Abstract ۱
Chapter one: Introduction
۱.۰ Introduction ۲
۱.۲ Theoretical Framework ۴
۱ .۳ statement of problem ۵
۱.۴. Significant of the study ۷
۱.۵. Research Question of the study ۷
۱.۶. Hypothese of study ۷
۱.۷. Definitions of Key Terms ۸
۱.۸. Summary ۸
Chapter Two : Literature review
۲.۰ Introduction ۹
۲.۱What is listening? ۱۱
۲.۳ Theory of listening comprehension ۱۵
۲.۴ Listening strategies ۱۵
۲.۵ One-way listening versus two way listening ۱۷
۲.۶ General proficiency in listening comprehension ۱۹
۲.۷ Empirical research about listening comprehension ۲۰
۲.۸ Role’s of listeners in the classroom ۲۲
۲.۹ Relation between listening and speaking ۲۳
۲.۱۰ General framework about the speech rate ۲۵
۲.۱۱ Defining speech rate terminology ۲۶
۲.۱۲ Speech rate and Preceding research ۲۷
۲.۱۳ speech rate and different effect on listening ۲۹
۲.۱۴ Standard speech rate in English ۳۰
۲.۱۵ Speech rate and interlocutor ۳۳
۲.۱۶ Appropriate speech rate ۳۴
۲.۱۷ Natural rate vs slow rate ۳۶
۲.۱۸ Control speech rate vs. slow speech rate ۳۸
۲.۱۹ Problem of speech rate ۴۰
۲. ۲۰ Modified speech rate and listening ۴۱
Chapter 3:Methodology
۳.۰ Introduction ۴۳
۳.۱ Design of the study ۴۴
۳.۲ Participants ۴۵
۳.۳ Materials ۴۵
۳.۴ Procedures ۴۶
۳.۵ Methods of analyzing data ۴۷
۳.۶ Summary ۴۷
Chapter Four :Results
۴.۰. Introduction ۴۷
۴.۱. Data analysis and findings ۴۸
۴.۱.۱. Descriptive Analysis of the Data ۴۸
۴.۲. Results of Hypothesis Testing ۵۲
۴.۳. Summary ۵۳
Chapter Five General Discussion
۵.۱ General Discussion ۵۳
۵.۲ Pedagogical implication ۵۴
۵.۳ Limitation of the study ۵۵
۵.۴ Suggestion for further research ۵۶
References ۵۷
Appendixes ۶۵
Appendix A(OPT Test) ۶۲
Appendix B ۶۷
Appendix C ۷۱

List of Tables
Title Page
Table(1) shows the “normal” and the “slow” SR ranges adopted. Table 1 Note. NS: normal speeds, 3-Sp: 3-second pauses, DA: deliberate articulation The Listening ۲۷
Table(2) :Measuring unit ۳۲
Table(3): Standard speech rate ۳۲
Table (4):Showed different speech rate (ideal speech rate) ۴۱
Table4. 1. ۴۹
Table4. 2. Descriptive analysis of pre and posttest in both groups ۵۰
Table4.3.The results of T-TEST to examine the differences between pre and ۵۰
post test in control and experimental ۵۰
Table 4.4. Mean and adjusted means of listening comprehension test in post test ۵۰
Table4.5.listening comprehension covariance in both groups ۵۱

List of Figures
Title Page

Figure1.1. the Diagram of the Design of the Study ۴۴
Figure4.1. level of listening comprehension in both groups (experimental, control) ۴۹
Figure4.2. means of listening comprehension in post test in both groups ۵۲

The aim of the present study was to investigate the Impact of Speech Rate on Iranian Intermediate EFL Learners’ Listening Comprehension Ability. To achieve this purpose, forty four participants intermediate language learners were selected based on their scores on a knowledge on an OPT Test as the randomly assigned to two groups experimental and control group. Each group was exposed to as pre-test and post-test. At the end of the experiment, to see whether or not any changes happened regarding their comprehension with two different rate of speech .the results suggested that the participants who receive slow speech rate have higher listening comprehension ability after posttest comparing to control group.
Keywords: Listening Comprehension, Speech Rate, EFL.

Chapter one
۱.۰ Introduction
This study is the importance of EFL learner’s rate’s of speech, which is essential pre request skills for speaking because that was influenced on listening comprehension of interlocutors so good listeners become good communicators. Although there is the lack of enough research and the systematic investigation about the listening comprehension (Joiner, 1986; Long, 1987; Dunkel,1991; Rubin, 1994; Mendelsohn, 1998) because there is a belief about the this happen that without the natural exposure to spoken language we can’t acquire listening comprehension ability while other skills should be thought through directional instruction in school setting (Herron &Sedy,1991; Schmidt-Rinehart,1992). This belief showed that there is an important attention of researchers on the language and the lack of materials available for teachers who emphasize role of listening for the students L2 learning. When nonnative listeners have problem for understanding a passage , they usually complain that language is spoken too fast (white,1987) but if they practice listening they can reinforce their speaking and better perceive message .According to Rivers (1966,pp.196, 204) an advocate for listening comprehension , ”Speaking does not of itself constitute communication unless what is said is comprehended by another person… teaching the comprehension of spoken speech is there for of primary importance if the communication aim is to be reached.’ Listening comprehension is important for both teacher and student, Chastain (1976) language teachers and students want to overlook the importance of listening comprehension skill. They do because they fail to developing attention on functional listening comprehension they just attention on fix completely ,speaking, because information processing time factor as an important in listening comprehension.L2 learners have difficulty recognize different part of message ,they can’t separate any noise , syntax and functional, and other part of sentence even in their language therefore they are not good listener when they are contacted with fast speech sound they confused, this happen reflected a question that often heard, ”Do you speak…? ” Obviously, one cannot speak a language unless can understand it .Listening comprehension process is internal not subject to direct and external observation and make correction. Also , since the teachers in their classrooms have little experience for providing class activities for improving students listening comprehension ability they can’t be prepare suitable activity for guidance of learners .The learners for learning to speak English first should learn to understand real language situations to comprehend purpose of native speakers in their speaking .Previous studies showed that many students who go to another country are much less able to perceive native speech than they are to create message ,incomplete as that native speakers can understand. This showed that listening comprehension is necessary for language learning and communicating to real language situation to the teachers and students want to achieve in communication goals. Psychologists describe listening as the comprehending meaning of stream of verbal symbols. Listening comprehension is the most important part of language learning means of the students can’t learn the language without comprehension of it. In spite of learner would like to perceive second language speakers they want to comprehend different speed of speech sound. When students listen to speech sound for making sense of it they should understand perfectly at the first of all gist of native speaker said as part of important skills, listener contrast to reader who has opportunity to go back for understanding, they can’t go back to the next so speaker should have enough knowledge about the speaking and interlocutor for adopting simplified input that called foreign talk to non-native speakers by using a slower speech rate. According to (Dunkel, 1991; Rost, 2001; Vandergrift, 2007) Listening is an important language skill to develop second language acquisition. Listening comprehension in the classroom for some of the learners want to perceive oral presentation of her teacher is the same way need to struggle with listening comprehension they will struggle to learn material presented orally. According to grift (2007) one of the reasons might be that learners are not taught how to learn listening effectively. If the teachers aware of some factors that affect listening comprehension helps them better provide the needs of their students in the fact that how the learners listen, has essential effect on learners job and on the better relationships with others for students listen to get information and enjoyment, to learn and understand Because according to some researchers we remember between 25 percent and 50 percent of what we listen. It means that when we talk with others for 10 minutes, they pay attention to less than

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