enhancing foreign language learning 0313
TRANSCRIPT
1
Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study
Presenter : Rickie
Instructor: Dr. Teresa,
Hsu
Date : March
22,2013
Content
Ⅱ. Literature Review
Ⅲ. MethodologyⅣ. Result & ConclusionⅤ. Limitation
Ⅰ. Introduction
2
Bozorgian,H.&Pillay, H,.(2013).Enhancing Foreign
Language Learning through Listening Strategies.
International Journal of Instruction,6(1), 106-122.
Citation
3
Listening is a basic skill in language acquisition and is
crucial in English as Second/Foreign Language (ESL/EFL)
learning.
The process with listening strategies and teaching listening
skills on the teachers, has been overlooked through a strong
emphasis on post hoc assessment of the products of
listening.
Ⅰ. Introduction
4
PurposeThe purpose of this study is researching the
effectiveness of teaching listening strategies in
developing and improving the listening skills of
Iranian EFL students.
5
Listening strategy instruction
Learning contribution of
L1 to L26
Ⅱ. Literature review
Vandergrift (1992) states that listeners use different
listening strategies in response to the nature and
demands of the auditory input
7
Macaro (2009) proposed a theoretical framework. He
argues that predicting, processing and storing
knowledge are dovetailed with the cognitive theory
used in L1 and L2 language learning through
interaction in both short and long term memory. 8
Research question
Does listening strategy instruction in Persian for 14
sessions improve students’ EFL listening
comprehension in an Iranian classroom?
9
Who
How
Time
Ⅲ. Methodology
10
11
Participants 60 female students
Lower intermediate level
English Language Institute in Iran
Pretest Baseline screen test
25 minutes
Daily conversation
12
Post-testFourSection
27-item listening test
(1) 11 questions => guessing and
making inference (2) 8 questions => identifying topic (3) 5 questions => repetition
(4) 2 questions => note-making
13
A paired sample t-test showed no statistically
significant differences between experimental
and control groups. 16
15
ProcedureFocus on the structure of listening comprehension to predict the topic
Teacher ask student to write down the long phrases
Pair/group in some post-listening activities
Control
group
16
Procedure
Received additional guided listening strategy instruction
20-25 minutes
Regular listening comprehension
Received 14 sessions along with the normal conversation
Experimenta
l group
17
Table 3 : Overall descriptive and t-value
Control Experimental
Mean 18.73 22.96
S D 3.97 3.17
t-value 10.083
N 30
P=.000
Result
The experimental class benefited from the
listening strategy instruction as t(29) =
10.083 18
Guessing and making inference ( 11 Question)
Students receiving guided guessing and making
inferences strategies in Persian performed better
in EFL listening than did the control group.
Control Experimental
Mean 8.16 10.10
S D .83 1.26
t-value 9.032
P=.000
19
Table 5: Paired sample test
Control Experimental
Mean 7.70 8.13
S D .91 .93
t-value 1.941
P=.062
Repetition ( 8 Questions )
Table 5 indicated that higher performance of
the experimental class was statistically
insignificant . 20
Table 6 indicates that the experimental class
achieved better results than did the control class.
Identifying topic ( 2 Questions )
21
This study suggest that L1 listening strategy
instruction such as guessing, making inferences,
identifying topics, repetition and note-taking can
improve students' listening comprehension of
information better in an EFL context than just
adopting the traditional approach.
Ⅳ. Result & conclusion
22
The limitation is that there is potential researcher
(instructor) bias.
Participants didn’t including males, the result just
stand for females in Iran.
Ⅴ. Limitation
23
Final Slide
Coming soon
24