The Effect of Teaching Receptive Skills on Field-dependent versus FieldindependentIranian EFL Learners’ Grammar Skill

This study examined the effect of teaching receptive skills on field-dependent/fieldindependentIranian EFL learners‟ grammar. To do this, 60 participants whose scores wereone standard deviation above and one standard deviation below the mean were selected. Fromthe 60 participants that were selected as the result of homogeneity test, 30 participantsassigned in the reading group and 30 in the listening group. In the reading group, the learnersread and reviewed a text and did some pre, while, and post reading activities about it eachsession and it lasted 10 sessions. In the listening group, the audio file of the texts which weretaught in the reading group were used and the participants did some pre, while, and postlistening activities. At the end, after 10 sessions, the learners carried out the posttest. A‘t-test’on the mean scores of both groups indicated a significant difference between the scores of thepost-tests, meaning that the receptive skills was significantly effective in the listening group’sgrammar. Findings led to the conclusion that the listening group outperformed the readinggroup in grammar learning. The product of this study can help curriculum designers;language instructors and practitioners appreciate the importance of receptive skills.

The Effect of Teaching Receptive Skills on Field-dependent versus FieldindependentIranian EFL Learners’ Grammar Skill Keywords:

“grammar” , “listening” , “reading” , “receptive skills”