Using Listening Skills for Learning English Grammar Implicitly: A Case Study of Iranian EFL Students in Zahedan

The use of listening strategies and songs in language teaching has been extensively studied. This study aims to investigate how students acquire grammatical structures implicitly through listening skills and determine whether teaching grammar to second-language learners through the use of songs is beneficial. This quantitative study was carried out at a private middle school in Zahedan, with ۱۸ female students in ۹th grade within the age range of ۱۴-۱۵. The homogeneity of participants was ensured through a standard proficiency Oxford Placement Test (OPT,۲۰۰۴), and the selected students were categorized into two groups, the experimental group the and control group. Both groups were taught by the same teacher and using different teaching methods: the control group performed a traditional grammar-based method such as Grammar Translation Method (GTM), while for the experimental group, a song-based practice was used in order to improve their listening abilities. To collect data tests, a standard grammar test, Oxford Placement Test (OPT, ۲۰۰۴) as a post-test, was used. The study's findings, as indicated by the mean and standard deviation of the scores that were interpreted using SPSS, revealed that listening exercises are beneficial for teaching grammar, and English songs have a positive influence on learning grammar implicitly

Keywords:

Grammar Rules , Implicit Learning , listening strategies , Songs