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This chapter explores the development of listening skills among refugee children in second language acquisition, emphasizing their role in linguistic and social integration. Listening is a foundational skill that supports comprehension and the acquisition of vocabulary, grammar, and pronunciation. The chapter examines pedagogical strategies informed by theoretical frameworks, including scaffolding, role-playing, and interactive learning. These methods aim to create authentic, real-life learning environments that foster engagement and active listening. Technology’s role in enhancing listening skills is also highlighted. Digital tools, audiovisual materials, and artificial intelligence applications provide dynamic and personalized learning opportunities. By simulating real-life scenarios, these tools bridge the gap between language learning and practical usage, improving motivation and comprehension. Additionally, the chapter addresses refugee children’s challenges, such as adapting to different social and linguistic contexts, and proposes techniques to measure their listening progress. Methods like performance-based assessments, self-assessments, and role-playing ensure a comprehensive evaluation. Ultimately, the chapter underscores the importance of designing inclusive and contextually relevant listening activities that align with refugee children’s needs, promoting language acquisition and their social and cultural integration into the host society. Complementing these insights, teachers’ reflections on real-world implementations indicate that such activities foster cognitive, linguistic, and affective development. Improvements in listening, pronunciation, and motivation were frequently observed, along with more interactive and student-centered learning experiences. Nonetheless, limitations such as inadequate technological infrastructure and mismatched cultural content were noted. To address these, the chapter recommends enhancing technological support, culturally adapting materials, and providing ongoing pedagogical guidance for educators.

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Refugee Children’s Listening Skill in the Adventure of Second Language Learning

  • 章节

  • 发表日期：

    2025年

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  • Fatih Cig˘erci,
  • Fatih Veyis

摘要

This chapter explores the development of listening skills among refugee children in second language acquisition, emphasizing their role in linguistic and social integration. Listening is a foundational skill that supports comprehension and the acquisition of vocabulary, grammar, and pronunciation. The chapter examines pedagogical strategies informed by theoretical frameworks, including scaffolding, role-playing, and interactive learning. These methods aim to create authentic, real-life learning environments that foster engagement and active listening. Technology’s role in enhancing listening skills is also highlighted. Digital tools, audiovisual materials, and artificial intelligence applications provide dynamic and personalized learning opportunities. By simulating real-life scenarios, these tools bridge the gap between language learning and practical usage, improving motivation and comprehension. Additionally, the chapter addresses refugee children’s challenges, such as adapting to different social and linguistic contexts, and proposes techniques to measure their listening progress. Methods like performance-based assessments, self-assessments, and role-playing ensure a comprehensive evaluation. Ultimately, the chapter underscores the importance of designing inclusive and contextually relevant listening activities that align with refugee children’s needs, promoting language acquisition and their social and cultural integration into the host society. Complementing these insights, teachers’ reflections on real-world implementations indicate that such activities foster cognitive, linguistic, and affective development. Improvements in listening, pronunciation, and motivation were frequently observed, along with more interactive and student-centered learning experiences. Nonetheless, limitations such as inadequate technological infrastructure and mismatched cultural content were noted. To address these, the chapter recommends enhancing technological support, culturally adapting materials, and providing ongoing pedagogical guidance for educators.