Enhancing foreign language learning 0313

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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

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Bozorgian,H.&Pillay, H,.(2013).Enhancing Foreign

Language Learning through Listening Strategies.

International Journal of Instruction,6(1), 106-122.

Citation

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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

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PurposeThe purpose of this study is researching the

effectiveness of teaching listening strategies in

developing and improving the listening skills of

Iranian EFL students.

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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

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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?

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Who

How

Time

Ⅲ. Methodology

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Participants 60 female students

Lower intermediate level

English Language Institute in Iran

Pretest Baseline screen test

25 minutes

Daily conversation

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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

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A paired sample t-test showed no statistically

significant differences between experimental

and control groups. 16

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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

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Procedure

Received additional guided listening strategy instruction

20-25 minutes

Regular listening comprehension

Received 14 sessions along with the normal conversation

Experimenta

l group

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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

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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 )

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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

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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

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Final Slide

Coming soon

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