Academic journal article Modern Journal of Language Teaching Methods

The Effect of Team -Policy Debate Activities on Iranian Intermediate Efl Learners' Listening Comprehension Ability

Academic journal article Modern Journal of Language Teaching Methods

The Effect of Team -Policy Debate Activities on Iranian Intermediate Efl Learners' Listening Comprehension Ability

Article excerpt


Listening comprehension is one of the most significant skills of a good language learner in normal daily life. It is a major component in language learning and teaching and is seen as the promoter of language learning. Although listening is now well recognized as a critical dimension in language learning, it still remains one of the least understood processes. During the 1980s, special attention to listening was incorporated into new instructional frameworks, that is, functional language and communicative approaches. Throughout the 1990s, attention to listening in language instruction increased dramatically. Debate is an excellent activity for language learning because it engages students in a variety of cognitive and linguistic ways. In addition to providing meaningful listening , speaking and writing practice , debate is also highly effective for developing argumentation skills for persuasive speech and writing .

When debating is used in EFL classes, all four skills of English language (e.g. listening, speaking, reading, and writing) are practiced. Moreover, debaters need to master pronunciation of words, stress, vocabulary, brainstorming, script writing, logic building, argumentation and refutation. So practicing debate in English requires many skills which ultimately lead them to learn English.


According to Graham, & Vander plank (2011) , many learners are anxious about listening to a foreign language , this is partly because of the difficulties presented by the text , for example the speed of delivery , and partly because learners have unrealistic expectations , for example that they need to understand every words. If he/she follows the principles for the selection of appropriate texts and design of the tasks , then we have every chance of helping our students to develop confidence in dealing with a range of texts and speakers , and with variations in speed of delivery. An important factor in the development of confidence will be the grading of tasks throughout a program me , and in order to grade effectively he/she needs to follow . also for groups of factors to be taken in to account in grading of tasks according to (Brown & Yule (1983)) , it is to do with the speaker , content of the text , the listener and it covers the degree of support . Confidence can also be built through exposure to English. If English is available in the community , learners might be persuaded to exploit the available resources in some way.

3. SIGNIFICANCE of the study

The field of listening in second language acquisition and pedagogy in L2 had occupied a particular position through much of the history of language teaching but it has enjoyed about a half century of endeavors by scholars, experts, teachers and began to emerge as a branch of teaching, learning and testing in its own right with exponentially growth numbers of stockpile of knowledge.

We listen for the gist, or for specific information that we need to know. The main goal of teaching listening is to enable our students eventually to cope with the natural listening situations that they are most likely to encounter in real life. The listening comprehension process is internal and thus not subject to direct, external observation, examination and correction. Therefore, language teachers and students tend to overlook its prerequisite importance in language learning because there is learning no tend to overlook its prerequisite importance in language because there is no immediate observable output.


In spite of the fact that listening lagged behind during the history of language learning, however, Interest in teaching / learning of English listening skill has been gaining momentum in recent years mainly due to more reasons such as being an international l/ language in real life situation we listen for a number of different purposes and our particular purpose will determent the range and balance of team-policydebate activities skill which we need to employ in English language classroom, means of communication and so forth. …

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