Browsing by Subject "listening"

Now showing 1 - 2 of 2

Open Access
Exploring the language skills embedded in the grade nine New Bridge to Success textbook
(2013) Uçaner, Nihan
The main aim of this study is to explore and map out the receptive and productive language skills and sub-skills embedded in the grade nine textbook, New Bridge to Success Elementary (2011) for Anatolian High Schools. To this end, content analysis is used to identify, analyze and quantify the language skills and sub-skills in the textbook. The results highlight the range, and the number of, receptive and productive sub-skills in the textbook. They also show that the textbook offers a wide range of productive sub-skills; however, the number of listening and writing subskills included in the textbook is relatively limited. The results are used to explicitly specify the receptive and productive language strands rooted in the textbook.
Open Access
Pronunciation awareness training as an aid to development EFL learners' listening comprehension skills
(2012) Ak, Sevil
This study investigates the effects of pronunciation awareness training on listening comprehension skills of tertiary level English as a Foreign Language (EFL) students. The participants were 68 Upper Intermediate level students studying at Gazi University, School of Foreign Languages, Intensive English Program. Two experimental and four control groups were employed in the study. At the beginning of the study, all groups were administered a pre training test to determine their level of listening comprehension. After the pre-test, the experimental groups received the pronunciation awareness training, while the control groups continued their regular classes. At the end of the 6-week period, all groups were given a post training test to see if they have improved their listening comprehension skills. The findings revealed that, both the experimental and the control groups have performed a statistically significant development at the end of the 6-week period. Although the control group has increased their listening comprehension skills, which may be attributed to the success of the program offered by Gazi University, School of Foreign Languages, the fact that the experimental group has performed a significantly higher development implies that the pronunciation awareness training has been more effective in developing listening comprehension skills than their regular English classes. This finding confirms the previous literature suggesting the relationship between pronunciation awareness and listening comprehension. The present study has filled the gap in the literature on listening comprehension regarding integrating listening and pronunciation by suggesting a new way to apply in order to develop EFL learners‟ listening skills. This study gives the stakeholders; the administrators, curriculum designers, material developers, and teachers the opportunity to draw on the findings in order to shape curricula, create syllabi, develop materials, and conduct classes accordingly.