Yekta Razieh Rabbani, Alighadr Nima, Pournia Somayeh
Department of Literature and Foreign Languages, Payame Noor University, Tehran, Iran.
School of Foreign Languages, Istanbul University Cerrahpasa, Istanbul, Türkiye.
Cogn Process. 2025 Feb;26(1):75-89. doi: 10.1007/s10339-024-01232-x. Epub 2024 Oct 1.
This study explores the impact of inductive and deductive aural vocabulary pre-teaching on word recognition from speech (WRS) among 72 Iranian EFL intermediate learners from a language institute. Participants were randomly divided into three groups: Group A (inductive), Group B (deductive), and Group C (routine instruction of the language institute). Each group consisted of 24 participants, with 12 male and 12 female intermediate EFL learners. Assessments included pre-test, immediate post-test, and delayed post-test. Statistical analyses, including mixed ANOVA, one-way ANOVA, Scheffe tests, and paired samples t-tests, were conducted. Results indicated superior performance in experimental groups with no significant difference between inductive and deductive methods, showcasing lasting effects on WRS. This study provides valuable insights for language educators, learners, curriculum designers, and institutes to enhance EFL listening proficiency through aural vocabulary instructions.
本研究探讨了归纳式和演绎式听力词汇预教学对一所语言机构的72名伊朗英语中级学习者的语音单词识别（WRS）的影响。参与者被随机分为三组：A组（归纳式）、B组（演绎式）和C组（语言机构的常规教学）。每组由24名参与者组成，其中包括12名男性和12名女性中级英语学习者。评估包括前测、即时后测和延迟后测。进行了统计分析，包括混合方差分析、单因素方差分析、谢费检验和配对样本t检验。结果表明，实验组表现优异，归纳法和演绎法之间无显著差异，显示出对语音单词识别的持久影响。本研究为语言教育工作者、学习者、课程设计者和机构提供了宝贵的见解，以便通过听力词汇教学提高英语听力水平。
