THE SIGNIFICANCE OF COMPREHENSION IN SECOND LANGUAGE LEARNING (L2): LISTENING IN FOCUS

Abstract

The central thesis of this paper is an empirical investigation of the
significance comprehension in second language (L2) with a particular
focus to listening skills. The paper adopts cognitivists’ view of L2
learning, and embraces Long’s (1996) Theory of Interaction
Hypothesis. The theory is appropriate because it gives teachers,
language experts, parents, learners, and peers freedom to repeat or
correct errors found in L2 learners’ discourses. The data for the study
were collected from the texts of Government Girls Senior Secondary
School, Giginyu, Nassarawa, in Kano State, Nigeria through active
participation in teaching listening skills to the students of the
aforementioned school. The researchers used pre- and post-tests
results. In analysing the data for the study, t-test for independent
sample was used to determine the effectiveness listening skill in L2
learning. The statistical analysis was performed using the SPSS
version 16; the difference was accepted at p 0.05 level of confidence.
The findings established that listening skill is a bedrock for effective
L2 learning. Teachers, while teaching listening skill, should rekindle
learners’ background knowledge of the topic at hand; they should also
introduce authentic materials that can make learners to compete with
their peers at all levels.