Sentence examples for listening text from inspiring English sources

After several meetings and discussions among the project team members, the main function of listening text (or activity) has been chosen as the criterion for categorization.

In our study, a descriptor must have three essential elements: the cognitive verb, the target listening text (activity) and defining words.

The defining words are those that modify either the cognitive action or the listening text, thus pinpointing the level of a certain descriptor.

The current study was designed to investigate the role played by verbal memory in the advantage shown by individuals with Down syndrome in reading over listening text comprehension (Roch & Levorato, 2009).

For example, in the descriptor "can understand the main points of radio news broadcasts on familiar topics delivered slowly and clearly", "understand the main points" indicates the cognitive action of summarizing, "radio news broadcasts" specifies the target listening text (narration), and "on familiar topics delivered slowly and clearly" are defining words which detail the listening text.

Descriptors are divided into six categories according to the function of target listening text (or activity), namely narration, description, exposition, argumentation, instruction and interaction, and each category constitutes a subscale.

In contrast, the TOEFL iBT Writing section requires examinees (c) to summarize reading and listening texts and (d) to write their opinions about the topic assigned, without reading texts.

Eight dialogue and eight monologue listening texts with multiple-choice questions were taken from The official guide to the new TOEIC test Vol. 3 without making any changes.

More recently, Yeldham and Gruba (2016) examined the progress of four Taiwanese EFL learners as they participated in a course combining direct instruction of strategies with their practice embedded in the class listening texts.

They found that high-scoring texts included important ideas from both sources (i.e. reading and listening texts in the context of their study) whereas low-scoring texts included ideas mainly from the reading texts and contained direct copying of words and phrases.

I think of it as reading sound and listening to text.