The effect of discourse markers on listening comprehension of EFL Iranian high and low proficiency Learners

Journal of Teaching English Lnaguage Studies

مقاله 2، دوره 5، شماره 1، آذر 2016، صفحه 25-36   

نویسندگان

Neda Javadi؛ Ramin Rahmany

Islamic Azad University, Takestan Branch

چکیده

This research was designed to investigate the effects of discourse markers on EFL Iranian
learners' listening comprehension. Fifty eight male and female students took a pre-test as a
proficiency test first, 39 students out of 58 are needed. To gain this aim, a language proficiency
test, i.e., Nelson test will be given to the total participants. After calculating Mean and Standard
Deviation, each person with +1SD above the mean will be assigned to high level of language
proficiency and each one with -1SD below the mean will be assigned to low level of language
proficiency. Then they were assigned to two experimental groups and a control group, twenty
students for high level proficiency of DMs group, nineteen students for low level proficiency of
DMs group and nineteen students for control group were selected. During four sessions of the
treatment, each experimental group worked on four listening passages taken from IELTS sample.
The participants in two experimental groups were encouraged to think and notice meaningfully
to the DMs and their functions how concepts are linked in listening passages by DMs. Along
with the experimental groups, the participants in the control group also worked on the different
four listening passages. At the end, three post tests were performed in one session. Finally Oneway
ANOVA was used to analyze the results of the control and the two experimental groups’
post- tests, and a significant difference was observed in the high proficiency experimental group
of DMs and control groups, but there was not observed any remarkable difference between the
low proficiency group and control group.

کلیدواژه‌ها

Discourse؛ Discourse markers؛ Listening comprehension؛ language proficiency؛ high and low proficiency

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