Journal of Language Teaching and Research, Vol 2, No 3 (2011), 705-708, May 2011
doi:10.4304/jltr.2.3.705-708

Active and Passive Students’ Listening Strategies

Ramin Taherkhani

Abstract


To determine the relationship between active and passive student’s listening strategies, 70 students (all beginners) were selected. All subjects who were the researcher’s students participated in four data gathering sections. They took Raven IQ test, attention test, Irenck Lie test, and strategy questionnaire. The results of the IQ and attention tests divided the subjects in to active and passive groups. 20 subjects were eliminated from the study due to their responses to the Irenck Lie test. 50 subjects remained for the rest of the study. Student’s responses to the strategy questionnaire revealed a strong relationship between both group s in this order of importance: (a) person knowledge. (b) strategy knowledge, (c) task knowledge (d) strategy knowledge, (e) task knowledge. The strategies that were not selected by both groups were metacognitve and strategy knowledge. In this study active group outperformed passive ones both in the range and type of listening strategies.


Keywords


active student; passive student; listening; strategies

References


Goh, C. (1997). Metacognitive awareness and SL listeners in ELT Journal volume 57/4 October 1997; Oxford university press 1997.

O’Malley, J M and A.U. Chamot, A. (1989). Learning strategies in SLA. Cambridge University Press.

Rost, M, et al (1991). Learner use of strategy in interaction. A journal of applied linguistics, VOL. 41.235 – 237

Rost, M. (1990). Listening in language learning, New York: Longman.

Willing, K. (1985). Helping adults Develop their learning strategies, Sydney. Adult Migrant Education service.


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Journal of Language Teaching and Research (JLTR, ISSN 1798-4769)

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