摘要：This study examined the effects of two types of pre-listening activities: bottom-up
and top-down on Iranian elementary EFL learners’ listening comprehension
performance. By TOFEL (PBT) test, 90 learners were selected as elementary ones
for this study. They were randomly assigned to two experimental and one control
groups each consisting of 30 learners. After giving the pretest, vocabulary
preparation and content related support were given as the treatment to two
experimental groups. The learners in control group received filler activities. At the
end of the experiment, the posttest was performed to all learners to measure the
possible effects of the treatment. The results revealed the significant differences
between the learners’ pre-test and post test scores. The analyses of the data
confirmed the great impact of pre-listening support on listening comprehension
performance of Iranian elementary EFL learners.
关键词：bottom;up; top;down; pre;listening; content related support; vocabulary
preparation
