{"title":"愿意用英语倾听:来自土耳其高等教育职前英语教师的声音","authors":"Ali Karakaş, Yusop Boonsuk","doi":"10.1177/00336882221143199","DOIUrl":null,"url":null,"abstract":"Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.","PeriodicalId":46946,"journal":{"name":"Relc Journal","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2023-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education\",\"authors\":\"Ali Karakaş, Yusop Boonsuk\",\"doi\":\"10.1177/00336882221143199\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.\",\"PeriodicalId\":46946,\"journal\":{\"name\":\"Relc Journal\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2023-01-02\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Relc Journal\",\"FirstCategoryId\":\"98\",\"ListUrlMain\":\"https://doi.org/10.1177/00336882221143199\",\"RegionNum\":2,\"RegionCategory\":\"文学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"LINGUISTICS\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Relc Journal","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1177/00336882221143199","RegionNum":2,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
Willingness to Listen in English: Voices from Preservice English Teachers in Turkish Higher Education
Willingness to communicate (WTC) in a target language is considered a critical variable impacting engagement when students learn the language. Notwithstanding the research conducted on WTC of students, fewer attempts have been made to investigate their willingness to listen (WTL), especially WTL augmentation. To address this gap, this research explored the impact of a long-term listening course on preservice teachers’ WTL in English and identifies underlying factors influencing their WTL. To this end, a mixed-methods research design consisting of pretest, post-test and interviews was adopted. Quantitative data were collected from 45 students with a 19-item WTL scale and qualitatively from 10 students through semi-structured interviews. Quantitative data were subjected to descriptive (means and standard deviations) and inferential (Mann–Whitney U-test and Wilcoxon signed-rank test) statistics, while qualitative data were analysed through qualitative content analysis. Results indicated that the long-term listening course was inadequate to improve preservice teachers’ WTL significantly and pointed to various individual, speaker, listener and skill variables that influenced participants’ existing and increasing levels of WTL in English. These results are beneficial to English practitioners when designing practical activities and courses to enhance English listening skills, especially when communicating with interlocutors from diverse linguacultural backgrounds amid today's English diversity.
期刊介绍:
The RELC Journal is a fully peer-reviewed international journal that publishes original research and review articles on language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of current enquiry as first and second language learning and teaching, language and culture, discourse analysis, language planning, language testing, multilingual education, stylistics, translation and information technology. The RELC Journal, therefore, is concerned with linguistics applied to education and contributions that have in mind the common professional concerns of both the practitioner and the researcher.