The Effect of Connected Speech Teaching on Listening Comprehension of Iranian EFL Learners

Mahmood Rahimi, Azizeh Chalak


Listening comprehension is the most problematic skill among Iranian EFL learners even for those who passed high level of proficiency. The present study investigated the effects of teaching explicit instruction of connected speech on Iranian EFL learners’ listening comprehension. It also investigated learners’ attitudes towards this kind of training. For the purpose of the study, 52 male subjects aged 14 to 19 were purposefully selected. The Iranian EFL learners were given explicit instruction of connected speech features for five weeks. Listening comprehension tests and dictation tests were used before and after the treatment to determine if such instruction enhanced listening comprehension, and also, to determine whether the subjects were able to recognize individual words in connected speech. The subjects were asked to complete a questionnaire after the treatment in order to determine their attitudes toward the instruction. The results of the study showed significant improvement in learners’ ability to recognize individual words in connected speech through the instruction of connected speech feature. On the question of listening comprehension, the instruction of connected speech features significantly enhanced listening comprehension. The learners expressed that they were able to recognize English prosody including connected speech features better after the instruction. They had positive attitude toward this instruction. This study clearly presented the importance and usefulness of teaching connected speech features. The finding of this study could help teachers and curriculum designers in the field to employ new ways to improve learners' listening comprehension.


Connected speech, Iranian EFL Learners, Listening Comprehension, Supra-segmental Features

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