Abstract
The students' comprehension of listening texts in different types of discourse is mandatory at the university level. However, Moroccan university students still find difficulties when listening to some types of discourse, especially the argumentative and the descriptive ones. Admittedly, knowing about the hindrances that students face while listening to different types of discourse will pave the way for teachers to improve their teaching methods concerning listening skills. The objective of this study is to measure the Moroccan university students' ability to comprehend argumentative and descriptive listening texts and whether there is a correlation between the two types of discourse. Tests are used as data collection instruments that were assigned to 92 Moroccan Semester 4 students studying in education professional BA degree in the school of Art and Humanities Moulay Ismail University in Meknes, Ibn Tofail University in Kenitra as well as ENS (Ecole National Supérieure) in Meknes. The findings state that there is a significant difference between descriptive and argumentative listening ability as well as a significant positive correlation between the two sets of data.
Highlights
Listening is categorized within receptive skills, yet it involves the listeners' active participation (Rogers & Farson, 1986)
Discussion of Results The current study is based on the following research questions: 1- Are semester four Moroccan university students able to comprehend descriptive and argumentative listening texts? And 2- Is there a relationship between descriptive listening and argumentative listening abilities among semester four students? To measure students' listening ability, descriptive statistics were displayed
These results showed that the scores of descriptive listening abilities (DLA) ranged from a minimum of 0,00/20 to a maximum of 18,50/20, and argumentative listening abilities (ALA) ranged from 2,00/20 to a maximum of 19,50/20
Summary
Listening is categorized within receptive skills, yet it involves the listeners' active participation (Rogers & Farson, 1986). University students still face some difficulties while listening and understanding different types of discourse that can be drawn to various factors that will be discussed . No study has dealt with the students' ability in comprehending argumentative and descriptive modes of discourse, especially among Moroccan university students. Examining and analyzing the ability to comprehend argumentative and descriptive listening texts and the correlation between them among Moroccan university students, especially S4 students, will pave the way to know about the listening difficulties that these students endure and will generate some solutions that would help them overcome these problems. This research basically seeks to answer the following questions: 1- Are S4 Moroccan university students studying in the education BA program able to comprehend argumentative and descriptive listening texts?
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