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656 © 2012 ACADEMY PUBLISHER THEORY AND PRACTICE IN LANGUAGE STUDIES [6] Clinton, L. C., & Higbee, J. L. (2011). The Invisible Hand: The Power of Language In Creating Welcoming Postsecondary Learning Experiences. Journal of College Teaching & Learning, 8(5), 11-16. [7] Dervin, F. (2009). Transcending the Culturalist Impasse in Stays Abroad: Helping Mobile Students to Appreciate Diverse Diversities. Frontiers: The Interdisciplinary Journal of Study Abroad, 18119-141. [8] Falicov, C. (2009). Commentary: On the Wisdom and Challenges of Culturally Attuned Treatments for Latinos. Family Process, 48(2), 292-309. doi:10.1111/j.1545-5300.2009.01282.x [9] Jianxiang, G. (2010). Autonomy for English Teaching and Learning in China. Journal of Language Teaching & Research, 1(6), 942-944. doi:10.4304/jltr.1.6.942-944 [10] Jund, A. (2010). Toward a Pedagogy of Intercultural Understanding in Teaching English for Academic Purposes. Tesl-Ej, 14(1), 1-13. [11] Kun-huei, W. (2010). The Relationship between Language Learners' Anxiety and Learning Strategy in the CLT Classrooms. International Education Studies, 3(1), 174-191. [12] Ku, D., & Shen, C. (2009). Reliability, Validity, and Investigation of the Index of the Learning Styles in a Chinese Language Version for Late Adolescents of Taiwanese. Adolescence, 44(176), 827-850. [13] Lee, J., Hong-biao, Y., Zhong-hua, Z., & Yu-le, J. (2011). Teacher Empowerment and Receptivity in Curriculum Reform in China. Chinese Education & Society, 44(4), 64-81. doi:10.2753/CED1061-1932440404 [14] Mete, D. (2010). EIL and Intercultural Communicative Competence: Two Sides of a Coin?. Journal of English As An International Language, 5156-163. [15] Mikami, A. (2011). Effects of a Teacher Professional Development Intervention on Peer Relationships in Secondary Classrooms. School Psychology Review, 40(3), 367. [16] Min, W. (2010). Faculty Development in China: An Essential Strategy for Tourism Education Service. Journal of China Tourism Research, 6(4), 428-438. doi:10.1080/19388160.2010.527579 [17] Moore, S., Wallace, S. L., Schack, G., Thomas, M., Lewis, L., Wilson, L., & D'Antoni, J. (2010). Inclusive Teaching Circles: Mechanisms for creating welcoming classrooms. Journal Of The Scholarship Of Teaching & Learning, 10(1), 14-27. [18] Rashidi, N., & Safari, F. (2011). A Model for EFL Materials Development within the Framework of Critical Pedagogy (CP). English Language Teaching, 4(2), 250-259. doi:10.5539/elt.v4n2p250 [19] Sánchez, R. M., Araujo, B. E., & O'Donnell, J. (2008). Mediation, Resistance, and Resolve: Critical Pedagogy and Multicultural Education in a Cross-Cultural Context. Multicultural Perspectives, 10(3), 133-141. doi:10.1080/15210960802197615 [20] Scantlebury, M. G. (2008). Rules for the Road (RFTR): Establishing a Positive Atmosphere for Learning. Journal Of Teaching In Travel & Tourism, 8(4), 395-400. i:10.1080/15313220903042046 [21] Shouse, R. C. (2009). Beyond Legend: Stand and Deliver as a Study in School Organizational Culture. Film & History (03603695), 39(1), 45-52. [22] Teja, B. (2010). Compulsions and Strategies for Value Based Pedagogy in Emerging Education. International Journal Of Educational Administration, 2(4), 533-545. [23] Tooth, R., & Renshaw, P. (2009). Reflections on Pedagogy and Place: A Journey into Learning For Sustainability through Environmental Narrative and Deep Attentive Reflection. Australian Journal Of Environmental Education, 2595-104. [24] Van Bockern, S. (2011). Intentional Schools: Living in the Moment. Reclaiming Children & Youth, 20(1), 6-9. [25] Williams, L., & Tanaka, M. (2007). Schalay'nung Sxwey'ga Emerging cross-cultural pedagogy in the academy. Educational Insights, 11(3), 1-21 [26] Wright, B. L. (2011). Valuing the "Everyday" Practices of African American Students K-12 and their Engagement in STEM Learning: A Position. Journal Of Negro Education, 80(1), 5-11. [27] Wu, H. (2011). An Innovative Teaching Approach for Decreasing Anxiety and Enhancing Performance in L2 Reading and Writing. Sino-US English Teaching, 8(6), 357-363. [28] Yuanfang, Y., & Bing, W. (2009). A study of language learning strategy use in the context of EFL curriculum and pedagogy reform in China. Asia Pacific Journal Of Education, 29(4), 457-468. doi:10.1080/02188790903309041 Virginia Heslinga has taught since graduating with a language arts education degree from Marshall University, Huntington, WVA, in 1974. She went on to earn a Masters degree in education from Widener, in Chester, PA, in 1988, and completed her doctorate in educational leadership through the University of Phoenix, AZ in 2010. Her career has included years in elementary, middle, high school, college, and graduate teaching programs, public, private, charter, and religious schools. Since 2004, volunteering to provide inservice and professional training for teachers of English in remote regions of China has heightened Virginia’s appreciation of cross cultural teaching and learning. She has used summers for research and teaching with the Amity Foundation and for Provincial and City teacher training programs. Currently she continues her work in humanities and education at Anna Maria College, in Paxton, MA. Her dissertation, Life experiences and perceptions of female educational leaders: A hermeneutic phenomenological study, required research and interviews in 5 provinces of China and five states in the United States. ProQuest, 2010. Her current research investigates pedagogical theories in action in a variety of cultures, relational practices in school systems, and introducing creative thinking to curriculum and systems heavily weighted toward memorizing and testing. Dr. Heslinga is a member of AAUP, NCTE, and has received awards for Living the Mission (from Anna Maria College), Teacher of the Year (Middle Township Schools, CMCH, NJ). She mentors students, student teachers, and faculty members, and serves as a member of the Center for Teaching Excellence at Anna Maria College in faculty development and Core Curriculum.
