•  
  •  
 

DOI

10.14221/ajte.2013v38n8.4

Abstract

It is common practice in the classes that teachers focus on the outcome of listening rather than the listening process itself. Based on the interventionist view of language teaching, one of the ways proposed for teaching listening is to break it into smaller micro-skills and give learners awareness about them. But before giving awareness, it is important to identify the micro-skills that learners need mostly in performing listening tasks. This study was aimed at exploring the most frequently used listening micro-skills in EFL classes at lower levels. Also, an attempt was made to investigate the impact of awareness raising about these micro-skills on the EFL learners’ listening comprehension enhancement. For studying the effect of awareness raising, 252 EFL female learners took part in the study and 30 experts and teachers from different universities took part in identifying the most frequently used micro-skills in the EFL context. After gathering data, 10 listening micro-skills were identified as being the most frequently used skills for performing tasks in EFL classes. Also, after awareness raising activities about these micro-skills, a significant difference was found between the learners in the experimental and control groups. The results of the study are discussed in the light of teachers’ language awareness (TLA) and implications for the educators and task designers.

Share

Article Location

 
COinS

Link to publisher version (DOI)

10.14221/ajte.2013v38n8.4