International Journal of Applied Linguistics & English Literature
ISSN 2200-3592 (Print), ISSN 2200-3452 (Online)
Vol. 2 No. 3; May 2013
Copyright © Australian International Academic Centre, Australia

Voicing Strategies Employed in Narrow Listening AmongIranian Female Freshmen


Mohsen Shahrokhi (Corresponding author)
Department of English, Shahreza Branch, Islamic Azad University
Isfahan, Iran. Tel: 0098-3213292214
E-mail: این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
Farinaz Shirani Bidabadi
Department of English, Shahreza Branch, Islamic Azad University
Isfahan, Iran. Tel: 00989133165699; E-mail: این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
Hamidah Yamat
Faculty of Education, University Kebangsaan Malaysia, 43600 UKM Bangi, Malaysia
Tel: (+603) 89216338; E-mail: این آدرس ایمیل توسط spambots حفاظت می شود. برای دیدن شما نیاز به جاوا اسکریپت دارید
Received: 06-02-2013 Accepted: 24-03-2013 Published: 01-05-2013
doi:10.7575/aiac.ijalel.v.2n.3p.138 URL: http://dx.doi.org/10.7575/aiac.ijalel.v.2n.3p.138

Abstract:This study discusses the findings of a qualitative study on the strategies used by Iranian female freshmen in narrow listening. The data collected through semi-structured interview with 12 female freshmen (four learners as advanced,four as intermediate and four as low) chosen purposefully based on their scores in the Oxford Placement Testadministered. Six out of 12 freshmen were identified for the think-aloud protocol to draw out the strategies they used.The data collected were analyzed using open, axial, and selective-coding. The analysis of the participants’ interview and
think-aloud protocol data generated 12 major themes. Five themes (attention, readiness, evaluating, autonomouslearning, and change the speech rate) described meta-cognitive; five themes (imitating and repeating, references,visualization, making notes while listening and word-by-word and sentence-by-sentence attention) described cognitivestrategies and two themes (asking for help, self-talk) described socio-affective strategies. These strategies need to be taught explicitly to increase learners’ understanding of the spoken texts in the second/foreign language. This studyrecommends that Iranian EFL female freshman university learners’ top-down, bottom-up processing and listening strategy awareness should be cultivated and integrated into the teaching of listening to improve the learners’ listening ability


Keywords: Narrow listening, listening strategies, listening proficiency, female freshmen, EFL Learners

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