پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی

تعداد صفحات: 176 فرمت فایل: word کد فایل: 3553
سال: 1384 مقطع: مشخص نشده دسته بندی: زبان های خارجی
قیمت قدیم:۴۱,۷۶۰ تومان
قیمت: ۳۴,۸۰۰ تومان
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  • خلاصه پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی

    پا یا ن نا مه

    جهت اخذ درجه کارشناسی ارشد

    رشته آموزش زبان انگلیسی

    Acknowledgements

     

    It is the highest time I seized the opportunity to offer my most genuine and profound words of gratitude to many people to whom I owe the accomplishment of this research. Among many people who have bestowed, most kindly, their invaluable help upon me I should specifically thank my honorable thesis advisor, Dr.Karkia, who patiently went through every line of this thesis and provided me with many insightful comments and invaluable suggestions. I would also like to extend my sincere appreciation and gratitude to Dr. Ghahremani Ghajar, my thesis reader, for her most professional guidelines, meticulous reading of this manuscript, making insightful suggestions and corrections; for her expertise and time. I am also very much grateful to Dr. Rahimi for her critical evaluation, and judgment of this thesis.

    Also my thanks and best wishes go to all students who participated in the present study, without whose cooperation this research would not have been conducted.

    Last, by no means least, a truly cordial sense of thankfulness to my parents General Ali Ghaderpanahi and Firooze Nobariyan for their support and everlasting encouragement throughout my educational years.

     

     

    ABSTRACT

     

              The fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. The secondary purposes of the study were to identify the learning strategies used by EFL students experiencing authentic listening texts and to determine the influences of authentic materials on EFL students’ attitudes towards learning English.

    A quantitative and qualitative analysis was offered in this study. It basically focused on using authentic materials and real-life situations as part of the communicative approach. Sources for designing and implementing effective listening strategy instruction and the transcript of one-hour videotaped session were recorded and analyzed. The results of the listening comprehension posttest were compared to that of the pretest using a 2-tailed t-test (p < .05). A one-way ANOVA on the mean strategy use was applied      (p < .05).The results of the qualitative data analysis were in line with and confirmed that of quantitative. Analysis of the interviews and the questionnaires revealed that the use of authentic materials in the EFL classroom helped increase students’ comfort level and their self-confidence to listen to the foreign language. Results showed a statistically significant improvement in listening ability, as well as the positive effect on EFL students’ motivation to learn the language. Recommendations were offered to ease students’ frustration that resulted from the speed of authentic speech. Pedagogical implications of the results were discussed along with the impact on EFL students’ listening comprehension development

    CHAPTER 1                

     

    INTRODUCTION

     

    Overview

     

     

    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. Consequently, students from the countries in which English is taught as a foreign language frequently have great difficulty understanding English spoken to them when they come in to contact with native speakers of the language.

    Selecting appropriate materials and activities for language classroom requires much attention. Materials include text books, video and audio tapes, computer software, and visual aids. They influence the content and the procedures of learning. The choice of deductive versus inductive learning, the role of memorization, the use of creativity and problem solving, production versus reception, and the order in which materials are presented  are all influenced by the materials (Kitao, 2005). Authentic materials refer to oral and written language materials used in daily situations by native speakers of the language (Rogers& Medley, 1988).Some examples of authentic materials are newspapers, magazines, and television programs. It is necessary for students who are going to study in an English-speaking environment in future to learn how to listen to lectures and take notes, to comprehend native speakers in various kinds of speech situations, as well as to understand radio and television broadcasts. (Paulston & Bruder, 1976).This is also true for students who pass English courses in universities.

    Videotapes and audiotapes, television, and interactive computer software are becoming increasingly common methods of delivering academic content in the university classroom. One way to prepare EFL students for encounters with real language is to apply real language or authentic speech in the EFL classroom (Bacon, 1989; Rivers, 1980; Rogers & Medley, 1988; Secules, Herron, &Tomasello, 1992). The breath, the timbre, the speed and the intonation of each authentic voice influence the content and meaning of the spoken word (Selfe, 2005). An advantage of introducing authentic materials at an early stage of language learning is to help students become familiar with the target language (Field, 1998). The use of authentic materials in EFL teaching and learning appears to be worthwhile (Porter & Roberts, 1981; Rings, 1986; Rivers, 1987). Teachers should employ authentic listening materials at all levels in instruction whenever possible (Chung, 2005). Implementing authentic speech in classroom listening allows students to have “immediate and direct contact with input data which reflect genuine communication in the target language” (Breen, 1985, p.63). Conversely, however, the use of teacher talk and/or foreigner talk with EFL students can impede students’ ability in listening comprehension because of the unusual rate of speech (Robinett, 1978; Snow & Perkins, 1979).

