Listening in the Native and Second/Foreign Language: Toward an Integration of Research and Practice

Dunkel, Patricia

doi:10.2307/3586979

Cited by 158 publications

(90 citation statements)

References 63 publications

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“…and other external environmental factors such as noise and inaudibility can create anxiety among L2 learners. However Dunkel (1991) believes that those students who do not have the confidence might experience anxiety more. In a study done by Vogely (1998), students reported the cause of their anxiety on being more concentrated on the nature of speed, level of difficulty, ambiguity, lack of visual support and lack of repetition.…”

Section: Foreign Language Listening Anxietymentioning

confidence: 99%

“…In fact, many students who are now expressing discontent and have conveyed either implicitly or explicitly are suffering from known as anxiety and identify themselves as anxious language learners. According to Worde (1998), the concept of anxiety is concentrated frequently throughout language learning literature; these studies (Aida, 1994;Bailey, 1983;Crookal and Oxford, 1991;Horwitz, Horwitz, & Cope, 1986;Horwitz & Young, 1991;MacIntyre, 1995;MacIntyre & Gardner, 1988, 1989, 1991Young, l992) have examined different perspectives of anxiety, and have consecutively generated varying definitions. These studies have also concentrated on different language outcomes, like the rate of second language acquisition, performance of learners in language classrooms, and performance in language testing.…”

Section: Introductionmentioning

confidence: 99%

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Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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Anxiety is an influential factor in a foreign language learning domain and plays a crucial role in language learners' performance. The following study was conducted to explore the possible impact of Foreign Language Anxiety and Foreign Language Listening Anxiety on language learners' listening skill. The researcher was interested to know the correlation that could exist among the three variables: Listening Comprehension, Foreign Language Anxiety and Foreign Language Listening Anxiety. The participants of the study were 210 Iranian EFL students in Iran. The study revealed that there was -.414 correlations between FLLA and listening comprehension and -.214 correlations between FLA and listening comprehension whereas FLA and FLLA enjoyed a .513 correlation. It can be concluded that the relationship between Foreign Language Anxiety and Foreign Language Listening Anxiety of the participants are in accordance with each other. Furthermore the result shows that the impact of FLLA on Iranian students' listening comprehension skill is significantly more problematic. Therefore it is recommended that FL teachers and learners should be more aware of the hindering effect of FLA and FLLA in particular on the process of teaching and learning the listening comprehension.

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Section: Foreign Language Listening Anxietymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Serraj¹,

Noordin²

2013

ELT

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“…So, the study of techniques to enhance listening comprehension is nowadays considered as a building block in second language acquisition researches (Dunkel, 1991). It is also believed that when teachers provide students with abundant opportunities for listening practice, the process of developing useful listening strategies will be best achieved.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Teachers’ Storytelling and Reading Story Aloud on the Listening Comprehension of Iranian EFL Learners

Hemmati

Gholamrezapour

Hessamy

2015

TPLS

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Abstract-This study was an attempt to compare the effect of reading story aloud (RSA) and storytelling (ST) on intermediate EFL learners' listening comprehension. The design of the study was quasi experimental with listening pre and post tests. The participants were 99 Iranian EFL learners who were selected based on their performance on a Placement and Evaluation Package. For 6 sessions, the participants of both experimental groups who were 66 students listened to their teacher reading a story aloud in group 1 and telling the story in the second group. At the end of each session, they answered the questions that followed each story. After 6 sessions of treatment, the listening posttest was administered to both groups. Besides, there was a control group in which the students were expected to listen to listening parts of the book taught in their term through a traditional method of teaching without receiving extra treatment like the two mentioned experimental groups. Based on the results of one-way ANOVA test, it was evident that the ST method was more effective in improving the learners' listening comprehension than the RSA. In order to specify where the difference(s) were, Scheffe post hoc test was applied. The results indicated that the gain in ST group's listening comprehension was significantly more than that of RSA group. The results could have been due to the influence of the way of telling story with the help of teacher's body language and continuous eye contact that attracted the students to follow the stories eagerly. The results have some implications for syllabus designers, material developers, and language teachers.

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“…It is the only foreign language skill in which a participant has no control over the process. Writing and reading are important for basic language abilities, but the capability of listening to a foreign language is important in language learning (Anderson and Lynch, 1988;Dunkel, 1991;Rubin, 1994) for fluency, speaking skills and the ability to communicate (Croom Helm Cross, 1998). Listening is a vital skill to acquire pronunciation, vocabulary, word stress, and syntax.…”

Section: Literature Reviewmentioning

confidence: 99%

Integrating Arts in EFL Curricula: A Focus on Language Listening Skills

Timuçin¹

2016

ijlet

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Arts are commonly used in primary and secondary classrooms for learning purposes, but arts integration in higher education curricula could benefit university-level students academically and emotionally as well. Integrating arts into an English as a Foreign Language (EFL) curriculum could benefit students who experience foreign language anxiety, which hinders them from being socially and linguistically successful in the classroom according to multiple studies outlined in the literature section. The focus for students in this study was on listening skills because it is a major element in foreign language development that is explored to a lesser degree than reading, writing and speaking skills. The eight introductorylevel classes were split between control and experimental classes. During the first part of the arts implementation, the experimental classes began with drama theatre for 30 minutes. This consisted of students taking a theme in English, such as home and directions, then creating a creative performance for their peers involving relevant vocabulary and phrases. The second part consisted of a 15 minute music cloze section, where students were filling in lyrics for a song that they were actively listening to. Two academic assessments were given as department-wide mid-term and final academic assessments, two subjective surveys and the Foreign Language Classroom Anxiety Scale (FLCAS) were given at the beginning and end of the school semester. The FLCAS determined that students' anxieties lowered on 15 questions and increased on 18 questions, so the arts integration has not notably altered foreign language anxiety. The arts-integrated classes received average scores of 80.5%, while the control classes received 74%. Students have performed higher academically with an arts integrated curriculum. It is therefore recommended that arts in the form of music cloze and drama theatre should be included in EFL curricula to increase academic achievement in foreign language listening skills.

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Listening in the Native and Second/Foreign Language: Toward an Integration of Research and Practice

Cited by 158 publications

References 63 publications

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

Relationship among Iranian EFL Students’ Foreign Language Anxiety, Foreign Language Listening Anxiety and Their Listening Comprehension

The Effect of Teachers’ Storytelling and Reading Story Aloud on the Listening Comprehension of Iranian EFL Learners

Integrating Arts in EFL Curricula: A Focus on Language Listening Skills

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