Extensive Listening to Enhance Listening Competence in an EFL Setting
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In an attempt to explore the effects of extensive listening on developing listening competence, the present study examined the effects of varying amounts of listening-focused assignments after reading while listening in class on listening comprehension and general listening proficiency. One hundred and twelve EFL undergraduate students at a low level were assigned into three intervention (G-Ass.5, G-Ass.9, and G-Ass.14) and one control conditions. Simultaneous reading and listening to graded audio books in class was followed by listening-focused assignments of the same text in the experimental conditions. The three experimental groups completed different amounts of assignments--5, 9 and 14, respectively--during the 14-week extensive listening program. Two types of tests (developed LC and TOEIC listening tests) were utilized as pre- and post-tests to measure listening comprehension and general listening proficiency. The results showed that only the students who completed more than nine listening-focused assignments made significant gains in listening comprehension of narrative texts, whereas only those who finished fourteen assignments showed salient improvement in general listening proficiency. Pedagogically, the findings of the study provide implications for a framework of extensive listening instruction in an EFL situation dealing with the issue of quantity and quality of aural input.
Abstract
In an attempt to explore the effects of extensive listening on developing listening competence, the present study examined the effects of varying amounts of listening-focused assignments after reading while listening in class on listening comprehension and general listening proficiency. One hundred and twelve EFL undergraduate students at a low level were assigned into three intervention (G-Ass.5, G-Ass.9, and G-Ass.14) and one control conditions. Simultaneous reading and listening to graded audio books in class was followed by listening-focused assignments of the same text in the experimental conditions. The three experimental groups completed different amounts of assignments--5, 9 and 14, respectively--during the 14-week extensive listening program. Two types of tests (developed LC and TOEIC listening tests) were utilized as pre- and post-tests to measure listening comprehension and general listening proficiency. The results showed that only the students who completed more than nine listening-focused assignments made significant gains in listening comprehension of narrative texts, whereas only those who finished fourteen assignments showed salient improvement in general listening proficiency. Pedagogically, the findings of the study provide implications for a framework of extensive listening instruction in an EFL situation dealing with the issue of quantity and quality of aural input.
참고문헌 (52)
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