The Relationship between L2 Listening Comprehension and Listening Fatigue among Iranian Intermediate EFL Learners
محورهای موضوعی : language teaching
سعید نجفی صارم
1
(Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran)
حمید مرعشی
2
(Department of English, Central Tehran Branch, Islamic Azad University, Tehran, Iran)
مسعود سیری
3
(Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran)
کلید واژه: EFL learners, L2 listening comprehension, listening fatigue,
چکیده مقاله :
Listening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listening fatigue among Iranian EFL learners. For this purpose, 86 intermediate and upper-intermediate Iranian EFL learners randomly selected after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized in order to gather the necessary data. Afterwards, during the qualitative phase, oral interviews were employed to obtain 30 % of the participant’s’ attitudes about the relationship between listening comprehension and listening fatigue. Applying a Pearson product-moment correlation revealed that there was a significant relationship between L2 listening fatigue and their listening comprehension. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude about the relationship. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is that in order to enhance EFL learners’ L2 listening comprehension, it is better to reduce their debilitative listening fatigue.
مهارت شنیدن در زبان انگلیسی به عنوان یکی از مهمترین و پیچده ترین مهارتها از سوی بسیاری از محققان شناخته می شود که میتواند باعث خستگی ذهنی در افراد شود. این مطالعه تلاشی در جهت بررسی رابطه بین مهارت شنیدن و خستگی ذهنی به هنگام شنیدن در بین فراگیران ایرانی زبان انگلیسی می باشد. بدین منظور،86 زبان آموز در سطح متوسط و بالاتر از متوسط بصورت تصادفی ازپس از برگزاری یک آزمون تعیین سطح تافل از بین 120 زبان آموز در رشته مترجمی برای شرکت در این مطالعه انتخاب شدند. از یک آزمون تافل مهارت شنیدن و یک پرسشنامه خستگی ذهنی به هنگام مهارت شنیدن ه توسط خود محقق طراحی شده بود، برای جمع آوری داده های لازم استفاده شد. سپس در مرحله تحلیل کیفی، نگرش 30 درصد از شرکت کنندگان در خصوص رابطه بین مهارت شنیدن و خستگی ذهنی به هنگام شنیدن مورد مصاحبه قرار گرفت. سپس اعمال ضریب همبستگی پیرسون نشان داد که بین مهارت شنیدن و خستگی ذهنی به هنگام شنیدن رابطه مهمی وجود دارد. این یافته در مرحله تحلیل کیفی نیز مورد تایید قرار گرفت و شرکت کنندگان نظرات موافق خود را در خصوص وجود این رابطه اعلام نمودند. یافته های این تحقیق دارای کاربردهای آموزشی مهمی در آموزش و یادگیری زبان دوم بوده بطوریکه مهمترین کاربرد این بوده که به منظور افزایش مهارت شنیدن باید سطح خستگی ذهنی را به عنوان یک عامل مخرب تا میزان بسیار زیادی کاهش داد
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