چکیده:
Testing the comprehension of spoken language is of primary importance if the communication aim is to be achieved. A frequently neglected area, listening comprehension has its peculiar problems which arise from the fleeting immaterial nature of spoken utterances and the complicated ways through which we process what we hear. A lot of factors have effects on the performance of EFL learners on listening comprehension tests, among which we can refer to the use of videos, and the types of Listening passages (dialogues or monologues). Few studies have been carried out on the effects of these factors in Improving the listening comprehension of EFL learners, and controversial results have been obtained, and even fewer studies have concentrated on the effects of these factors on EFL learners' performance on listening comprehension tests, which was the purpose of this study.For this purpose, 180 advanced EFL learners studying at Marefat institute were randomly selected by administering the Oxford Placement Test (OPT). The subjects were randomly assigned to two groups (audio vs. video groups) each consisting of 90 students.The results showed that there was a significant difference between the audio vs. video group. Also there was a significant difference between the types of the listening passages (dialogues vs. monologues)
خلاصه ماشینی:
Relationship between Modality, Types of Passages, and Performance of Advanced EFL Learners on Listening Comprehension Tests Gholam Reza Kiany Sara Mali Tarbiat Modares University Abstract Testing the comprehension of spoken language is of primary importance if the communication aim is to be achieved.
A lot of factors have effects on the performance of EFL learners on listening comprehension tests, among which we can refer to the use of videos, and the types of Listening passages (dialogues or monologues).
The aim of present study was to determine whether the modality of listening passages (audio or audio-video), and the types of listening passages (dialogues or monologues) have any relation (positive or negative) to the performance of' Iranian advanced EFL learners in listening comprehension tests.
UAL, Vol, 9, No. 2, September 2006 c""P Ito croup 87 ■ MmHg woo • Ifil•Isem sum Graph 1 The Scores of audio and video groups on dialogues and monologues The resulting boxplots are shown in Graph 1, where it can be seen that the data set did not have any outliers or extreme values.
In a stress-based language 92 Relationship between Modality, Types of Passages, and like English, this kinesis behavior can aid the learner's recognition and storage in short term memory (STM), of the aural input and help the learner to chunk it appropriately (Kellerman, 1992; Pennycook, 1985; Von Ratner-Engel, 1980).
Numerous studies (Blau, 1990; Cervantes & Gainer, 1992; Chaudron, 1983; Chiang & Dunkel, 1992; Conrad, 1989; Parker & Chaudron, 1987; Pica, Young, & Doughty, 1987) conducted with L2 listeners found that texts with redundant language were helpful for learners in comprehending aural input.