The effect of listening comprehension strategy training with advanced level ESL students

In the last twenty years, second language acquisition research has acknowledged listening comprehension as a critical skill in language learning. Current perspectives on listening comprehension assert the role of a complex interaction of linguistic, cognitive and pragmatic variables in the process. Despite these advances in the theoretical understanding of the components of listening comprehension, classroom-based research which would inform L2 pedagogy has been lacking. Research is urgently needed, because unfortunately, current listening comprehension instruction does not adequately prepare ESL students to negotiate meaningfully with input in authentic contexts.; In order to investigate this problem, this study examined the effectiveness of training in three cognitively-motivated listening comprehension strategies: prediction, inferring, and selective attention. The identification in prior research of these particular strategies as productive in promoting listening comprehension motivated their selection for the training. It is important to note that previous research on listening comprehension strategies has not been classroom-based.; Through a quasi-experimental design set in a real L2 classroom, the research sought to gain insights into the potential utility of applying prior research on listening comprehension strategies to direct classroom instruction.; A quasi-experimental design was selected for this study. Subjects wen advanced-level ESL students in a university-based intensive English program. Three groups participated in the study: two comparison groups mid one experimental group. The comparison groups received sixteen weeks of listening comprehension instruction which did not emphasize listening comprehension strategies, while instruction with the group focused on the development of prediction, inferring and selective attention. Equal instructional time was devoted to listening comprehension with the three groups. The groups were pre- and post-tested using the Michigan Aural Proficiency Test and the researcher-designed Listening Comprehension Video Test, which measured comprehension using the specific listening strategies trained. In addition, questionnaires listening comprehension strategy use were completed at both the pre- and post-treatment stages in order to examine any potential correlation between test scores and self-report of strategy use.; The results of the statistical analysis of the post-tests revealed no significant change in the Michigan Test scores of the three groups; significant difference was found on the Listening Comprehension Video Test. The significant difference was located in the Selective Attention subsection; there were no significant differences in the scores of the three groups on the Prediction and Inferring Subsections. The findings suggest that explicit training in selective attention enhances comprehension of authentic input and that more time may be needed to train the strategies of Prediction and Inferring.