The Effect of Speech Rate on Listening Comprehension of EFL learners
Author(s)
Abdolmajid Hayati
ABSTRACT
The present research examined the effect of speech rate on listening comprehension of Iranian EFL learners. Initially, a sample of 108 sophomore EFL learners majoring in English translation was selected based on systematic random sampling from Abadan Islamic Azad University. Then, based on an ECCE proficiency test, 62 participants were chosen and divided into two homogeneous groups of 31. One group had exposure to natural speech rate and the other to slow speech rate of listening materials. After thirteen academic sessions, the results o the paired t-test regarding the pre-tests and post-tests of the two group means showed that both differences (group one: –2.83 and group two: –1.22) were significant at 0.05 levels (P < 0.05). These findings suggest that each speech rate, whether natural or slow, could improve EFL learners listening comprehension; however, natural speech rate could demonstrate greater improvements than slow speech rate in EFL learners’ listening comprehension.
The present research examined the effect of speech rate on listening comprehension of Iranian EFL learners. Initially, a sample of 108 sophomore EFL learners majoring in English translation was selected based on systematic random sampling from Abadan Islamic Azad University. Then, based on an ECCE proficiency test, 62 participants were chosen and divided into two homogeneous groups of 31. One group had exposure to natural speech rate and the other to slow speech rate of listening materials. After thirteen academic sessions, the results o the paired t-test regarding the pre-tests and post-tests of the two group means showed that both differences (group one: –2.83 and group two: –1.22) were significant at 0.05 levels (P < 0.05). These findings suggest that each speech rate, whether natural or slow, could improve EFL learners listening comprehension; however, natural speech rate could demonstrate greater improvements than slow speech rate in EFL learners’ listening comprehension.
Cite this paper
nullHayati, A. (2010). The Effect of Speech Rate on Listening Comprehension of EFL learners. Creative Education, 1, 107-114. doi: 10.4236/ce.2010.12016.
nullHayati, A. (2010). The Effect of Speech Rate on Listening Comprehension of EFL learners. Creative Education, 1, 107-114. doi: 10.4236/ce.2010.12016.
References
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[1] R. Griffiths, “Speech Rate and NNS Comprehension: A Preliminary Study in Time-Benefit Analysis,” Language Learning, Vol. 40, No. 3, 1990, pp. 311-336. [2] R. Griffiths, “Language Classroom Speech Rates: A Descriptive Study,” TESOL Quarterly, Vol. 25, No. 1, 1991, pp. 189-194. [3] R. Griffiths, “Speech Rate and Listening Comprehension: Further Evidence of the Relationship,” TESOL Quarterly, Vol. 26, No. 2, 1992, pp. 385-390. [4] E. D. Jensen and T. Vinther, “Exact Repetition as Input Enhancement in Second Language Acquisition,” Language Learning, Vol. 53, No. 3, 2003, pp. 373-428. [5] Y. Zhao, “The Effects of Listeners’ Control of Speech Rate on Second Language Comprehension,” Applied Linguistics, Vol. 18, No. 1, 1997, pp. 49-68. [6] C. S. Chiang and P. Dunkel, “The Effect of Speech Modification, Prior Knowledge, and Listening Proficiency on EFL Lecture Learning,” TESOL Quarterly, Vol. 26, No. 2, 1992, pp.345-369. [7] C. C. M. Goh, “Meta-Cognitive Awareness and Second Language Listeners,” English Language Teaching Journal, Vol. 51, No. 4, 1997, pp. 361-369. [8] C. C. M. Goh, “A Cognitive Perspective on Language Learners’ Listening Comprehension Problems,” System, Vol. 28, No. 1, 2000, pp. 55-75. [9] W. S. Wu, “Research and Development of Online Adaptive Placement Test of Listening Comprehension: A Preliminary Report,” Journal of Education and Foreign Languages and Literature, Vol. 1, 2005, pp. 147-160. [10] K. Chastain, “Developing Second Language Skills: Theory and Practice,” University of Virginia, Virginia, 1988. [11] M. W. Rivers, “Teaching Foreign-Language Skills,” The University of Chicago Press, Chicago, 1981. [12] J. Harmer, “The Practice of English Language Teaching,” Pearson Education Limited, England, 2001. [13] J. C. Richards, “Listening Comprehension: Approach, Design, Procedure,” TESOL Quarterly, Vol. 17, No. 2, 1983, pp. 219-240. [14] G. Brindley and H. Slatyer, “Exploring Task Difficulty in ESL Listening Assessment,” Language Testing, Vol. 19, No.4, 2002, pp. 369-394. [15] R. M. Cauldwell, “Direct Encounters with Fast Speech on CD-Audio to Teach Listening,” System, Vol. 24, No.4, 1996, pp. 521-528. [16] P. Dunkel, “Listening in the Native and Second / Foreign Language: Toward an Integration of Research and Practice,” TESOL Quarterly, Vol. 25, No. 3, 1991, pp. 431- 457. [17] E. K. Blau, “The Effect of Syntax, Speed and Pauses on Listening Comprehension,” TESOL Quarterly, Vol. 24, No. 4, 1990, pp. 746-753. [18] J. M. Munro and T. Derwing, “What Speaking Rates Do Non-Native Listeners Prefer?” Applied Linguistics, Vol. 22, No. 3, 2001, pp. 324-337. [19] J. G. Mennen, “Michigan ECCE Practice Test,” Oxford University Press, Oxford, 2005. [20] A. Wenden, “Metacognition: An Expanded View on the Cognitive Abilities of L2 Learners,” Language Learning, Vol. 37, No. 4, 1991, pp. 573-595. [21] C. C. M. Goh, “How ESL Learners with Different Listening Abilities Use Comprehension Strategies and Tactics,” Language Teaching Research, Vol. 2, No. 2, 1998, pp. 124-47. [22] C. C. M. Goh, “Exploring Listening Comprehension Tactics and Their Interaction Patterns,” System, Vol. 30, No. 2, 2002, pp. 185-206. [23] L. Vandergrift, “Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener,” Language Learning, Vol. 53, No. 3, 2003, pp. 463-496. [24] L. Vandergrift, “Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening,” Applied Linguistics, Vol. 26, No. 1, 2005, pp. 70-89. [25] L. Vandergrift, “Second Language Listening: Listening Ability or LanguageProficiency?” The Modern Language Journal, Vol. 90, No. 1, 2006, pp. 6-19.