How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

Gizem Berber; Safiye İpek Gönen

How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives

Öz

There has been a growing body of research on the relationship between foreign language (FL) listening anxiety and FL listening comprehension strategy use; however, how these strategies are employed by learners with different listening anxiety levels is an area open to investigation. Based on such need, this study aimed at exploring FL listening comprehension strategies used by high and low anxious FL listeners in a Turkish EFL context. For this purpose, 15 high anxious and 13 low anxious listeners at a Turkish university kept reflective journals for five weeks and participated in semi-structured interviews. The qualitative data were analyzed according to the steps of Content Analysis. Findings revealed that both high and low anxious students employed various listening strategies, i.e., cognitive and metacognitive strategies, while listening in the target language. However, high and low anxious listeners differed in the ways they implemented some of the specific strategies such as note-taking, translation, directed attention, and real time assessment The results of the study proposed implications for FL listening comprehension strategy use and strategy training in relation with FL listening anxiety.

Anahtar Kelimeler

FL lis tening comprehension,FL listening anxiety,FL listening comprehension strategies

References

Aydın, B. (1999). A study of sources of foreign language classroom anxiety in speaking and writing classes. Unpublished doctoral Dissertation, Anadolu University, Eskişehir.
Bekleyen, N. (2007). An investigation of English teacher candidates’ problems related to listening skill. Elektronik Sosyal Bilimler Dergisi, 6(21), 91-105.
Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664-675.
Bidabadi, F. S. & Yamat, H. (2011). The relationship between listening strategies used by Iranian EFL freshman university students and their listening proficiency levels. CCSE English Language Learning Journal, 4(1), 26-32.
Brinkmann, S. (2014). Interview. In Encyclopedia of Critical Psychology (pp. 1008-1010). Springer New York.
Chastain, K. (1988). Developing second-language skills (3rd edition). San Diego: Harcourt Brave Jovanocich.
Christenberry, B. (2003). Listening Comprehension in the Foreign Language Classroom. Retrieved from [http://langlab.uta.edu/german/lana.rings/fall01gradstudents/2001paperchristenberry.htm].
Cohen, A. D. (2014). Strategies in learning and using a second language. Routledge.

