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LISTENING Wilber Castro Padilla Luz Kelly Hoyos Ricardo SUPPORT on the listening performance of Effect of EFL learners Anna Ching-shyang Chang John Read

Effect listening support l2 13062013

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Page 1: Effect listening support l2 13062013

LISTENING

Wilber Castro PadillaLuz Kelly Hoyos Ricardo

SUPPORTon the listening performance of

Eff

ect

of

EFL learnersAnna Ching-shyang ChangJohn Read

Page 2: Effect listening support l2 13062013

Listeningcomprehension

difficult skill

for FL learners

is a

to develop…

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to assess!

teachers

…and for

Page 4: Effect listening support l2 13062013

WHATdo you think?

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SOME DEFINITIONS

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SOMEdefinitions1. Learning support2. Listening support

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Learning supportsWide range of strategies, programs, services, and practices that are implemented tocreate conditionsthat enhancestudent learning.

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Learning supports

• Promote core learning and healthy development for all students.•Are proactive to prevent problems and serve as early interventions and supplemental support for target groups of students•Provide insensitive and highly individualized support for some students.

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Listening supportsActivities or strategies used in order to provide the students support and enable all them to have an equal opportunity for success in the listening skill process.

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Listening supports

According to Buck (1995), these preparatory activities can provide a contex for interpretation and can activate background knowledge

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Listening supportsMendelsohn (1995) also points out that the important role of prelistening activities is «to activate the comprehend and to use this as a basis of their hypothesis information, prediction, and interference

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Purposeof the

RESEARCHexamine the effects of four different forms of listening support on listening comprehension of EFL college students at two listening proficiency levels

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ResearchQuestions

1. Will different types of listening support affect learners' listening performance differently? If yes, which type of support will lead to a higher level of comprehension?

2. Will the effects of each form of listening support be the same for learners at two levels of L2 listening proficiency

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Listeners’ Proficiency Levels

10

9

8

7

6

5

4

3

2

1

0 1 2 3 4 5 6 7 8 9 10

Learn

ers

’ le

vel

of

com

pre

hensi

on

Repetitions

HPL

LPL

high-proficiency-level listener

low-proficiency-level listener

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Typesof

listeningsupports

1. Topic Preparation (TP)2. Vocabulary Instruction (VI)3. Repetition of the Input (RI)4. Preview of the Questions

(PQ)

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EFFECTIVE LISTENING SUPPORTS ON COMPREHENSION

Repeated input• Provides more processing time and clarify the

relationship of syntactic forms.

• The input material is commonly repeted to make the information clearer and more comprehensible to the learners.

Profiency level

Advantages (HLP)(20.47)

(Better linguistic knowledge)

• Opportunity to listen the input three times made them feel less nervous.

• Reduce an affective barrier to the HLP students’ listening allowed them to perform well in the test.

• Allow to check comprehension over and over again.

Disadvantage (LLP)(16.44)

• Limited linguistic knowledge can often achieve at best a partial understanding of the input.

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PROVIDING TOPICAL KNOWLEDGE

The mean score of HLP and LLP subgroups were very similar (19.50 vs. 18.82)

Advantages:

• Providing background information about the topic is more effective than other types of listening support for LLP listeners.

• Knowing the topics meant is possible to pay more attention to the details.

• Prior study of the listening topics allowed those learners to compensate for their more limited language knowledge.

• Facilitating effect of background knowledge on listening comprehension applies not just to topics that are familiar but also to topics that they have studied in class shortly before undertaking the listening task.

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Results

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CONCLUSIONS : EFFECT OF LISTENING SUPPORT ON LISTENING COMPREHENSION

RI: Benefited HLP learners . If repetition is used to enhance LLP learners comprehension , it should be combined with other activities to increase its effectiveness. These activities could include study of the topic background knowledge or enriched instruction in relevant vocabulary.

TP: Helpful for HLP and LLP learners. The opportunity to learn about the topic beforehead should increase the learners’ confidence and reduce their anxiety about undertaking a listening test in the foreign langauge.

This type of listening support should be based on general ideas that are relevant to the topic not specific details.

In a classroom contex, it make sense to base listening test task on topics that learners have already studied during the course.