@article{education2015395,
author={{Chuang, Li-ling and Wang, Cindy},
title={Listening Enhancement: Converting Input into Intake},
journal={American Journal of Educational Research},
volume={3},
number={9},
pages={1091--1097},
year={2015},
url={http://pubs.sciepub.com/education/3/9/5},
issn={2327-6150},
abstract={To facilitate language understanding and learning, listening takes on significant meaning as it is an essential source of language input in second language acquisition. In an EFL setting of Taiwan where it lacks native speakers to begin with, listening becomes pivotal for foreign language learning to occur. With listening comprehension paving the way for language learning, various research has noticed that effective listening benefits language learners in developing other language skills. In view of its growing importance, it merits attention regarding how teaching listening comprehension at the forefront maximizes young learners¡¯ learning outcomes. Given the implicit unidirectionality, listening is often regarded as difficult for foreign language learners. With contextual story grammar mapping underlying the listening construct, learners can otherwise engage in listening interaction, resulting in bidirectional listening that affords comprehensible input. The present study, lasting for 21 weeks, investigates how contextual story grammar mapping instruction with Reading-While-Listening (RWL) impacts on Taiwanese sixth graders¡¯ listening comprehension. Forty 6<SUP>th</SUP> graders in central Taiwan were recruited. The results of the current study attest that RWL combined with contextual story grammar mapping improves students¡¯ listening comprehension and enhances their reading proficiency. What¡¯s more, the findings lend further credence to the reciprocal relationship between listening comprehension and reading achievement.},
doi={10.12691/education-3-9-5}
publisher={Science and Education Publishing}
}