چکیده:
This study investigated the effects of eliciting tasks on listening
comprehension among Iranian pre-intermediate English as a foreign
language (EFL) learners. To do the current study, 30 participants out of 40
were selected through administering an Oxford Quick Placement Test
(OQPT). After that, the participants were divided into two equal groups; one
experimental and one control group. Then, a listening comprehension pretest
was administered to assess the participants’ listening comprehension at
the beginning of the course. The experimental group received the treatment
through eliciting tasks. Then, the control group received common instruction
and was engaged in the ordinary program of the classroom. After twelve
sessions of instruction, a post-test of listening comprehension was
administered to gather the sufficient data. Data were analyzed through
independent and paired samples t-tests and the results indicated that both
experimental and control groups had better performance on their post-test
compared to their pre-test. More importantly, the results showed that there
was a significant difference between the post-tests of both groups. In fact,
the experimental group outperformed the control group on the post-test
thanks to eliciting tasks activities. The study has implications for language
teachers and learners; e.g., Eliciting tasks help to develop a learner-centered
classroom and a simulating environment while making learning memorable
by linking new and old information
خلاصه ماشینی:
Department of English, Faculty of Humanities, Abadan Branch, Islamic Azad University, Abadan, Iran Received: 14 February 2019 Revision: 18 April 2019 Accepted: 16 May 2019 Published online: 20 June 2019 Abstract This study investigated the effects of eliciting tasks on listening comprehension among Iranian pre-intermediate English as a foreign language (EFL) learners.
Farrokhi and Modarres (2012) attempted to find out the extent to which two pre-task activities of glossary of unknown vocabulary items and content related support assisted EFL language learners with their performance on listening comprehension questions across low proficiency (LP) and high proficiency (HP) levels.
com Volume 4, Number 2, June 2019 {مراجعه شود به فایل جدول الحاقی} experimental group received task-based listening activities during the 19 sessions (30 minutes) of instructions, and the control group received the traditional practices (a question-and-answer approach).
This study aimed at comparing the English language learners who practiced pragmatic eliciting tasks and the ones who used traditional speaking activities such as questions and answers, discussion, etc.
The findings of this study are supported by Sarani, Zare Behtash, and Moslemi Nezhad Arani (2014) who investigated the effect of video-based tasks on improving the listening comprehension ability of Iranian pre-intermediate EFL learners.
The findings of the study revealed that although there was no significant difference in the listening comprehension of the experimental and control groups in the pre-test, there was a significant difference between both groups’ mean scores Website: www.