Volume 4, Issue 2 (6-2019)
IJREE 2019, 4(2): 42-60 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Amari A, Gorjian B. The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learners
. IJREE 2019; 4 (2)
URL: http://ijreeonline.com/article-1-186-en.html
URL: http://ijreeonline.com/article-1-186-en.html
The Effect of Eliciting Tasks on Listening Comprehension among Iranian Pre-Intermediate EFL Learners
Department of English, Faculty of Humanities, Abadan Branch, Islamic Azad University, Abadan, Iran
Abstract: (6971 Views)
This study investigated the effects of eliciting tasks on listening comprehension among Iranian pre-intermediate English as a foreign language (EFL) learners. To do the current study, 30 participants out of 40 were selected through administering an Oxford Quick Placement Test (OQPT). After that, the participants were divided into two equal groups; one experimental and one control group. Then, a listening comprehension pre-test was administered to assess the participants’ listening comprehension at the beginning of the course. The experimental group received the treatment through eliciting tasks. Then, the control group received common instruction and was engaged in the ordinary program of the classroom. After twelve sessions of instruction, a post-test of listening comprehension was administered to gather the sufficient data. Data were analyzed through independent and paired samples t-tests and the results indicated that both experimental and control groups had better performance on their post-test compared to their pre-test. More importantly, the results showed that there was a significant difference between the post-tests of both groups. In fact, the experimental group outperformed the control group on the post-test thanks to eliciting tasks activities. The study has implications for language teachers and learners; e.g., Eliciting tasks help to develop a learner-centered classroom and a simulating environment while making learning memorable by linking new and old information.
References
1. Abdalhamid, F. (2012). Listening comprehension strategies of Arabic-speaking ESL learners. Thesis. Colorado: Colorado State University.
2. Afandi, W., Jufrizal, J., & Narius, D. (2013). The ability of the third-grade students in using different kinds of prepositions. Journal of English Language Teaching, 1(25), 625-639. http://ejournal.unp.ac.id/index.php/jelt/article/viewFile/2000/1709
3. Ahmad, S. R. (2016). Importance of English communication skills. International Journal of Applied Research, 2(3), 478-480. http://www.allresearchjournal.com/archives/2016/vol2issue3/PartH/2-3-47.pdf
4. Azar, S., & Maragheh, T. (2012). The effect of pedagogical tasks in EFL learners' performance. MJAL, 4(3), 1-17. https://www.mjal.org/removedprofiles/2013/10.pdf
5. Bialystok, E. (1981). The role of conscious strategies in second language proficiency. Modern Language Journal, 65(1), 24-35. doi: 10.1111/j.1540-4781. 1981.tb00949.x [DOI:10.1111/j.1540-4781.1981.tb00949.x]
6. Branden, K. V. (2006). Task based language education from theory to practice. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511667282]
7. Brown, G. (1990). Listening to spoken English (2nd ed.). London: Longman.
8. Brown, H. D. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd ed). Englewood Cliffs, NJ: Prentice Hall Regents.
9. Bueno, A., Madrid, D., & McLaren, N. (2006). TEFL in secondary education. Granada: Editorial Universidad de Granada.
10. Bygate, M. (1999). Quality of language and purpose of task: patterns of learners' language on two communication tasks. Language Teaching Research, 3(3), 185-214. [DOI:10.1177/136216889900300302]
11. Bygate, M., Skehan, P., & Swain, M. (2001). Researching pedagogic tasks, second language learning, teaching and testing. Harlow: Longman.
