Languaging is considered as the process of making knowledge through the use of language for explaining the concepts. Teaching listening strategies in this study provided students with moments of languaging in L1 that subsequently allowed them to transfer certain strategies to listening comprehension. This study investigated the effects of different modes of languaging on the listening performance of EFL learners. It draws on sociocultural theories and languaging. Initially, an Oxford Placement Test was administered to 62 EFL intermediate learners to ensure homogeneity. Then, the participants were assigned to two groups, collaborative and private mode of languaging. Before applying treatment, the participants were also given a sample of (PET) listening test as a pre-test. During treatment sessions, the listening tasks were practiced by collaborative mode of languaging in one group, while in the second group tasks were accomplished by private form within 10 sessions. At the end of treatment, a post-test (PET) was administered. Consequently, the mean scores of both groups on the post-test led to the rejection of the null hypothesis implying that the learners in the collaborative languaging group and private languaging group significantly improved in terms of listening performance. However, the private form of languaging outperformed the collaborative one. پرونده مقاله

This research study investigated the development of listening proficiency level by the aid of different media- tional artifacts in Systemic Theoretical Instruction (STI). The study considered whether exposing learners to different types and various numbers of mediating artefacts would increase their awareness towards listen- ing concepts after two months, and consequently promote their listening performance. To this end, 90 un- dergraduate English as Foreign Language (EFL) Learners, in the field of English Literature and Tra nslation, were recruited in this study. The participants were divided into three experimental groups. The learners in group (I, STI-EM) were exposed to teacher’s oral explanation of the listening concepts along with material- ized tools , which consisted of presenting the listening concepts in charts and images, while group (II, STI- EV) learners were exposed to teacher’s oral explanation of the target concepts and learners’ individual form of verbalization. Learners in group (III, STI-EMV) exposed to all forms of mediation such as teacher’s oral explanation, materialized tools and learners’ verbalization practice. Data were gathered through two listen- ing comprehension tests (pre & post) from learners. Semi-structured interview was then conducted to gain learners’ opinions about this way of instruction. The study lasted 13 weeks, including both listening assess- ments and the enrichment program (EP). The result of the study indicated that learners’ listening improve- ment was detected more in the group who exposed to all forms of mediating artifacts (Group III). While the other two groups (I & II) had approximately the same listening performance. In addition, almost all the learners in three instructional groups were satisfied with STI. پرونده مقاله