Effect of directed versus selective attention on listening comprehension of Iranian upper intermediate EFL learners
Publish place: World Conference on Psychology and Educational Sciences, Law and Social Sciences at the beginning of the third millennium
Publish Year: 1395
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:
PESLSBTM01_333
تاریخ نمایه سازی: 8 آبان 1395
Abstract:
In language learning, listening has been considered as a crucial factor, but this skill sometimes remains poor. The purpose of this study is to investigate the effect of directed versus selective attention on listening comprehension of Iranian upper intermediate EFL learners. Design of this research was experimental. The population included all students who were in English institutes of Yazd (upper intermediate level) and sample considered 60, 29 male and 31 female learners, ranging from 15 to 18 years old that were selected by cluster Sampling method. Top Notch Placement Tests (Saslow & Ascher, 2006) were used to check the learners’ listening comprehension. As a treatment, Vandergrift's (1997) taxonomy of listening strategies, which included metacognitive, cognitive, and socio-cognitive strategies was used. Based on the findings of this study, there was a significant difference between the performances of listening comprehension in the experimental group compared with the control group
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Authors
Seyed Hamidreza Mousavi
Department of English Training, Faculty of Humanities, Azad Islamid University of Yazd, Yazd,
Sima Sayadian
Department of English Training, Faculty of Humanities, Azad Islamid University of Yazd, Yazd,
Mohammad Golshan
Department of English Training, Faculty of Humanities, Azad Islamid University of Yazd, Yazd, Iran
Neda Esnaashari
Faculty of Education & Psychology, University of Shiraz, Shiraz, Iran
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