Learning to Listen: Does Intervention Make a Difference?

Autor/inn/en	Lotfi, Ghazal; Maftoon, Parviz; Birjandi, Parviz
Titel	Learning to Listen: Does Intervention Make a Difference?
Quelle	In: Language Learning Journal, 44 (2016) 1, S.107-123 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-1736
DOI	10.1080/09571736.2012.734320
Schlagwörter	Listening; Intervention; Higher Education; English (Second Language); Second Language Learning; Foreign Countries; Undergraduate Students; Majors (Students); Language Proficiency; Pretests Posttests; Interviews; Experimental Groups; Teaching Methods; Listening Skills; Listening Comprehension; Listening Comprehension Tests; Quasiexperimental Design; Iran + Suchen Sie Ihr Suchwort? Hörvorgang; Zuhören; Hochschulbildung; Hochschulsystem; Hochschulwesen; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland; Language skill; Language skills; Sprachkompetenz; Interviewing; Interviewtechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Hörverständnis; Hörverstehensübung
Abstract	This study explored the impact of listening strategy training conducted within two strategy interventions on pre-intermediate and intermediate EFL learners' comprehension of unidirectional listening. Participants were divided into two experimental groups (n = 156) and a comparison group (n = 50). Each experimental group was trained in eight listening strategies within one of the strategy interventions. Learners' perceptions regarding the efficacy of strategy interventions in enhancing their listening performance were also sought through semi-structured interviews. The comparison group listened to the same listening texts as the experimental groups without receiving strategy training. Results showed that both experimental groups outperformed the comparison group on a listening achievement test. Further, the intermediate learners in the experimental groups outperformed the pre-intermediate ones. No statistically significant difference was, however, found between the listening performances of learners in the experimental groups. Learners expressed a positive view of the efficacy of strategy interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01