12. Byrne, D. (1986). Teaching oral English. England: Longman.
13. Carroll, S., & Swain, M. (1993). Explicit and implicit negative feedback: An empirical study of the learning of linguistic generalizations. Studies in Second Language Acquisition, 15(3), 357-366. https://www.jstor.org/stable/44487637 doi:10.1017/S0272263100012158 [DOI:10.1017/S0272263100012158]
14. Chastain, K. (1988). Developing second-language skills (3rd ed). San Diego: Harcourt Brave Jovanocich.
15. Edwards, C., & Willis, J. (2005). Teachers exploring tasks in ELT. Basingstoke: Palgrave Macmillan. [DOI:10.1057/9780230522961]
16. Eliss, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press.
17. Fang, X. (2008). Listening comprehension in EFL teaching. US-China Foreign Language, 6(1), 21-29. doi:10.17265/1539-8080/2008.01.005
18. Farrokhi, P., & Modarres, V. (2012). The effects of two pre - task activities on improvement of Iranian EFL learners' listening comprehension. Theory and Practice in Language Studies, 2(1), 144-150. http://www.academypublication.com/issues/past/tpls/vol02/01/21.pdf [DOI:10.4304/tpls.2.1.144-150]
19. Foster, P., & Skehan, P. (1997). The influence of planning and post-task activities on accuracy and complexity in task-based learning. Language Teaching Research, 1(3), 185- 211. [DOI:10.1177/136216889700100302]
20. Gass, S. (1997). Input, interaction, and the second language learner. Mahwah: Lawrence Erlbaum Associates.
21. Gorjian, B., & Pourkaram, M. (2018). Interactive effect of pragmatic eliciting tasks on EFL pre- intermediate learners' speaking proficiency. International Journal of Foreign Language Teaching & Research, 6(21), 121-132. http://jfl.iaun.ac.ir/article_597452_2c436e4bd407f9947f6b8e0b9c9372ff.pdf
22. Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-15. http://hrmars.com/admin/pics/1882.pdf
23. Jafari, K., & Hashim, F. (2012). The effects of using advance organizers on improving EFL learners' listening comprehension: A mixed method study. System, 40(2), 270-281. doi: 10.1016/j.system.2012.04.009 [DOI:10.1016/j.system.2012.04.009]
24. Khoshsima, H., & Sadighi Tasu, Z. (2014). The impact of task types on listening comprehension of Iranian intermediate EFL learners. International Journal of Applied Linguistics & English Literature, 3(3), 97-103. doi: 10.7575/aiac.ijalel. v.3n.3p.97 [DOI:10.7575/aiac.ijalel]
25. Krashen, S. (1982). Principles and practice in second language acquisition. Oxford: Pergamon.
26. Lindsay, C., & Knight, P. (2006). Learning and teaching English. Oxford: OUP.
27. Long, M. (1985). A role for instruction in second language acquisition: Task-based. In K. Hyltenstam, & M. Pienemann (Eds.), Modelling and assessing second language acquisition (pp. 77-99). Clevedon: Multilingual Matters.
28. Long, M. (2009). Methodological principles for language teaching. In M. Long, & C. Doughty (Eds.), Handbook of language teaching (pp. 373-94). Chichester, England: Wiley-Blackwell.
29. Long, M. H., & Norris, J. M. (2000). Task-based teaching and assessment. In M. Byram (ed.) Encyclopedia of language teaching (pp.597-603). London: Routledge.
30. Mackey, A. (2008). Conversational interaction in second language acquisition: A collection of empirical studies. Oxford, England: Oxford University Press.
31. Mackey, A., & Polio, C. (2009). Multiple perspectives on interaction in second language acquisition. London, England: Routledge. [DOI:10.4324/9780203880852]
32. Mendelsohn, D. J. (1994). Learning to listen: A strategy - based approach for the second language learner. San Diego: Dominie Press.
33. Molavi, S., & Kuhi, D. (2018). A comparative study of the effects of three different pre-listening tasks at intermediate and advanced levels. Journal of Advances in English Language Teaching, 6(1), 1-16. http://www.european-science.com/jaelt
34. Morley, J. (2001). Aural comprehension instruction: Principles and practices. In Marianne Celce - Murcia (editor), Teaching English as a second or foreign language. U.S.: Heinle and Heinle Paterson, Pat Wilcox.
