Extensive Listening for Beginners: Listening Development and Student Perceptions
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The present study examined and compared the effect of two types of listening instruction (intensive vs. extensive listening) on improving listening competence by Korean EFL learners addressing two questions: (1) which type of instruction is more effective in enhancing listening competence of low-level learners and (2) how each type of instruction is perceived by the learners. The study was conducted in three intact beginning level EFL classrooms: One served as control group; two classes received intensive and extensive instruction, respectively. Two sets of TOEIC listening tests were used as pre- and post-tests to measure listening competence, and a questionnaire was administered to two experimental groups in the last week. According to the result, the extensive listening group demonstrated significantly higher achievement in listening, indicating that extensive listening is more effective, particularly to low-level learners. The result from the survey data also revealed positive student perceptions of extensive listening in general, corroborating the quantitative result. Pedagogically, the findings of the study suggest that there are key factors to consider for successful implementation of extensive listening instruction.
Abstract
The present study examined and compared the effect of two types of listening instruction (intensive vs. extensive listening) on improving listening competence by Korean EFL learners addressing two questions: (1) which type of instruction is more effective in enhancing listening competence of low-level learners and (2) how each type of instruction is perceived by the learners. The study was conducted in three intact beginning level EFL classrooms: One served as control group; two classes received intensive and extensive instruction, respectively. Two sets of TOEIC listening tests were used as pre- and post-tests to measure listening competence, and a questionnaire was administered to two experimental groups in the last week. According to the result, the extensive listening group demonstrated significantly higher achievement in listening, indicating that extensive listening is more effective, particularly to low-level learners. The result from the survey data also revealed positive student perceptions of extensive listening in general, corroborating the quantitative result. Pedagogically, the findings of the study suggest that there are key factors to consider for successful implementation of extensive listening instruction.
참고문헌 (67)
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