A training Program according to Fink Model and it's effectiveness in developing teaching skills of listening to student teachers of Arabic language for non- speakers

Document Type : Original Article

Authors

Abstract

A training program According to Fink Model and its Effectiveness in Developing listening teaching skills of Arabic language for speakers student teachers. This research aimed to prepare a training program according to Fink's Model and determine it's effectiveness in developing teaching skills of listening of Arabic language non speakers student teachers. To achieve this goal a list of a  3 main skills and 37 sub skills That appropriate for teaching listening of Arabic non speakers student teacher has been prepared in the light of reviewing previous research studies   related literature and expert's opinion. Based on that list a training program according to Fink's model of active learning has been presented A test of listening teaching a skills and observation tool of teaching performance have been prepared. The validity and reliability of both  tools have been confirmed and applied to a group of student  teachers  pre-post applying the training program. The findings showed the  training program according to Fink's model was  effective in developing listening teaching skills of Arabic non speakers student teachers. There was statistically significant difference at the level (0.01) between the mean scored of pre-post test of student teacher (experimental group) for the favor of post applications. There was statistically significant difference at the level (0.01) between the mean scored of pre-post observation  of student teacher (experimental group)for the favor of post application .

Keywords

References

Adnan.M , Mohamad.S& Mamat.A.(2014). Why teachers use Bahasa in the Arabic language classroom? IIUM Journal of Educational Studies .V.2. N.2 ,pp 46-55.
Bao, X.(2017). A Study on Listening Strategies Instructed by Teachers and Strategies Used by Students, International Journal of English Linguistics; Vol. 7, No. 2; 2017
Bekleyen, N. (2009). Helping teachers become better English students: Causes, effects, and coping strategies for foreign language listening anxiety. System, 37, 664–675. doi: http://dx.doi.org/10.1016/j.system.2009.09.010
Brownell, J. (2002). Listening: Attitudes, principles, and skills (2nd Edition). Boston: Allynand Bacon.
Buck, G. (2001), Assessing Listening, Cambridge: Cambridge University Press.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. Heinle&Heinle:Boston
ELKHAFAIFI, H(2005), Listening Comprehension and Anxiety in the Arabic Language Classroom, The Modern Language Journal, Vol. 89, No. 2 , pp. 206-220
Fandrich.C.(2008).Reading and auditing" (listening comperhention) in secondary English as a second language students, Dissertation abstracts international. Vol59.No 2.
Fantahun, H. (2003). An Investigation of Classroom Listening Comprehension Teaching Practices in Relation to the New English Course Books: Grade 11 in Focus, Unpublished Master Thesis, Addis Ababa University, Ethiopia .
Field, J. (2008). Listening in the language classroom. Cambridge: Cambridge University Press
Fink, L. D. (2002). A self-directed guide to designing courses for significant learning. Retrieved Jan 25, 2016, from http://trc.virginia.edu/Workshops/2004/Fink_Designing_Courses_2004.pdf.
Fink, L. D. (2003). CREATING SIGNIFICANT LEARNING EXPERIENCES, An Integrated Approach to Designing College Courses, Jossey-Bass. San Francisco
Fink, L. D. (2003). Creating significant learning experiences. San Francisco, CA:
Fink, L. D. (2003). What is significant learning? Retrieved Jan 10, 2016, from http://sphweb.bumc.bu.edu/otlt/teachingLibrary/Course%20Design/signif_learning.pdf
Forseth, R. & C., Tạ Tiến Hùng & Nguyễn Văn Đỗ (1996), Methodology Handbook for English Teachers in Vietnam, English Language Institute America.
Goh, C., (1997). Metacognitive awareness and second language listeners. ELT Journal, 51, 361- 369
