الفهرس 
The ProblemOnly 14 pages are availabe for public view
 |  | from | 525 |  |  |
| | | from | 525 | | |
Abstract
The present study aimed at investigating the effect of three proposed treatments ?bottomup, topdown, and interactive questioning treatments? on developing third year English Department students? listening skills at Damietta Faculty of Education. The problem of the study was stated in this question: ?What is the effect of three treatments based on using questioning in the light of bottomup, topdown, and interactive processing strategies on developing third year English Department students? listening skills?? The subjects of the study were one hundred and fifty students selected randomly from third year English Department students at Damietta Faculty of Education, Mansoura University. They were randomly assigned to three experimental groups; each experimental group consisted of fifty students (males and females). The first experimental group received training through bottomup questioning treatment. The second experimental group was exposed to topdown questioning treatment. The third experimental group received interactive questioning treatment. To determine the listening skills that need to be acquired by the study sample, a listening skills list was designed and approved by a panel of jury. Based on these listening skills, a listening skills test was developed and used as a prepost test. Three treatments were developed by the researcher to develop the listening skills of the students in the three experimental groups. These treatments were taught over a period of three months. The results of the study showed that: (1) there were statistically significant differences between the mean scores of the students of the first group in the pretest and their mean scores in the posttest, in favor of the posttest, (2) there were statistically significant differences between the mean scores of the students of the second group in the pretest and their mean scores in the posttest, in favor of the posttest, (3) there were statistically significant differences between the mean scores of the students of the third group in the pretest and their mean scores in the posttest, in favor of the posttest, and (4) there were statistically significant differences among the mean scores of the students of the three groups in the posttest, in the skills of ?Understanding word meaning, Making predictions, and the total score of the listening skills?, but there were no statistically significant differences among the mean scores of the students of the three groups in the posttest in the other listening skills. Then, the study indicated that: (1) the three treatments had a positive effect on developing third year English Department students? listening skills, and (2) the present study made an observable change in the students? performance of the three experimental groups. The present study recommended that (1) the three proposed treatments can be adopted for teaching listening at Faculties of Education and at the other learning stages taking into consideration the learners? age, needs and levels, (2) more attention should be paid to teaching listening in language laboratories at Faculties of Education, and (3) teachers should be trained on using various and appropriate strategies for developing listening skills. Finally, the study suggested investigating the effect of the three treatments on developing other listening skills, not included in the present study, among EFL student teachers, and exploring their effect on developing reading skills.