THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS
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Abstract
This study tries to implement genre-based instruction in Iranian pre-intermediate EFL learners’ L2 listening skill. Moreover, it aims to investigate if genre-based instruction impacts the listening skills of EFL learners at different skill levels equally. To achieve this goal, 60 EFL learners have been selected. These were split into groups A and B. Groups A and B, respectively, consisted of 30 and 30 members. Group A was split into experimental and control groups and administered the pre and posttest of listening skills. Findings from one-way ANCOVA showed that because of using genre-based instruction, the experimental group outperformed the control group. Group B was also classified into proficient and less-proficient classes as demonstrated by the proficiency test; each administered two pre-and posttest of listening. Nonetheless, the findings of one-way ANCOVA revealed that both classes were improved from pretest to posttest; the professional group performed remarkably better than the less skilled group. Generally speaking, the results of this study showed that GBT is a key and crucial factor in developing listening comprehension.
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Namaziandost, E., Shafiee, S., & Ahmadi, B. (2019). THE IMPLEMENTATION OF TEACHING GENRE IN L2 LISTENING CLASSROOM: IRANIAN PRE-INTERMEDIATE EFL LEARNERS IN FOCUS. English Review: Journal of English Education, 7(2), 177-184. https://doi.org/10.25134/erjee.v7i2.2618
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References
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Brown, G. (1995). Dimensions of difficulty in listening comprehension. In D. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 59–73). San Diego, CA: Dominie Press.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plain, NY: Pearson Education.
Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes 25, 76–89. doi: 10.1016/j.esp.2005.07.002.
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre based instructional framework of academic literacy. Applied Linguistics, 29, 50-71. doi: 10.1016/j.esp.2005.07.002.
Cheung, D., & Lai P. C. (1997). The genre analysis approach to technical report writing: A template or an analytical framework? ESP Malaysia, 5, 56-68.
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 345–374.
Cope, B., & Kalantzis, M. (1993). Powers of literacy: Genre approach to teaching writing. Falmer Press.
Dudley-Evans, T. (1997). Genre models for the teaching of academic writing to second language speakers: Advantages and disadvantages. In T. Miller (Ed.), Functional approaches to written text: Classroom applications (pp. 150–159). Washington, DC: English Language Programs, United States Information Agency.
Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia. Unpublished PhD thesis, Dept of Language, Literacy and Arts Education, University of Melbourne.
Goss, B. (1982). Listening as information processing. Communication Quarterly, 30, 304-307.
Hammond, J., & Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Henry, A., & Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32, 147–156.
Henry, A., & Roseberry, R. L. (2001). A narrow-angled corpus analysis of moves and strategies of the genre: Letter of application. English for Specific Purposes, 20, 153-167.
Holmes, R. (1997). Genre analysis and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16, 321-37.
Hopkins, A., & Dudley-Evans, T. (1988). A genre-based investigation of the discussion sections in articles and dissertations. English for Specific Purposes, 7, 13-21.
Hyland, K. (2002). Genre: Language, context and literacy. Annual Review of Applied Linguistics, 22, 113-135.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29.
Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: The University of Michigan Press.
Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Knapp, P., & Watkins, M. (2005). Genre, text, and grammar. Sydney: UNSW Press.
Krisnachinda, S. (2006). A case study of a genre-based approach to teaching writing in a tertiary context in Thailand. Unpublished PhD thesis, Faculty of Education, Education, University of Melbourne.
Manzouri, H.A., & Shahraki, A. (2014). The effects of raising EFL students’ genre consciousness on their writing performance. Iranian EFL Journal, 10, 232 – 243.
Martin, J. R. (1992). English text. Philadelphia: John Benjamins.
Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego, CA: Dominie Press.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 69- 85). Boston: Heinle and Heinle.
Nagle, S. J., & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20, 9-26.
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences 5(1), 1-16. doi: 10.1080/23311886.2019.1630150.
Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1-15. doi: 10.1080/2331186X.2019.1683933.
Namaziandost, E., Sabzevari, A., & Hashemifardnia, A. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education, 5(1), 1-27. doi: 10.1080/2331186X.2018.1560601.
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. doi: 10.17323/jle.2019.9809.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418–437.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Harper Collins.
Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21, 205-211.
Pallant, J. (2010). SPSS survival manual. Maidenhead: Open University Press/McGraw-Hill Education.
Paltridge, B. (2001). Genre and the language learning classroom. ELT, 56, 426-429.
Pincas, A. (1982). Writing in English. London: Macmillan.
Rost, M. (2002). Teaching and researching listening. London: Longman.
Rozimela, Y. (2014). The students' genre awareness and their reading comprehension of different text types. International Journal of Asian Social Science, 4, 460-469.
Sadeghi, B., TaghiHassani, M., & Hemmati, M. R. (2013). The effects of genre-based instruction on ESP learners' reading comprehension. Theory and Practice in Language Studies, 3, 1009-1020.
Scarcella, R. C., & Oxford. R. L. (1992). The tapestry of language learning: The individual I the communicative classroom. Boston, MA: Heinle & Heinle.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Underwood, M. (1989). Teaching listening. London: Longman.
Young, M. Y. C. (1997). A serial ordering of listening comprehension strategies used by advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, 1, 35-53.
Brown, G. (1995). Dimensions of difficulty in listening comprehension. In D. Mendelsohn & J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 59–73). San Diego, CA: Dominie Press.
Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). White Plain, NY: Pearson Education.
Cheng, A. (2006). Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes 25, 76–89. doi: 10.1016/j.esp.2005.07.002.
Cheng, A. (2008). Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre based instructional framework of academic literacy. Applied Linguistics, 29, 50-71. doi: 10.1016/j.esp.2005.07.002.