Graham, S. (2003). Learner strategies and advanced level listening comprehension,  Language Learning Journal, 28, 64-69. doi: 10.1080/09571730385200221
Graham, S. (2006). Listening comprehension: the learners’ perspective. System, 34, 165-182.
Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15, 435-456.
Graham, S., Santos, D. and Francis­Brophy, E. (2014). Teacher beliefs about listening in a foreign language. Teaching and Teacher Education, 40.pp 44-60.: https://doi.org/10.1016/j.tate.2014.01.007 Available at http://centaur.reading
Graham, S., & Macaro, E. (2008). Strategy instruction in listening for lower-intermediate learners of French. Language Learning, 58, 747-783.
Hassan, A. (2000). Learners’ perceptions of listening comprehension problems. Language, Culture and Curriculum, 13, 137-153.
Helgesen, M. (2003). Teaching listening. In D. Nunan (Ed.), Practical English Language teaching. New York: McGraw-Hill.
Hennebry, M., Rogers, V., Macaro, E., & Murphy, V. (2013). Direct teaching of vocabulary after listening: is it worth the effort and what method is best? The Language Learning Journal, 45(3), 282–300.
Ho, S. H. (2016). The Effects of Listening Comprehension on ESL Learners’ English Language Proficiency, Malaysian Journal of ELT Research, 12(2), 15-30.
Hunsaker, R. A. (1990). Understanding and developing the skills of oral communication: Speaking and listening (2nd ed.). Englewood, CO: J. Morton Press
Johns, J., and Berglund, R. (2006). Fluency: Strategies and Assessments. Ed: 3rd, Newark, DE: International Reading Association, Jossey-Bass.
Kaplan, July  Sobel & Tracey, Diana H: Teacher Read-Alouds at 2nd Grade with and without student companion texts: unexpected Findings online Submission, paper presented at the Annual National Reading Conference ,57 th , Austin, TX, Nov 28 Des 1; 2007,Er.
Mai.M(2019),  Teaching Listening Skills for English Non-Majored Students at Ba Ria - Vung Tau University: Difficulties and Solutions, IOSR Journal Of Humanities And Social Science, Volume 24, Issue 4, Ser. 7 (April. 2019) 28-37.
Nguyen, H.(2018), Fostering Positive Listening Habits among EFL Learners through the Application of Listening Strategy and Sub-skill Instructions, Journal of Language Teaching and Research, Vol. 9, No. 2, pp. 268-279, March.
Nunan, D. (2110).Designing Tasks for the Communicative Classroom. Cambridge: CUP.
OFSTED (2011) Modern Languages. Achievement and challenge 2007–2010. Retrieved from http://www.ofsted.gov.uk/resources/modern-languages-achievement-andchallenge-2007-201.
O'Malley, J.M, Chamot, A.U & Kupper, L. (1989), "Listening Comprehension Strategies in Second Language Acquisition", Applied Linguistics, Vol. 10, No. 4, pp. 418-437.
Oxford, R. L. (1990). Language Learning Strategies: What Every Teacher Should Know. New York: Newberry House.
Richards, J. C. (2005). Second thoughts on teaching listening. RELC Journal, 36, 85-92. doi: 10.1177/0033688205053484
Richards, J.C. and Renandya, W.A. (Eds.). (2010). Methodology in language teaching. Cambridge: CUP.
Ridgway, T. (2000). Listening strategies- I beg your pardon? ELT Journal, 54 (2),179- 185.
Rivers, W.M. (1981). Teaching foreign language skills (2nd ed.) Chicago: University of Chicago Press
Rost, M. (1994), Listening, London: Longman.
   Sobouti, F. & Amiri, M. (2014). The impact of listening strategy instruction on the improvement of Iranian intermediate EFL learners' comprehension of news videotexts. Academic Research International, 5(2), 334-344.
   Vandergrift, L. (2004). Listening to learn or learning to listen?. Annual review of applied linguistics, 24, 3-25.
    Vandergrift, L., Goh, C. (2012). Teaching and Learning Second Language Listening. New York:
    Walker, N.(2014). Listening: the Most Difficult Skill to Teach. Encuentro, 23, 167-175..
   Zhang, P. and Graham, S. (2019) Vocabulary learning through  listening: comparing L2 explanations, teacher codeswitching,  contrastive focus-on form and incidental learning. Language  Teaching Research. Available at  http://centaur.reading.ac.uk/81387/

Files

Share

How to cite

Statistics