The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results
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1 The use of listening learning strategies by Lengua Inglesa students in five Mexican universities: preliminary results [no abstract] Floricely Dzay Chulim Centro de Enseñanza de Idiomas Universidad de Quintana Roo 1. Introduction The development of different skills when learning English has been one of the main goals in the English language major in the University of Quintana Roo. During 2006 a interventionist study was conducted by five researchers of the Language department in order to implement four strategy training workshops: Listening, Speaking, Reading and Writing. Having excellent results (See Mendez & Marin, 2007) motivated the researchers to propose this research to continue working on a series of studies in the Learning strategies field. The main objective of this descriptive research is to seek for the kind of learning strategies used by students of English Language majors in five universities in the Mexican republic. Although the main research included Listening, Speaking, Reading, Writing and Vocabulary strategies, I am going to focus this paper on Listening only, since that skill is the one I analysed and have been searching in recent years. 2. Literature Review During the very few years I have been studying and researching about listening strategies, I have noticed that listening comprehension has received relatively little attention among researchers, compared to the amount of research that has been directed at the nature of written and spoken discourse and reading comprehension. I agree with Flowerdew (1994) when he states that even though listening comprehension has held an important place in language teaching, most second language research into comprehension has been concerned with reading. 469
2 He also mentions that although there is an overall high correlation between reading and listening comprehension abilities, the last two decades have shown an increasing awareness that listening in a second language involves a set of skills in its own right. Flowerdew (1994) citing Rost 1990; Lund 1991; and Buck 1991, 1992, discusses that there are two main distinctive features on listening comprehension: real-time processing and phonological and lexico-grammatical features. The first one is related to the time students have to process the information listened: A listening text exists in time rather than space; it is ephemeral and must be perceived as it is uttered. The students do not have the same degree of control over the text as do readers, who can dwell on parts of the text, skip over the parts, backtrack, etc. (p.10). The second feature, the phonological and lexicogrammatical feature, is related to the problems that are posed by the sound system: cognates in print may differ phonetically in ways which are hard to perceive aurally; the listener must recognize unit boundaries phonologically which would be marked visually in a written text (p.10). Students must also recognize irregular pausing, false starts, hesitation, stress and intonation patterns. As Brown (1990) points out, these features present particular challenges to those non-native speakers who have learned English in an idealized, perhaps written, form and have thus not been exposed to the characteristics of rapid colloquial speech. Brown and Yule (1983) cited in Nunan (1999, p. 65) suggest that there are four principal sets of factors affecting the difficulty of listening: 1. Speaker factors: How many speakers are there? How quickly do they speak? What type of accents do they have? 2. Listener factors: What is the listener s role-eavesdropper or participant? What level of response is required? How interesting is the listener in the subject? 3. The content: How complex is the grammar, vocabulary, and information structure? What background knowledge is assumed? 4. Support: How much support is provided in terms of pictures, diagrams, or other visual aids? 470
3 It is well known that there are many factors that affect students listening comprehension, hence the question now is how to help students to improve their listening? My answer is: By encouraging the use of listening strategies. According to Gower, Phillips and Walter (1995), teachers should encourage students to talk and listen to each other and also provide texts and activities which will develop listening strategies at the same time as providing input for language acquisition. They also remark that when selecting a suitable listening text with the purpose of practicing listening skills and strategies. They also observe that we can help our students to understand a listening text by choosing a text which will interest the students and formulate aims that are suitable for their level and their needs. For them, examples of specific aims are: to develop global listening strategies, to develop intensive listening strategies, to a set a context for a roleplay, and to introduce a vocabulary set in a natural context. Ur (1999) suggests considering different types of activities to help students to improve their listening skill: Short responses (obeying instructions, ticking off items, detecting mistakes, cloze, guessing definitions, skimming and scanning); longer responses (answering questions, note-taking, paraphrasing and translating, summarizing, long gap-filling), and extended responses (problem-solving, interpretation). Those activities are what I consider listening strategies and I am convinced they should be included in an English class. Some of the techniques Brown (1994) recommends are (see chapter 14, p for details): listening for normal sentence word order, discrimination between emotional reactions, getting the gist of a sentence, recognizing the topic, recognizing a familiar word and relate it to a category, finding main ideas, making inferences, use context to build expectations, listen to confirm your expectation, identify specific points of information, predicting, etcetera. Yagang (1994, p. 189) proposes a series of what he calls micro-skills (what other authors consider as techniques or strategies) of listening to be used with a group of students to help them develop their listening: - predicting what people are going to talk about 471
