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The Impact of Sequencing Repeated Familiar Task on Listening Performance | ||
| Issues in Language Teaching | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 29 بهمن 1400 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22054/ilt.2022.61019.597 | ||
| نویسندگان | ||
Bahman Amini 1؛ Abbas Bayat  2؛ Keivan Mahmoodi 3
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| 1Department of English Language, Malayer Branch, Islamic Azad University, Malayer, Iran | ||
| 2Department of English Language, Malayer Branch,Islamic Azad University, Malayer, Iran | ||
| 3Department of English Language,]Islamic Azad university of Malayer ,Malayer,Iran | ||
| چکیده | ||
| Over the years, much research has been done on the role of tasks in L2 learning, but little is known about how sequencing tasks affects listening comprehension. Therefore, the present study evaluated the effect of sequencing repeated familiar tasks (SRFT) along three dimensions of complexity i.e. +/- visual support, +/- few elements, and +/- planning time. Sixty upper-intermediate EFL learners were randomly selected as experimental group (n=30) and control group (n=30) in this experimental research. To control the homogeneity of the participants and their topic familiarity knowledge, the Success Placement Test designed by Fricker (2007) and a listening comprehension test developed by Richards (2005) were administered respectively. Then the posttest of listening for IELTS which included 3 levels of task complexity was employed to analyze the results of SRFT. The participants in the experimental group were required to listen to keeping fit tasks ordered from simple to complex tasks during 10 sessions. The participants of the control group performed disordered tasks. T-test and SPSS 22 were utilized to analyze the tests. Prior to employing treatment, the placement test addressed that both of the groups obtained no marked difference level of English language knowledge. They also displayed the same topic familiarity of listening comprehension on the pretest. In the end, t-test indicates a positive influence of SRFT for the experimental group in the posttest. The findings of this study recommend sequencing tasks in English classes as a basic tool to improve the listening performance of learners. | ||
| کلیدواژهها | ||
| task sequencing؛ familiar task؛ task repetition؛ task complexity؛ listening task | ||
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آمار تعداد مشاهده مقاله: 258 |
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