Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education

IF 3.6 2区 文学 Q1 LINGUISTICS
Ali Karakaş, Yusop Boonsuk
{"title":"Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education","authors":"Ali Karakaş, Yusop Boonsuk","doi":"10.1177/00336882221143199","DOIUrl":null,"url":null,"abstract":"Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":"101 1","pages":""},"PeriodicalIF":3.6000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882221143199","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 0

Abstract

Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.
愿意用英语倾听:来自土耳其高等教育职前英语教师的声音
用目的语进行交流的意愿(WTC)被认为是影响学生学习目的语时投入的一个关键变量。尽管对学生的倾听意愿进行了研究,但对他们的倾听意愿(WTL),尤其是对倾听意愿增强的研究却很少。为了解决这一差距,本研究探讨了长期听力课程对职前教师英语语言学习的影响,并确定了影响教师英语语言学习的潜在因素。为此,采用前测、后测和访谈相结合的混合方法研究设计。采用19项WTL量表收集了45名学生的定量数据,通过半结构化访谈收集了10名学生的定性数据。定量资料采用描述性(均值和标准差)和推理性(Mann-Whitney u检验和Wilcoxon sign -rank检验)统计,定性资料采用定性内容分析。结果表明,长期的听力课程不足以显著提高职前教师的英语语言能力,并指出各种个体、说话者、听者和技能变量影响着被试的英语语言能力水平。这些结果对于英语实践者在设计实践活动和课程来提高英语听力技能,特别是在当今英语多样化的背景下与来自不同语言文化背景的对话者进行交流时,都是有益的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Relc Journal
Relc Journal LINGUISTICS-
CiteScore
8.10
自引率
10.00%
发文量
64
期刊介绍: The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信