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A Study of English Listening Comprehension Improvement via Product vs. Process-Oriented Tactics: The Case study of Shiraz EFL Learners

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(10 صفحه - از 22 تا 31)

As listening comprehension plays an indispensable role in language learning, the way in which language instructors cover teaching listening comprehension has been controversial; the recent study selected two approaches to associate listening comprehension tactics: product-oriented and process-oriented. A quasi-experimental design was adopted to get to the objectives. Using a random procedure, 120 male students ranging in age from 15 to 18 were selected and were randomly allocated to two experimental and control groups. Subsequently, a pre-test was given to both groups to approve that both groups began on equal traction, which was the case. The students were taught for 12 sessions, adopting a process-oriented approach for the experimental group and a product-oriented approach for the control group. The evaluation of the two groups in terms of their overall performance on listening comprehension indicated that the performance of the students receiving training in process-oriented approach to listening comprehension compensated the control group trained through product-oriented approach, which suggests a clear advantage of the former. The findings have implications for the ways in which listening comprehension, in general, are taught in language classes.

خلاصه ماشینی:

"com Received: May 4, 2017 Accepted: July 17, 2017 Online Published: September 20, 2017 Abstract As listening comprehension plays an indispensable role in language learning, the way in which language instructors cover teaching listening comprehension has been controversial; the recent study selected two approaches to associate listening comprehension tactics: product-oriented and process-oriented. The pre-test and post-test were concerned with the first question of the study, which was about investigating the possible difference between product-oriented approach and process-oriented approach to listening comprehension. The pre-test was run to ensure that the difference between the groups in question in terms of listening comprehension was not significant prior to the study. 926 The table above clearly indicates that the difference between the two groups in terms of their overall performance on the pre-test of listening comprehension is not significant. 6. 3 Descriptive Statistics Regarding the nature of the research questions raised in the study, just like the pre-test, it was necessary to do two comparisons between the experimental and the control groups in terms of their performance on the post-test. Pourhosein Gilakjani and Ahmadi (2011) stated that it is necessary for teachers to change listening classes from product-oriented to process-oriented approach. Regarding the problems of language learners and teachers in EFL settings, the findings of this study can make classroom listening activities more productive. EFL learners, English teachers, syllabus designers, and methodologists can benefit from the findings of this study to improve listening comprehension practices."

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