Comparing Two Pre-Listening Supports with Iranian EFL Learners: Opportunity or Obstacle

Autor/inn/en	Alavi, Sayyed Mohammad; Janbaz, Fateme
Titel	Comparing Two Pre-Listening Supports with Iranian EFL Learners: Opportunity or Obstacle
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 45 (2014) 3, S.253-267 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688214546963
Schlagwörter	Comparative Analysis; English (Second Language); Second Language Learning; Listening Comprehension Tests; Second Language Instruction; Instructional Effectiveness; Teaching Methods; Scores; Role; Foreign Countries; Radio; Dialogs (Language); Institutes (Training Programs); Females; Difficulty Level; Iran + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Hörverstehensübung; Fremdsprachenunterricht; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Rollen; Ausland; Dialog; Dialogs; Dialogue; Dialogues; Sommerakademie; Weibliches Geschlecht; Schwierigkeitsgrad
Abstract	Since listening is a crucial component of language competence and fundamental for successful communication as well, its development has been gradually given much attention from language teachers and researchers. This study is aimed at investigating the effectiveness of two pre-listening supports, i.e. question preview and topic preparation on the listening comprehension of foreign language learners. The participants (N = 61 female), divided in two separate groups, answered ten items of listening comprehension tests under two different conditions. In the question preview condition, the teacher read questions and options loudly before the listening test began, while in the topic preparation condition, the participants read textual information related to the topics of listening tests. The results showed that pre-listening supports benefited EFL learners' listening comprehension. However, statistical significant difference of the listening comprehension scores between the two supports could not be established. With such a positive effect on EFL listening, this study suggests that topic preparation and question preview have their own specific role in the development of EFL learners' listening comprehension. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10