همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

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صفحه اصلی / پنجمین همایش رویکردهای میان رشته ای به آموزش زبان، ادبیات و مطالعات ترجمه

The Effect of Prosody Shadowing through Task-based Embedded Instruction on Listening Comprehension Ability of Iranian EFL Learners

نویسندگان :

Saeid Najafi Sarem¹ Yasaman Seif² Neda Toughiry³

1- دانشگاه آزاد اسلامی واحد هم 2- دانشگاه آزاد اسلامی واحد همدان 3- دانشگاه آزاد اسلامی واحد همدان

کلمات کلیدی :

prosody shadowing،listening comprehension،task-based instruction،EFL learners،second language acquisition،task-based embedded instruction

چکیده :

Listening is widely recognized as a fundamental component of communicative competence and plays a crucial role in effective communication. In second language (L2) instruction, prosody shadowing has emerged as a key technique for improving listening skills. The present study aimed to investigate the effect of prosody shadowing through task-based embedded instruction on the listening comprehension abilities of Iranian intermediate EFL learners. Sixty female participants, aged 14–25, were selected from a pool of 100 learners based on their performance in the Oxford Placement Test (OPT). A listening pretest was administered to assess the participants’ initial listening proficiency. The experimental group underwent task-based embedded instruction, which involved three task stages: task input, pedagogical task work, and target task performance. Following the intervention, a post-test was administered to evaluate the learners' progress. The data analysis revealed that the experimental group significantly outperformed the control group in listening comprehension. The findings of this study offer valuable implications for language teachers and material developers aiming to enhance listening instruction in EFL contexts.