چکیده:
The present study sought to investigate the differential effect of using nativeaccent
and non-native accent materials on the Iranian English as a Foreign
Language (EFL) learners’ listening comprehension. To this purpose, 60
primary EFL Iranian learners participated in the study. The participants were
randomly divided into a control group (N=30) and an experimental group
(N=30). First, a Quick Placement Test which consisted of vocabulary,
grammar, and reading items was administered in order to ensure the
homogeneity of participants. As the intervention of the study, the control
group was provided with the listening materials accompanied by the use of
their native-accent audio files, whereas the experimental group was exposed
to the same listening tasks and materials which were pronounced by the nonnative
teacher. The experimental intervention lasted for six forty-minute
sessions. To collect the data, the listening component of Pearson Test of
English General (PTE General) was used as the pre-test and the post-test to
measure listening comprehension of the participants. The results indicated
that using non-native accent listening materials was more effective than
using native-accent materials in enhancing listening comprehension of the
EFL learners. These findings were discussed in the light of English as an
International Language (EIL) debate and the theory of inter-language speech
intelligibility benefit
خلاصه ماشینی:
University of Kurdistan, Kurdistan, Iran Received: 23 April 2019 Revision: 22 June 2019 Accepted: 5 July 2019 Published online: 20 September 2019 Abstract The present study sought to investigate the differential effect of using native-accent and non-native accent materials on the Iranian English as a Foreign Language (EFL) learners’ listening comprehension.
com Volume 4, Number 3, September 2019 {مراجعه شود به فایل جدول الحاقی} H0: There is not any significant difference between primary EFL learners who are taught using native listening materials and those who are instructed using non-native accent (i.
com Volume 4, Number 3, September 2019 {مراجعه شود به فایل جدول الحاقی} there was a significant progress in the listening comprehension performance of the teacher-accent group from the pre-test to the post-test.
The findings of the study revealed that the use of non-native or teacher accent materials was more effective in enhancing listening comprehension of the participants.
The findings of the present study support, in part, the assumptions of the relatively new debate of EIL, which runs counter to the traditional dominance of the native speakers and challenges the widely accepted benefits linked to the use of authentic and native accent materials in the classroom (Canagarajah, 2006; Jenkins, 2006) especially the use of native accent of the students in listening comprehension (Llurda, 2004).
The results of the study indicated that using non-native or teacher accent materials was more effective in enhancing listening comprehension of the participants.