Simplifying the Text or Simplifying the Task: How to Improve Listening Comprehension

• Autores: Mehdi Latifi, Manizhe Youhanaee, Elham Mohammadi
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 19, 2013, págs. 7-22
• Idioma: inglés
• DOI: 10.30827/digibug.29623
• Enlaces
  • Texto completo (pdf)
  • Texto completo (pdf)
• Resumen
  • español

    El presente estudio se realizó para investigar las diferencias entre el uso de materiales auténticos y pedagógicos. Para llevar a cabo el estudio el estudio se formaron dos grupos: uno auténtico (AMG) y pedagógico (PMG). Se usó una sección del IELTS, que se utilizó con una selección de 48 estudiantes de nivel intermedio divididos en dos grupos. Los participantes AMG se les pasó tres largometrajes y los alumnos PMG se les enseñaron películas pedagógicas. La respuesta de los estudiantes en el test final reveló un aumento significativo de los AMG. Los resultados apoyan el uso de material auténtico siempre que la demanda de la tarea se reduzca. Además, los estudiantes AMG demostraron una gran autoconfianza en sí mismo cuando se enfrentaban a situaciones reales.

  • English

    The present study was conducted to investigate the differences between using authentic and pedagogical materials. To run the study two groups were formed:

    one authentic (AMG) and one pedagogical (PMG). Using an IELTS listening section, 48 intermediate learners were chosen and divided into two groups. AMG participants were taught by three feature films and PMG learners were taught by pedagogical movies. Learners� performance on the post-test revealed a significant gain for AMG.

    The results supported the use of authentic material provided that the task demand is reduced. Besides, AMG students demonstrated a great self-confidence in dealing with authentic situations.

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