عنوان به زبان ديگر :
Relationship between Modality, Types of Passages, and Performance of Advanced EFL Learners on Listening Comprehension Tests
چكيده لاتين :
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 learnersי 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).
