The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability.
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 5) |
| DOI | 10.11648/j.ijll.20140205.14 |
| Page(s) | 310-316 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
| Copyright |
Copyright © The Author(s), 2014. Published by Science Publishing Group |
Chunk Learning, Iranian EFL Learners, Listening Comprehension
| [1] | Byrnes, H. (1984). The Role of Listening Comprehension: A Theoretical Base. Foreign Language Annals 17:317-29. |
| [2] | Celce-Murcia, M. (2001). 3rd. Teaching English as a second or foreign language. Boston: Heinle and Heinle and publishing Co. |
| [3] | Cowie, A.P, & Mackin, R. (1983). Oxford Dictionary of current Idiomatic English. NolI . Ox ford university press. |
| [4] | Creel, S. C., Newport, E. L., &Aslin, R. N. (2004).Distant melodies: Statistical learning of nonadjacent dependencies in tone sequences. Journal of Experimental Psychology: Learning Memory, and Cognition,30, 1119–1130. |
| [5] | Gobet et al. (2001). Chunking mechanisms in human learning. Trends in Cognitive Science, 5 (6), 236-243. |
| [6] | Feigenbaum, E.A. (1963) The simulation of ver bal learning behavior. In Computers and Thought (Feigenbaum, E.A. and Feldman, J., eds),pp. 297–309, McGraw-Hill |
| [7] | Feigenbaum, E.A. and Simon, H.A. (1984)EPAM-like models of recognition and learning. Cognit. Sci. 8, 305–336 |
| [8] | Feyten, C. M. (1991). The Power of Listening Ability: An Overlooked Dimension in Lan guage Acquisition. The Modern Language Journal, 75,173-80. |
| [9] | Frank, M. C., Goldwater, S., Griffiths, T. L., &Tenenbaum, J. B. (2010).Modeling human performance in statistical word segmenta tion.Cognition, 117, 107–125. doi:10.1016/j.cognition.2010.07.005 |
| [10] | French, RM., Addyman, C., & Mareschal, D. (2001). TRACX: A Recognition-Based Connectionist Framework for Sequence Segmentation and Chunk Extraction. Psychological Review, 4, 614-636. |
| [11] | Giroux, I., & Rey, A. (2009).Lexical and sublexi cal units in speech perception. Cognitive Science: A Multidisciplinary Journal, 33, 260– 272. |
| [12] | Gomez, R. L. (2002). Variability and detection of invariant structure. Psychological Science, 13, 431–436. |
| [13] | Maftoon, P., Hamidi, H., & Sarem, S. N. (2012). The effects of CALL on vocabulary learning: A case of Iranian intermediate EFL learners. Broad Research in Artificial Intelligence and Neuroscience, 3 (4), 19-30. |
| [14] | Mendelsohn, D. (1998). Teaching Listening. Annual Review of Applied Linguistics 18:81- 101. |
| [15] | Miller, G.A. (1956) The magical number seven, plus or minus two: some limits on our capacity for processing information. Psychol. Rev.63, 81–97 |
| [16] | Newport, E. L., &Aslin, R. N. (2004). Learning at a distance: 1. Statistical learning of non-adjacent dependencies. Cognitive Psychol ogy, 48, 127–162. |
| [17] | O'Malley, J. M. & A. U. Chamot (1990).Learning Strategies in Second Language Acquisition. Cambridge: Cambridge University Press. |
| [18] | Perruchet, P., & Desaulty, S. (2008). A role for backward transitional probabilities in word segmentation? Memory and Cognition, 36, 1299–1305. |
| [19] | Rivers, w. m. (1982).Teaching For eign-Language Skills(2nd) . Chicago: the univer sity of Chicago. |
| [20] | Safarali, S. K., & Hamidi, H. (2012). The impact of videos presenting speakers’ gestures and facial clues on Iranian EFL learners’ listening comprehension. International Journal of Ap plied Linguistics & English Literature, 1 (6), 106-114. |
| [21] | Vandergrift, L. (1997b). The Cinderella of Communication Strategies: Receptive Strategies in Interactive Listening. Modern Language Journal 81:494-505. |
| [22] | Vandergrift, L. (2002). 'It was nice to see that our predictions were right': Developing Meta cognition in L2 Listening Comprehension. Ca nadian Modern Language Review , 58, 555-75. |
APA Style
Abdol-Majid Mohseni, Amir Marzban, Abdollah Keshavarzi. (2014). The Effect of Chunk Learning on Listening Comprehension. International Journal of Language and Linguistics, 2(5), 310-316. https://doi.org/10.11648/j.ijll.20140205.14
ACS Style
Abdol-Majid Mohseni; Amir Marzban; Abdollah Keshavarzi. The Effect of Chunk Learning on Listening Comprehension. Int. J. Lang. Linguist. 2014, 2(5), 310-316. doi: 10.11648/j.ijll.20140205.14
AMA Style
Abdol-Majid Mohseni, Amir Marzban, Abdollah Keshavarzi. The Effect of Chunk Learning on Listening Comprehension. Int J Lang Linguist. 2014;2(5):310-316. doi: 10.11648/j.ijll.20140205.14
Share This Article
Twitter
Linked In
Facebook
Copy
Download@article{10.11648/j.ijll.20140205.14,
author = {Abdol-Majid Mohseni and Amir Marzban and Abdollah Keshavarzi},
title = {The Effect of Chunk Learning on Listening Comprehension},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {5},
pages = {310-316},
doi = {10.11648/j.ijll.20140205.14},
url = {https://doi.org/10.11648/j.ijll.20140205.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140205.14},
abstract = {The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability.},
year = {2014}
}
TY - JOUR T1 - The Effect of Chunk Learning on Listening Comprehension AU - Abdol-Majid Mohseni AU - Amir Marzban AU - Abdollah Keshavarzi Y1 - 2014/09/10 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140205.14 DO - 10.11648/j.ijll.20140205.14 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 310 EP - 316 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140205.14 AB - The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability. VL - 2 IS - 5 ER -
Information
Email: