Type de document : Research Paper

Auteurs

1 Doctorat, Université Tarbiat Modares, Iran

2 Maître de Conférences, Université Tarbiat Modares, Iran

3 Professsuer, Université Tarbiat Modares, Iran

Résumé

Cette étude a pour but de relever les carences qui existent dans le domaine de l’enseignement de la compétence de compréhension orale chez les enseignants iraniens vu l’écart considérable entre le niveau de compréhension orale et celui d’expression orale des apprenants iraniens dans les tests à enjeux élevés. À cette fin, un questionnaire a été conçu et distribué par les chercheurs. Soixante enseignants de français et d’anglais ont rempli le questionnaire. Les résultats montrent que la plupart des enseignants considèrent la compréhension orale comme la deuxième compétence la plus importante, la première étant l’expression orale. En outre, la grande majorité des enseignants consacrent moins de temps à la pratique de la compréhension orale par rapport à l’expression orale. Nous avons aussi conclu que les enseignants iraniens ne savent pas offrir aux apprenants une gamme de solutions pour résoudre leurs difficultés de compréhension et que les activités de pré-écoute sont le chaînon manquant dans la salle de classe iranienne.

Mots clés

[1]     AHMADI Seyed Mehdi & Branch Lahijan, ‘An Investigation into the Effect of Authentic Materials on Iranian EFL Learners’ English Listening Comprehension’, International Journal of Research in English Education, 2016,1(1), pp. 38-42.
[2]     ARMIUN Novid & RAHMATIAN Rouhollah & SAFA Parivash & SHAIRI Hamid Reza, “Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module”, 2017, Acta Scientiarum.Language and Culture, 39(4), pp. 387-396.
[3]     BALIGHI Marzieh & NOROUZI Mina, « L’enseignement/apprentissage de l’oral en français dans les universités iraniennes : le cas de l’Université de Tabriz », Recherches en Langue et Litterature Françaises, 2016, 10(17), pp. 27-56.
[4]     BORJIAN Maryam, “English in Post-Revolutionary Iran: From Indigenization to Internationalization”, Multilingual Matters, 2013, 34(3), pp. 439-442.
[5]     BOZORGIAN Hossein, “Metacognitive instruction does improve listening comprehension”, 2012, ISRN Education, in https://www.hindawi.com/journals/isrn/2012/734085/
[6]     CHODKIEWICZ H. & TREPCZYNSKA M., “Language Skills: Traditions, Transitions and Ways Forward”, Cambridge Scholars Publisher, 2014, pp. 417-432.
[7]     CHRISTISON MaryAnn & MURRAY Denise E., What English Language Teachers Need to Know Volume III: Designing Curriculum, Taylor & Francis, 2014.
[8]     DARGIE R., Changing World: Iran, Encyclopaedia Britannica, Incorporated, 2015.
[9]     EHSANDOUST Kobra & KHODABANDEHLOU Morteza, “The Effect of Field Knowledge on Iranian EFL Learners’ Listening Comprehension Ability”, Science Explorer Publications,
[9]2015, 9 (1), pp. 117-121
[10]  FIELD John, Listening in the Language Classroom, Cambridge University Press, 2009.
[11]  GHASEMBOLAND Farimah & NAFISSI Zohreh, “The effects of using English captions on Iranian EFL students’ listening comprehension”, Procedia-Social and Behavioral Sciences, 2012, 64, pp. 105-112.
[12]  GOH Christine C., “A cognitive perspective on language learners’ listening comprehension problems”, System, 2000, 28(1), pp. 55-75.
[13]  GOH Christine C., “Exploring listening comprehension tactics and their interaction patterns”, System, 2002, 30(2), pp. 185-206.
[14]  GOWHARY H., POURHALASHI Z., JAMALINESARI A., & AZIZIFAR A., “Investigating the Effect of Video Captioning on Iranian EFL Learners’ Listening Comprehension”, Procedia-Social and Behavioral Sciences, 2015,192, pp. 205-212.
[15]  HASAN A. S., “Learners’ perceptions of listening comprehension problems”, Language Culture and Curriculum, 2000,13(2), pp. 137-153.
[16]  KAPLAN R. B., The Oxford Handbook of Applied Linguistics, Oxford University Press, 2010.
[17]  LYNCH Tony, Teaching Second Language Listening: A guide to evaluating, adapting, and creating tasks for listening in the language classroom, OUP Oxford, 2009.
[18]  MALONEY Suzanne, Iran’s Long Reach: Iran as a Pivotal State in the Muslim World, United States Institute of Peace Press, 2008.
[19]  NELSON Nickola, PLANTE Elena, HOTZ Gillian & HELM-ESTABROOKS Nancy, (Test of Integrated Language and Literacy Skills (TILLS) Technical Manual, Paul H. Brookes Publishing Company Incorporated, 2015.
[20]  NEMATI Azadeh, QAREQANI Kamran & FUMANI Mohammad Reza Falahati Qadimi, “The investigation of listening comprehension problems of American accents for Iranian B.A. students of translation studies”, Online Journal of Humanities, June 2016.
[21]  NOWROUZI Sara, TAM Shu Sim, ZAREIAN Gholamreza & NIMEHCHISALEM Vahid, “Iranian EFL Students’ Listening Comprehension Problems”, Theory and Practice in Language Studies, 2015, 5(2), p. 263.
[22]  RAHMATIAN Rouhollah & ARMIUN Novid, “The effectiveness of audio and video documents in developing listening comprehension skill in a foreign language”, International Journal of English Linguistics, 2011, 1(1), p.115.
[23]  RAZAVI Vahid, The Age of Nepotism: Travel Journals and Observations from the Balkans During the Depression, 2009.
[24]  RENANDYA W. A. & Farrell T. S. C., ‘Teacher, the tape is too fast!’ Extensive listening in ELT” ELT Journal, 2011, 65(1), 52-59.
[25]  ROST Michael, Introducing Listening, Penguin English, 1994.
[26]  SARANI Abdullah, BEHTASH Esmail Zare, NEZHAD Arani, SAIEED Moslemi, “The Effect of Video-Based Tasks in Listening Comprehension of Iranian Pre-Intermediate EFL Learners”, Gist Education and Learning Research Journal, 2014,8, pp. 29-47.
[27]  SKEHAN Peter, A Cognitive Approach to Language Learning, OUP Oxford, 1998.
[28]  UNDERWOOD M., Teaching listening, Addison-Wesley Longman Ltd, 1989.
[29]  USO-JUAN Esther & MARTINEZ-FLOR Alicia, Current Trends in the Development and Teaching of the four Language Skills, De Gruyter, 2006.
[30]  VANDERGRIFT Larry, “1. Listening to Learn or Learning to Listen?”, Annual Review of Applied Linguistics, 2004, 24, pp. 3-25.
[31]  VANDERGRIFT Larry & GOH Christine C.M., Teaching and Learning Second Language Listening: Metacognition in Action, Taylor & Francis, 2012.
[32]  VOLKMAR Fred R., Encyclopedia of Autism Spectrum Disorders, Springer New York, 2012.
[33]  ZAREI Hassan & SHAIRI Hamid Reza,“Besoins et risques du recours à la Langue Maternelle dans la classe du Français Langue Etrangère Cas d’études : l’Iran », Etudes de Langue et Littérature Françaises, 2016, 6(2), pp. 125-138.