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http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3531Registro completo de metadatos
| Campo DC | Valor | Lengua/Idioma |
|---|---|---|
| dc.contributor.author | Peñaherrera Rodriguez, William Alberto | - |
| dc.date.accessioned | 2022-09-14T15:34:28Z | - |
| dc.date.available | 2022-09-14T15:34:28Z | - |
| dc.date.issued | 2022-08 | - |
| dc.identifier.citation | Peñaherrera Rodriguez, William Alberto. (2022) Students' Perspectives Towards Listening Comprehension in EFL. Modality: Descriptive Study. Presented as Partial Fulfillment for the Degree of Magister en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés. Universidad Casa Grande. Departamento de Posgrado, GFuayaquil. 25 p. | es_EC |
| dc.identifier.uri | http://dspace.casagrande.edu.ec:8080/handle/ucasagrande/3531 | - |
| dc.description | Listening is one of the input skills that people should acquire first when they are learning another language. According to Nunan (2003), this skill is considered a great source of input in the educational system, while Shariyevna and Atxamovna (2020) affirmed that this skill is essential as it is constantly present in any activity carried out that implies communication. Besides, Alzamil (2021) believed that its acquisition is one of the students’ most difficult tasks. It happens because sometimes they may experience anxiety and frustration, as there are no concise rules like those for teaching grammar, or due to the speech speed. The listening comprehension process implies the capacity to recognize phonemes, syntax, morphology, and pragmatics. When all this is combined into one, words and sentences are created (Flowerdew & Miller, 2005). Listening is the first condition for developing the language and enriching the linguistic bank of the child; however, its acquisition requires effort and dedication (Tabieh, et al., 2021). According to Meza (2020), some students struggle when listening to recordings because they usually have to predict upcoming information. Vandergrift (2007) assured that all the processes implied in listening are very hard to understand because they relate to different human beings' backgrounds and other contextual factors. On the other hand, Ableeva and Stranks (2013) indicated that the material used to develop this skill seldom reflects the real purpose of applying linguistics in the learning process, while Burtabaeva and Yuldasheva (2021) suggested that addressing authentic material is essential to developing this skill. The fact that students can hear spoken English does not mean they can decode the message. Underwood (1989) affirmed that during the listening process students deal with several problems such as speed of what they are listening to, pronunciation they do not understand, comprehension of the audio at the first time, limitations in their vocabulary, and lack of concentration in a foreign language. Furthermore, Rost (2011) explained that the act of listening is a permanent and dynamic process. It means that learners have to pay attention all the time and then they have to analyze all the information they heard. This is why it is pertinent to implement a new strategy to improve students’ performance in this skill. | es_EC |
| dc.format | application/pdf | es_EC |
| dc.format.extent | 25 p. | es_EC |
| dc.language.iso | spa | es_EC |
| dc.publisher | Universidad Casa Grande. Departamento de Posgrado | es_EC |
| dc.relation.ispartofseries | Tesis;3649 | - |
| dc.subject | TESIS DE MAESTRÍA | es_EC |
| dc.subject | Listening Comprehension in EFL | es_EC |
| dc.subject | Students' Perspectives | es_EC |
| dc.title | Students' Perspectives Towards Listening Comprehension in EFL | es_EC |
| dc.type | masterThesis | es_EC |
| dc.contributor.tutor | Ramírez Ávila, María Rossana | - |
| dc.description.city | Guayaquil | es_EC |
| dc.description.degree | Magíster en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés | es_EC |
| dc.contributor.otheremail | mramirez@casagrande.edu.ec | es_EC |
| Aparece en las colecciones: | Maestría en Pedagogía de los Idiomas Nacionales y Extranjeros con Mención en la Enseñanza de Inglés | |
Ficheros en este ítem:
| Fichero | Descripción | Tamaño | Formato | |
|---|---|---|---|---|
| Tesis3649PENs.pdf | 474.24 kB | Adobe PDF | Visualizar/Abrir | |
| Tesis3649CLAU.pdf | 98.28 kB | Adobe PDF | Visualizar/Abrir |
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