  • فهرست و منابع پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی

    فهرست:

    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

    2.2.1     Definition of Listening                                                     15

    2.2.2     Importance of Listening                                                   17    

                          2.2.2.1     Listening and Academic Success                     18

                          2.2.2.2     Discovery Listening                                          18

             2.2.3     Listening as an Academic Process                                    20

                          2.2.3.1     Knowledge Required for Listening                  20

                                          Process

         Listening Comprehension versus Reading                    21

    Comprehension

         Listening Comprehension                                               23

    2.2.5.1     Authentic and Listening                                 23

                    Comprehension

    Different Kinds of Comprehension              24

    Comprehension Preceding Production         25

              2.2.6     Tasks for Listening Comprehension                               25

                           2.2.6.1     Performing to Indicate Understanding           27    

                           2.2.6.2     Teaching rather than Testing                           28

              2.2.7     Inner Speech and Language Learning                             29

                           2.2.7.1     Listening and Speaking                                    29

               2.2.8     Maturation and Language Learning                               30

                            2.2.8.1     Vygotsky’s Zone of Proximal                        31

                                             Development

    The Role of Background Knowledge in                       32

    Learning Language

    2.2.9.1     Schema Theory                                              32

    2.2.9.2     Background Knowledge/Prior                      33

                     Knowledge

               2.2.10    Cultural Background                                                      35

    2.3      Listening and English-as-a-Foreign-Language Learning           36

               2.3.1      The Emergency of Communicative Language             36

                             Teaching

    Communicative Approach: Some Principles              38

    and Features

    2.4      The Use of Aural Authentic Materials                                        40

               2.4.1      Definitions of Authentic Materials                               40

               2.4.2      Authentic Materials and Language Performance         41

               2.4.3      Nature of Authentic Texts                                             43

                             2.4.3.1     Characteristics of Authentic Speech             43

                             2.4.3.2     Authentic Speech and Cultural Aspect         44

     

      

     

       Chapter 3: Methodology                                      46

     

     

    Introduction                                                                                   46

    Summary of the Study                                                                  46

    3.2.1     Participants                                                                       48

    3.2.2     Classroom Observation                                                   49    

    3.3     Demographic Data of the Students                                               50

    3.4     Classroom Environment                                                               52

              3.4.1     Setting                                                                                52

    3.5     Classroom Practices                                                                       52

              3.5.1     Listening Materials Implemented in Class                     52

              3.5.2     Class Procedure                                                                53

    3.6     Teacher’s Pedagogy                                                                       54

    3.7     Interviews                                                                                       55

              3.7.1     Interviews with Students                                                 56

                           3.7.1.1     First Interview                                                  56

                           3.7.1.2     Second Interview                                              56

    3.8     Self-Evaluation Questionnaire                                                     57

    3.9     Language Learning Strategy Questionnaire                                 58    

    3.10   Data Collection                                                                              59

    3.11   Analysis of Data                                                                            60

    3.12   Validity and Reliability                                                                63

    Chapter 4: Results                                                   64

     

    Introduction                                                                                   64

    Summary of the Study                                                                  64

    Results of the Study                                                                      65

    4.3.1     Results for Fundamental Research Question:                66

                 Influences of Aural Authentic Materials

                 4.3.1.1     Results from the Interviews with Students    67

                 4.3.1.2     Results from the Class Observation               69

                 4.3.1.3     Results from the Self-Evaluation                   71

                                 Questionnaire

    4.3.2     Summary of Findings Related to the Influences           72

                 of Aural Authentic Materials

    4.3.3     Results for Secondary Research Question#1:               73

                 Learning Strategy Use

                 4.3.3.1     Results from the Interview with                     73

                                 students

    Results from the Class Observation              75

    Results from the Learning Strategy               76

    Questionnaire

              4.3.4     Summary of Findings Related to the Learning              77

                           Strategy Use

     

    4.3.5     Results for Secondary Research Question#2:                  79

                 Attitudes towards Language Learning

     4.3.5.1     Results from the Interviews with                      79

                                        Students

      Summary of Findings Related to the Students’               80

                Attitudes towards Language Learning

    4.4   Overall Findings of the Study                                                        80

            4.4.1    Students with no Progress in Listening Ability                81

            4.4.2    Students with Progress in Listening Ability                     82

     

    Chapter 5: Conclusion                                           84

     

    Introduction                                                                                    84

    Summary of the study                                                                    84

    Discussion of Results                                                                     86

    5.3.1     Authenticity of the Listening Materials                         86

    5.3.2     Influences of Aural Authentic Materials on                  89

                 Listening Comprehension

         Use of Learning Strategies                                               92

         Attitudes towards Language Learning                            94

    5.4     Conclusions                                                                                    96

    5.5     Recommendations                                                                         102

              5.5.1     Recommendations for Further Research                        102

              5.5.2     Implications for Teaching                                                103

     

    Bibliography                                                                          105

     

    Appendices                                                                             123

     

    Appendix A                                                                                              124

     

    Appendix B                                                                                              125

     

    Appendix C                                                                                              129

     

    Appendix D                                                                                              131

     

    Appendix E                                                                                               137

     

    Appendix F                                                                                               145

     

    Appendix G                                                                                              147

     

    Appendix H                                                                                              148

             

    Appendix I                                                                                                149

     

    Appendix J                                                                                                150

    Appendix K                                                                                              151

     

    Appendix L                                                                                               157

     

    منبع:

    ندارد

پروپوزال در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, گزارش سمینار در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, تز دکترا در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, رساله در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, پایان نامه در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, تحقیق در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, مقاله در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, پروژه دانشجویی در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, تحقیق دانشجویی در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, مقاله دانشجویی در مورد پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی, پروژه دانشجویی درباره پایان نامه استفاده از موّاد آموزشی اصیل برای پیشرفت درک مطلب شنیداری در کلاس های انگلیسی به عنوان زبان خارجی
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