The Effect of Visual Advance Organizer and Types of Passages on EFL Learners’ Listening Comprehension

Journal of English Language Pedagogy and Practice

مقاله 6، دوره 1، شماره 2، مرداد 2008، صفحه 99-116   

نوع مقاله: Research Paper

نویسندگان

Gholam Reza Kiany؛ Sara Jalali

Tarbiat Modares University

چکیده

Testing the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues). As B-Ikeguchi (1997) states a few studies have been carried out on the effects of these factors on EFL learners’ listening comprehension with controversial results. And even fewer studies have concentrated on the effects of these factors on EFL learners’ performance on listening comprehension tests, which is the purpose of this study. In the present study, 180 advanced EFL learners were randomly selected by administering the Oxford Placement Test (OPT). The subjects were randomly assigned to three groups each consisting of 60 students. As far as the performance of subjects on listening comprehension test was concerned, the following results were obtained: 1) There was a significant difference between the presence vs. lack of visual advance organizer; 2) There was a significant difference between the uses of short-interval vs. long-interval advance organizer; 3) There was a significant difference between different types of listening passages (dialogues vs. monologues); and 4) There was no significant interaction between the use of visual advance organizer and  different types of listening passages. 
 
 

کلیدواژه‌ها

Advanced EFL Learners؛ Visual Advance Organizer؛ Time Lapse؛ Types of Listening Passages

مراجع

 

Bachman, L. F. (1990). Fundamental considerations in language testing. Oxford: Oxford University Press.

B-Ikeguchi, C. (1997). The Role of visuals in ESL instruction. Bulletin, Tokyo Kasei Gakuin, Tsukuba Women’s University, 1, 149-156.

Blau, E. (1990). The effect of syntax, speed, and pauses on listening comprehension. TESOL Quarterly, 24, 746-753.

Bowen, J. D., Madsen, H. & Hilferty, A. (1985). TESOL techniques and procedures. Rowley: New Bury House Publishers, INC.

Byrnes, H. (1984). The role of listening comprehension: A theoretical base. Foreign Language Annals, 17, 317-329.

Canning-Wison, C. (2000). Research in visuals. Invited Paper for the Video Special Interest Group at the International TESOL Arabia 2000 Conference. 

Cervantes, R. & Gainer, G. (1992). The effects of syntactic simplification and repetition on listening comprehension. TESOL Quarterly, 26, 354-374.

Chaudron, C. (1983). Simplification of input: Topic reinstatements and their effects on L2 learners’ recognition and recall. TESOL Quarterly, 17, 437- 458.

Chiang, C. & Dunkel, P. (1992). The effect of speech modification, prior knowledge and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 345-374.

Conrad, L. (1989). The effects of time-compressed speech on listening comprehension. Studies in Second Language Acquisition, 11, 1-16.

Feak, C. B. & Salehzadeh, J. (2001). Challenges and issues in developing an EAP video listening placement assessment: A view from one program. English for Specific Purposes, 20, Supplement 1, 477-493.

Lonergan, J. (1992). Video in language teaching. Cambridge: Cambridge University Press. 

Lund, R. J. (1990). A taxonomy for teaching second language listening. Foreign Language Annals, 23, 105-115.

Mendelsohn, D. (1994). Learning to listen. Carlsbad, CA: Dominie Press.

Messick, S. (1996). Validity and washback in language testing. Language Testing, 13, 242-256.

Morley, J. (1991). Listening comprehension in second/foreign language instruction. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language, 81-106. New York: Newbury House.

Parker, K. & Chaudron, C. (1987). The effects of linguistic simplification and elaborative modifications on L2 comprehension. University of Hawai’i Working Papers in ESL, 6, 107-133.

Pica, T., Young, R. & Doughty, D. (1987). The impact of interaction on comprehension. TESOL Quarterly, 21, 737-758.

Read, J. (2002). The use of interactive input in EAP listening assessment. Journal of English for Academic Purposes, 1, 105-119.

Rivers, W. M. (1981). Teaching foreign  language skills. Chicago: University of Chicago Press.

Rubin, A. (1980). Theoretical taxonomy of the difference between oral and written language. In R. Spiro, B. Bruce, & W. Brewer (Eds.), Theoretical issues in reading comprehension, 411-438. Hillside, NJ: Erlbaum.

Shohamy, E. & Inbar, O. (1991). Validation of listening comprehension tests: The effect of text and question type. Language Testing, 8, 23-40.

Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.