Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study

Autor/inn/en	Bozorgian, Hossein; Pillay, Hitendra
Titel	Enhancing Foreign Language Learning through Listening Strategies Delivered in L1: An Experimental Study
Quelle	6 (2013) 1, S.105-122 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Foreign Countries; Second Language Instruction; English (Second Language); Indo European Languages; Listening; Role; Control Groups; Listening Skills; Learning Strategies; Inferences; Units of Study; Identification; Repetition; Notetaking; Listening Comprehension Tests; Class Activities; Learning Activities; Teaching Methods; Speech; Iran + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Indoeuropäisch; Hörvorgang; Zuhören; Rollen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inference; Inferenz; Lerneinheit; Identifikation; Identifizierung; Wiederholung; Hörverstehensübung; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Speaking; Sprechen
Abstract	Listening used in language teaching refers to a complex process that allows us to understand spoken language. The current study, conducted in Iran with an experimental design, investigated the effectiveness of teaching listening strategies delivered in L1 (Persian) and its effect on listening comprehension in L2. Five listening strategies: Guessing, making inferences, identifying topics, repetition, and note-taking were taught over 14 weeks during a semester. Sixty lower intermediate female participants came from two EFL classrooms in an English language institute. The experimental class (n = 30) who listened to their classroom activities performed better (t value = 10.083) than the control class using a methodology that led learners through five listening strategies in Persian. The same teacher taught the students in the control class (n = 30), who listened to the same classroom listening activities without any of the above listening strategies. A pre and post listening test made by a group of experts in the language institute assessed the effect of teaching listening strategies delivered in L1. Results gathered on the post intervention listening test revealed that listening strategies delivered in L1 led to a statistically significant improvement in their discrete listening scores compared with the control group. (Contains 7 tables.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10