چکیده:
Testing the comprehension of spoken language is of primary importance. A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues). As B-Ikeguchi (1997) states a few studies have been carried out on the effects of these factors on EFL learners’ listening comprehension with controversial results. And even fewer studies have concentrated on the effects of these factors on EFL learners’ performance on listening comprehension tests, which is the purpose of this study. In the present study, 180 advanced EFL learners were randomly selected by administering the Oxford Placement Test (OPT). The subjects were randomly assigned to three groups each consisting of 60 students. As far as the performance of subjects on listening comprehension test was concerned, the following results were obtained: 1) There was a significant difference between the presence vs. lack of visual advance organizer; 2) There was a significant difference between the uses of short-interval vs. long-interval advance organizer; 3) There was a significant difference between different types of listening passages (dialogues vs. monologues); and 4) There was no significant interaction between the use of visual advance organizer and different types of listening passages.
خلاصه ماشینی:
The Effect of Visual Advance Organizer and Types of Passages on EFL Learners’ Listening Comprehension Gholam Reza Kiany Sara Jalali Tarbiat Modares University Testing the comprehension of spoken language is of primary importance.
A lot of factors may affect the performance of EFL learners on listening comprehension tests, among which are the use of visual advance organizers, and types of listening passages (dialogues or monologues).
monologues); and 4) There was no significant interaction between the use of visual advance organizer and different types of listening passages.
These include the use of audio materials (tape-recorders), visual advance organizers (illustrations, and pictures), different types of listening passages (monologues or dialogues), etc.
The aim of present study was to determine whether the use of visual advance organizer (pictures), the time lapse in providing the visual advance organizer (short-interval or long-interval), and the different types of listening passages (dialogues or monologues) have any effect on the performance of Iranian advanced EFL learners in listening comprehension tests.
Q3: Is there any interaction between the use of visual advance organizer (pictures) and the different types of listening passages (dialogues vs.
Research Hypotheses There were three research hypotheses: H01: There is no relationship between the use of visual advance organizers (pictures) and Iranian advanced EFL learners’ performance on listening comprehension tests.
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.