摘要：The present study attempted to investigate the effect of semantic mapping strategy instruction on Iranian intermediate EFL learners’ listening comprehension. A quasi experimental research with the pretest-posttest control group design was used in this study. The study was conducted at Meraj language institute in Tabriz, Iran. A CELT test was administered and based on its results two classes were chosen as the homogenous ones, which were randomly assigned into the experimental and control groups, each with 35 students. After the listening comprehension pretest, which was already constructed for the purpose of this study, the experimental group received semantic mapping strategy instruction after listening to their supplementary books’ activities, while the control group did not receive this treatment. At the end of the 15 instructional sessions, the post test of listening was administered in both groups. The results of Independent-Samples t-test indicated that the experimental group outperformed the control group in listening comprehension. Hence, it is concluded that semantic mapping strategy instruction in comparison with commonplace approaches significantly enhanced Iranian intermediate EFL learners’ listening comprehension. The implications are provided for the syllabus designers, textbook writers and EFL teachers and learners.
其他摘要：The present study attempted to investigate the effect of semantic mapping strategy instruction on Iranian intermediate EFL learners’ listening comprehension. A quasi experimental research with the pretest-posttest control group design was used in this study. The study was conducted at Meraj language institute in Tabriz, Iran. A CELT test was administered and based on its results two classes were chosen as the homogenous ones, which were randomly assigned into the experimental and control groups, each with 35 students. After the listening comprehension pretest, which was already constructed for the purpose of this study, the experimental group received semantic mapping strategy instruction after listening to their supplementary books’ activities, while the control group did not receive this treatment. At the end of the 15 instructional sessions, the post test of listening was administered in both groups. The results of Independent-Samples t-test indicated that the experimental group outperformed the control group in listening comprehension. Hence, it is concluded that semantic mapping strategy instruction in comparison with commonplace approaches significantly enhanced Iranian intermediate EFL learners’ listening comprehension. The implications are provided for the syllabus designers, textbook writers and EFL teachers and learners.
