The effect of genre-based instruction on EFL learners’ listening comprehension

Dindar, Leila (2017) The effect of genre-based instruction on EFL learners’ listening comprehension. Masters thesis, University of Mohaghegh Ardabili.

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Text (تاثیر آموزش مبتنی بر سبک بر توانایی درک مطلب شنیداری زبان آموزان انگلیسی به عنوان زبان خارجی) Leila Dindar.pdf Download (302kB) | Preview

Abstract

The present study aimed to investigate the effect of teaching five cognitive genres (i.e., narrative, report, instruction, explanation, and description) explicitly as well as the effect of cooperative learning on EFL learners’ listening comprehension. A total number of 65 upper-intermediate Iranian EFL learners were selected and randomly assigned to three groups. Genre group received 10 sessions of genre-based listening instruction in the form of explicit teaching of the selected genres’ features such as purpose, content, structure, linguistic choices, context of use, etc. Genre + cooperation group received the same genre-based instruction through employing a cooperative learning technique called Student Team-Achievement Divisions (STAD). The control group received traditional listening instruction based on analytic approach on the same materials, in a random order, without any introduction to the genres. In addition, the learners filled in an attitude questionnaire at the end of the course. The results of the One-Way ANOVA and the Post-hoc analysis showed that genre-based instruction had a significant effect on improving the learners’ listening comprehension. However, no positive effect was found for STAD. Moreover, the results of the attitude questionnaire suggested that the learners had positive attitudes towards both genre-based instruction and cooperative learning.

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