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 2, No. 4, pp. 657-663, April 2012 © 2012 ACADEMY PUBLISHER Manufactured in Finland. doi:10.4304/tpls.2.4.657-663 The Relationship between Listening and Other Language Skills in International English Language Testing System © 2012 ACADEMY PUBLISHER Hossein Bozorgian Queensland University of Technology, Queensland, Australia Email: h.bozorgian@qut.edu.au Abstract—Listening comprehension is the primary channel of learning a language. Yet of the four dominant macro-skills (listening, speaking, reading and writing), it is often difficult and inaccessible for second and foreign language learners due to its implicit process. The secondary skill, speaking, proceeds listening cognitively. Aural/oral skills precede the graphic skills, such as reading and writing, as they form the circle of language learning process. However, despite the significant relationship with other language skills, listening comprehension is treated lightly in the applied linguistics research. Half of our daily conversation and three quarters of classroom interaction are virtually devoted to listening comprehension. To examine the relationship of listening skill with other language skills, the outcome of 1800 Iranian participants undertaking International English Language Testing System (IELTS) in Tehran indicates the close correlation between listening comprehension and the overall language proficiency. Index Terms— listening comprehension, foreign language, second language, IELTS I. INTRODUCTION Whilst a substantial amount of research has been conducted in reading and writing skills, investigators (Hunsaker, 1990; Linebarger, 2001; Morris & Leavey, 2006) have underscored the role of listening skill in human learning and development. Indeed, listening skill provides the primary impetus to initiate first, second and foreign language learning and later the medium of communication to sustain the long and often tedious learning process. Without adequate listening input, it is more likely for individuals not to accomplish long – term goals. The perception of the world and interpretation of experience occurs through listening (Linebarger, 2001). As individuals grow to school age, the dominance of this skill appears noticeable. Hunsaker (1990) found that more than three quarters of what children learn in school happens through listening in the classroom. Closely aligned with this, is the study conducted by Gilbert (2005), which demonstrated the prominence of listening in schools. The researcher found that K – 12 participants spend between 65 % and 90 % of their school time in learning, which is achieved, in fact, through listening trajectory. Thus, the current study looks into the relationship between listening comprehension widely in human learning and narrowly in IELTS performance. Here after, the significant relationship of listening with other language skills (speaking, reading and writing) is described. This paper begins with a broad discussion of background on listening research and then ends with the impact of listening in second and foreign language learning. II. BACKGROUND Research has found that improvement in listening skill has a positive effect on other language skills - reading, writing and speaking. To illustrate, Morris and Leavey (2006) conducted a study focusing on preschoolers‟ phonological development. The study reveals that listening instruction skills improve preschoolers‟ phonological awareness. Similarly, two other studies found out that the listening skills instruction assists middle school students to improve their reading comprehension (Badian, 1999; Bergman, 1999). In addition, the outcome of Bergman‟s (1999) study revealed that listening and reading stories at the same time lead participants to improve their reading comprehension performance. In addition to the impact of listening skill on reading comprehension, a study reported by Berninger (2000) shows that participants in Grades 1 – 6 improve their spelling significantly through aural skill instruction whereas there is a high correlation between Grades 1 - 3 and the improvement of narrative and expository composition in Grades 2 and 3 through listening instruction. Given the prominence of listening comprehension in human learning, in general and with a particular focus on language learning, many investigators, such as Goh (2008), Feyten (1991), Pinell and Jaggar (2003), Janusk (2002), and Vandergrift (2007) demonstrate that listening skill is tested rather than taught in classrooms. A study conducted by Feyten (1991) focused on three enquiries (i) whether listening skill is worth paying more attention in foreign language learning (ii) or improving listening skill leads to higher achievements in language learning and (iii) if there is a relationship exists between listening ability and oral proficiency skills. The results showed that the relationship between
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