عناصر مشابهة
The Effect of Inferring Meaning Technique on EFL Learners' Listening Skills at the Upper-Intermediate Level
| المصدر: | المجلة الدولية أبحاث في العلوم التربوية والإنسانية والآداب واللغات |
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| الناشر: |
جامعة البصرة ومركز البحث وتطوير الموارد البشرية رماح
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| المؤلف الرئيسي: | |
| مؤلفين آخرين: | |
| المجلد/العدد: | ع26 |
| محكمة: | نعم |
| الدولة: | الأردن |
| التاريخ الميلادي: | 2023 |
| الصفحات: | 75 - 93 |
| ISSN: | 2708-4663 |
| رقم MD: | 1390967 |
| نوع المحتوى: | بحوث ومقالات |
| اللغة: | English |
| قواعد المعلومات: | EduSearch HumanIndex |
| مواضيع: | |
| رابط المحتوى: |
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| المستخلص: | This study was conducted with the aim of exploring the impact of using inferring meaning technique as a cognitive strategy on the upper-intermediate EFL learners' listening skill. Furthermore, it intended to investigate the difference between the effects of inferring meaning technique on the upper-intermediate vs. advanced EFL learners' listening skill. Whereas universities and schools pay more attention to writing, reading, and vocabulary. Listening is not an important part of many course books and most teachers do not pay attention to this important skill in their classes, so students have critical difficulties in listening comprehension. This study will try to show the importance of inferring meaning in developing the listing skills. The participants of this study composed up of 45 Iraqi males and female learners of English as a foreign language (EFL) at Basrah University. They were assigned into a control group (CG) (N= 15) and two experimental groups in terms of language proficiency and the employed treatment. The first experimental group was labeled as Upper-intermediate Inferring Meaning (UIMG) (N = 15) and the second group was named as Advanced Inferring Meaning (AIMG) (N= 15). In order to collect the data, two series of Top-Notch textbook were used as the material, and two tests were adopted as measurement instruments. As a result of collecting and analyzing data it was found that integration of inferring meaning technique as an instructional strategy could lead to the significant development of the upper-intermediate and advanced EFL learners’ listening comprehension. More specifically, the results suggested that both group of the EFL learners, i.e., upper¬ intermediate and advanced could take maximum advantages of the inferring meaning technique in the classroom to enhance their listening skill. Teachers can create such an environment by using inferring meaning technique positively keeping the actively listening to all students and responding to them in an appropriate manner. Moreover, the English language teacher should avoid responding sarcastically and sarcastically to the learners’ questions in order to help them decode the English language and also reduce distractions and unjustified interruptions. |
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