Comparing Intermediate Efl Students’ and Teachers’ Perceptions

Topics: Linguistics, Language acquisition, Language education Pages: 12 (4120 words) Published: June 20, 2013
World Applied Sciences Journal 16 (9): 1308-1313, 2012 ISSN 1818-4952 © IDOSI Publications, 2012

Comparing Intermediate EFL Students’ and Teachers’ Perceptions of Listening Comprehension Strategy Use Nasrin Hadidi Tamjid and Nasrin Babazadeh Department of Teaching English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Abstrcat: Language learning strategies are the thoughts and actions that learners employ to accomplish a learning goal. Extensive research has identified strategies used by students of a variety of second or foreign languages, but limited research has been carried out with regard to the listening comprehension strategy use of the students. The purpose of the present study was to compare intermediate EFL students’ and teachers’ perceptions of listening comprehension strategies. The research design for this study was descriptive. One research question led the study: Is there a difference between the intermediate EFL students’ and teachers’ perceptions of using six types of listening comprehension strategies including memory-related, cognitive, metacognitive, social, affective, compensation strategies? In order to answer the above questions, listening strategy use of the learners was assessed through a Farsi translation of Oxford’s Inventory for Language Learning. The participants of the present study were 90 female students from two language institutes of Tabriz. The results showed that there was no difference between the students’ and teachers’ perceptions of listening strategy use. Key words: Listening comprehension INTRODUCTION During the last twenty years, there has been an important variation within the field of language learning and teaching, resulting in more emphasis on learners and learning rather than teachers and teaching. This means that how learners process new information and what kinds of strategies they employ to understand, learn or remember the information have been the main concerns of the researchers dealing with the area of foreign language learning [1]. Research into Language Learning Strategies (LLSs) started in the 1960s and in particular, progresses in cognitive psychology affected much of the research done on LLSs[1]. In fact, cognitive domain of human behavior is of key importance in the acquisition of both a first and a second language. Ausubel, Novak and Hanesian [2] state that in cognitivist theories learners are considered as active processors of information whereas in behaviorist theories of learning learners are described as passive receivers of information. In cognitivist theories, learners make use of strategies. O’Malley and Chamot [3] define Language Learning Strategies as the particular thought or Listening strategies Perception

behaviors of processing of information that learners use to assist them comprehend, learn, or maintain new information. Oxford [4] points out that LLSs are particularly vital for language learning since they are tools for active, self-directed involvement, which is crucial for developing communicative competence. LLSs include four skills: listening, reading, speaking and writing, yet, in the present study the focus will be on listening comprehension strategies. Listening plays a crucial role in the communication process, in general and in language learning in particular [5]. It helps learners benefit from different aural and visual texts in L2 available through network-based multimedia [6]. According to Lynch and Mendelsohn [7], listening involves making sense of spoken language, normally accompanied by other sounds, with the help of our background knowledge and the context in which we are listening. In particular, listening strategies (LSs) are conscious attention of the learners’ to their comprehension processes so as to construct meaning [8]. In fact, teachers can help language learners improve their listening competence by equipping them with useful listening strategies and skills [6]. According to Oxford

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