Research Article
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Year 2018, Volume: 14 Issue: 3, 336 - 346, 15.09.2018

Abstract

References

  • Brindley, G., and H. Slatyer. 2002. Exploring task difficulty in ESL listening assessment. Language Testing 19, no. 4: 369–94
  • Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and topic on the listening component of TOEFL 2000. Princeton, NJ: Educational Testing Service.
  • Chao, J. Y. G. (2013). Factors affecting college EFL learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8, 71-84.
  • Chen, Y. (2005). Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. TESL-EJ, 8(4).)
  • Coakley, C., & Wolvin, A. (1997). Listening in the educational environment. In M. Purdy & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp. 179-212). Lanham, MD: University Press of America.
  • Cook, V. D. (1991). Second language learning and language teaching. London: Edward Arnold.
  • Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988
  • Kasevich, V. B. (2010). Speech perception. Philosophy of the language. Iran ; Perm Scientific Centre Press
  • Khuziakhmetov, A. N., & Porchesku, G. V. (2016). Teaching listening comprehension: Bottom-up approach. International Journal of Environmental and Science Education, 11(8), 1989–2001. https://doi.org/10.12973/ijese.2016.572a
  • Mohamadi, Z. (2013). Determining the Difficulty Level of Listening Tasks. Theory and Practice in Language Studies, 3(6), 987–994. https://doi.org/10.4304/tpls.3.6.987-994
  • Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie
  • Örsdemir, E. & Yılmazer. Ö. M. (2016). Note Taking in the EFL Listening Classroom: An Action Research. International Journal of Language Academy, 4/2, 208–216.
  • Purdy, M. (1997). What is Listening? (Eds) Purdy, M., & Borisoff, D. In; Listening in everyday life: A personal and professional approach. Lanham, MD: University Press.
  • Richards, Jack C., Platt, John & Platt, Heidi (2000). Longman Dictionary of Language Teaching & Applied Linguistics. Foreign Language Teaching and Research Press.
  • Rivers & Temperley (1978) A Practical Guide to The Teaching of English as a Second or Foreign Language. Oxford University Press.
  • Robinson, P. (2001).Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied Linguistics. 21, 27–57
  • Yildiz, N., & Albay, M. (2015). Factors Affecting Listening Comprehension and Strategies for Improvement: A Case Study. International Journal of Social Sciences & Educational Studies, 20.
  • Xu, F. (2008). Short-Term Memory in EFL Listening Comprehension. Asian Social Science, (1995), 103–107.
  • Demirkol, T. (2009). An investigation of Turkish preparatory class students' listening comprehension problems and perceptual learning styles. (Doctoral dissertation, Bilkent University)

Length in listening texts; A single determiner of difficulty for comprehension or not

Year 2018, Volume: 14 Issue: 3, 336 - 346, 15.09.2018

Abstract

























































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Length in listening texts; A single determiner of difficulty for comprehension or not



Text length is considered as one of the factors that cause listening task difficulty by many researchers (Chen, 2005; Mohamadi, 2013; Mendelsohn, 1994; Robinson, 2001). However, teachers sometimes consider text length as the single reason for a listening activity’s difficulty. Not many studies have focused on the length as a single determiner or whether there are other factors that are associated with length or not. In order to contribute to the field, the present study has aimed to investigate whether text length is single determiner by using both quantitative and qualitative data. Reflection reports on the difficulties of the task constitute qualitative data whereas scores on comprehension questions comprise quantitative data. Two long listening tasks were implemented with experiment group by dividing the length into manageable phases; meanwhile, with control group, they were done all at once. Scores of the two groups in comprehension questions have been compared by using T-test analysis. The findings have indicated that text length cannot be a determining factor alone. In the experiment, the scores of experimental and control groups do not have a statistically significant difference. According to student reflection reports, students have difficulties in listening long texts due to a lack of listening strategies, speech rate and pronunciation. Thus, text length might be better considered along with these factors.



