خلاصة:
Listening is referred to by many scholars as the most important as well as the most complicated skill in the language, which can cause mental fatigue in the learners. This study was an attempt to investigate the relationship between L2 listening comprehension and listening fatigue among Iranian EFL learners. For this purpose, 86 intermediate and upper-intermediate Iranian EFL learners randomly selected after administering a paper-based TOEFL among an initial sample of 120 BA learners majoring in English language translation, took part in the study. A TOEFL listening test and a researcher-made validated listening fatigue questionnaire were utilized in order to gather the necessary data. Afterwards, during the qualitative phase, oral interviews were employed to obtain 30 % of the participant’s’ attitudes about the relationship between listening comprehension and listening fatigue. Applying a Pearson product-moment correlation revealed that there was a significant relationship between L2 listening fatigue and their listening comprehension. These findings were also supported by a small qualitative phase and learners gave their positive support and attitude about the relationship. These findings have some pedagogical implications for teaching and learning an L2, the most important of which is that in order to enhance EFL learners’ L2 listening comprehension, it is better to reduce their debilitative listening fatigue.
ملخص الجهاز:
g. , Brownell, 2002; Janusik, 2004; Osada, 2004; Seo, 2002; Walker, 2014).
More specifically, a great volume of research has tried to identify a list of factors negatively related to or affecting the learners' listening performance, known as 'problems or barriers to effective comprehension' (e.
The present research sought to answer these research questions: RQ1: Is there any significant relationship between L2 listening fatigue and listening comprehension among Iranian EFL learners?
1997), The Scale for Perceived Load (Van Veldhoven & Meijman, 1994), The Rating Scale Mental Effort (Zijlstra, 1993), The Checklist Individual Strength (Vercoulen et al.
The first research question attempted to examine whether there was any significant relationship between L2 listening fatigue and listening comprehension among Iranian EFL learners.
On the whole, the obtained results showed that there was a strong negative relationship between the listening comprehension ability and the listening fatigue of the Iranian EFL learners.
In the same line, listening fatigue as a cognitive phenomenon is characterized by difficulties in concentration, increased distractibility, feelings of anxiety, reduced attentiveness, alertness, and decreases in mental energy or efficiency (Lieberman, 2007; Boksem & Tops, 2008).
As seen, all of the above studies in the same line with the current research confirm that there is a direct relationship between such factors as concentration power, distraction, fatigue or mental exhaustion, interest, anxiety or stress on the one hand and listening ability of the learners on the other hand.
A Study of factors affecting EFL learners' English listening comprehension and the strategies for improvement.