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The effects of two enhanced pre-listening supports on Taiwanese junior high students' listening comprehension: Background knowledge pre-instruction versus vocabulary pre-teaching
Background knowledge pre-instruction
The present study aims to investigate the effects of two enhanced pre-listening supports, background knowledge pre-instruction and vocabulary pre-teaching, on Taiwanese junior high school students’ listening comprehension. Ninety-nine eighth-grade students participated in the study. They were recruited from three intact classes, randomly designated to receive background instruction, vocabulary teaching (as two experimental groups), or textbook CD listening (as control group). For the background class, the instructor announced the topic of listening passages, gave learners’ main-scene summary sentences of true/false mode, and led them to a related discussion. For the vocabulary class, the instructor presented the unfamiliar vocabulary with L1-L2 word-pair and pictorial information and led students to do the key-word sentence practices. After the intervention, all participants answered listening comprehension tests as well as questionnaires. ANCOVA analysis showed that both types of supports were effective enhancers of listening comprehension. In addition, their facilitating effects were independent of students’ proficiency level. Paired t-test detected no significant difference in the comparison of two listening supports, suggesting that both of them are equally helpful. Finally, students’ questionnaire responses demonstrated that the majority of participants held favorable attitudes toward listening supports and that they believed in the effectiveness of such pre-teaching.
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