This study aimed to compare the effects of audio documents and video documents on the listening comprehension of a foreign language. Two groups of adult students were compared in terms of their understanding of a particular document. One group watched the document while the participants in the other group only listened to it. Results indicate that video documents contribute to a better understanding of audio elements in some cases. However, audio documents occasionally help students concentrate on audio elements. Results also show that a video document increases the accuracy of listening comprehension when the video channel visualizes or justifies what is being said and facilitates the act of guessing and anticipating what is going to be said, while an audio document could be misleading or equivocal at times. On the other hand, a video document may include some disconcerting elements which draw the students' attention away from the audio elements
ABSTRACT. This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners' awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.Keywords: listening comprehension, metacognitive awareness, listening strategies, TEF, high-stake tests.Listening é o meu pesadelo: Por que aprendizes iranianos de L2 continuam apresentando baixo desempenho no módulo de listening RESUMO. Este trabalho apresenta os resultados de um estudo a respeito da maneira como candidatos iranianos aos testes de proficiência TEF ou TEFAQ tratam a compreensão auditiva enquanto habilidade. Investiga-se também a consciência e a exploração das estratégias metacognitivas desses candidatos enquanto escutam um documento de áudio. Uma tradução persa do Metacognitive Awareness Listening Questionnaire (MALQ) foi utilizada juntamente com outro questionário desenvolvido especificamente para esta pesquisa com os seguintes objetivos: a) calibrar a importância atribuída pelos candidatos ao listening em L2 em comparação com outras habilidades; b) averiguar quanto tempo eles gastaram na prática de listening; c) identificar com que frequência eles se aproveitam de documentos autênticos para melhorar seu listening. Os resultados mostraram não apenas uma subestimação da habilidade de compreensão auditiva pela maioria dos aprendizes iranianos de L2, mas também apontaram diferenças significativas na maneira como homens e mulheres exercitaram seus ouvidos e trataram o fluxo de áudio recebido. O artigo conclui que a consciência dos aprendizes a respeito das estratégias de listening precisa ser aumentada por meio de instrução em sala de aula e que a exploração frequente de documentos autênticos fora de sala de aula deve ser enconrajada.Palavras-chave: compreensão auditiva, consciência metacognitiva, estratégias de listening, TEF, testes de índices elevados.
This paper aims to present the results obtained in a survey whose objective was to investigate the Iranian French language learner’s definition of memorization, and the techniques they adopt most frequently in memorizing linguistic structures and vocabulary. The results indicate that although memorization plays a significant role in learning a foreign language, it is often neglected or understated. Memorization techniques are known to be rather individual, but it is suggested that weak learners can be encouraged to replace old techniques with more effective ones that could pave the way to a profound and stable learning
This paper analyzes the spoken corpus of thirty Iranian learners of French at four levels (A1, A2, B1 and B2). The data were collected in a pseudo-longitudinal manner in semi-directed interviews with half closed and open questions to analyze the learners' syntactic errors (omission, addition, substitution and displacement). The most frequent errors from A1 to B2 levels were determined and categorized, which allowed further analysis. The results show although some persistent errors are problematic at all levels, their form changes from one level to another. At A1 and A2 levels, the definite articles were missed before nouns, at B1 and B2, they were set aside in the second word of noun groups. In addition, at A1 and A2 levels errors are more of an interlingual nature while at B1 and B2 levels they are mostly intralingual. At elementary levels, learners deal with proactive transfers whereas in more advanced levels retroactive transfers and overextensions come into play.
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