The Impact Of Cultural Knowledge On Listening Comprehension: A Case Study Of English Undergraduate Second Year Lmd Students At Sétif 2 University

Résumé: Culture-language relationship has led to numerous debates on its role in English skills learning proficiency, particularly listening comprehension in different non-native speaking countries. The current research aims at examining the impact of cultural background knowledge on listening comprehension. The case study selected using non-probability sampling is second-year English as foreign language (EFL) students at setif-2 University. A sample of 41 is divided into two groups, an experimental group (20) and a control group (21). Adopting a quasi-experimental design, the experimental group is taught using a culturally oriented syllabus for two semesters while the control group received no treatment. To observe the level of culture gained and the impact of the treatment received on listening comprehension, participants from both groups are assigned cultural intelligence scale questionnaire and IELTS listening tests in a form of pre-and post-tests. Data obtained are analyzed via the SPSS. The findings reveal that the effect of the experiment is significantly marked (Eta=0.73). Comparing the results of the cultural level test, the experimental group level is higher after the treatment. Also, participants from the experimental group scored higher in the IELTS post-test. That is, the mean value is statistically significant in EG groups themselves (mean difference = 22) and between the CG (mean= 27.40) and EG (mean= 35.14). By the end, participants were satisfied with the integration of cultural content and its positive impact on their listening comprehension achievement. Based on these results, the integration of a culturally-based syllabus is recommended in the teaching of listening comprehension in English as a foreign language classrooms.

Publié dans la revue: