Teaching and Testing Listening Comprehension

Vandergrift, Larry; Goh, Christine C. M.

doi:10.1002/9781444315783.ch22

Cited by 90 publications

(39 citation statements)

References 56 publications

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“…Révész & Brunfaut, 2013;Tavakoli, Hashemi, & Rezazadeh, 2012;Vandergrift & Goh, 2009). However, it seems little attention is given to the diagnostic and dynamic assessment of this language skill (Ableeva, 2010).…”

Section: Introductionmentioning

confidence: 99%

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

Shahraki¹,

Ketabi²,

Barati³

2014

IJRSLL

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While the teachability of second language (L2) pragmatics has been the subject of considerable recent research interest (e.g. Bardovi-Harlig, 2011;Murray, 2011), testing the ability to infer implicatures in L2 has received limited attention (Roever, 2006). This study, therefore, tested the applicability of Group dynamic assessment (G-DA), rooted in Vygotskian socio-cultural theory (SCT), in assessing intermediate learners' pragmatic knowledge of conversational implicatures in the context of listening while simultaneously identifying the mediational strategies that can nurture the development of this knowledge. To this end, 50 English as Foreign Language (EFL) learners of two intermediate intact classes at a language institute in Iran were selected to participate in this study (experimental group=24 and control group=26). Both groups went through a multi-assessment procedure in the format of dynamic and non-dynamic pretest -enrichment phase-dynamic and non-dynamic posttest. Only the experimental group received mediational support during the ten-week G-DA procedure. The study employed both qualitative and quantitative data analyses. The qualitative analysis of G-DA interactions led to the detection of nine mediational strategies ranging in their degree of explicitness. Moreover, both qualitative and quantitative data analyses revealed that the mediational support offered resulted in significant changes in the listening ability of the learners improving their pragmatic understanding of conversational implicatures. The findings may be revealing in that they support G-DA and its applicability to Second Language (L2) listening comprehension and pragmatics instruction.

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Section: Introductionmentioning

confidence: 99%

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

Shahraki¹,

Ketabi²,

Barati³

2014

IJRSLL

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“…While strategies were used in a versatile and flexible manner in EGAP listening, the lack of relevant language and topical knowledge limited the cognitive processing in comprehending subject-specific contents. As a result, Vandergrift and Goh (2009) suggest that listening instruction should focus on a bottom-up approach to reinforce the lexicon in subject-specific domains to help learners reduce the problem of word segmentation and recognition in a rhythmically different language and only later move on to a top-down approach that helps train listening to a higher-order of metacognitive process involving organizing, monitoring, and reflecting linguistic and non-linguistic information.…”

Section: Resultsmentioning

confidence: 99%

“…Rost (2011, p. 132) notes that L2 listeners have to decode incoming speech that they might perceive as "degraded phonetic quality due to assimilation, prosodic patterns disguising unstressed words and varying speed of input." Even though the learners had learned particular words, it does not necessarily mean they can recognize them in connected speech (Field, 2011;Vandergrift & Goh, 2009). Listening to main ideas, taking notes of key words or information, and test-wiseness strategies such as choosing an option that seemed to deviate from the others were regarded as more effective strategies in ESAP listening.…”

Section: The Most and Least Useful Strategies For Listening To The Twmentioning

confidence: 99%

The Influence of Topics on Listening Strategy Use for English for Academic Purposes

Chou¹

2015

ELT

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Listening is an essential skill for English as a Foreign Language learners studying in English-speaking universities to succeed in various fields of study. To comprehend subject material and improve listening effectiveness, learners are generally advised to develop strategies which help them process the target language in specific contexts. Therefore, the aim of this study was to investigate what strategies were adopted to listen to general and subject-specific English material. Furthermore, the study examined the process of listening comprehension in relation to the effectiveness of strategy use. The study was carried out with 92 Taiwanese final-year university students taking EAP courses. Questionnaires, listening comprehension questions, and retrospective interviews were used. The results showed that strategy use varied markedly between the two types of listening materials. The effectiveness of certain strategy adoption was influenced by topical familiarity and personal experience.

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“…It has received only minimal treatment in the teaching of English as a foreign language (EFL) (Field, 2008;Macaro, Graham, & Vanderplank, 2007;Vandergrift, 2007;Vandergrift & Goh, 2011). However, it remains one of the most important skills in language learning (Clement, 2007;Oxford, 1993;Rubin, 1994).…”

Section: Introductionmentioning

confidence: 99%

The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

Taheri

Taki

2017

Int. J. Appl. Linguist. Engl. Lit.

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This study aimed at investigating the effect of dictogloss on EFL learners' listening comprehension as well as on their use of metacognitive listening strategies with a focus on the effects on male and female learners. To this end, a total number of 50 female and male Iranian EFL learners, aged between 12 and 15 years old, at the intermediate proficiency level in a private language school in Iran were selected and randomly assigned to experimental and control groups with 25 male and female learners in each group. Dictogloss was employed to teach the learners in the experimental group for an instruction period of 12 sessions. Participants' listening comprehension was determined through a pre/posttest which was adapted from the listening section of the standard test of PET and their use of metacognitive listening strategies via the MALQ, a questionnaire developed by Vandergrift et al. (2006). The data obtained were submitted to the t-test and results revealed significant improvement in the experimental group's listening comprehension with no significant difference between male and female learners. Finally, the results showed that the listeners in the experimental group made noticeable gains in their choice of metacognitive strategies through using the dictogloss technique. Findings are discussed in light of recent theories of language learning and teaching.

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Teaching and Testing Listening Comprehension

Cited by 90 publications

References 56 publications

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

Group dynamic assessment of EFL listening comprehension: Conversational implicatures in focus

The Influence of Topics on Listening Strategy Use for English for Academic Purposes

The Effect of Dictogloss on Listening Comprehension: Focus on Metacognitive Strategies and Gender

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