The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability.
| Published in | International Journal of Language and Linguistics (Volume 2, Issue 5) |
| DOI | 10.11648/j.ijll.20140205.14 |
| Page(s) | 310-316 |
| Creative Commons |
This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited. |
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Copyright © The Author(s), 2024. Published by Science Publishing Group |
Chunk Learning, Iranian EFL Learners, Listening Comprehension
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APA Style
Abdol-Majid Mohseni, Amir Marzban, Abdollah Keshavarzi. (2014). The Effect of Chunk Learning on Listening Comprehension. International Journal of Language and Linguistics, 2(5), 310-316. https://doi.org/10.11648/j.ijll.20140205.14
ACS Style
Abdol-Majid Mohseni; Amir Marzban; Abdollah Keshavarzi. The Effect of Chunk Learning on Listening Comprehension. Int. J. Lang. Linguist. 2014, 2(5), 310-316. doi: 10.11648/j.ijll.20140205.14
AMA Style
Abdol-Majid Mohseni, Amir Marzban, Abdollah Keshavarzi. The Effect of Chunk Learning on Listening Comprehension. Int J Lang Linguist. 2014;2(5):310-316. doi: 10.11648/j.ijll.20140205.14
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Download@article{10.11648/j.ijll.20140205.14,
author = {Abdol-Majid Mohseni and Amir Marzban and Abdollah Keshavarzi},
title = {The Effect of Chunk Learning on Listening Comprehension},
journal = {International Journal of Language and Linguistics},
volume = {2},
number = {5},
pages = {310-316},
doi = {10.11648/j.ijll.20140205.14},
url = {https://doi.org/10.11648/j.ijll.20140205.14},
eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20140205.14},
abstract = {The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability.},
year = {2014}
}
TY - JOUR T1 - The Effect of Chunk Learning on Listening Comprehension AU - Abdol-Majid Mohseni AU - Amir Marzban AU - Abdollah Keshavarzi Y1 - 2014/09/10 PY - 2014 N1 - https://doi.org/10.11648/j.ijll.20140205.14 DO - 10.11648/j.ijll.20140205.14 T2 - International Journal of Language and Linguistics JF - International Journal of Language and Linguistics JO - International Journal of Language and Linguistics SP - 310 EP - 316 PB - Science Publishing Group SN - 2330-0221 UR - https://doi.org/10.11648/j.ijll.20140205.14 AB - The present study is done to examine the effect of chunk learning on students’ listening comprehension. Based on the nature of the study, the null hypothesis was proposed, chunk learning has no effect on (TOEFL) listening comprehension. In order to test the null hypothesis, a sample of 60 students was chosen. They were randomly put into two groups (experimental and control). Members of each group were randomly assigned to one of the following conditions; first the experimental group was given the same passages containing multiword in the passages of experimental group and the control group that we did not give them any passages in multiword. The design used for this study was a quasi experimental one. An English Language Test was administered at the beginning to ensure the homogeneity of the two groups in language proficiency. Then a pre-test was done to measure the student’s knowledge of multi words. After the treatment which took 20 sessions,30 minutes per session, the same pre-test was administered as a post-test to measure the effect of the treatment. Analysis of the calculated normality test (K-S), descriptive statistic of pre-test, paired sample t-test and independent sample t-test for experimental and control group provided us with the judgment to reject the null hypothesis. In other words, the result revealed that: chunk learning (multi words, verbs idioms and collocations) has a significant effect on listening comprehension ability. VL - 2 IS - 5 ER -
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