1.4. Significant of the study. 7

1.5. Research Question of the study. 7

1.6. Hypothese of study. 7

1.7. Definitions of Key Terms. 8

1.8. Summary. 8

Chapter Two : Literature review

2.0 Introduction. 9

2.1What is listening?. 11

2.3 Theory of listening comprehension. 15

2.4 Listening strategies. 15

2.5 One-way listening versus two way listening. 17

2.6 General proficiency in listening comprehension. 19

2.7 Empirical research about listening comprehension. 20

2.8 Role’s of listeners in the classroom.. 22

2.9 Relation between listening and speaking. 23

2.10 General framework about the speech rate. 25

2.11 Defining speech rate terminology. 26

2.12 Speech rate and Preceding research. 27

2.13 speech rate and different effect on listening. 29

2.14 Standard speech rate in English. 30

2.15 Speech rate and interlocutor. 33

2.16 Appropriate speech rate. 34

2.17 Natural rate vs slow rate. 36

2.18 Control speech rate vs. slow speech rate. 38

2.19 Problem of speech rate. 40

2. 20 Modified speech rate and listening. 41

Chapter 3:Methodology

3.0 Introduction. 43

1.4. Significant of the study. 7

1.5. Research Question of the study. 7

1.6. Hypothese of study. 7

1.7. Definitions of Key Terms. 8

1.8. Summary. 8

Chapter Two : Literature review

2.0 Introduction. 9

2.1What is listening?. 11

2.3 Theory of listening comprehension. 15

2.4 Listening strategies. 15

2.5 One-way listening versus two way listening. 17

2.6 General proficiency in listening comprehension. 19

2.7 Empirical research about listening comprehension. 20

2.8 Role’s of listeners in the classroom.. 22

2.9 Relation between listening and speaking. 23

2.10 General framework about the speech rate. 25

2.11 Defining speech rate terminology. 26

2.12 Speech rate and Preceding research. 27

2.13 speech rate and different effect on listening. 29

2.14 Standard speech rate in English. 30

2.15 Speech rate and interlocutor. 33

2.16 Appropriate speech rate. 34

2.17 Natural rate vs slow rate. 36

2.18 Control speech rate vs. slow speech rate. 38

2.19 Problem of speech rate. 40

2. 20 Modified speech rate and listening. 41

Chapter 3:Methodology

3.0 Introduction. 43

3.1 Design of the study. 44

3.2 Participants. 45

3.3 Materials. 45

3.4 Procedures. 46

3.5 Methods of analyzing data. 47

3.6 Summary. 47

Chapter Four :Results

4.0. Introduction. 47

4.1. Data analysis and findings. 48

4.1.1. Descriptive Analysis of the Data. 48

4.2. Results of Hypothesis Testing. 52

4.3. Summary. 53

Chapter Five General Discussion

5.1 General Discussion. 53

5.2 Pedagogical implication. 54

5.3 Limitation of the study. 55

5.4 Suggestion for further research. 56

References. 57

Appendixes….. 65

Appendix A(OPT Test). 62

Appendix B.. 67

Appendix C.. 71

List of Tables

Title                                                                                                                      Page

Table(1) shows the “normal” and the “slow” SR ranges adopted. Table 1 Note. NS: normal speeds, 3-Sp: 3-second pauses, DA: deliberate articulation The Listening. 27

Table(2) :Measuring unit 32

Table(3): Standard speech rate. 32

Table (4):Showed different speech rate (ideal speech rate). 41

Table4. 1. 49

Table4. 2. Descriptive analysis of pre and posttest in both groups. 50

Table4.3.The results of T-TEST to examine the differences between pre and. 50

post test in control and experimental 50

Table 4.4. Mean and adjusted means of listening comprehension test in post test 50

Table4.5.listening comprehension covariance in both groups. 51

 

List of Figures

Title                                                                                                                     Page 

Figure1.1. the Diagram of the Design of the Study. 44

Figure4.1. level of listening comprehension in both groups (experimental, control). 49

Figure4.2. means of listening comprehension in post test in both groups. 52

Abstract

The aim of the present study was to investigate the Impact of Speech Rate on Iranian Intermediate EFL Learners’ Listening Comprehension Ability. To achieve this purpose, forty four participants intermediate language learners were selected based on their scores on a knowledge on an OPT Test as the randomly assigned to two groups experimental and control group.  Each group was exposed to as pre-test and post-test. At the end of the experiment, to see whether or not any changes happened regarding their comprehension with two different rate of speech .the results suggested that the participants who receive slow speech rate  have higher listening comprehension ability after posttest comparing to control group.

Keywords: Listening Comprehension, Speech Rate, EFL.

