The Effect of Prelistening Activities on Listening Comprehension in Arabic Learners

Elkhafaifi, Hussein M.

doi:10.1111/j.1944-9720.2005.tb02517.x

Cited by 107 publications

(35 citation statements)

References 36 publications

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“…L2 captions can be useful (e.g., Markham, Peter, & McCarthy, 2001) as well as pictorial support and written annotations (Jones & Plass, 2002) and digital stories (Verdugo & Belmonte, 2007). Methods fostering bottom‐up processing such as adjusting the speech rate (Zhao, 1997), repeating the oral text (e.g., Elkafaifi, 2005; Jensen & Vinther, 2003; Zhao, 1997), providing L2 subtitles (Stewart & Pertusa, 2004), and attending to prosodic features (Harley, 2000) have also met with success. This body of research has demonstrated that L2 learners can be taught to use a number of cues to facilitate their comprehension of oral texts.…”

Section: Research On Facilitating L2 Listeningmentioning

confidence: 99%

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

2010

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This study investigated the effects of a metacognitive, process-based approach to teaching second language (L2) listening over a semester. Participants (N = 106) came from six intact sections of French as a second language (FSL) courses. The experimental group (n = 59) listened to texts using a methodology that led learners through the metacognitive processes (prediction/planning, monitoring, evaluating, and problem solving) underlying successful L2 listening. The control group (n = 47), taught by the same teacher, listened to the same texts the same number of times but without any guided attention to process. Development of metacognition about L2 listening, tracked using the Metacognitive Awareness Listening Questionnaire (MALQ), was measured at the beginning, middle, and end points of the study. As hypothesized, the experimental group significantly outperformed the control group on the final comprehension measure, after we controlled for initial differences. The hypothesis that the less skilled listeners in the experimental group would make greater gains than their more skilled peers was also verified. Transcript data from stimulated-recall sessions provide further evidence of a growing learner awareness of the metacognitive processes underlying successful L2 listening, as MALQ student responses changed over the duration of the study.

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Section: Research On Facilitating L2 Listeningmentioning

confidence: 99%

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

2010

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“…Research has revealed that multiple exposures to a listening text generally aid its comprehension (Field, 2002;Elkhafaifi, 2008). This mediational strategy consists of two sub-strategies: 1) listening to the entire portion, and 2) listening to a segment from the portion, the latter being more explicit than the former in that it provides more assistance by narrowing the learners' focus to the part, where they had some misunderstandings.…”

Section: Figure 1 Typology Of Mediational Strategiesmentioning

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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“…Listeners listened twice and then wrote down what they could remember about the story in Group D. The outcome showed that group C performed better than other groups did. Elkhafaifi (2005) conducted research into the influence of different pre-listening supports. Participants performed a pre-listening activity (vocabulary preview or question preview) or a distractor activity (Arabic verb conjugation, they listened to an Arabic listening passage) and took a listening comprehension test.…”

Section: Literature Reviewmentioning

confidence: 99%

Comparing Two Pre-listening Supports with Iranian EFL Learners: Opportunity or Obstacle

Alavi

Janbaz

2014

RELC Journal

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Since listening is a crucial component of language competence and fundamental for successful communication as well, its development has been gradually given much attention from language teachers and researchers. This study is aimed at investigating the effectiveness of two pre-listening supports, i.e. question preview and topic preparation on the listening comprehension of foreign language learners. The participants (N=61 female), divided in two separate groups, answered ten items of listening comprehension tests under two different conditions. In the question preview condition, the teacher read questions and options loudly before the listening test began, while in the topic preparation condition, the participants read textual information related to the topics of listening tests. The results showed that pre-listening supports benefited EFL learners' listening comprehension. However, statistical significant difference of the listening comprehension scores between the two supports could not be established. With such a positive effect on EFL listening, this study suggests that topic preparation and question preview have their own specific role in the development of EFL learners' listening comprehension.

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The Effect of Prelistening Activities on Listening Comprehension in Arabic Learners

Cited by 107 publications

References 36 publications

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

Teaching L2 Learners How to Listen Does Make a Difference: An Empirical Study

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

Comparing Two Pre-listening Supports with Iranian EFL Learners: Opportunity or Obstacle

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