This research reports on a study which investigated the effects of text type (i.e., short and extended conversation) on the EFL learners’ listening comprehension performance with respect to their language proficiency levels. Two different listening comprehension tests (short conversation, extended conversation) were administered to 60 female university students in their last year of BA degree of English teaching in Islamic Azad University of Khalkhal. The results indicated that the text type generally affected EFL learners’ listening comprehension performance. However, the higher level of language proficiency, the less difficulty the learners had in different listening comprehension tests with various text types. Therefore, it is concluded that various text types and language proficiency levels as influencing factors in improving the participants’ listening comprehension must be considered in materials development, as well as teaching, and testing of EFL listening comprehension

فهرست مطالب

Title
Dedication
Abstract
Acknowledgements
Table of contents
List of tables
CHAPTER ONE: INTRODUCTION
Introduction
Statement of the problem
Significance of the study
Research questions
Hypotheses
Definition of key terms
CHAPTER TWO: REVIEW OF THE LITERUTURE
The nature of the listening process
Types of listening
One – way listening
Two – way listening
Resources for listening
Bottom –up processing
Top-down processing
The listening situation
The listeners’ responsibility to respond
The function of the interaction
The degree of interaction between the listener and speaker
Test specifications
Listening tasks and text characteristics
Task characteristics
Characteristics of the setting
Physical characteristics
Participants
Time of tasks
Characteristics of the test rubric
Instructions
Test structure
Time allotment
Scoring method
Characteristics of the input
Format
Topical knowledge
Characteristics of the expected response
Format
Language of expected response
Text characteristics
Linguistic characteristics
Empirical studies of listening comprehension
CHAPTER THREE: METHODOLOGY
Introduction
Participants
Instrumentation
Procedures
Design
CHAPTER FOUR: DATA ANALYSIS AND DISCUSTION
Introduction
Data Analysis
Data analysis of short conversation test
Data analysis of extended conversation test
Discussion
CHAPTER FIVE: CONCLUSION AND PEDAGOGICAL IMPLICATIONS
Conclusion
Pedagogical Implications
Implications for language teachers
Implications for language learners
Suggestions for further research
REFERENCES
APPENDIX
Table 4.4. One–Sample Kolmogorov-Smirnov Test for scores of short conversation
Table 4.8. One – Sample Kolmogorov-Smirnov Test for scores of extended conversation
Appendix 1: First hand copy of short conversation text
Appendix 2: First hand copy of extended conversations
Appendix 3: Revised samples of short and extended conversations tests
Appendix 4: TOEFL Sample Test
List of tables
Table 2.1. Details of test specifications
Table 2.2. A framework for defining listening task characteristics
Table 4.1. Descriptive Statistics for short conversation test of this study
Table 4.2.One-way ANOVA for the relationship between short conversation and proficiency level
Table 4.3. Multiple comparisons of different proficiency levels with each other
Table 4.5. Descriptive Statistics for extended conversation test of this study
Table 4.6. One-way ANOVA for the relationship between Extended conversation and proficiency level.
Table 4.7. Multiple comparisons of different proficiency levels with each other

سطح پایان نامه: کارشناسی ارشد
تعداد صفحات: ۱۲۸
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