The Role of Bilingualism and Monolingualism in Listening Comprehension of Learning English as a Foreign Language

Bahman Gorjian, Khalil Mahmoudi


Khuzestan Province, Iran, teachers usually deal with classes which at least contain a few bilinguals (i. e., Arab-Persian speakers). Since teaching in pure monolingual (i. e., Persian speakers) classes is undoubtedly different from instructing in classes in which the students are a mixture of bilinguals and monolinguals, teachers need a sufficient knowledge about different strategies and processes that these two groups apply in language learning.The main aim of the present study is to examine the effects of monolingualism and bilingualism on listening. The design of the research is experimental in terms of pre and post-test method. The participants of this study were 30 bilingual (Arabic-Persian) students and 30 monolingual students (Persian) majoring in English as a foreign language at Abadan University. Different testing instruments were utilized in the process of the development of the present research. After taking a pre-test on listening test, the participants attended the classes of listening comprehension strategies while working on listening tasks throughout the treatment period. The results showed that the use of such strategies by bilinguals and monolinguals had significant effect on their better performance on listening comprehension; however, bilinguals outperformed the monolinguals in the post-test phase. Statistical analysis of t-test depicted that there was a significant difference between the bilinguals and monolinguals regarding their performances on listening comprehension as well as their strategy use.


Bilingualism; Monolingualism; Listening Comprehension; English Language

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