This study examined the effect of two different authentic topic-familiar rhetorical L2 listening tasks (expository and argumentative) differing in reasoning demand on the listening comprehension scores of a number of Iranian EFL advanced learners. Sixty homogeneous advanced learners were recruited based on their performance on an English Language Proficiency test (Fowler & Coe, 1976). Then they...

This paper aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, listening and speaking) and language areas (i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary texts in foreign language classroom and main criteria for selecting suitable literary texts in foreign language classes are stre...

The article is devoted to the exploration of characteristics pedagogical listening being an essential part foreign language teachers communication activity and requiring special concern within system future professionals training. study aims make a case for need competence be subjected focused development during professional first provides definition analysis functions peculiarities covered in ...

This study aims to highlight the utilization of literary genre as a well-liked method for instructing both language skills (that is say, writing, reading, speaking, and listening) fields are grammar, pronunciation, vocabulary). Why employing textbooks in foreign classrooms main motives choosing appropriate fictional texts these emphasized make reader acquainted with motivating incentives standa...

Aural lexical knowledge (ALK) is crucial for second language (L2) listening. Despite its importance, there scant research that has validly explored the relationship between ALK and L2 listening across different English as a Foreign Language (EFL) contexts. In an effort to broaden this base, current study closely replicates previous study, Cheng et al. (2022), which measured single-word ALK, phr...

Listening, the very basic language skill is consistently interrelated and intervened with the other language skills speaking, reading and writing. Until the late nineteenth century written mode is predominant in language learning and then onwards listening began to gain its significance in language teaching. The challenges towards teaching listening are now better understood because of the new ...