استاد راهنماسرکار خانم دکتر کارکیا استاد مشاورسرکار خانم دکتر قهرمانی قاجار دانشجولیلا قادرپناهی IN THE NAME OF GOD AL-ZAHRA UNIVERSITY Faculty of Theology and HumanitiesA Thesis Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Arts in Teaching English as a Foreign Language (TEFL) Thesis TitleUsing Aural Authentic Materials to Develop Listening Comprehension in the EFL Classroom Thesis Advisor Thesis Reader BYLeila Ghaderpanahi September, 2005 This thesis is approved by: Dr.P.Karkia (Advisor) ________________________________________ Dr.S.Ghahremani Ghajar (Reader) ________________________________________ Al-Zahra UniversityTehran-IranSeptember, 2005 DEDICATION To my beloved parents for all their love, support and insightful guidance prior and during the completion of this study, for teaching me the value of listening Table of Contents Acknowledgement X Abstract XI List of Tables XII Chapter 1: Introduction 1 Chapter 2: Review of Literature 15 2.2.1 Definition of Listening 152.2.2 Importance of Listening 172.2.2.1 Listening and Academic Success 182.2.2.2 Discovery Listening 182.2.3 Listening as an Academic Process 202.2.3.1 Knowledge Required for Listening 20ProcessComprehension2.2.5.1 Authentic and Listening 23Comprehension2.2.6 Tasks for Listening Comprehension 252.2.6.1 Performing to Indicate Understanding 272.2.6.2 Teaching rather than Testing 282.2.7 Inner Speech and Language Learning 292.2.7.1 Listening and Speaking 292.2.8 Maturation and Language Learning 302.2.8.1 Vygotsky’s Zone of Proximal 31DevelopmentLearning Language2.2.9.1 Schema Theory 322.2.9.2 Background Knowledge/Prior 33Knowledge2.2.10 Cultural Background 352.3 Listening and English-as-a-Foreign-Language Learning 362.3.1 The Emergency of Communicative Language 36Teachingand Features2.4 The Use of Aural Authentic Materials 402.4.1 Definitions of Authentic Materials 402.4.2 Authentic Materials and Language Performance 412.4.3 Nature of Authentic Texts 432.4.3.1 Characteristics of Authentic Speech 432.4.3.2 Authentic Speech and Cultural Aspect 44 Chapter 3: Methodology 46 3.2.1 Participants 483.2.2 Classroom Observation 493.3 Demographic Data of the Students 503.4 Classroom Environment 523.4.1 Setting 523.5 Classroom Practices 523.5.1 Listening Materials Implemented in Class 523.5.2 Class Procedure 533.6 Teacher’s Pedagogy 543.7 Interviews 553.7.1 Interviews with Students 563.7.1.1 First Interview 563.7.1.2 Second Interview 563.8 Self-Evaluation Questionnaire 573.9 Language Learning Strategy Questionnaire 583.10 Data Collection 593.11 Analysis of Data 603.12 Validity and Reliability 63Chapter 4: Results 64 4.3.1 Results for Fundamental Research Question: 66Influences of Aural Authentic Materials4.3.1.1 Results from the Interviews with Students 674.3.1.2 Results from the Class Observation 694.3.1.3 Results from the Self-Evaluation 71Questionnaire4.3.2 Summary of Findings Related to the Influences 72of Aural Authentic Materials4.3.3 Results for Secondary Research Question#1: 73Learning Strategy Use4.3.3.1 Results from the Interview with 73studentsQuestionnaire4.3.4 Summary of Findings Related to the Learning 77Strategy Use 4.3.5 Results for Secondary Research Question#2: 79Attitudes towards Language Learning4.3.5.1 Results from the Interviews with 79StudentsAttitudes towards Language Learning4.4 Overall Findings of the Study 804.4.1 Students with no Progress in Listening Ability 814.4.2 Students with Progress in Listening Ability 82 Chapter 5: Conclusion 84 5.3.1 Authenticity of the Listening Materials 865.3.2 Influences of Aural Authentic Materials on 89Listening Comprehension5.4 Conclusions 965.5 Recommendations 1025.5.1 Recommendations for Further Research 1025.5.2 Implications for Teaching 103 Bibliography 105 Appendices 123 Appendix A 124 Appendix B 125 Appendix C 129 Appendix D 131 Appendix E 137 Appendix F 145 Appendix G 147 Appendix H 148 Appendix I 149 Appendix J 150Appendix K 151 Appendix L 157 Acknowledgements It is the highest time I seized the opportunity to offer my most genuine and profound words of gratitude to many people to whom I owe the accomplishment of this research. Among many people who have bestowed, most kindly, their invaluable help upon me I should specifically thank my honorable thesis advisor, Dr.Karkia, who patiently went through every line of this thesis and provided me with many insightful comments and invaluable suggestions. I would also like to extend my sincere appreciation and gratitude to Dr. Ghahremani Ghajar, my thesis reader, for her most professional guidelines, meticulous reading of this manuscript, making insightful suggestions and corrections; for her expertise and time. I am also very much grateful to Dr. Rahimi for her critical evaluation, and judgment of this thesis.Also my thanks and best wishes go to all students who participated in the present study, without whose cooperation this research would not have been conducted.Last, by no means least, a truly cordial sense of thankfulness to my parents General Ali Ghaderpanahi and Firooze Nobariyan for their support and everlasting encouragement throughout my educational years. ABSTRACTThe fundamental purpose of this study was to examine the influences of aural authentic materials on listening ability of thirty female undergraduate psychology majors studying English as a foreign language. The secondary purposes of the study were to identify the learning strategies used by EFL students experiencing authentic listening texts and to determine the influences of authentic materials on EFL students’ attitudes towards learning English.A quantitative and qualitative analysis was offered in this study. It basically focused on using authentic materials and real-life situations as part of the communicative approach. Sources for designing and implementing effective listening strategy instruction and the transcript of one-hour videotaped session were recorded and analyzed. The results of the listening comprehension posttest were compared to that of the pretest using a 2-tailed t-test (p < .05). A one-way ANOVA on the mean strategy use was applied (p < .05).The results of the qualitative data analysis were in line with and confirmed that of quantitative. Analysis of the interviews and the questionnaires revealed that the use of authentic materials in the EFL classroom helped increase students’ comfort level and their self-confidence to listen to the foreign language. Results showed a statistically significant improvement in listening ability, as well as the positive effect on EFL students’ motivation to learn the language. Recommendations were offered to ease students’ frustration that resulted from the speed of authentic speech. Pedagogical implications of the results were discussed along with the impact on EFL students’ listening comprehension development.List of Tables Table 1: Source of Data 48 Table 2: Demographic data of Strategy 51 Table 3: Analysis of Data 62 Table 4: Interview Results 68 Table 5: Results from Class Observation 70 Table 6: Students’ Responses on Self-Evaluation Questionnaire 71 Table 7: Interviews with Students on Learning Strategy Use 74 Table 18: Class Observation on Learning Strategy Use 75 Table 9: Responses to Questionnaire on Learning Strategy Use 78متن کامل را می توانید دانلود نمائید چون فقط تکه هایی از متن پایان نامه در این صفحه درج شده (به طور نمونه)ولی در فایل دانلودی متن کامل پایان نامههمراه با تمام ضمائم (پیوست ها) با فرمت ورد word که قابل ویرایش و کپی کردن می باشندموجود است