Listening comprehension has gained more prominence in EFL/ESL classes. Due to this prominence, scholars have tried to shed light on different ways of improving learners' listening comprehension. One of these ways is using listening strategies. There is still a controversy over the effective role of these strategies in improving listening comprehension. Thus, the proposed strategies have always been reviewed and reformed. Adopting either strategy, the course shall be quite ineffective if it fails to increase learners' participation in the course. The purpose of this study was to investigate whether or not peer-cooperative self-access materials adaptation has any effect on learners' involvement and participation in listening classes. In addition, the present study tried to probe any possible changes in students' attitude toward listening as a result of the treatment. In order to accomplish the purpose of the study, 90 Iranian students who were studying at Islamic Azad University, an independent university, were selected based on their obtained scores in a language proficiency test (TOEFL). They were randomly assigned to one control and two experimental groups. Then they undertook a 17-session treatment. With a quasi-experimental pretest posttest design, it became evident that having students adapt listening materials improved listening comprehension performance. And also a positive change occurred in students' overall attitude toward listening.
The purpose of this study is to explore any possible difference among the verb types chosen in articles written in English by the non-natives and natives. In so doing, Halliday's Systemic Functional Grammar (1994) was employed. 80published articles from the medical sciences field of study were chosen from among which40were written by native English writers and 40 by the non-natives. In the light of the guidelines on Experiential Metafunctions, the articles were analyzed. Then the Frequency of each common type of verb was computed. Having applied Chi-Square, the researchers found out that the native English speakers and non-native ones employ different types of verbs. According to the results, non-native English language researchers may introduce the types of the verbs based on their L1 norms. Finally it seems necessary for Language Teachers and ESP Materials developers to take into account such differences while teaching and adapting writing materials.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.