خلاصة:
The present study investigated the effect of extensive and intensive listening on the
accuracy of tense use among EFL learners in Iran. It was based on pre-test, post-test
with intact classes. According to the purpose of the study, a sample (n = 60) of
homogeneous participants were selected. From among the 6 intact classes, one
experimental group (n = 19, 9 male and 10 female participants) was identified to
take intensive listening method as treatment, another experimental group (n = 20, 12
male and 8 female participants) was identified to take extensive listening as a
treatment, and a control group (n = 21, 9 male and 12 female participants) was
identified in order not to take intensive listening or extensive listening activities. All
groups of the study were given pre-test of verb tense usage in order to measure their
grammatical knowledge in verb tense prior to the treatments of the study. After
finishing twenty five sessions of treatments for all groups, a post-test including verb
tense was given to the participants. The data gathered from the study were compared
through SPSS. It was found that extensive listening and intensive listening had
positive effects on the accuracy of tense use among EFL learners in Iran. In addition,
it was found that none of intensive listening group and extensive listening group
outperformed each other and there was not any significant difference between these
two groups performances.
ملخص الجهاز:
A Study of the Effect of Extensive and Intensive Listening on the Tense Use among EFL Learners in Iran Sahar Ahmadpour* (Corresponding Author), PhD Student in TEFL, Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran.
com Abstract The present study investigated the effect of extensive and intensive listening on the accuracy of tense use among EFL learners in Iran.
141-161 involved in) massive amounts of text: the use of listening texts which learners are able to comprehend reasonably smoothly: high levels of comprehension; the absence of pre-set questions or tasks: listening at or below one¶VOHYHORI³FRPIRUWDEOHIOXHnt OLVWHQLQJDELOLW\´S If we wish to more explicitly describe the characteristics of an EL program, the extensive reading program characteristics presented by Day and Bamford (1998) are a convenient starting point.
Teachers can lead learners in extensive 1istening practice by helping them establish a system of goal-setting, planning, conducting self-study, and reflection 144 The Journal of Applied Linguistics and Applied Literature: Dynamics and Advances, Volume 6, Issue 2, Summer and Autumn, 2018, pp.
Therefore, based on the results from One-way ANOVA test and Tukey post hoc test, it can be said that the third hypothesis of the study was not met and intensive listening has not more positive effects than extensive listening on the accuracy of tense use among EFL learners in Iran.