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Rouhi, Afsar, Nabavi, Seyyede-Masumeh, Mohebbi, Hassan. (1393). The Effects of Previewing Questions, Repetition of Input and Topic Preparation on Listening Comprehension of Iranian EFL Learners. پژوهش های میوه کاری, 2(2), 73-85. doi: 10.30466/ijltr.2014.20414
Afsar Rouhi; Seyyede-Masumeh Nabavi; Hassan Mohebbi. "The Effects of Previewing Questions, Repetition of Input and Topic Preparation on Listening Comprehension of Iranian EFL Learners". پژوهش های میوه کاری, 2, 2, 1393, 73-85. doi: 10.30466/ijltr.2014.20414
Rouhi, Afsar, Nabavi, Seyyede-Masumeh, Mohebbi, Hassan. (1393). 'The Effects of Previewing Questions, Repetition of Input and Topic Preparation on Listening Comprehension of Iranian EFL Learners', پژوهش های میوه کاری, 2(2), pp. 73-85. doi: 10.30466/ijltr.2014.20414
Rouhi, Afsar, Nabavi, Seyyede-Masumeh, Mohebbi, Hassan. The Effects of Previewing Questions, Repetition of Input and Topic Preparation on Listening Comprehension of Iranian EFL Learners. پژوهش های میوه کاری, 1393; 2(2): 73-85. doi: 10.30466/ijltr.2014.20414

The Effects of Previewing Questions, Repetition of Input and Topic Preparation on Listening Comprehension of Iranian EFL Learners

Iranian Journal of Language Teaching Research
مقاله 6، دوره 2، شماره 2، مهر 2014، صفحه 73-85    اصل مقاله (933.97 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2014.20414
نویسندگان
Afsar Rouhi1؛ Seyyede-Masumeh Nabavi2؛ Hassan Mohebbi* 3
1Payame Noor University, Iran
2Islamic Azad University – Ardabil Branch, Iran
3University of Tehran – Alborz Campus, Iran
چکیده
In this study, an attempt was made to examine the effects of previewing questions, repetition of input, and topic preparation on listening comprehension of Iranian learners of English. The study was conducted with 104 high school students in 3 experimental and one control groups. The participants in the previewing questions group read the comprehension questions before hearing the text and answering the questions. The topic preparation group took advantage of topic-related texts in Persian followed by previewing questions; then they listened to the texts and answered the questions. The repetition of input group had two hearings with previewing before each hearing that preceded answering the comprehension questions. The control group, however, only had one hearing before answering the questions. The results obtained from data analysis showed that the topic preparation group performed better than the other participating groups. The repetition group, in turn, did better than the previewing group. There was, however, no statistically significant difference between the previewing and repetition groups. Based on the results obtained, it can be argued that providing and/or activating background knowledge and repeating a listening task might facilitate listening comprehension in EFL classroom settings. The findings and pedagogical implications of the study are discussed in detail.
کلیدواژه‌ها
listening comprehension؛ previewing questions؛ repetition of input؛ topic preparation
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