Chapter one

1.0 Introduction

This study is the importance of EFL learner’s rate’s of speech, which is essential pre request skills for speaking because that was influenced on listening comprehension of interlocutors so good listeners become good communicators. Although there is the lack of enough research and the systematic investigation about the listening comprehension (Joiner, 1986; Long, 1987; Dunkel,1991; Rubin, 1994; Mendelsohn, 1998) because there is a belief about the this happen that without the natural exposure to spoken language we can’t acquire listening comprehension ability while other skills should be thought through directional instruction in school setting (Herron &Sedy,1991; Schmidt-Rinehart,1992). This belief showed that there is an important attention of researchers on the language and the lack of materials available for teachers who emphasize role of listening for the students L2 learning.  When nonnative listeners have problem for understanding a passage , they usually complain that language is spoken too fast (white,1987) but if they practice listening they can reinforce their speaking and better perceive message .According to Rivers (1966,pp.196, 204) an advocate for listening comprehension , ”Speaking does not of itself constitute communication unless what is said is comprehended by another person… teaching the comprehension of spoken speech is there for of primary importance if the communication aim is to be reached.’ Listening comprehension is important for both teacher and student, Chastain (1976) language teachers and students want to overlook the importance of listening comprehension skill. They do because they fail to developing attention on functional listening comprehension they just attention on fix completely ,speaking, because information processing time factor as an important in listening comprehension.L2 learners have difficulty recognize different part of message ,they can’t separate any noise , syntax and functional, and other part of sentence even in their language therefore they are not good listener when they are contacted with fast speech sound they confused, this happen reflected a question that often heard, ”Do you speak…? ” Obviously, one cannot speak a language unless can understand it .Listening comprehension process is internal not subject to direct and external observation and make correction. Also , since the teachers in their classrooms have little experience for providing class activities for improving students listening comprehension ability they can’t be prepare suitable activity for guidance of learners .The learners for learning to speak English first should

 

3.1 Design of the study. 44

3.2 Participants. 45

3.3 Materials. 45

3.4 Procedures. 46

3.5 Methods of analyzing data. 47

3.6 Summary. 47

Chapter Four :Results

4.0. Introduction. 47

4.1. Data analysis and findings. 48

4.1.1. Descriptive Analysis of the Data. 48

4.2. Results of Hypothesis Testing. 52

4.3. Summary. 53

Chapter Five General Discussion

5.1 General Discussion. 53

5.2 Pedagogical implication. 54

5.3 Limitation of the study. 55

5.4 Suggestion for further research. 56

References. 57

Appendixes….. 65

Appendix A(OPT Test). 62

Appendix B.. 67

Appendix C.. 71

List of Tables

Title                                                                                                                      Page

Table(1) shows the “normal” and the “slow” SR ranges adopted. Table 1 Note. NS: normal speeds, 3-Sp: 3-second pauses, DA: deliberate articulation The Listening. 27

Table(2) :Measuring unit 32

Table(3): Standard speech rate. 32

این مطلب را هم بخوانید :

Table (4):Showed different speech rate (ideal speech rate). 41

Table4. 1. 49

Table4. 2. Descriptive analysis of pre and posttest in both groups. 50

Table4.3.The results of T-TEST to examine the differences between pre and. 50

post test in control and experimental 50

Table 4.4. Mean and adjusted means of listening comprehension test in post test 50

Table4.5.listening comprehension covariance in both groups. 51

 

List of Figures

Title                                                                                                                     Page 

Figure1.1. the Diagram of the Design of the Study. 44

Figure4.1. level of listening comprehension in both groups (experimental, control). 49

Figure4.2. means of listening comprehension in post test in both groups. 52

Abstract

The aim of the present study was to investigate the Impact of Speech Rate on Iranian Intermediate EFL Learners’ Listening Comprehension Ability. To achieve this purpose, forty four participants intermediate language learners were selected based on their scores on a knowledge on an OPT Test as the randomly assigned to two groups experimental and control group.  Each group was exposed to as pre-test and post-test. At the end of the experiment, to see whether or not any changes happened regarding their comprehension with two different rate of speech .the results suggested that the participants who receive slow speech rate  have higher listening comprehension ability after posttest comparing to control group.

Keywords: Listening Comprehension, Speech Rate, EFL.

Chapter one

1.0 Introduction

This study is the importance of EFL learner’s rate’s of speech, which is essential pre request skills for speaking because that was influenced on listening comprehension of interlocutors so good listeners become good communicators. Although there is the lack of enough research and the systematic investigation about the listening comprehension (Joiner, 1986; Long, 1987; Dunkel,1991; Rubin, 1994; Mendelsohn, 1998) because there is a belief about the this happen that without the natural exposure to spoken language we can’t acquire listening comprehension ability while other skills should be thought through directional instruction in school setting (Herron &Sedy,1991; Schmidt-Rinehart,1992). This belief showed that there is an important attention of researchers on the language and the lack of materials available for teachers who emphasize role of listening for the students L2 learning.  When nonnative listeners have problem for understanding a passage , they usually complain that language is spoken too fast (white,1987) but if they practice listening they can reinforce their speaking and better perceive message .According to Rivers (1966,pp.196, 204) an advocate for listening comprehension , ”Speaking does not of itself constitute communication unless what is said is comprehended by another person… teaching the comprehension of spoken speech is there for of primary importance if the communication aim is to be reached.’ Listening comprehension is important for both teacher and student, Chastain (1976) language teachers and students want to overlook the importance of listening comprehension skill. They do because they fail to developing attention on functional listening comprehension they just attention on fix completely ,speaking, because information processing time factor as an important in listening comprehension.L2 learners have difficulty recognize different part of message ,they can’t separate any noise , syntax and functional, and other part of sentence even in their language therefore they are not good listener when they are contacted with fast speech sound they confused, this happen reflected a question that often heard, ”Do you speak…? ” Obviously, one cannot speak a language unless can understand it .Listening comprehension process is internal not subject to direct and external observation and make correction. Also , since the teachers in their classrooms have little experience for providing class activities for improving students listening comprehension ability they can’t be prepare suitable activity for guidance of learners .The learners for learning to speak English first should