narrative topics familiar graders were provided at a decodable level stud...