چكیده

 

هدف اصلی این تحقیق شناسایی راهبردهای مربوط به مهارت شنیداریست كه فراگیران مذكر و مونث زبان انگلیسی در ایران  انتخاب میكنندوهمچنین مقایسه این راهبردهابین دو گروه (مذكر و مونث).بنابراین با اجرای آزمون تعیین سطح آكسفورد 76  نفرازدانشجویان زبان انگلیسی با گرایشهای مختلف انتخاب شدند. در مرحله بعد به دو گروه ٣8 نفری تقسیم شدند تا به سوالات پرسشنامه ی راهبردهای شنیداری چنگ (٢٠٠2)  با سی سوال كه در مقیاس لیکرت، جهت تعیین راهبردهای انتخابیشان  پاسخ دهند. سپس داده های جمع آوری شده در آزمون های آماری شامل آزمون توصیفی و آزمون (Mann Whitney U)اجرا شد. بر اساس یافته ها ی تحقیق، شركت كنندگان از راهبردهای فراشناختی نسبت به راهبردهای شناختی و اجتماعی-عاطفی بیشتر استفاده میكردند. علاوه بر این چون متغیرجنسیت در انتخاب راهبردها موثر بوده،نتیجه تحقیق میتواند برای سیاستگذاران آموزشی، نویسندگان كتابها ی درسی زبان، مدرسان و استادان زبان خارجی در ایران موثر باشد بویژه اینكه فراگیران زبان خارجی  براساس جنسیت در كلاسهای درسی  جدا  از هم مینشینند.

کلید واژه ها: راهبردهای شنیداری، راهبردهای فراشناختی، شناختی و اجتماعی- عاطفی

Table of Contents

 

Title                                                                                                        Page

 

Abstract ………1

Chapter 1: Introduction

1.0 Introduction 2

1.1 Theoretical Framework ……………3

1.2 Significance of the Study……………………………………………………………………………………7

1.3 Statement of the problem 8

1.4 Research Questions of the Study …………..10

1.5 Hypotheses of the study 10

1.6 Definitions of Key Terms …………11

1.6.1 Learning Strategies .11

1.6.2 Listening strategies .11

1.6.3 Metacognitive Strategies 11

1.6.4 Cognitive strategies 11

1.6.5 Socio-affective Strategies …12

1.6.6 Listening Comprehension . ..12

1.7Summary . ..12

 

Chapter Two: Review of the Literature

2.0 Introduction . .14

2.1 Language learning and strategies .. …14

2.2 Classification of language learning strategies . 23

2.3 Language learning and listening .. .28

2.3.1. What Is Listening?……………………………………………………………………………..28

2.4 Role of Listening in Second or Foreign Language Acquisition . .31

2.5 Listening Comprehension Strategies ………… ………….. .33

2.5.1 Metacognitive Listening Strategies .. .39

2.5.1.1 Pre-listening Planning Strategies .44

2.5.1.2 While-listening Monitoring Strategies 45

2.5.1.3 Post Listening Evaluating Strategies … 46

2.5.2 Cognitive Strategies .. .46

2.5.2.1 Bottom-up and Top-down Listening Strategies ..49

2.5.3 Socio-affective Strategies .. 52

2.6 Empirical studies in the field of Language Learning Strategies … 54

2.7 Summary .. .58

 

Chapter Three: Methodology

3.0 Introduction . .59

3.1 Pilot study … ..59

3.2 Design of the study .. 60

 

3.3 Participants .. .61

3.4 Materials  … 61

3.4.1 Oxford Placement Test . . .62

3.4.2 Cheng’s Scale for Listening Strategies … 62

3.5 Procedure .. 63

 

3.6 Methods of Analyzing Data .65

3.6.1 Ethical consideration . .65

3.7 Summary .. .66

 

 

Chapter Four: Results

4.0 Introduction ..68

4.1 Measure of L2 Proficiency … 69

4.2 Questionnaire Data … … 70

4.3 The First Research Question .71

4.4 The Second Research Question 77

4.5 Computing the Effect size 78

4.6 Findings of Interview ….83

4.7 Summary … 86

 

Chapter Five: Discussion

5.0 Introduction . .87

5.1 General Discussion . ..88

5.1.1 Further Considerations . ..89

5.2 Implications . .90

5.2.1 Implications for teachers .. ..91

5.2.2 Implications for Students .. . 94

5.2.3 Implications for Educational Policy Makers and Curriculum Developer.. 94

5.3 Limitations of the study 95

5.4 Suggestions for Further Research .96

5.5 Summary . ..97

 

References … ..98

 

Appendices .. 111

 

List of Tables

Table                                                                                                              Page

4.1       Statistics for the OPT Scores … 69

4.2       Reliability statistics of the questionnaire (pilot study) …….70

4.3       Item statistics for the listening comprehension strategy use questionnaire (metacognitive strategies) … 71

4.4       Descriptive statistics for the listening comprehension strategy use questionnaire (metacognitive strategies) . ..72

4.5       Item statistics for the listening comprehension strategy use questionnaire (cognitive strategies) … 73

4.6       Descriptive statistics for the listening comprehension strategy use questionnaire (cognitive strategies) … 74

4.7       Descriptive statistics for the listening comprehension strategy use questionnaire (socio affective strategies) ..75

4.8       Descriptive statistics for the listening comprehension strategy use questionnaire (socio- affective strategies) … ..75

4.9       Statistics for different categories of the questionnaire 76

4.10    Ranks of female and male participants on listening comprehension strategy use . ..78

4.11    Median value of each group (listening comprehension strategy -use questionnaire) … ..78

4.12    Mann-Whitney U Test for the listening comprehension strategy-use of males and females 78

4.13    Ranks for females and males in metacognitive strategies .. .80

4.14    Ranks for females and males in cognitive strategies … 81

4.15    Ranks for females and males in socio- affective strategies . 82

 

 

 

List of Figures

 

Table                                                                                                              Page

2.1       Diagram of Oxford’s Strategy Classification System .27

4.1       The comparison between males and females in their use of listening comprehension strategies 79

4.2       The comparison between males and females in their use of metacognitive strategies .81

4.3       The comparison between males and females in their use of cognitive strategies …..82

4.4       The comparison between males and females in their use of socio- affective strategies .83

 

 

 

 

Abstract

The main goal of this investigation was to identify the listening strategies of Iranian male and female foreign (English) language learners and to compare the listening strategies of both groups of research participants. To investigate, 76 undergraduate students of different major of English were selected via administrating the Oxford Placement Test (OPT).Then, they were divided into two groups of 38asked to complete Cheng’ s (2002) 30-item Listening Strategyin the Likert-scale format to identify the listening strategies they  use. Then the data gathered were run through statistical tests, including descriptive test and Mann Whitney U-test. Based on the findings of the studythe listeners usedmore metacognitive strategies than cognitive and socio-affective strategies respectively.In addition, as gender influenced selecting the types of strategies for listening, it can be efficient for policy makers, syllabus designers, practitioners and instructors especially in Iran where classrooms are separated according to students’gender.

Key words:Listening Strategies, Metacognitive Strategies, Cognitive Strategies, Socio-affective Strategies

 

 

 

 

Chapter One

Introduction