Volume 2, Issue 3 (9-2017)                   IJREE 2017, 2(3): 22-31 | Back to browse issues page


XML Persian Abstract Print


Young Researchers and Elite Club, Yasooj Branch, Islamic Azad University, Yasooj, Iran
Abstract:   (2045 Views)

As listening comprehension plays an indispensable role in language learning, the way in which language instructors cover teaching listening comprehension has been controversial; the recent study selected two approaches to associate listening comprehension tactics: product-oriented and process-oriented. A quasi-experimental design was adopted to get to the objectives. Using a random procedure, 120 male students ranging in age from 15 to 18 were selected and were randomly allocated to two experimental and control groups. Subsequently, a pre-test was given to both groups to approve that both groups began on equal traction, which was the case. The students were taught for 12 sessions, adopting a process-oriented approach for the experimental group and a product-oriented approach for the control group. The evaluation of the two groups in terms of their overall performance on listening comprehension indicated that the performance of the students receiving training in process-oriented approach to listening comprehension compensated the control group trained through product-oriented approach, which suggests a clear advantage of the former. The findings have implications for the ways in which listening comprehension, in general, are taught in language classes.

Full-Text [PDF 505 kb]   (1138 Downloads)    
Type of Study: Research | Subject: Special

References
1. Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic journal of foreign language teaching, 1(1), 14-26.
2. Farrokhi, F., & 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. doi: 10.4304/tpls.2.1.144-150 [DOI:10.4304/tpls.2.1.144-150]
3. Feyten, C. M. (1991). The power of listening ability: An overlooked dimension in language acquisition. The modern language journal, 75(2), 173-180. doi: 10.1111/j.1540-4781.1991.tb05348.x [DOI:10.1111/j.1540-4781.1991.tb05348.x]
4. Goh, C. C. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75. [DOI:10.1016/S0346-251X(99)00060-3]
5. Hoven, D. (1999). A model for listening and viewing comprehension in multimedia environments. Language Learning & Technology, 3(1), 88-103. Retrieved September 2, 2017 from https://www.learntechlib.org/p/90919/.
6. Hu, G. (2002). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language Culture and Curriculum, 15(2), 93-105. http://dx.doi.org/10.1080/07908310208666636 [DOI:10.1080/07908310208666636]
7. Kothari, C. R. (2004). Research methodology: Methods and techniques. New Delhi: New Age International (P) Ltd., ©2004. (OCoLC) 62197369
8. Lynch, T. (2012). Promoting EAP learner autonomy in a second language university context. Research perspectives on English for academic purposes. Cambridge: Cambridge University Press. 390-403. doi: [DOI:10.1017/CBO9781139524766.029]
9. Nunan, D. (1995). Closing the gap between learning and instruction. TESOL Quarterly, 29(1), 133-158. doi: 10.2307/3587808 [DOI:10.2307/3587808]
10. Onaka, F. (2013). Aspects of process theories and process-oriented methodologies in historical and comparative sociology: an introduction. Historical Social Research, 38(2), 161-171. URL: http://nbn-resolving.de/urn:nbn:de:0168-ssoar-387845
11. Pourhosein Gilakjani, A. P., & Ahmadi, M. R. (2011). A study of factors affecting EFL learners' English listening comprehension and the strategies for improvement. Journal of Language Teaching & Research, 2(5), 977-988. doi:10.4304/jltr.2.5.977-988 [DOI:10.4304/jltr.2.5.977-988]
12. Richards, J. C. (2003). Developing tactics for listening. Oxford: Oxford University Press.
13. Rubin, J. (1994). A review of second language listening comprehension research. The Modern Language Journal, 78(2), 199-221. doi: 10.1111/j.1540-4781.1994.tb02034.x [DOI:10.1111/j.1540-4781.1994.tb02034.x]
14. Scanlon, E. (2005). The literacy experiences of ninth-graders and their teacher in an English language arts workshop. Ph.D. Dissertation, Department of Curriculum and Instruction, College of Education, University of Central Florida, Orlando, Florida. U.S.A.
15. Yaghoubi, S. T., & Seyyedi, F. (2017). Listening strategies used by Iranian EFL learners in listening comprehension of TOEFL academic lectures: focus on gender. Modern Journal of Language Teaching Methods, 7(4), 327-340.
16. Ten Cate, O., Snell, L., Mann, K., & Vermunt, J. (2004). Orienting teaching toward the learning process. Academic Medicine, 79(3), 219-228. [DOI:10.1097/00001888-200403000-00005] [PMID]
17. Van Duzer, C. H. (1997). Improving ESL learners' listening skills: At the workplace and beyond. National Clearinghouse for ESL Literacy Education, Project in Adult Immigrant Education.