Tag Archives: Listening comprehension

The Effect of Task Types on EFL Learners’ Listening Ability

Masoud Bahrami, Islamic Azad University, Iran

Full manuscript: www.kon.org/urc/v9/bahrami.html

Abstract This study aimed at examining the influence of task-based activities (four specific types of tasks: matching, form-filling, labeling, and selecting) on listening ability in students of English as a foreign language and to identify if there was any correspondence between task type and students’ language proficiency level. Ninety senior EFL learners of Sadra English Institute in Dorood participated in this study. The sources of data for this quasi-experimental study included two task-based tests of listening comprehension and a test of language proficiency. Analysis of the findings indicated that there was a significant relationship between the three tasks of “matching, labeling, and form-filling” on the one hand and listening comprehension on the other. However, no such relationship was observed between the task of “selecting” and listening comprehension. Moreover, the results of the participants’ performance on each task at each level of language proficiency showed that among the four tasks of the study only the “selecting” task did not correspond with the three levels of language proficiency. The participants, according to the results of the post-test, showed no improvement over the task of “selecting”.

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Is Listening Comprehension Influenced by the Cultural Knowledge of the Learners? A Case Study of Iranian EFL pre-intermediate learners

Morteza Bakhtiarvand, Payame Noor University of Andimeshk (PNU), Iran
Somaye Adinevand, Education Department of Andimeshk, Iran

Full manuscript: www.kon.org/urc/v9/Bakhtiarvand.html

Abstract The present study investigated the effect of cultural familiarity in improving Iranian EFL (English as a foreign language) learners’ listening comprehension. To achieve this purpose, a listening comprehension test was administered to three hundred language learners; ultimately one hundred and twenty pre-intermediate language learners were selected and randomly assigned to four groups. The same pre-test was administered to the four groups before any treatment lesson. During the experiment, Group A had exposure to target culture texts in-and out-side the classroom. The participants in Group B had exposure to international target culture texts in-and out-side the classroom. The participants in Group C had exposure to source culture texts in-and out-side the classroom. The participants in Group D had only exposure to culture free texts in-and-out side the classroom. At the end of the experiment, four groups took a post-test which was the same as pre-test to see whether or not there were changes regarding their listening proficiency. The results of the posttest showed that the four groups performed differently on the posttest, which was indicative of the fact that greater familiarity to specific culturally-oriented language listening material promoted the Iranian EFL learners’ listening proficiency.

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