期刊名称：International Journal of English and Education
印刷版ISSN：2278-4012
出版年度：2014
卷号：3
期号：3
出版社：Brahmaputra Publishing House
摘要：The aim of this study was to investigate the relationship between explicit knowledge ofgrammar and listening comprehension performance. The role of proficiency level in this processwas also investigated. More specifically, it aimed at determining which group of explicitknowledge and proficiency level was better in using their knowledge in listening comprehensionperformance. To achieve the goal, 90 graduate and undergraduate students in Payeme NoorUniversity of Jahroom who were majoring in English participated in the study. The battery oftest including placement test, grammaticality judgment test and listening comprehension test wasused to gather the data. Analytic as well as descriptive analysis of the data was run to explorethe relationship between these variables. First a set of correlation coefficients was computed toexplore the relationship between explicit knowledge of grammar and listening comprehensionperformance. The results showed that there was a strong relationship between EFL learners’explicit knowledge and listening comprehension performance. Then, the results of StandardMultiple Regression test demonstrated that there is a significant relationship between explicitknowledge of grammar and two groups (high and intermediate) of proficiency level in listeningcomprehension performance. The results suggest that learning explicit grammatical knowledgeis necessary in EFL context and needs much more consideration.
