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

Autor/inn/en	Rouhi, Afsar; Nabavi, Seyyede-Masumeh; Mohebbi, Hassan
Titel	The Effects of Previewing Questions, Repetition of Input, and Topic Preparation on Listening Comprehension of Iranian EFL Learners
Quelle	In: Iranian Journal of Language Teaching Research, 2 (2014) 2, S.73-85 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2322-1291
Schlagwörter	Foreign Countries; Questioning Techniques; Repetition; Listening Comprehension; Listening Skills; English (Second Language); Second Language Instruction; High School Students; Comparative Analysis; Teaching Methods; Statistical Analysis; Readiness; Hypothesis Testing; Pretests Posttests; Experimental Groups; Control Groups; Iran + Suchen Sie Ihr Suchwort? Ausland; Befragungstechnik; Fragetechnik; Wiederholung; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode; Statistische Analyse; Hypothesenprüfung; Hypothesentest
Abstract	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 the 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. (As Provided).
Anmerkungen	Urmia University Press. Faculty of Literature and Humanities, Urmia, 165, Iran; Tel: +98-44-32752741; Fax: +98-44-32752746; e-mail: info@urmia.ac.ir; Web site: http://www.urmia.ac.ir/ijltr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01