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20140106 final presentation 20140106 final presentation Presentation Transcript

  • The Relationship Between Listening Anxiety and Listening Strategies Used by English Major Students Presenter : Adam Wang Adviser : Dr. Pi-Ying Teresa Hsu Date : Jan 6, 2014
  • Contents Introduction Literature Review Methodology 2
  • Introduction • • • • Background Purpose of the study Research Questions Significance of the study 3
  • Introduction  Background Listening is an essential skill which develops faster than speaking and often affects the growth of reading and writing abilities in learning a new language. 4
  • Introduction  Purpose of the study To probe into the relationship between listening strategies and listening anxiety 5
  • Introduction  Research Question 6
  • Introduction  Significance 3. Effective will give the EFL 1. The studystrategies employed by 2. The study will also provide high listening anxietyteachers can teachers with appropriate advice right directions for listeners and reduced student’s anxious feeling, and assistance to get over student students to succeed English in order to in English listening and difficulties enhance the listening listening teaching and learning. comprehension of less effective to lower down student’s listening listeners anxiety. 7
  • Literature Review • • • • • Listening Comprehension Definition of Listening Strategies Types of Listening Strategies Definition of Listening Anxiety Findings on other researcher’s study 8
  • Listening Comprehension As Sadighi & Zare (2006) indicated that the difficulty of exploring the listening skill and the assumption that learners develop the listening skill has a lack of research in the listening skill of the foreign language. Sadighi & Zare (2006) 9
  • Definition of Listening Strategies Defined the term –listening strategy– is used to refer to the strategies that listeners consciously or unconsciously use in order to understand, analyze, and interpret a text. (Vandergrift, 2007) 10
  • Types of Listening Strategies Learning strategies were categorized as meta-cognitive, cognitive, and socio-affective strategies are steps taken to contribute learners to acquire, store, retrieve, and use information, these strategies which has been developed. (O’Malley & Chamot’s, 1990) 11
  • Types of Listening Strategies 3. Socio-affective 2. Cognitive 1. Meta-cognitive learners to employed by utilized by classmates ,scope listeners to to and cooperate with comprehension to increase with material to be learn or to question the teacher for second language retention apply specific techniques clarification 12
  • Definition of Listening Anxiety Is a psychological term, refers to a personality trait which can influence the process of learning in general, and language learning/acquisition in particular (Izadi, 2012) 13
  • Findings on other researcher’s study The findings of his study showed that the more proficient listeners used more planning strategies than the less proficient listeners and that the more proficient listeners were more attentive than the less proficient listeners. (Liu, 2008) 14
  • Findings on other researcher’s study The study showed that the more proficient listeners employed meta-cognitive strategies more frequently than the less proficient listeners, and the variations in this type of strategy use had a statistically significant relation across the listening ability. (Vandergrift, 2007) 15
  • Methodology • • • • Participants & Setting Instruments Procedure Data analysis 16
  • Methodology  Participants & Setting Freshman Sophomore Approximately 200 college students in Chaoyang University and Technology 17
  • Instrument English Listening Comprehension Strategy Questionnaire adapted from Ho (2006) • 30 items & 5-point Likert Scale • Cronbach’s Alpha = .87 • P < .05 18
  • Instrument Foreign Language Listening Anxiety Scale (FLLAS) developed by Kim (2003) 33 items & 5-point Likert Scale 19
  • Methodology  English Listening Comprehension Strategy Questionnaire 20
  • Methodology  English Listening Comprehension Strategy Questionnaire 21
  • Methodology  Foreign Language Listening Anxiety Scale (FLLAS) 22
  • Methodology  Procedure On May 2014 10-15 minutes before the class 23
  • Data Analysis Q3 Q2 Q1 Is there any significant relationship between listening strategies and anxiety and English anxiety? listeningperformance? 24 Pearson -Correlation
  • 25