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Please use this identifier to cite or link to this item: http://hdl.handle.net/123456789/3875

Advisors: Mr. John D. Atkins
Copyright: Jun-1993
Date Added: 22-Nov-2012
Publisher: AAU
Abstract: This study was an attempt to investigate the interactional listening strategies fourth year !AU students use. It was particularly made to find out how they indicate understanding and problems of understanding. Six students who represented three educational achievement groups (two top-ranking, two middle - ranking and two bottom-ranking - as determined by CGPA) were selected from the Department of Foreign Languages and Literature. Two instructors, both native English speakers, who were advisers to t~e students were identified to help with the research. Suitable tasks and an authentic discussion topic were selected. The subjects were recorded, using audio add video recordings, while carrying out the two tasks and a discussion related to their senior essays with their advisers. A system of analysis which identified fifteen observable strategies that indicate understanding, problems of understanding and desire to shift topic or role was developed. The strategies used by the students were then coded, categorized and analysed. The results of the study showed that students used 'listening response or backchan~lling' most frequently to indicate attention, approval and understariaing. 'Prompt' and 'reformulations/summarizing' were used less frequently to indicate understanding. The most frequent strategies used to indicate or solve problems of understanding were, in descending order of frequency: 'specific request for confirmation' followed by 'potential request for confirmation' and 'minimal query'. Students used, only in the discussion activity, 'shifting role' and 'topic switChing' to indicate desire to change topic or take new role as speaker. Results of the task performance indicated that the most successful students were, generally speaking, those who used a greater variety and higher frequencies of strategies. Students who used strategies most successfully to accomplish the tasks were not eXClusively top-ranking (according to academic performance) and similarly those who used strategies least successfully were not exclusively bottom-ranking. Based on the findings of the study it is recommended that students should be helped in developing a range of strategies they can use to participate more actively and flexibly, according to purpose, in collaborative discourse.
URI: http://hdl.handle.net/123456789/3875
Appears in:Thesis - Literature

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