Cheung, D., & Lai P. C. (1997). The genre analysis approach to technical report writing: A template or an analytical framework? ESP Malaysia, 5, 56-68.
Chiang, C. S., & Dunkel, P. (1992). The effect of speech modification, prior knowledge, and listening proficiency on EFL lecture learning. TESOL Quarterly, 26, 345–374.
Cope, B., & Kalantzis, M. (1993). Powers of literacy: Genre approach to teaching writing. Falmer Press.
Dudley-Evans, T. (1997). Genre models for the teaching of academic writing to second language speakers: Advantages and disadvantages. In T. Miller (Ed.), Functional approaches to written text: Classroom applications (pp. 150–159). Washington, DC: English Language Programs, United States Information Agency.
Emilia, E. (2005). A critical genre-based approach to teaching academic writing in a tertiary EFL context in Indonesia. Unpublished PhD thesis, Dept of Language, Literacy and Arts Education, University of Melbourne.
Goss, B. (1982). Listening as information processing. Communication Quarterly, 30, 304-307.
Hammond, J., & Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds.), The Cambridge guide to teaching English to speakers of other languages. Cambridge: Cambridge University Press.
Henry, A., & Roseberry, R. L. (1998). An evaluation of a genre-based approach to the teaching of EAP/ESP writing. TESOL Quarterly, 32, 147–156.
Henry, A., & Roseberry, R. L. (2001). A narrow-angled corpus analysis of moves and strategies of the genre: Letter of application. English for Specific Purposes, 20, 153-167.
Holmes, R. (1997). Genre analysis and the social sciences: An investigation of the structure of research article discussion sections in three disciplines. English for Specific Purposes, 16, 321-37.
Hopkins, A., & Dudley-Evans, T. (1988). A genre-based investigation of the discussion sections in articles and dissertations. English for Specific Purposes, 7, 13-21.
Hyland, K. (2002). Genre: Language, context and literacy. Annual Review of Applied Linguistics, 22, 113-135.
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing, 12, 17-29.
Hyland, K. (2004). Genre and second language writing. Ann Arbor, MI: The University of Michigan Press.
Kern, R. (2000). Literacy and language teaching. Oxford: Oxford University Press.
Knapp, P., & Watkins, M. (2005). Genre, text, and grammar. Sydney: UNSW Press.
Krisnachinda, S. (2006). A case study of a genre-based approach to teaching writing in a tertiary context in Thailand. Unpublished PhD thesis, Faculty of Education, Education, University of Melbourne.
Manzouri, H.A., & Shahraki, A. (2014). The effects of raising EFL students’ genre consciousness on their writing performance. Iranian EFL Journal, 10, 232 – 243.
Martin, J. R. (1992). English text. Philadelphia: John Benjamins.
Mendelsohn, D. (1994). Learning to listen: A strategy-based approach for the second language learner. San Diego, CA: Dominie Press.
Morley, J. (2001). Aural comprehension instruction: Principles and practices. In M. Celce-Murcia (Ed.), Teaching English as a second or foreign language (pp. 69- 85). Boston: Heinle and Heinle.
Nagle, S. J., & Sanders, S. L. (1986). Comprehension theory and second language pedagogy. TESOL Quarterly, 20, 9-26.
Namaziandost, E., Hashemifardnia, A., & Shafiee, S. (2019). The impact of opinion-gap, reasoning-gap, and information-gap tasks on EFL learners’ speaking fluency. Cogent Social Sciences 5(1), 1-16. doi: 10.1080/23311886.2019.1630150.
Namaziandost, E., Neisi, L., Kheryadi, & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1-15. doi: 10.1080/2331186X.2019.1683933.
Namaziandost, E., Sabzevari, A., & Hashemifardnia, A. (2018). The effect of cultural materials on listening comprehension among Iranian upper-intermediate EFL learners: In reference to gender. Cogent Education, 5(1), 1-27. doi: 10.1080/2331186X.2018.1560601.
Namaziandost, E., Shatalebi, V., & Nasri, M. (2019). The impact of cooperative learning on developing speaking ability and motivation toward learning English. Journal of Language and Education, 5(3), 83-101. doi: 10.17323/jle.2019.9809.
O’Malley, J. M., Chamot, A. U., & Kupper, L. (1989). Listening comprehension strategies in second language acquisition. Applied Linguistics, 10, 418–437.
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. New York: Newbury House Harper Collins.
Oxford, R. L. (1993). Research update on teaching L2 listening. System, 21, 205-211.
Pallant, J. (2010). SPSS survival manual. Maidenhead: Open University Press/McGraw-Hill Education.
Paltridge, B. (2001). Genre and the language learning classroom. ELT, 56, 426-429.
Pincas, A. (1982). Writing in English. London: Macmillan.
Rost, M. (2002). Teaching and researching listening. London: Longman.
Rozimela, Y. (2014). The students' genre awareness and their reading comprehension of different text types. International Journal of Asian Social Science, 4, 460-469.
Sadeghi, B., TaghiHassani, M., & Hemmati, M. R. (2013). The effects of genre-based instruction on ESP learners' reading comprehension. Theory and Practice in Language Studies, 3, 1009-1020.
Scarcella, R. C., & Oxford. R. L. (1992). The tapestry of language learning: The individual I the communicative classroom. Boston, MA: Heinle & Heinle.
Swales, J. M. (1990). Genre analysis: English in academic and research settings. Cambridge: Cambridge University Press.
Underwood, M. (1989). Teaching listening. London: Longman.
Young, M. Y. C. (1997). A serial ordering of listening comprehension strategies used by advanced ESL learners in Hong Kong. Asian Journal of English Language Teaching, 1, 35-53.