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 İlhan, Berk



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Fırat University



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 Turkey



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 berkilhan5@gmail.com

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  School of Foreign Languages

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References

  • Brindley, G., and H. Slatyer. 2002. Exploring task difficulty in ESL listening assessment. Language Testing 19, no. 4: 369–94
  • Carrell, P. L., Dunkel, P., & Mollaun, P. (2002). The effects of notetaking, lecture length, and topic on the listening component of TOEFL 2000. Princeton, NJ: Educational Testing Service.
  • Chao, J. Y. G. (2013). Factors affecting college EFL learners’ listening comprehension and listening problems. NCUE Journal of Humanities, 8, 71-84.
  • Chen, Y. (2005). Barriers to acquiring listening strategies for EFL learners and their pedagogical implications. TESL-EJ, 8(4).)
  • Coakley, C., & Wolvin, A. (1997). Listening in the educational environment. In M. Purdy & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach (2nd ed.) (pp. 179-212). Lanham, MD: University Press of America.
  • Cook, V. D. (1991). Second language learning and language teaching. London: Edward Arnold.
  • Gilakjani, A. P., & Ahmadi, M. R. (2011). A Study of Factors Affecting EFL Learners’ English Listening Comprehension and the Strategies for Improvement. Journal of Language Teaching and Research, 2(5), 977–988. https://doi.org/10.4304/jltr.2.5.977-988
  • Kasevich, V. B. (2010). Speech perception. Philosophy of the language. Iran ; Perm Scientific Centre Press
  • Khuziakhmetov, A. N., & Porchesku, G. V. (2016). Teaching listening comprehension: Bottom-up approach. International Journal of Environmental and Science Education, 11(8), 1989–2001. https://doi.org/10.12973/ijese.2016.572a
  • Mohamadi, Z. (2013). Determining the Difficulty Level of Listening Tasks. Theory and Practice in Language Studies, 3(6), 987–994. https://doi.org/10.4304/tpls.3.6.987-994
  • Mendelsohn, D. J. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego: Dominie
  • Örsdemir, E. & Yılmazer. Ö. M. (2016). Note Taking in the EFL Listening Classroom: An Action Research. International Journal of Language Academy, 4/2, 208–216.
  • Purdy, M. (1997). What is Listening? (Eds) Purdy, M., & Borisoff, D. In; Listening in everyday life: A personal and professional approach. Lanham, MD: University Press.
  • Richards, Jack C., Platt, John & Platt, Heidi (2000). Longman Dictionary of Language Teaching & Applied Linguistics. Foreign Language Teaching and Research Press.
  • Rivers & Temperley (1978) A Practical Guide to The Teaching of English as a Second or Foreign Language. Oxford University Press.
  • Robinson, P. (2001).Task complexity, task difficulty and task production: Exploring interactions in a componential framework. Applied Linguistics. 21, 27–57
  • Yildiz, N., & Albay, M. (2015). Factors Affecting Listening Comprehension and Strategies for Improvement: A Case Study. International Journal of Social Sciences & Educational Studies, 20.
  • Xu, F. (2008). Short-Term Memory in EFL Listening Comprehension. Asian Social Science, (1995), 103–107.
  • Demirkol, T. (2009). An investigation of Turkish preparatory class students' listening comprehension problems and perceptual learning styles. (Doctoral dissertation, Bilkent University)
There are 19 citations in total.

Details

Primary Language English
Journal Section Research Article
Authors

Berk İlhan

Publication Date September 15, 2018
Published in Issue Year 2018 Volume: 14 Issue: 3

Cite

APA İlhan, B. (2018). Length in listening texts; A single determiner of difficulty for comprehension or not. Journal of Language and Linguistic Studies, 14(3), 336-346.
AMA İlhan B. Length in listening texts; A single determiner of difficulty for comprehension or not. Journal of Language and Linguistic Studies. September 2018;14(3):336-346.
Chicago İlhan, Berk. “Length in Listening Texts; A Single Determiner of Difficulty for Comprehension or Not”. Journal of Language and Linguistic Studies 14, no. 3 (September 2018): 336-46.
EndNote İlhan B (September 1, 2018) Length in listening texts; A single determiner of difficulty for comprehension or not. Journal of Language and Linguistic Studies 14 3 336–346.
IEEE B. İlhan, “Length in listening texts; A single determiner of difficulty for comprehension or not”, Journal of Language and Linguistic Studies, vol. 14, no. 3, pp. 336–346, 2018.
ISNAD İlhan, Berk. “Length in Listening Texts; A Single Determiner of Difficulty for Comprehension or Not”. Journal of Language and Linguistic Studies 14/3 (September 2018), 336-346.
JAMA İlhan B. Length in listening texts; A single determiner of difficulty for comprehension or not. Journal of Language and Linguistic Studies. 2018;14:336–346.
MLA İlhan, Berk. “Length in Listening Texts; A Single Determiner of Difficulty for Comprehension or Not”. Journal of Language and Linguistic Studies, vol. 14, no. 3, 2018, pp. 336-4.
Vancouver İlhan B. Length in listening texts; A single determiner of difficulty for comprehension or not. Journal of Language and Linguistic Studies. 2018;14(3):336-4.