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On the Effectiveness of (CLT) implementation on Iranian Intermediate EFL Learners’ Listening Comprehension Ability

Name: On the Effectiveness of (CLT) implementation on Iranian Intermediate EFL Learners' Listening Comprehension Ability
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Department of English Language

A Thesis M.A. in Teaching English as a Foreign Language

On the Effectiveness of (CLT) implementation on Iranian Intermediate EFL Learners’ Listening Comprehension Ability

Abstract

This study attempts to reveal the effect of the implementation of the Communicative Language Teaching Method (CLT) on the listening comprehension of intermediate English learners. In order to handle this issue, a quantitative study was conducted on two randomly selected intact classes at Omid language institute in Shiraz, Iran. These two classes were assigned as experimental group (20 learners) and control group (20 learners). It was particularly hypothesized that the students taught according to the CLT would score higher in the post-test than in the pre-test and that there would be statistically significant differences at the level of .05 between the post-test mean scores of the experimental group and the control group. Different communicative activities were used with the experimental group while the control group was exposed to usual non communicative instruction using structurally based methods, such as the audio-lingual method. A pre-test was administered to both groups at the beginning of the experiment to ensure that they had the same language background. At the end of the instruction, a post-test was administered to both groups to determine whether the CLT had positively affected the learners’ listening ability. The experimental instruction lasted approximately ten weeks of the first semester of 1394 (2015). The study has revealed that: (1) the CLT had a positive effect on the students’ listening; (2) the experimental group obtained somewhat higher scores in the post-test than in the pre-test, making the difference between the pre-test and post-test scores statistically significant; (3) the difference between the pre-test and the post-test for the control group was not statistically significant; and (4) the experimental students were more differentiated than the control students, as shown by a statistically significant difference between the mean scores of both groups in the post-test in favor of the experimental students. With respect to the results, the following recommendations were made: (1) that a shift should be made from non-communicative to communicative ELT; (2) that educational policy-makers should consider the applicability of the CLT in Iranian context; (3) that EFL teachers should receive in-service training in applying CLT principles; (4) that learners should be encouraged to enhanced their listening ability by considering that listening comprehension as the most important skill; and (5) that local ELT textbook writers should work along communicative approaches.

Key words :

Communicative Language Teaching, Context, Listening Comprehension,Retension, Percetion

دسته: زبان خارجه, زبان خارجه برچسب: Communicative Language Teaching, Context, Listening Comprehension, Percetion, Retension

