مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Verion
مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

video

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

sound

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Persian Version

مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

View:

214
مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Download:

66
مرکز اطلاعات علمی Scientific Information Database (SID) - Trusted Source for Research and Academic Resources

Cites:

Information Journal Paper

Title

The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners

Pages

  99-120

Abstract

 1. Introduction: Listening is one of the four main skills of language learning, which is less studied than the other skills. Learning a second language is not possible without receiving comprehensible input in the form of writing or listening. Among the four skills of listening, reading, writing, and speaking, listening is the most fundamental. Listening is even more important than reading. Although they both deal with input, they are essentially different. In listening, it is not possible to stop and listen again, while in reading, it is possible to pause or re-read. Another reason for the importance of listening skills is that, in the early stages of education, when the learner does not have the ability to read, he or she may only strengthen their learning through listening skills. Due to the high importance of listening skills in language teaching, this research tries to take a step towards developing listening skills and further facilitating language learning by examining activities that may improve the listening comprehension of language learners. One of these is the use of pre-listening activities. The purpose of this research is to investigate the effect of three prelistening activities on listening comprehension, including previewing questions, providing background knowledge about the topic, and vocabulary instruction. Specifically, this research aims to determine which of these activities may help Persian learners more than the others in listening comprehension. It is said that the importance of pre-listening activities is that they activate the learners' existing knowledge about the topic. Previewing questions before listening is a type of activity that may help improve understanding and also lead to more and easier comprehension. Regarding vocabulary instruction, it is said that from the perspective of language learners, segmenting words or identifying separate words in speech is one of the main difficulties in listening comprehension. Additionally, language learners who recognize less than 80% of the different words of a listening text, are more likely to have difficulty with listening comprehension. Listening involves both linguistic knowledge (e. g., phonology) and non-linguistic knowledge (e. g., experience or previous knowledge) that are necessary for the construction of meaning. Current views on listening comprehension emphasize the significance of prior knowledge or background knowledge in listening comprehension. Based on the research background, the following hypothesis may be proposed: The pre-listening activity of providing background knowledge about the topic in contrast of previewing questions and vocabulary instruction has a greater effect on the listening performance of foreign Persian learners. 2. Review of Literature: Among the research conducted in the field of pre-listening activities is the research of Berne (1995), which examines the effect of such activities on Spanish listening performance. A comparison of the listening comprehension performance of second language learners of Spanish who completed three different pre-listening activities after one and two exposures to the listening passage shows that the scores for subjects completing the question preview activity were significantly higher than the scores for subjects completing the fillering activity and that additional exposure to the listening passage improves listening comprehension performance significantly, irrespective of pre-listening treatment. Chang and Reed (2006) also looked into the impact of pre-listening activities on listening performance. In their research, four activities were studied: previewing questions, providing background knowledge about the topic, providing vocabulary instruction, and repeating input. 3. Theoretical Framework: In the 1960s, a hypothesis was proposed in which language learning begins with comprehension and then leads to production. Speaking will emerge automatically after the learner understands the function of the target language. At first, the language learners' speech may not be perfect, but it will gradually become similar to the target language. The comprehension approach, which focuses on understanding language, shows the importance of listening comprehension ability. One of the ways to teach listening comprehension is to use pre-listening activities that may help listeners understand better. This research use comprehension approach to investigate about The Effect of Pre-Listening Activities on the listening comprehension of the Foreign Persian Learners. 4. Data Analysis Results: In this research, eight intermediate Persian learners who were studying in the Persian language teaching center for non-Persian speakers, at Allamah Tabataba'i University participated. The ages of the learners ranged from 20 to 25 and they were of Russian and Turkish nationalities. This research was conducted in three sessions, each dealing with one of the pre-listening activities. The learners were asked to answer text-related questions after listening, and the listening content was played for them two times. Using statistical indicators, including mean and standard deviation, the data of the three tests were compared, indicating that the difference between the mean scores of the language learners was significant. Moreover, the results showed that the effectiveness of each of the three activities on the Persian learners' listening comprehension was different, with the order of effectiveness of the three types of pre-listening activities on the Persian learners' listening comprehension being "vocabulary instruction", "providing background knowledge about the topic", and "previewing questions".

Multimedia

  • No record.

    • Cites

  • No record.

    • References

  • No record.

    • Cite

    APA: Copy

    RAGHIBDUST, SHAHLA, & Hamedi, Mina. (2022). The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners. JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS, 11(1 (23) ), 99-120. SID. https://sid.ir/paper/1057048/en

    Vancouver: Copy

    RAGHIBDUST SHAHLA, Hamedi Mina. The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners. JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS[Internet]. 2022;11(1 (23) ):99-120. Available from: https://sid.ir/paper/1057048/en

    IEEE: Copy

    SHAHLA RAGHIBDUST, and Mina Hamedi, “The Effect of Pre-Listening Activities on the Listening Comprehension of the Foreign Persian Learners,” JOURNAL OF PERSIAN LANGUAGE TEACHING TO NON-PERSIAN SPEAKERS, vol. 11, no. 1 (23) , pp. 99–120, 2022, [Online]. Available: https://sid.ir/paper/1057048/en

    Related Journal Papers

  • No record.

    • Related Seminar Papers

  • No record.

    • Related Plans

  • No record.

    • Recommended Workshops






    Move to top
    telegram sharing button
    whatsapp sharing button
    linkedin sharing button
    twitter sharing button
    email sharing button
    email sharing button
    email sharing button
    sharethis sharing button