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Acknowledgement X
Abstract XI
List of Tables XII
Chapter 1: Introduction 1
- Overview 1
- Statement of the Problem and Purpose of the Study 5
- Significance and Justification of the Study 6
- Research Questions 7
- Research Hypotheses 8
- What Is Known About Listening 8
- What Is Known About Authentic Materials 10
- Definition of Important Terms 12
- Delimitations 13
- Limitations 14
- Organization of the Master Thesis 14
Chapter 2: Review of Literature 15
- Introduction 15
- Listening Comprehension 15
- 2.1 Definition of Listening 15
- 2.2 Importance of Listening 17
- 2.2.1 Listening and Academic Success 18
- 2.2.2 Discovery Listening 18
- 2.3 Listening as an Academic Process 20
- 2.3.1 Knowledge Required for Listening 20
Process
- Listening Comprehension versus Reading 21
Comprehension
- Listening Comprehension 23
- 2.5.1 Authentic and Listening 23
Comprehension
- Different Kinds of Comprehension 24
- Comprehension Preceding Production 25
- 2.6 Tasks for Listening Comprehension 25
- 2.6.1 Performing to Indicate Understanding 27
- 2.6.2 Teaching rather than Testing 28
- 2.7 Inner Speech and Language Learning 29
- 2.7.1 Listening and Speaking 29
- 2.8 Maturation and Language Learning 30
- 2.8.1 Vygotsky’s Zone of Proximal 31
Development
- The Role of Background Knowledge in 32
Learning Language
- 2.9.1 Schema Theory 32
- 2.9.2 Background Knowledge/Prior 33
Knowledge
- 2.10 Cultural Background 35
- 3 Listening and English-as-a-Foreign-Language Learning 36
- 3.1 The Emergency of Communicative Language 36
Teaching
- Communicative Approach: Some Principles 38
and Features
- 4 The Use of Aural Authentic Materials 40
- 4.1 Definitions of Authentic Materials 40
- 4.2 Authentic Materials and Language Performance 41
- 4.3 Nature of Authentic Texts 43
- 4.3.1 Characteristics of Authentic Speech 43
- 4.3.2 Authentic Speech and Cultural Aspect 44
Chapter 3: Methodology 46
- Introduction 46
- Summary of the Study 46
- 2.1 Participants 48
- 2.2 Classroom Observation 49
- 3 Demographic Data of the Students 50
- 4 Classroom Environment 52
- 4.1 Setting 52
- 5 Classroom Practices 52
- 5.1 Listening Materials Implemented in Class 52
- 5.2 Class Procedure 53
- 6 Teacher’s Pedagogy 54
- 7 Interviews 55
- 7.1 Interviews with Students 56
- 7.1.1 First Interview 56
- 7.1.2 Second Interview 56
- 8 Self-Evaluation Questionnaire 57
- 9 Language Learning Strategy Questionnaire 58
- 10 Data Collection 59
- 11 Analysis of Data 60
- 12 Validity and Reliability 63
Chapter 4: Results 64
- Introduction 64
- Summary of the Study 64
- Results of the Study 65
- 3.1 Results for Fundamental Research Question: 66
Influences of Aural Authentic Materials
- 3.1.1 Results from the Interviews with Students 67
- 3.1.2 Results from the Class Observation 69
- 3.1.3 Results from the Self-Evaluation 71
Questionnaire
- 3.2 Summary of Findings Related to the Influences 72
of Aural Authentic Materials
- 3.3 Results for Secondary Research Question#1: 73
Learning Strategy Use
- 3.3.1 Results from the Interview with 73
students
- Results from the Class Observation 75
- Results from the Learning Strategy 76
Questionnaire
- 3.4 Summary of Findings Related to the Learning 77
Strategy Use
- 3.5 Results for Secondary Research Question#2: 79
Attitudes towards Language Learning
- 3.5.1 Results from the Interviews with 79
Students
- Summary of Findings Related to the Students’ 80
Attitudes towards Language Learning
- 4 Overall Findings of the Study 80
- 4.1 Students with no Progress in Listening Ability 81
- 4.2 Students with Progress in Listening Ability 82
Chapter 5: Conclusion 84
- Introduction 84
- Summary of the study 84
- Discussion of Results 86
- 3.1 Authenticity of the Listening Materials 86
- 3.2 Influences of Aural Authentic Materials on 89
Listening Comprehension
- Use of Learning Strategies 92
- Attitudes towards Language Learning 94
- 4 Conclusions 96
- 5 Recommendations 102
- 5.1 Recommendations for Further Research 102
- 5.2 Implications for Teaching 103
Listening is probably the least explicit of the four language skills, making it the most difficult skill to learn. It is evident that children listen and respond to language before they learn to talk. When it is time for children to learn to read, they still have to listen so that they gain knowledge and information to follow directions. In the classroom, students have to listen carefully and attentively to lectures and class discussions in order to understand and to retain the information for later recall.
The assessment of listening comprehension for academic purposes is an area which has not received much attention from researchers (Read, 2005). Rankin (1926/1952) suggests that adults spend more than 40 percent of their communication time listening, in contrast with 31.9 percent speaking, 15 percent reading, and 11 percent writing. Clearly, much of the educational process is based on skills in listening. Students have to spend most of the time listening to what the teacher says, for instance, giving lectures or asking questions. According to Wolvin and Coakley (1979), the amount of time that students are expected to listen in the classroom ranges from 42 to 57.5 percent of their communication time. Taylor (1964), on the other hand, estimates that nearly 90 percent of the class time in high school and university is spent in listening to discussion and lectures. Since listening occupies such a large percentage of the communication time of most people, it is therefore advantageous to possess effective listening skills in order to meet listening demands that occur daily.
Listening is an important skill for learners of English in an academic study context, since so much of what they need to understand and learn is communicated through the oral medium (Read, 2005). Listening can also help students build vocabulary, develop language proficiency, and improve language usage (Barker, 1971). Cayer, Green, and Baker (1971) found that students’ ability to comprehend written material through reading as well as to express themselves through spoken and written communication are directly related to students’ maturity in the listening phase of language development. Dunkel (1986) also asserts that developing proficiency in listening comprehension is the key to achieving proficiency in speaking. Not only are listening skills the basis for the development of all other skills, they are also the main channel through which students make initial contact with the target language and its culture (Curtain & Pesola,1988).
Investigating the EFL listening needs of college students is ignored in Iran. Probing in to the conversational and academic listening abilities required by EFL college students should be very well considered. Iranian EFL students are studying English in their home country where English is not the dominant native language. Students who are from environments where English is not the language of the country have very few opportunities to hear the real language; these students therefore are not accustomed to hearing the language as it is produced by native speakers for native speakers
