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The Effect of Input Modality and Sensory Mode on L2 Listening Fatigue: A Case of Iranian Intermediate EFL Learners | ||
| Journal of Modern Research in English Language Studies | ||
| مقاله 3، دوره 6، شماره 3، آبان 2019، صفحه 82-57 اصل مقاله (730.44 K) | ||
| نوع مقاله: research paper | ||
| شناسه دیجیتال (DOI): 10.30479/jmrels.2019.10785.1345 | ||
| نویسندگان | ||
| Saeid Najafi Sarem* 1؛ Hamid Marashi2 | ||
| 1English Department, Hamedan Branch, Islamic Azad University, Hamedan | ||
| 2English Department, Central Tehran Branch, Islamic Azad University, Tehran, Iran | ||
| تاریخ دریافت: 21 خرداد 1398، تاریخ بازنگری: 24 مرداد 1398، تاریخ پذیرش: 03 شهریور 1398 | ||
| چکیده | ||
| The present research was conducted to examine the effect of different input modality interaction in L2 on listening fatigue. Eighty-six intermediate Iranian EFL learners selected through random sampling, after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study and were randomly assigned into three experimental groups. Three types of input modality treatments were given in the first phase. Group one received audio treatment (A), group two received video treatment (V) and group three was taught listening through audio-video-caption (AVC) treatment. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized as pretest and posttest. Afterwards, during the qualitative phase, oral interviews were employed to elect 30 % of the participant’s’ attitudes about the effect of the received treatment on their listening fatigue. Using Two-way ANCOVA revealed that input modality had a very strong significant effect on listening fatigue reduction. Audio group had the best performance and AVC group had the least significant performance. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude to audio input modality as the best. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is finding the best match between input modality intervention and its sensory mode match to assist EFL learners both enhance their L2 listening comprehension and at the same time reduce their debilitative listening fatigue. | ||
| کلیدواژه‌ها | ||
| input modality؛ sensory mode؛ L2 Listening؛ listening fatigue | ||
| عنوان مقاله [English] | ||
| تاثیر شیوه ارائه داده و سبک حسی بر روی خستگی شنیداری در زبان دوم: مطالعه ای بر روی فراگیران ایرانی زبان انگلیسی در سطح متوسط | ||
| نویسندگان [English] | ||
| سعید نجفی صارم1؛ حمید مرعشی2 | ||
| 1گروه زبان انگلیسی دانشگاه آزاد اسلامی واحد همدان | ||
| 2گروه زبان انگلیسی دانشگاه آزاد اسلامی واحد تهران مرکز | ||
| چکیده [English] | ||
| هدف از انجام تحقیق حاضر بررسی تاثیر روشهای ارائه داده بر روی خستگی شنیداری در زبان دوم می باشد. 86 زبان آموز در سطح متوسط پس از برگزاری یک آزمون تعیین سطح از بین 120 زبان آموز در رشته مترجمی برای شرکت در این مطالعه انتخاب و بصورت تصادفی به سه گروه آزمایشی تقسیم شدند. سه روش ارائه داده در آموزش استفاده شد. درگروه 1 از روش صوتی، گروه 2 از روش تصویری و درگروه 3 از روش صوت/تصویر/زیرنویس در آموزش مهارت شنیدن استفاده شد. آزمون تافل مهارت شنیدن و پرسشنامه خستگی شنیداری طراحی شده و تایید شده توسط محقق به عنوان پیش آزمون و پس آزمون استفاده شد. سپس در مرحله تحلیل کیفی، نگرش 30 درصد از شرکت کنندگان در گروهها نسبت به تاثیرات روشهای آموزشی بر روی خستگی ذهنی زبان آموزان مورد مصاحبه قرار گرفت. استفاده از آزمون انکووای دو طرفه در تحلیل داده ها نشان داد که روشهای ارائه تاثیر بسیار مهمی بر روی کاهش خستگی شنیداری دارد. گروه صوتی بهترین عملکرد را داشته و گروه صوتی/تصویری/زیرنویس نشان داد که معمولی ترین عملکرد را داشته است. این یافته ها همچنین بوسیله یک مرحله تحلیل کیفی مورد تایید قرار گرفت و فراگیران نگرش مثبت خود را نسبت به روشهای ارائه داده نشان دادند. یافته های این تحقیق همچنین دارای کاربردهای آموزشی در بحث آموزش ویادگیری بوده و مهمترین یافته در این زمینه تطابق بین روش آموزش معلمان و سبک یادگیری زبان آموزان می باشد که میتواند به آنها در افزایش مهارت شنیداری و کاهش خستگی ذهنی کمک نماید. | ||
| کلیدواژه‌ها [English] | ||
| روش ارائه داده, سبک حسی, مهارت شنیدن در زبان دوم, خستگی شنیداری | ||
| مراجع | ||
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