Enhancing English Listening Comprehension Skills of Uzbek Lower English Proficiency Learners through Shadowing with Twin Texts : Shadowing with Twin Texts
- 주제(키워드) English listening , shadowing , Uzbek learners , twin texts
- 발행기관 고려대학교 대학원
- 지도교수 어도선
- 발행년도 2020
- 학위수여년월 2020. 8
- 학위구분 석사
- 학과 Graduate School of Education English Language Education
- 원문페이지 110 p
- UCI I804:11009-000000231666
- DOI 10.23186/korea.000000231666.11009.0001165
- 본문언어 영어
- 제출원본 000046043912
초록/요약
After its independence on 1st September 1991, Uzbekistan began to pay a lot of attention to learning and teaching English, treating it as an important foreign language. According to Hasanova (2007), several departments in the universities in Uzbekistan have, at the end of the 1990s, required English as the main teaching subject. Since then English came to take first place as the most popular field of study in particular foreign language faculties (Hasanova, 2007). A data from spring 2005 indicated that in the Faculty of Foreign Languages of Bukhara State University, among 771 students, 528 (68.5%) took English, while 120 (15.5%) took German, 75 (9.7%) learned French and only 48 (6.2 %) studied Russian. Uzbek State University of World Languages, one of the most popular educational institutions in Uzbekistan, Tashkent City, more than 3,801 students applied in the Faculties of English Philology, German Philology, Romance Philology, Russian Philology, and Education, and approximately 60% were found to take English courses.
more목차
Chapter 1: Introduction 1
1.1 English as a Foreign Language in Uzbekistan 1
1.2 Research Questions 8
Chapter 2: Literature Review 9
2.1 Shadowing 9
2.1.1 Definitions of Shadowing 9
2.1.2 Effectiveness of Using Shadowing for EFL Learners 13
2.1.3 Types of Shadowing on Improving EFL Learners' Listening Comprehension Skills 17
2.2 Research of Shadowing for EFL Listening Comprehension Skills 22
2.3 Twin Texts for EFL Listening Instruction 28
2.4 Factors Influencing Listening Comprehension 35
2.4.1 Cognitive Factors 36
2.4.2 Affective Factors 39
2.4.3 Phonological Factors 40
2.4.4 Linguistic Factors 42
2.4.5 Socio Psychological Factors 43
Chapter 3: Research Methodology 44
3.1 Research Design 44
3.1.1 Participants 48
3.1.2 Instruments 50
3.2 Data Collection and Analysis 52
3.2.1 Examination of the ANCOVA Assumptions 54
Chapter 4: Results and Discussion 57
4.1 Effect of Shadowing on English Listening Comprehension Skills 58
4.2 Relationship of Shadowing with Twin Texts and Listening Improvement 60
4.3 Descriptive Statistics of the Pre-test and Post-test IELTS Listening Scores 61
4.4 Interpretation 62
Chapter 5: Conclusion and Suggestions 67
5.1 Conclusion 67
5.2 Suggestions for the Further Study 68
5.3 Limitation of the Study 71
References 73
Appendix A 89
Appendix B 98
