The relationship between input modification and listening comprehension among intermediate Iranian EFL learners
Subject Areas : Journal of Teaching English Language Studies
1 - MA student of language teaching, Faculty of Humanities, Azad university of Takestan
Keywords: qualitative method, Listening strategies, listening factors, subjective data, objective data, input modification,
Abstract :
The purpose of this study was to identify Iranian EFL learner’s awareness degree of listening factors and strategies and the effect of input modification in improvement of listening comprehension. Since listening is a mental process and is not directly observable I had used qualitative method and sought to subjective data not objective one. Two groups of boys and girls in intermediate level had been selected and interviewed with open-ended questions concerning the difficulties which they encounter in listening comprehension and factors which they were aware of them. I had made a categorization from the obtained findings of interviews and suggested strategies to solve or at least reduce the problems. I had investigated the effect of input modification in two different listening texts; the results indicated that the use of input modification had a high positive relation with students’ level of listening comprehension.
Goh, C. C. M. (2002). Exploring listening comprehension tactics and their interaction patterns.
Goh, C. C. M. (2000). A cognitive perspective on language learners’ listening comprehension problems.
O’Malley,J.M., A.U.Charnot,G.Stewner-Manzanares, L.Kupper & R.P.Russo. (1985a). ‘Learning strategies used by beginning and intermediate ESL students’. Language Learning, 35:21-46.
Schmidt-Rinehart, B.C. (1994). “The effects of topic familiarity on second language listening comprehension.” The Modem Language Journal, 78(2):179-189.
Tauroza, S. & Luk. J. (1997). Accent and second language listening comprehension. RELC Journal, 28(1):54-71
Wolff, D. (1989). Identification of Text-type as a strategic device in L2 comprehension. In H. W. Dechert & Raupach, M. (Eds.). Interlingual Processes. Tubingen: G. Narr.
Field, J. (2003). Promoting perception: Lexical segmentation in second language listening. ELT Journal 57: 325–34.
Liu, X.L. (2005).Teachingacademiclistening.InP.F.Kwah&M.Vallance(eds.). Teaching ESL to Chinese learners. Singapore: Pearson Longman.
Liu, X. L., & Goh, C. (2006). Improving second language listening: Awareness and involvement. In T. S. C. Farrell (Ed.). Language teacher research in Asia. Alexandria, VA: TESOL, pp. 91–106.
Mendelsohn, D. (1995). Applying learning strategies in the second / foreign lan- guage listening comprehension lesson. In D. Mendelsohn & J. Rubin (eds.). A guide for the teaching of second language listening. San Diego: Dominie Press, pp. 132–50
Anderson, J. R. (1983). The architecture of cognition. Cambridge, MA: Harvard University Press.
Bacon, S. M. (1992a). The relationship between gender, comprehension, processing strategies, and cognitive and affective response in foreign language listening. The Modern Language Journal, 76, 160-178.
Cohen, A. D. (1998). Strategies in learning and using a second language. New York: Longman.