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Listening and grammar: Towards a reciprocally beneficial teaching model

  • Modern English Education
  • Abbr : MEESO
  • 2011, 12(3), pp.82-102
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

Kim, Haeyoung 1

1가톨릭대학교

Accredited

ABSTRACT

Compared to other modes of language skills, listening comprehension has received relatively less attention from the academia and practitioners alike. Research on listening comprehension mainly focuses on phonological, semantic, and pragmatic aspect of listening instruction. Even rarer are studies on the role of syntactic knowledge in listening competence. This study explores the syntactic elements that affect one’s listening competence by analyzing transcripts submitted by students. The effect of grammar instruction as part of listening instruction, specifically geared towards addressing the most frequently committed grammatical errors on the improvement of listening ability and grammar knowledge, is also investigated in this study. Results show that the most frequently committed grammatical errors were related to sentence structures, use of verbs, tense, parts of speech, and pronunciation-related grammar errors. A comparison of pretest and posttest scores of listening and grammar competence showed that grammar instruction improved students’ listening performance and grammar knowledge. Implications of this study include the effectiveness of grammar instruction in listening classrooms, but also in writing classes as well.

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