35. Motallebzadeh, K., & Defaei, S. (2013). The effect of task-based listening activities on improvement of listening self-efficacy among Iranian intermediate EFL learners. International Journal of Linguistics, 5(2) 24-33. doi: [DOI:10.5296/ijl.v5i2.3560]
36. Newton, J. (1993). Task based interaction among adult learners of English and its role in second language development. Unpublished doctoral dissertation. Victoria University of wellington, New Zealand.
37. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press.
38. Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511667336]
39. O'Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 418-437. [DOI:10.1093/applin/10.4.418]
40. Osada, N. (2004). Listening comprehension research: A brief review of the last thirty years. 2004 TALK, Japan.
41. Pourhosein, G. A., & Ahmadi, S. M. (2011). The effect of text familiarity on Iranian EFL learners' listening comprehension. Journal of Language Teaching and Research, 2(4), 783-789. http://www.academypublication.com/issues/past/jltr/vol02/04/08.pdf [DOI:10.4304/jltr.2.4.783-789]
42. Prabhu, N. S. (1987). Second language pedagogy. Oxford: Oxford University Press.
43. Richards, J., & Rodgers, T. (2001). Approaches and methods in language teaching. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9780511667305]
44. Richards, J. C. (1987). Listening comprehension: Approach, design and procedure. In Long, M. H., & Richards. J. C. (Ed.), Methodology in TEOSL-book of readings (pp.161-174). New York: Newbury House.
45. Rivers, W. M. (1981). Teaching foreign language skills. Chicago: University of Chicago Press (2nd ed). [DOI:10.7208/chicago/9780226518855.001.0001]
46. Robinson, P. (2011). Task-based language learning. Ann Arbor, MI: Language Learning Research Club, University of Michigan. [DOI:10.1111/j.1467-9922.2011.00641.x]
47. Rose, K., & Kasper, G. (2001). Pragmatics in language teaching. Cambridge: Cambridge University Press. [DOI:10.1017/CBO9781139524797]
48. Rose, K., & Ono, R. (1995). Eliciting speech act data in Japanese: The effect of questionnaire type. Language Learning, 45(2), 191-223. [DOI:10.1111/j.1467-1770.1995.tb00438.x]
49. Rost, M. (1994). Introducing listening. London: Penguin Group.
50. Rost, M. (2009). Teacher development interactive: Listening. White Plains. NY: Pearson Longman.
51. Safdarian, Z. (2012). The effect of stories on young learners' proficiency and motivation in foreign language learning. International Journal of English and Education, 2(3), 200-248. http://ijee.org/yahoo_site_admin/assets/docs/18.17211134.pdf
52. Sarani, A., Zare Behtash, E., & Moslemi Nezhad Arani, S. (2014). The effect of video-based tasks in listening comprehension of Iranian pre-intermediate EFL learners. GIST Education and Learning Research Journal, 2(1), 008-017. https://files.eric.ed.gov/fulltext/EJ1062660.pdf
53. Skehan, P. (1996). Second language acquisition research and task-based instruction. In J. Willis, & D. Willis, Challenge and challenge in language teaching (pp.17-30). Oxford: Heinemann.
54. Skehan, P. A. (1998). Cognitive approach to language learning. Oxford: Oxford University Press. [DOI:10.1177/003368829802900209]
55. Skehan, P. (2014). Investigating a processing perspective on task performance. Amsterdam, Netherlands: John Benjamins. [DOI:10.1075/tblt.5]
56. Underwood, M. (1989). Teaching listening. Longman. London.
57. Willis, D., & Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.
58. Willis, J. (1996). A framework for task-based learning. Harlow: Longman.
59. Zohrabi, M., Sabouri, H., & Behgozin, M. (2015). The impact of pre-listening activities on Iranian EFL learners' listening comprehension of authentic English movies. International Journal on Studies in English Language and Literature (IJSELL), 3(2), 42-56. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.679.8085&rep=rep1&type=pdf
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