Creswell, J. W. (2012). Educational Research: planning, conducting, and evaluating quantitative and qualitative research (4th edition). New York: Pearson Education Company.
Çapan, S. A. & Karaca, M. (2013). A comparative study of listening anxiety and reading anxiety. Procedia – Social and Behavioral Sciences, 70, 1360-1373.
Dörnyei, Z. (2003). Attitudes, Orientations, and Motivations in Language Learning: Advances, Theory, Research, and Applications. Language Learning, 53(1), 3-53.
Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. The Modern Language Journal, 89(2), 206-220.
Ertürk, A. (2006). The relationship between the learning style preferences of undergraduate English preparatory program students, the listening comprehension strategies, and achievement. Unpublished MA Dissertation, Dokuz Eylül University, İzmir.
Gerçek, F. (2000). The Effect of Prep Listening Classes on the Frequency of Listening Comprehension Strategy Use. Unpublished MA Dissertation, Anadolu University, Eskişehir.
Goh, C. C. M. (1998). How ESL learners with different listening abilities use comprehension strategies and tactics. Language Teaching Research, 2(2), 124-147.
Goh, C. C. M. & Hu, G. (2014). Exploring the relationship between metacognitive awareness and listening performance with questionnaire data. Language Awareness, 23(3), 255-274.
Golchi, M. M. (2012). Listening anxiety and its relationship with listening strategy use and listening comprehension among Iranian IELTS learners. CCSE English Language Learning Journal, 2(4), 115-128.
Gönen, M. (2009). The relationship between FL listening anxiety and FL listening strategies: the case of Turkish EFL learners. 5th WSEAS/IASME International Conference on Educational Technologies, 44-49.
Graham, S. (2006). Listening comprehension: the learners’ perspective. System, 34, 165-182.
Graham, S. (2011). Self-efficacy and academic listening. Journal of English for Academic Purposes, 10, 113.117.
Han, J. (2014). Extensive Reading Conjoined with Writing Activities as an Effective Component of English as a Second/Foreign Language Programs. Unpublished MA Dissertation, University of Wisconsin, River Falls.
Hardan, A. (2013). Language learning strategies: a general overview. Procedia - Social and Behavioral Sciences, 106, 1712 – 1726.
Horwitz, E. K. (2001). Language anxiety and achievement. Annual Review of Applied Linguistics, 21, 112-126.
Horwitz, E. K., Horwitz, M. B., & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132.
Jafari, K. & Hashim, F. (2011). The effects of using advance organizers on improving EFL learners’ listening comprehension: A mixed method study. System, 40, 270-281.
Kılıç, M. (2007). The sources and relations of foreign language listening anxiety with respect to text type and learner variables: a case study at Gaziantep University. Unpublished MA Dissertation, Gaziantep University, Gaziantep.
Kim, J. (2000). Foreign Language Listening Anxiety: A Study of Korean Students Learning English. Unpublished Doctoral Dissertation, University of Texas, Austin.
Kömür, Ş. (2010). Teaching knowledge and teacher competencies: a case study of Turkish preservice English teachers. Teaching Education, 21(3), 279-296.
Kurita. T. (2012). Issues in second language listening comprehension and the pedagogical implications. Accents Asia, 5(1), 30-44.
Kuru Gönen, S. İ. (2005). The Sources of Foreign Language Reading Anxiety of Students in a Turkish EFL Context. Unpublished MA Dissertation, Anadolu Üniversitesi, Eskişehir.
Kuru Gönen, I. (2007). L2 reading anxiety: Exploring the phenomenon. In K. Bradford-Watts (Ed.), JALT 2006 Conference Proceedings: Community, Identity, Motivation (pp.1029-1038). Tokyo: JALT.
Leki, I. (1999). “Techniques for Reducing Second Language Writing Anxiety”. In Affect in Foreign Language and Second Language Learning: A Practical Guide to Creating a Low-Anxiety Classroom Athmosphere, 64-88.
Ma, R. & Oxford, R. L. (2013). A diary study focusing on listening and speaking: the evolving interaction of learning styles and learning strategies in a motivated, advanced ESL learner. System, 43, 101-113.
Mak, B. (2011). An exploration of speaking-in-class anxiety with Chinese ESL learners. System, 39, 202-214.
Merç, A. (2009). The relationship between reading anxiety and listening anxiety: a study with Turkish EFL learners. In J. Arabski & A. Wojtaszek (Eds.). Multidisciplinary perspectives on second language acquisition and foreign language learning (pp. 287-304). Katowice: OficynaWydawnicza.
Miles, MB. & Huberman, AM. (1994). Qualitative Data Analysis (2nd edition). Thousand Oaks, CA: Sage Publications.
Moghadam, S. B. & Ghanizadeh, A. (2015). EFL listening anxiety and listening strategy use among Iranian junior high school students. Social and Basic Sciences Research Review, 3(6), 310-319.
Naghadeh, S. A., Chopoghlou, M. A. M., Karimpour, S., Alizadeh S. (2014). Anxiety and speaking English as a second language among Iranian English major students of Payame Noor University. Journal of Educational and Management Studies, 4(4), 872-876.
Ni, H. (2012). The effects of affective factors in SLA and pedagogical implications. Theory and Practice in Language Studies, 2(7), 1508-1513. O’Malley, J. M., Chamot, A. U., Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10(4), 419-437.
Oxford, R. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newbury House.
Oxford, R. L. (1993). Research update on L2 listening. System, 21, 205-11.
Pyun, D. O., Kim, J. S., Cho, H. Y., Lee, J. H. (2014). Impact of affective variables on Korean as a foreign language learners' oral achievement. System, 47, 53-63.
Rost, M. (2011). Teaching and Researching Listening. London, UK: Longman.
Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9, 41-51.
Salem, A. A. M. S. & Dyiar, M. A. A. (2014). The relationship between speaking anxiety and oral fluency of special education Arab learners of English. Asian Social Science, 10(12), 170-176.
Saito, Y., Garza, T. J., and Horwitz, E. K. (1999). Foreign Language Reading Anxiety. The Modern Language Journal, 83(2), 202-218.
Serraj, S. & Noordin, N. (2013). Relationship among Iranian EFL students’ foreign language anxiety, foreign language listening anxiety and their listening comprehension. CCSE English Language Teaching Journal, 6(5), 1-12.
Siegel, J. (2014). Exploring L2 listening instruction: examinations of practice. ELT Journal, 68(1), 22-30.
Suleimenova, Z. (2013). Speaking anxiety in a foreign language classroom in Kazakhstan. Procedia, 93, 1860-1868.
Tawney, W. J. & Gast, L.D. (1984). Single subject research in special education. Columbus: Merrill.
Tsiplakides, I. & Keramida, A. (2009). Helping students overcome foreign language speaking anxiety in the English classroom: theoretical issues and practical recommendations. International Education Studies, 2(4), 39-44.
Vandergrift, L. (1999). Facilitating second language listening comprehension: acquiring successful strategies. ELT Journal, 53(3), 168-176.
Vandergrift, L. (2003). Orchestrating strategy use: Toward a model of the skilled second language listener. Language Learning, 53(3), 463-496.
Vandergrift, L. & Goh, C. (2012). Teaching and Learning Second Language Listening: Metacognition in Action. New York: Routledge.
Vandergrift, L., Goh, C., Mareschal, C. J., & Tafaghodtari, M. H. (2006). The metacognitive awareness listening questionnaire: Development and validation. Language learning, 56(3), 431-462.
Vogely, A. J. (1998). Listening comprehension anxiety: students’ reported sources and solutions. Foreign Language Annals, 31(1), 67-80.
Vogely, A. J., (1999). Addressing listening comprehension anxiety. In Affect in Foreign Language and Second Language Learning. McGraw Hill, New York, pp. 105–123.
Xu, X. (2013). Empirical study on the English listening learning anxiety. Theory and Practice in Language Studies, 3(8), 1375-1380.
Yaman, H., Tulumcu, M., Demirtaş, T. (2014). Perception of Turkish-language teachers towards listening monitoring texts: A phenomenological approach. Procedia - Social and Behavioral Sciences, 122, 543-548.
Yang, Y. (2012). A Study on Listening Anxiety, Strategy Employment, and Performance of Adolescent EFL Learners in Taiwan. Unpublished MA Dissertation, National Taiwan University of Science and Technology, Taiwan.
Yıldırım, A., ve Şimşek, H. (2006). Sosyal Bilimlerde Nitel Araştırma Yöntemleri (6th edition). Ankara: Seçkin Yayıncılık.
Young, D. J. (1992). Language anxiety from the foreign language specialist's perspective: Interviews with Krashen, Omaggio Hadley, Terrell, Rardin. Foreign Language Annals, 25, 157-172.
Yu, M. (2011). Effect of communication variables, affective variables, and teacher immediacy on willingness to communicate of foreign language learners. Chinese Journal of Communication, 4(2), 218-136. Zeng, Y. & Goh, C. (2015). Learners’ level of metacognitive awareness and its relationship with listening performance. 2015 IEEE 15th International Conference on Advanced Learning Technologies, 345-34.

