About this paper

Appears in:
Pages: 1713-1722
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

L1 LEARNING STRATEGY INSTRUCTION DOES MAKE A DIFFERENCE IN EFL LISTENING: AN EMPIRICAL STUDY

H. Bozorgian

Queensland University of Technology (AUSTRALIA)
In language learning, listening is the basic skill which learners should begin to develop other skills, namely speaking, reading and writing. This sequence of language learning in most English as Foreign Language (EFL) settings goes against the stream, learning first reading and writing and later listening and speaking. This study investigates the effects of cognitive, process-based approach to instructing EFL listening strategies over 11 weeks during a semester in Persian (L1). Lower intermediate female participants (N = 50) came from a couple of EFL classrooms in an English Language Institute in Iran. The experimental group (n = 25) listened to their classroom activities using a methodology that led learners through four cognitive processes (guessing, making inference, identifying topics and repetition) in Persian was basically successful in EFL listening. The same teacher taught the control group (n = 25), which listened to the same classroom listening activities without any guided attention to the learning strategy process in Persian. A pre and post listening test made by a group of experts in the language institute tracked any development in light of cognitive learning strategy instruction in EFL listening through L1. The hypothesis was that the experimental group received the guided attention in L1 during the classroom listening activities made greater gains and was verified despite the partial improvement of the control group.
@InProceedings{BOZORGIAN2011L1L,
author = {Bozorgian, H.},
title = {L1 LEARNING STRATEGY INSTRUCTION DOES MAKE A DIFFERENCE IN EFL LISTENING: AN EMPIRICAL STUDY},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {1713-1722}}
TY - CONF
AU - H. Bozorgian
TI - L1 LEARNING STRATEGY INSTRUCTION DOES MAKE A DIFFERENCE IN EFL LISTENING: AN EMPIRICAL STUDY
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 1713
EP - 1722
ER -
H. Bozorgian (2011) L1 LEARNING STRATEGY INSTRUCTION DOES MAKE A DIFFERENCE IN EFL LISTENING: AN EMPIRICAL STUDY, EDULEARN11 Proceedings, pp. 1713-1722.
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