Listening Comprehension Achievement and Brain Dominance

AbstractThe purpose of the present study is to determine the effects of the language curricula designed in compliance with the principles of Representational Systems on the students’ listening comprehension achievement with regard to brain dominance. The population of this study was 32 students (21 female, 11 male) from the English Language Teaching Department of a university in the Spring Term of the 2010-2011 Academic Year. The research presented in this study was based on a randomized pretest posttest control group design. In this research, a brain dominance inventory, and a listening comprehension test were used. In the analysis of the data, arithmetic mean, standard deviation, percentage, t-test and single- factor covariance analysis were administered. The significance level of the tests was .05. As a result of the research, there was no statistically significant difference between listening comprehension achievements of the experimental and the control group students with regard to their hemispheric dominance