Details

Primary Language

Turkish

Subjects

-

Journal Section

Research Article

Authors

Gizem Berber This is me
ANADOLU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Türkiye

Safiye İpek Gönen ^*
ANADOLU ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ
Türkiye

Publication Date

November 30, 2017

Submission Date

December 1, 2017

Acceptance Date

December 4, 2017

Published in Issue

Year 2017 Volume: 5 Number: 3

IZ

https://izlik.org/JA44SC68RS

Cite

RIS / Bibtex

APA

Berber, G., & Gönen, S. İ. (2017). How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives. Eğitimde Nitel Araştırmalar Dergisi, 5(3), 90-108. https://izlik.org/JA44SC68RS

AMA

1.Berber G, Gönen Sİ. How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives. Derginin Amacı ve Kapsamı. 2017;5(3):90-108. https://izlik.org/JA44SC68RS

Chicago

Berber, Gizem, and Safiye İpek Gönen. 2017. “How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives”. Eğitimde Nitel Araştırmalar Dergisi 5 (3): 90-108. https://izlik.org/JA44SC68RS.

EndNote

Berber G, Gönen Sİ (November 1, 2017) How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives. Eğitimde Nitel Araştırmalar Dergisi 5 3 90–108.

IEEE

[1]G. Berber and S. İ. Gönen, “How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives”, Derginin Amacı ve Kapsamı, vol. 5, no. 3, pp. 90–108, Nov. 2017, [Online]. Available: https://izlik.org/JA44SC68RS

ISNAD

Berber, Gizem - Gönen, Safiye İpek. “How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives”. Eğitimde Nitel Araştırmalar Dergisi 5/3 (November 1, 2017): 90-108. https://izlik.org/JA44SC68RS.

JAMA

1.Berber G, Gönen Sİ. How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives. Derginin Amacı ve Kapsamı. 2017;5:90–108.

MLA

Berber, Gizem, and Safiye İpek Gönen. “How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives”. Eğitimde Nitel Araştırmalar Dergisi, vol. 5, no. 3, Nov. 2017, pp. 90-108, https://izlik.org/JA44SC68RS.

Vancouver

1.Gizem Berber, Safiye İpek Gönen. How Do High and Low Anxious FL Listeners Employ FL Listening Comprehension Strategies? Exploring Student Perspectives. Derginin Amacı ve Kapsamı [Internet]. 2017 Nov. 1;5(3):90-108. Available from: https://izlik.org/JA44SC68RS