4 - guessing at unknown words or phrases without panicking - using one s own knowledge of the subject to help one understand - identifying relevant points; rejecting irrelevant information - retaining relevant points (note-taking, summarizing) - recognizing discourse markers (well, oh, now, finally, etc.) - understanding different intonation patterns and uses of stress - understanding inferred information (speaker s attitudes or intentions) Omaggio (1993) suggest various techniques that may be appropriate for learners at different levels of proficiency. Ommagio (1993) indicates that techniques for a Novice/intermediate levels include extralinguistic support, such as pictures, graphic materials, or physical activity to help students whose listening skills are relatively weak (pre-listening activities, listening for the gist, comprehension checks, etc.). At the higher levels of proficiency, tasks require fuller comprehension of the text, including more detail and an understanding of nuances (dictation, completing target language summary, note-taking/outlining, inferential listening, etc.) The sequencing of listening tasks into pre-listening, while-listening, postlistening sections has been a mainstay in the teaching of listening comprehension. Holden (2004, p.260) states that if listening tasks are designed in such a way as to strongly encourage learners to make consistent use of particular strategies at appropriate points in the listening process in order to comprehend the material, and this approach is used systematically, learners would in the end stand a far greater chance of improving their listening ability. Students of foreign languages are being encouraged to learn and use a range of language learning strategies during their learning process. The approach is based on the belief that learning will be facilitated by making students aware of the range of strategies from which they can choose during language learning and use (Cohen, 1998). I agree with Chamot et al (1999) when they state that students are becoming more familiar with their roles in the learner-centered classroom and they are reflecting on themselves as learners. Chamot et al propose to help 472
5 students find out what strategies they already use: Identifying students current strategies use also helps the teacher decide which strategies to focus on in the instruction. 3. Methodology The study included four stages. The first stage (Preliminary study) was to create a questionnaire to monitor the strategies students use in the English major in five universities. Literature related to the topic was analysed in order to determine the characteristics of the listening strategies and similar studies conducted by other researchers. I also considered a group interview with English teachers of the Language department of the university of Quintana Roo in order to know the listening strategies their students use during the clases; I interviewed some students (from different proficiency levels and considered as good listeners by their teachers) with the purpose of asking them the listening strategies they use; then, I gave them a short task to verify the strategies used and I asked them for an immediate retrospection about the activity, the strategies they used, and the problems they faced during the task. All those activities help me designe a questionnaire. The second stage of the research was to valídate the questionnaire. I took into consideration students comments on how understandable the questionnaire was, and suggestions to improve it. After revising and rewriting the questionnaire, the third stage came. As a pilot study, I applied the questionnaire to two different groups of students of an English class and also considered suggestions to improve the batery. Now, the main study was conducted (fourth stage). The Language Learning Strategy Questionnare (LLS-Q) originally designed by the researcher and validated via the Preliminary study was applied in five universities in the Mexican republic: Universidad Autónoma de Yucatán, Universidad Autónoma del Carmen (en Campeche), Universidad Autónoma de Chiapas, Universidad Veracruzana y la Universidad Autónoma del Estado de México. We had 796 students participating (570 women, 221 men (5 not reported sex). The LLS-Q included 78 items with 5 473
6 sections for each strategy type (LS, SS, RS, WS, and VLS), 14 item for Listening, and followed a Likert-type format; ratings ranging from 1 to 6 for frequency of use. Once we had the questionnaire applied in the five universities, date were fed into SPSS and analyzed. ANOVA and t-test were applied to the data. 3.1 Research Questions 1. RQ1 What are the most and least frequently used Listening Strategies reported by five English majors? 2. RQ2 Is there a significant difference in the use of Listening Strategies across universities? 3. RQ3 Is there a significant difference in the use of Listening Strategies across reported levels of English? 4. RQ4 Is there a significant difference between female and male students in the use of Listening Strategies? 5. RQ5 Is there a significant difference in the use of Listening Strategies between students who have received strategy training and those who have not? 4. Listening Results and Discussion Answering the Research Question 1, we can observe in the table below what the most and least frequently listening strategies reported by students are (rank order: most to least): LISTENING STRATEGIES N Mean SD I focus on getting the information I need to answer the questions I pay attention to key words I focus on the title, or topic, or pictures to imagine what the listening will be about I read the questions in advance
