Abstract:
This study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners. Moreover, it seeks to explore the relationship between effectiveness of GBI and listening proficiency. For this purpose, 68 EFL learners in two different groups at Zabol University were selected. Group A included 30 participants (12 males and 18 females), and Group B consisted of 36 participants (16 males, and 22 females). Group A was divided into treatment and control groups and underwent two listening proficiency tests for pre and posttest. Results of independent t-test indicated that treatment group outperformed the control group as the result of GBI (Sig =.001, t=3.740). Based on the proficiency test, Group B was also divided into proficient and less-proficient groups each one underwent two listening tests for pre and posttest. Results of independent t-test and paired t-test revealed both groups differed significantly as the result of GBI (Sig.= .00, correlation= .949, and .945 for proficient and less-proficient groups respectively) indicating that listening proficiency is not a significant factor in effectiveness of GBI.
Machine summary:
"com This study aims at uncovering the effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners.
Moreover, these studies have evaluated the effectiveness of the genre-based instruction in improving learners’ linguistic skills (Cheung& Lai, 1997; Flowerdew, 2000).
As Paltridge (2001) argues, genre-based instruction can assist learners to succeed in linguistic communication and equip them with socially purposeful forms of language through providing generic knowledge and skills.
To accentuate the potential of genre as a powerful educational means, many studies have been carried out in the realm of language teaching (Bhatia, 1993; Cheung & Lai, 1997; Dudley-Evans, 1997;Flowerdew, 1993; Flowerdew, 2000; Henry & Roseberry, 1998; 2001; Holmes, 1997; Hopkins & Dudley-Evans, 1988; Hyland, 2002; Manzouri & Shahraki, 2014; Swales, 1990).
The first research question concerned the effect(s) of genre-based pedagogy on the listening proficiency of Iranian EFL learners.
Results of this study in general confirm what was reported in previous studies by other researchers on the effectiveness of GBI in language pedagogy (Bhatia, 1993; Cheung & Lai, 1997; Dudley-Evans, 1997; Emilia, 2005; Flowerdew, 1993; Flower dew, 2000; Henry & Roseberry, 1998; 2001; Holmes, 1997; Hopkins & Dudley- Evans, 1988; Hyland, 2002; Krisnachinda, 2006; Manzouri &Shahraki, 2014; Swales, 1990).
This study, as an attempt to push the limits of genre theory, aimed at exploring effect(s) of genre-based instruction (GBI) on listening proficiency among Iranian EFL learners.
Results of data analysis on all groups revealed that GBI had a significant effect in improving listening proficiency among Iranian EFL learners."