A COMPARATIVE STUDY OF TWO EFL WHILE-LISTENING TECHNIQUES

Year 2016, Volume: 5 , 317 - 322, 01.09.2016

Sezen Balaban Zeynep Camlibel-acar

Abstract

In foreign or second language learning contexts, listening is
often considered an essential yet undermined skill (Bidabadi, 2011; Scarcella
& Oxford, 1992). In order to emphasize and increase the effectiveness of
this ‘least-wondered skill’, innovative tools need to be researched. To this
end, this study has aimed at investigating the use of two distinct
while-listening techniques in EFL (English as a foreign language) lessons,
namely ‘shadowing’ and ‘note-taking’. The major focus was to analyse the impact
of these techniques on learners’ listening comprehension ability and changes in
their perceptions of listening lessons and their own listening abilities.
Specifically, the following research questions were asked: 1) which of the two
while-listening techniques, namely ‘shadowing’ or ‘note-taking’, improves
learners’ listening comprehension to a higher extent? and 2) how does each
while-listening technique influence learners’ perceptions of and attitudes
towards listening in the foreign language? The research was conducted with four
groups of pre-intermediate level English language preparatory class students at
a state university in Turkey. Groups were randomly assigned to receive training
on either ‘shadowing’ or ‘note-taking’ from the same instructor for six
consecutive weeks. Quantitative data include the pre-and post-test results for
listening, as well as scores of comprehension check questions asked at the end
of each training session. In addition, learner reflections provide information
on students’ opinions and perspectives related with each technique.
Quantitative findings indicate a significant difference between groups in terms
of learners’ listening scores, and qualitative findings reveal various themes
in relation to the techniques. 

Keywords

ELT, listening, shadowing, note-taking

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