پایان نامه رشته زبان انگلیسی:بررسی راهبردهای درک شنیداری بکار گرفته شده توسط زبان آموزان ایرانی |
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Title Page
Abstract………………………………………………………………………………………1
Chapter 1: Introduction
1.0 Introduction……………………………………………………………………………2
1.1 Theoretical Framework……………………………………………………………………3
1.2 Significance of the Study……………………………………………………………………………………7
1.3 Statement of the problem………………………………………………………………8
1.4 Research Questions of the Study………………………………………………………..10
1.5 Hypotheses of the study………………………………………………………………10
1.6 Definitions of Key Terms ………………………………………………………………11
1.6.1 Learning Strategies………………………………………………………….11
1.6.2 Listening strategies………………………………………………………….11
1.6.3 Metacognitive Strategies……………………………………………………11
1.6.4 Cognitive strategies…………………………………………………………11
1.6.5 Socio-affective Strategies……………………………………………………12
1.6.6 Listening Comprehension…………….……………………………………..12
1.7Summary…………………………………………………………………….………..12
Chapter Two: Review of the Literature
2.0 Introduction…………………………………………………………………….…….14
2.1 Language learning and strategies………………………………………………..……14
2.2 Classification of language learning strategies ………………………………….……23
2.3 Language learning and listening…………………………………………………..….28
2.3.1. What Is Listening?……………………………………………………………………………..28
2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31
2.5 Listening Comprehension Strategies ………………………………………………..…….33
Title Page
Abstract………………………………………………………………………………………1
Chapter 1: Introduction
1.0 Introduction……………………………………………………………………………2
1.1 Theoretical Framework……………………………………………………………………3
1.2 Significance of the Study……………………………………………………………………………………7
1.3 Statement of the problem………………………………………………………………8
1.4 Research Questions of the Study………………………………………………………..10
1.5 Hypotheses of the study………………………………………………………………10
1.6 Definitions of Key Terms ………………………………………………………………11
1.6.1 Learning Strategies………………………………………………………….11
1.6.2 Listening strategies………………………………………………………….11
1.6.3 Metacognitive Strategies……………………………………………………11
1.6.4 Cognitive strategies…………………………………………………………11
1.6.5 Socio-affective Strategies……………………………………………………12
1.6.6 Listening Comprehension…………….……………………………………..12
1.7Summary…………………………………………………………………….………..12
Chapter Two: Review of the Literature
2.0 Introduction…………………………………………………………………….…….14
2.1 Language learning and strategies………………………………………………..……14
2.2 Classification of language learning strategies ………………………………….……23
2.3 Language learning and listening…………………………………………………..….28
2.3.1. What Is Listening?……………………………………………………………………………..28
2.4 Role of Listening in Second or Foreign Language Acquisition ………………….….31
2.5 Listening Comprehension Strategies ………………………………………………..…….33
2.5.1 Metacognitive Listening Strategies…………………..…………………………….39
2.5.1.1 Pre-listening Planning Strategies………………………………………….44
2.5.1.2 While-listening Monitoring Strategies……………………………………45
2.5.1.3 Post Listening Evaluating Strategies………………………………………46
2.5.2 Cognitive Strategies………………………………………………..……………….46
2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49
2.5.3 Socio-affective Strategies………………………………………………..…………52
2.6 Empirical studies in the field of Language Learning Strategies………………………54
2.7 Summary……………………………………………………………………..……….58
Chapter Three: Methodology
3.0 Introduction…………………………………………………………………….…….59
3.1 Pilot study……………………………………………………………………………..59
3.2 Design of the study ………………………..…………………………………………60
3.3 Participants………………………………………………………………………..….61
3.4 Materials ……………………………………………………………………………61
3.4.1 Oxford Placement Test………………………………….……………….….62
3.4.2 Cheng’s Scale for Listening Strategies………………………………………62
3.5 Procedure……………………………………………………………………..………63
3.6 Methods of Analyzing Data ………………………………………………………….65
3.6.1 Ethical consideration…………………………………………………….….65
3.7 Summary…………………………………………………………………………..….66
Chapter Four: Results
4.0 Introduction…………………………………………………………………………..68
4.1 Measure of L2 Proficiency……………………………………………………………69
4.2 Questionnaire Data ……………………………………………………………………70
4.3 The First Research Question………………………………………………………….71
4.4 The Second Research Question………………………………………………………77
4.5 Computing the Effect size……………………………………………………………78
4.6 Findings of Interview………………………………………………………………….83
4.7 Summary………………………………………………………………………………86
Chapter Five: Discussion
5.0 Introduction…………………………………………………………………….…….87
5.1 General Discussion………………………………………………………….………..88
5.1.1 Further Considerations……………………….……………………………..89
5.2 Implications……………………………………………………………….………….90
5.2.1 Implications for teachers……………………..……………………………..91
5.2.2 Implications for Students…………………..…………………….…………94
5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94
5.3 Limitations of the study………………………………………………………………95
5.4 Suggestions for Further Research…………………………………………………….96
5.5 Summary……………………………………………………………………….……..97
References ………………………………………………………………………………..98
Appendices………………………………………………………………………..……111
List of Tables
Table Page
4.1 Statistics for the OPT Scores………………………………………………………69
4.2 Reliability statistics of the questionnaire (pilot study)…………………………….70
4.3 Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71
4.4 Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72
4.5 Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73
4.6 Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74
4.7 Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75
4.8 Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75
4.9 Statistics for different categories of the questionnaire……………………………76
4.10 Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78
4.11 Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78
4.12 Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78
4.13 Ranks for females and males in metacognitive strategies…………………..…….80
4.14 Ranks for females and males in cognitive strategies………………………………81
4.15 Ranks for females and males in socio- affective strategies…………………….…82
List of Figures
Table Page
2.1 Diagram of Oxford’s Strategy Classification System…………………………….27
4.1 The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79
4.2 The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81
4.3 The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82
4.4 The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83
Abstract
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.
Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies
2.5.1 Metacognitive Listening Strategies…………………..…………………………….39
2.5.1.1 Pre-listening Planning Strategies………………………………………….44
2.5.1.2 While-listening Monitoring Strategies……………………………………45
2.5.1.3 Post Listening Evaluating Strategies………………………………………46
2.5.2 Cognitive Strategies………………………………………………..……………….46
2.5.2.1 Bottom-up and Top-down Listening Strategies…………………………..49
2.5.3 Socio-affective Strategies………………………………………………..…………52
2.6 Empirical studies in the field of Language Learning Strategies………………………54
2.7 Summary……………………………………………………………………..……….58
Chapter Three: Methodology
3.0 Introduction…………………………………………………………………….…….59
3.1 Pilot study……………………………………………………………………………..59
3.2 Design of the study ………………………..…………………………………………60
3.3 Participants………………………………………………………………………..….61
3.4 Materials ……………………………………………………………………………61
3.4.1 Oxford Placement Test………………………………….……………….….62
3.4.2 Cheng’s Scale for Listening Strategies………………………………………62
3.5 Procedure……………………………………………………………………..………63
3.6 Methods of Analyzing Data ………………………………………………………….65
3.6.1 Ethical consideration…………………………………………………….….65
3.7 Summary…………………………………………………………………………..….66
Chapter Four: Results
4.0 Introduction…………………………………………………………………………..68
4.1 Measure of L2 Proficiency……………………………………………………………69
این مطلب را هم بخوانید :
4.2 Questionnaire Data ……………………………………………………………………70
4.3 The First Research Question………………………………………………………….71
4.4 The Second Research Question………………………………………………………77
4.5 Computing the Effect size……………………………………………………………78
4.6 Findings of Interview………………………………………………………………….83
4.7 Summary………………………………………………………………………………86
Chapter Five: Discussion
5.0 Introduction…………………………………………………………………….…….87
5.1 General Discussion………………………………………………………….………..88
5.1.1 Further Considerations……………………….……………………………..89
5.2 Implications……………………………………………………………….………….90
5.2.1 Implications for teachers……………………..……………………………..91
5.2.2 Implications for Students…………………..…………………….…………94
5.2.3 Implications for Educational Policy Makers and Curriculum Developer..…94
5.3 Limitations of the study………………………………………………………………95
5.4 Suggestions for Further Research…………………………………………………….96
5.5 Summary……………………………………………………………………….……..97
References ………………………………………………………………………………..98
Appendices………………………………………………………………………..……111
List of Tables
Table Page
4.1 Statistics for the OPT Scores………………………………………………………69
4.2 Reliability statistics of the questionnaire (pilot study)…………………………….70
4.3 Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)…………………………………………………………………71
4.4 Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies)………………………………………………………….……..72
4.5 Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………73
4.6 Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies)………………………………………………………………………74
4.7 Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies)………………………………………………………………..75
4.8 Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies)………………………………………………………………..75
4.9 Statistics for different categories of the questionnaire……………………………76
4.10 Ranks of female and male participants on listening comprehension strategy use………………………………………………………………………………….……..78
4.11 Median value of each group (listening comprehension strategy -use questionnaire)……………………………………………………………………………..78
4.12 Mann-Whitney U Test for the listening comprehension strategy-use of males and females……………………………………………………………………………………78
4.13 Ranks for females and males in metacognitive strategies…………………..…….80
4.14 Ranks for females and males in cognitive strategies………………………………81
4.15 Ranks for females and males in socio- affective strategies…………………….…82
List of Figures
Table Page
2.1 Diagram of Oxford’s Strategy Classification System…………………………….27
4.1 The comparison between males and females in their use of listening comprehension strategies…………………………………………………………………79
4.2 The comparison between males and females in their use of metacognitive strategies………………………………………………………………………………….81
4.3 The comparison between males and females in their use of cognitive strategies…………………………………………………………………………………..82
4.4 The comparison between males and females in their use of socio- affective strategies………………………………………………………………………………….83
Abstract
The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.
Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies
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