7. Learning supports
Wide range of
strategies, programs, services, and
practices that are implemented to
create conditions
that enhance
student learning.
8. Learning supports
• Promote core learning and healthy
development for all students.
•Are proactive to prevent problems
and serve as early interventions and
supplemental support for target
groups of students
•Provide insensitive and highly
individualized support for some
students.
9. Listening supports
Activities or strategies used in order
to provide the students support and
enable all them to have an equal
opportunity for success in the
listening skill process.
10. Listening supports
According to Buck (1995), these
preparatory activities can provide a
contex for interpretation and can
activate background knowledge
11. Listening supports
Mendelsohn (1995) also points out
that the important role of
prelistening activities is «to activate
the comprehend and to use this as
a basis of their hypothesis
information, prediction,
and interference
12. Purposeof the
RESEARCH
examine the effects of four different forms of
listening support on listening comprehension of
EFL college students at two listening proficiency
levels
13. Research
Questions
1. Will different types of
listening support affect
learners' listening
performance differently? If
yes, which type of support
will lead to a higher level of
comprehension?
2. Will the effects of each form
of listening support be the
same for learners at two
levels of L2 listening
proficiency
16. EFFECTIVE LISTENING SUPPORTS ON
COMPREHENSION
Repeated input
• Provides more processing time and clarify the relationship of
syntactic forms.
• The input material is commonly repeted to make the
information clearer and more comprehensible to the learners.
Profiency level
Advantages (HLP)
(20.47)
(Better linguistic
knowledge)
• Opportunity to listen the input three times made
them feel less nervous.
• Reduce an affective barrier to the HLP students’
listening allowed them to perform well in the
test.
• Allow to check comprehension over and over
again.
Disadvantage (LLP)
(16.44)
• Limited linguistic knowledge can often achieve
at best a partial understanding of the input.
17. PROVIDING TOPICAL KNOWLEDGE
The mean score of HLP and LLP subgroups were very similar (19.50 vs.
18.82)
Advantages:
• Providing background information about the topic is more effective
than other types of listening support for LLP listeners.
• Knowing the topics meant is possible to pay more attention to the
details.
• Prior study of the listening topics allowed those learners to
compensate for their more limited language knowledge.
• Facilitating effect of background knowledge on listening
comprehension applies not just to topics that are familiar but also to
topics that they have studied in class shortly before undertaking the
listening task.
19. CONCLUSIONS : EFFECT OF LISTENING SUPPORT ON
LISTENING COMPREHENSION
RI: Benefited HLP learners . If repetition is used to enhance LLP
learners comprehension , it should be combined with other activities
to increase its effectiveness. These activities could include study of
the topic background knowledge or enriched instruction in relevant
vocabulary.
TP: Helpful for HLP and LLP learners. The opportunity to learn about
the topic beforehead should increase the learners’ confidence and
reduce their anxiety about undertaking a listening test in the foreign
langauge.
This type of listening support should be based on general ideas that are
relevant to the topic not specific details.
In a classroom contex, it make sense to base listening test task on
topics that learners have already studied during the course.
