Spoken grammar awareness raising: Does it affect the listening ability of Iranian EFL learners?
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Date
2011-12
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Zakład Filologii Angielskiej: Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
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Abstract
Advances in spoken corpora analysis have brought about new insights into language
pedagogy and have led to an awareness of the characteristics of spoken
language. Current findings have shown that grammar of spoken language is different
from written language. However, most listening and speaking materials
are concocted based on written grammar and lack core spoken language features.
The aim of the present study was to explore the question whether
awareness of spoken grammar features could affect learners’ comprehension of
real-life conversations. To this end, 45 university students in two intact classes
participated in a listening course employing corpus-based materials. The instruction
of the spoken grammar features to the experimental group was done overtly
through awareness raising tasks, whereas the control group, though exposed
to the same materials, was not provided with such tasks for learning the features.
The results of the independent samples t tests revealed that the learners
in the experimental group comprehended everyday conversations much better
than those in the control group. Additionally, the highly positive views of spoken
grammar held by the learners, which was elicited by means of a retrospective
questionnaire, were generally comparable to those reported in the literature.
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Keywords
Corpus-based materials, Corpus linguistics, Real-life listening skills, Spoken grammar
Citation
Studies in Second Language Learning and Teaching, 2011, vol. 1, no. 4, pp. 515-531.