Research Information System
THIRD 21ST CENTURY ACADEMIC FORUM CONFERENCE AT HARVARD, Massachusetts, United States Of America, 20 - 22 September 2015, vol.6, no.1, pp.374-385
Listening forms a requisite role whilst communication in every aspect of linguistic studies. As for
foreign language learning, listening is of paramount significance since it yields language input. In
respect of students’ notion, listening comprehension is one of the most demanding courses (Jones,
2007). For second language instructors, fostering the students’ listening comprehension skills and
preparing them as active listeners is a massive challenge. In this manner, this paper presents
findings from a research study exploring the impact of two distinctive pre-listening techniques
(giving word bubbles and showing pictures to students) on EFL learners’ performance in listening
comprehension and on their activation of meta-cognitive listening awareness. Data were elicited
from 30 elementary level prep class students at a state university in Turkey. A comparison between
the pre-test and post-test scores demonstrated that the participants achieved significantly higher
marks after the treatment classes, but had no correlation with the questionnaire results. The findings
suggest that topic familiarity through pre-listening is a salutary predictor of improved performance.
Keywords: Topic familiarity, pre-listening, meta-cognitive awareness, listening strategy