The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension
Listening is regarded as an interactive process involving decoding of information. This study was launched to find out the impact of bottom-up (BU) and top-down (TD) techniques on Iranian lower and upper intermediate learners’ listening comprehension. We selected a total of 120 participants in six i...
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| Format: | Article |
| Language: | English |
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University of Sistan and Baluchestan
2017-05-01
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| Series: | Iranian Journal of Applied Language Studies |
| Subjects: | |
| Online Access: | https://ijals.usb.ac.ir/article_3169_e1891890cc78aae7c179f48ad22b0b48.pdf |
| _version_ | 1797904062119673856 |
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| author | Zohreh Seifoori Mehrdad Rezaeian |
| author_facet | Zohreh Seifoori Mehrdad Rezaeian |
| author_sort | Zohreh Seifoori |
| collection | DOAJ |
| description | Listening is regarded as an interactive process involving decoding of information. This study was launched to find out the impact of bottom-up (BU) and top-down (TD) techniques on Iranian lower and upper intermediate learners’ listening comprehension. We selected a total of 120 participants in six intact classes, three lower intermediate and three upper intermediate. The proficiency level of the groups was further verified and groups at each proficiency level were randomly assigned as a BU group who were engaged in BU activities during the pre-listening stage of each lesson throughout the eight-session treatment, a TD group who performed TD activities, and a control group (CG) for whom no pre-listening attention focusing activities were used. The One-way and Two-way analysis of variance of the listening post-test scores indicated that the lower-intermediate BU group and the upper-intermediate TD group did significantly better compared to the other groups. The findings suggest that BU processing activities were more effective at lower intermediate level while TD processing activities played a more facilitative role for upper intermediate participants. The findings support the interaction between proficiency level and information processing techniques and imply a number of pedagogical implications. |
| first_indexed | 2024-04-10T09:42:56Z |
| format | Article |
| id | doaj.art-2c5337553c90420db0ba7e4843355e15 |
| institution | Directory Open Access Journal |
| issn | 2008-5494 2322-3650 |
| language | English |
| last_indexed | 2024-04-10T09:42:56Z |
| publishDate | 2017-05-01 |
| publisher | University of Sistan and Baluchestan |
| record_format | Article |
| series | Iranian Journal of Applied Language Studies |
| spelling | doaj.art-2c5337553c90420db0ba7e4843355e152023-02-17T06:08:12ZengUniversity of Sistan and BaluchestanIranian Journal of Applied Language Studies2008-54942322-36502017-05-019115518010.22111/ijals.2017.31693169The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening ComprehensionZohreh Seifoori0Mehrdad Rezaeian1Islamic Azad University,Tabriz BranchIslamic Azad University, Shiraz BranchListening is regarded as an interactive process involving decoding of information. This study was launched to find out the impact of bottom-up (BU) and top-down (TD) techniques on Iranian lower and upper intermediate learners’ listening comprehension. We selected a total of 120 participants in six intact classes, three lower intermediate and three upper intermediate. The proficiency level of the groups was further verified and groups at each proficiency level were randomly assigned as a BU group who were engaged in BU activities during the pre-listening stage of each lesson throughout the eight-session treatment, a TD group who performed TD activities, and a control group (CG) for whom no pre-listening attention focusing activities were used. The One-way and Two-way analysis of variance of the listening post-test scores indicated that the lower-intermediate BU group and the upper-intermediate TD group did significantly better compared to the other groups. The findings suggest that BU processing activities were more effective at lower intermediate level while TD processing activities played a more facilitative role for upper intermediate participants. The findings support the interaction between proficiency level and information processing techniques and imply a number of pedagogical implications.https://ijals.usb.ac.ir/article_3169_e1891890cc78aae7c179f48ad22b0b48.pdftop-down processingbottom-up processingattention focusing techniqueslistening comprehensionproficiency level |
| spellingShingle | Zohreh Seifoori Mehrdad Rezaeian The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension Iranian Journal of Applied Language Studies top-down processing bottom-up processing attention focusing techniques listening comprehension proficiency level |
| title | The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension |
| title_full | The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension |
| title_fullStr | The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension |
| title_full_unstemmed | The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension |
| title_short | The Effect of Bottom-up/Top- down Techniques on Lower vs. Upper -Intermediate EFL Learners’ Listening Comprehension |
| title_sort | effect of bottom up top down techniques on lower vs upper intermediate efl learners listening comprehension |
| topic | top-down processing bottom-up processing attention focusing techniques listening comprehension proficiency level |
| url | https://ijals.usb.ac.ir/article_3169_e1891890cc78aae7c179f48ad22b0b48.pdf |
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