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Record identifier : 564383
Personal Name - Primary Intelectual Responsibility : Nastaein, Farnaz
Title and statement of responsibility : The impact background knowledge on listening comprehension of EFL learners [Thesis]/فرناز نستعین;supervisor: Dr. Sadeghian
Publication, Distribution,Etc. : , Spring 2000
Language of the Item : eng
Internal Bibliographies/Indexes Note : Bibliographical P.72-74
Dissertation of thesis details and type of degree : Master of Arts(M.A)
Body granting the degree : , College of Persian literature and Foreign Languages Allameh Tabatabaei
Summary or Abstract : The last decade has been a time of much first and second language research, which has resulted many new insights for language teaching and learning. One of the most important skills which has been discussed these years in the skill of listening comprehension , and one of the most emphasized aspects of listening is schemata theory. Schemata theory asserts that building background Knowledge or activating listener's existing knowledge prior to listening would improve listening comprehension and recall of information.The present study is designed on the basis of schema theory. It is undertaken to examine the effectiveness of the two different teaching techniques in EFL classes. One of these techniques uses prelistening activities before testing the learners, in order to provide the necessary background knowledge, and the other one makes no use o prelistening activities. To do so, an attempt is made to find answer to the following research questions: 1. Does prior knowledge have any effect(S) on the students' listening comprehension? 2.Is recall of information facilitated if the students are given the background knowledge needed? The results of this study, also provided empirical evidence for the research questions posed before and strongly stressed the need for prior knowledge before the task of listening comprehension..
Information of biblio record : TL
 
 
 
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