توضیحات

Table of content

Title Page

Abstract————————————————————————————————— 1 Chapter one: Introduction

1.0 Introduction —————————————————————————————— 2

1.1Statement of the problem ————————————————————————— 4

1.2purpose of the study ——————————————————————————— 5

1.3 Research questions ———————————————————————————- 5

1.4 Null hypothesis ————————————————————————————– 6

1.5 research variables ———————————————————————————– 6

1.6 Significant of the study —————————————————————————- 6

1.7 Definition of key terms ————————————————————————— 7

1.7.1 Communicative language teaching ———————————————————— 7

1.7.2 context ——————————————————————————————— 7

1.7.3 Listening comprehension ————————————————————————7

1.7.4 Perception —————————————————————————————– 8

1.7.5 Retention —————————————————————————————— 8

Chapter two: Literature review

2.0 Literature review ———————————————————————————– 9

2.1 Grammar Translation Method ——————————————————————– 9

2.2 The Reform Movement —————————————————————————11

2.3 The Direct Method ——————————————————————————–12

2.3.1 The goals and Roles of Teachers and Students in D M. ———————————–13

2.3.2 The area and skills that emphasized in Direct Method ———————————— 13

2.4 The Method Era ———————————————————————————– 14

2.4.1 Audio lingual Method ————————————————————————–15

2.4.2 The Total Physical response Method ——————————————————– 16

2.5 The Communicative approach —————————————————————— 17

2.6 Research in to CLT ——————————————————————————- 19

2.6.1 Theory of Language in CLT —————————————————————— 23

2.6.2 Types of learning and Teaching activities in CLT —————————————– 24

2.6.3 Theory of learning in CLT ———————————————————————25

2.6.4 Learner role in CLT —————————————————————————–25

2.6.5 Teacher Role in CLT ————————————————————————— 26

2.6.6 The Communicative Classroom ————————————————————– 26

2.6.7 Types of Learning and Teaching Activities ————————————————- 27

2.6.8 Material in communicative classroom ——————————————————- 28

2.6.9 Learner- centered in communicative classroom ——————————————– 28

2.6.10 Teacher role in communicative classroom ———————————————— 30

2.7 Listening Concept in Language Teaching —————————————————- 32

2.7.1 Communicative Activities for Listening —————————————————- 35

2.7.2 Some Processes and Skills involved in listening comprehension ———————– 36

2.7.3 Listening in interactive settings ————————————————————– 37

2.7.4 Planning Instruction for developing of Listening Proficiency ————————— 38

2.7.5 Strategies for developing Listening Skill ————————————————— 41

2.7.6 Listening for Meaning ————————————————————————-44

2.7.7 Listening pedagogy —————————————————————————- 45

2.7.8 Information gap activity in Listening ——————————————————–45

2.7.9 Role play activity in Listening ————————————————————— 46

2.7.10 Conversation activity in listening comprehension ————————————— 47

2.7.11 Gaming activity in Listening —————————————————————-49

2.8 English Language Teaching in Iran ————————————————————52

2.8.1 CLT Implementation in Iran context ——————————————————– 53

2.9 Summary —————————————————————————————— 53

Chapter Three: Methodology

3.1 Introduction ————————————————————————————— 56

3.2 Design ———————————————————————————————-56

3.3 Participants —————————————————————————————- 58

3.4 Procedures —————————————————————————————– 59

3.4.1 Instrument (test) ——————————————————————————– 60

3.4.2 Test Validity ———————————————————————————— 61

3.4.3 Test Reliability ——————————————————————————— 61

3.4.4 Scoring ——————————————————————————————62

3.5 Statistical Methods —————————————————————————–62

3.6 Summary —————————————————————————————-62

Chapter four: Result

4.0 Introduction ————————————————————————————-63

4.1 Findings —————————————————————————————–63

4.2 Hypothesis analysis ————————————————————————— 69

4.3 Summary ————————————————————————————— 70

Chapter Five: Discussion, Implication, and Recommendations

5.1 Discussion of results—————————————————————————- 71

5.2 Pedagogical Implications ———————————————————————-75

5.2.1 Implication of learners ———————————————————————–76

5.2.2 Implication of Teachers ——————————————————————— 76

5.2.3 Implication for syllabus Designers ——————————————————– 76

5.3 Suggestion for further research ————————————————————– 77

5.4 Conclusion—————————————————————————————77

References——————————————————————————————–79

Appendices———————————————————————————–87

List of Tables

3.1 Age Distribution of Participants ———————————————————57

3.2 Sample distribution Percentage ———————————————————-58

4.1 Descriptive Statics for proficiency Test ————————————————63

4.2 Frequency of Gender of the Participants ———————————————–64

4.3 Number of Students Participants in Pretest and Post test case ———————-65

4.4 Descriptive statistics ———————————————————————-66

4.5 Levine’s Test of Quality of Error ——————————————————–67

4.6 Tests of Between-subject’s Effects Variance ——————————————68

4.7 Mean of Listening Comprehension —————————————————–68

4.8 Sum of Analysis of Covariance Source. Type III Sum of squares ——————69

4.9 Independent T-test repetition in Listening Comprehension ————————–69

List of Figures

3.1Age Distribution of Participants ———————————————————57

Figure 3.2 .Pretest-posttest (EG&CG) ——————————————————59

4.1 Histogram of frequency of the Participants in the OPT test————————-64

4.2 Histogram of frequency of the participants’ Gender in the OPT test —————65

4.3 Linear spread relationship between Pretest & posttest ——————————- 67