7 I identify the main idea I imaging places, people or situations about the topic I pay attention to the speed and accent of the speaker I define words and situations according to the context I pay attention to intonation and stress of words or expressions I try to remember words that are related to the topic I identify and recognize the kind or audio it is (dialogue, monologue, etc) I use abbreviations when taking notes I take notes while listening I relate the topic with previous experiences Table 1 We can say here that the while-listening activities are the ones students use more, being I focus on getting the information I need to answer the questions the most used with a standard deviation of It could be because those are the ones they do in classes. As we can see the three least used strategies are I use abbreviations when taking notes, I take notes while listening (related to notetaking strategy), and I relate the topic with previous experiences (pre-listening activites and predicting strategy). Meaning this that perhaps the students need to work more on those listening stages and strategies. To answer Research Question 2, we can observe the following: We did not find any significant difference across universities in the use of listening strategies. This means that all five university students use the strategies the same way. 475
8 % 19.72% % 19.99% 19.79% UADY UNACAR UNACH UV UAEMEX University Chart 1 Regarding the use of listening strategies across levels of English (RQ3), I found a significant difference with an F (2, 738) = 7.342, and a p < This is attributed to the idea that students use more strategies in advanced levels since they have had the opportunity to learn more about them and practice them % 33.64% 34.19% Beginning Intermediate Advanced English Level Chart 2 We did not find significant difference in the use of listening strategies among male and female students (RQ4). This shows that both boys and girls use the same strategies in the five Mexican universities involved in the study. 476
9 % 50.06% Female Sex Male Chart 3 To answer research question 5, I found a significant difference between students who had already taken a training on listening strategies and the students who had not. As we can observe, students who reported having taken the training use more listening strategies (t = 4.990, df = 759, p < 0.001) % 48.76% Yes No Language Learning Strategy Training Chart 4 5. Conclusions and Recommendations Last but not least, we can conclude that even students reported using listening strategies, there are certain strategies that need to be worked in class 477
10 (predicting, note-taking, listening for the main idea) and encourage students to use them as much as possible. As we could notice, we found a significant different across levels of proficiency but, due to the number of students participating, the difference is not really significant (see chart 2). I could also find a significant difference between student who reported having had a listening strategies training and the ones who had not received any training in the field, but I did not have the chance to ask students about the training they received in order to prove it was a special training (workshop) or it was just part of the activities they usually do in class. The research has some limitations. For example, in the whole study pronunciation and grammar were not included and analyzed, so it would be a good idea to include them in a future research. Some background information was not corroborated, for example the English level reported (it could vary from university to university), the kind of strategy training the students referred to, and the sex of the students (is M in the questionnaire referring to Male or the Spanish word Mujer?). Also, because of the time and the kind of questionnaire, I did not have the opportunity to include qualitative research, which means that I was not able to interview students and teachers in the universities, for instance. Based on the results obtained, I would recommend English teacher in the five universities (and others if possible) to work more on the strategies their students report as the least frequently used but without leaving apart the other strategies they use more frequently. It could be through specialized workshops and paying attention to development of a variety of strategies across different levels of English and including metacognitive strategies as an important part to help students with their cognitive strategies. Since the result of this study can raise teachers awareness of the importance of strategy training, I would suggest using the LLS-Q to diagnose students use of strategies in other universities in order to determine the strategies students need to emphasize. 478
11 References 1. Brown, H.D. (1994), Teaching by principles. An interactive approach to language pedagogy. Prentice Hall Regents, Englewood Cliffs 2. Chamot, et al (1999), The learning strategies handbook. Longman, New York. 3. Chen, Y. (2005), Barriers to acquiring listening strategies for EFL students learners and their pedagogical implications. Retrieved on January 19, 2006 from EJ/ej32/a2.html 4. Cohen, A. (1998) Strategy training for second language learners, ERIC Clearinghouse on language and linguistics. US department of Education, Washington. 5. Flowerdew, L (Ed) (1994) Academic listening. Cambridge University Press, Cambridge. 6. Gower, R. Phillips, D., and Walters, S., (1995). Teaching practice handbook. Heinemann, Oxford. Biodata Floricely Dzay Chulim is a teacher and researcher at the Universidad de Quintana Roo. She holds a BA in English Language and an MA in Education. Her research interests include learning strategies, materials development, language teaching methodology and autonomous learning. She is currently head of the Language Centre at the Universidad de Quintana Roo. Contact: flordzay@uqroo.mx 479
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