چکیده:
Listening comprehension plays a significant role in developing foreign language learning and it can be considered as a useful skill to gain sufficient comprehensible input. The current research sought to explore the effectiveness of using reactive/performance versus intensive one on Iranian intermediate English learners’ listening comprehension ability. It was carried out at Kish English Language Institute in Tehran among 60 intermediate female learners with the age range of 10-19 through a quasi-experimental research design. The participants were assigned into two groups. First, the pretest was administered to each group. The test was taken from the book ‘Four Corners’. Then, one group was exposed to intensive performance and the other group received reactive performance. After ten sessions, a post-test that was the parallel form of the pretest, was administrated to the both groups. Finally, the data were analyzed using an independent and paired samplest-tests. Results showed that teaching listening based on intensive performance had a significant effect on learners’ listening comprehension. The findings may have some useful implications for language teachers.
خلاصه ماشینی:
On the Impact of Intensive/ Reactive Performance on EFL Learners’ Listening Comprehension Ability 1Farrokh, Parisa* ID: IJEAP-1711-1126 Received: 09/03/2017 Accepted: 04/10/2017 Available online: 02/02/2018 Abstract Listening comprehension plays a significant role in developing foreign language learning and it can be considered as a useful skill to gain sufficient comprehensible input.
The current research sought to explore the effectiveness of using reactive/performance versus intensive one on Iranian intermediate English learners’ listening comprehension ability.
This study will therefore address the following research question: RQ: Does intensive performance versus reactive one significantly affects Iranian intermediate English learners' listening comprehension ability?
To answer the research question, the following null hypothesis was formulated: H0: Intensive performance versus reactive one does not have any statistically significant effect on Iranian intermediate English learners' listening comprehension ability.
88211 For the listening comprehension tests that were administered at the beginning of the study, the mean scores for the reactive group and intensive group were 23.
05), it could be concluded that there were statistically significant differences in the mean of the post-test of listening comprehension for the reactive group and intensive group at the end of the study.
Therefore, the results are in agreement with the studies done by Taniguchi (2000), Weir and Milanovic (2003), Cervantes and Gainer (1992), Ushiro, (2003), Chang and Read (2006), Chaudron (1983), and Rouhi, Nabavi, and Mohebbi (2014) in which they indicated a significant effect of the repetition on language learning process.