| The Impact of Explicit Polysemy Instruction on Listening Comprehension: A Cognitive Linguistic Intervention among Iranian EFL Learners |
| کد مقاله : 1213-ELTCONF7. |
| نویسندگان |
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سعید نجفی صارم *1، پرنیا سماوات2، امیرحسین لطفی3 1Department of English, Ha.C., Islamic Azad University, Hamedan, Iran 2Department of English, NT.C., Islamic Azad University, Hamedan, Iran 3Department of English, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran |
| چکیده مقاله |
| Listening comprehension poses a significant challenge for EFL learners, particularly when faced with lexically ambiguous input. Polysemous words—words with multiple related meanings—are a key source of such ambiguity. Grounded in cognitive linguistics, this quasi-experimental study investigated the efficacy of explicit polysemy instruction on the listening comprehension of Iranian intermediate EFL learners. Sixty learners were selected from a private language institute and randomly assigned to an experimental group (n=30) and a control group (n=30). Both groups were pretested using the Listening section of the Preliminary English Test (PET). Over eight instructional sessions, the experimental group received explicit instruction on polysemous words, focusing on core senses and their radial networks, followed by listening practice from the Developing Tactics for Listening coursebook. The control group engaged solely in the listening practice without any explicit vocabulary instruction. Following the treatment, a PET listening posttest was administered. An Analysis of Covariance (ANCOVA), with the pretest as a covariate, was conducted to compare the posttest scores. The results revealed a statistically significant difference between the groups, with the experimental group outperforming the control group (F(1, 57) = 8.68, p = .005, partial η² = .132). This finding indicates that teaching English polysemous words from a cognitive perspective has a positive and significant effect on enhancing EFL learners' listening comprehension. The study underscores the value of integrating cognitive linguistic principles into vocabulary instruction to address a specific listening difficulty. |
| کلیدواژه ها |
| Keywords: listening comprehension, polysemy, cognitive linguistics, EFL learners, vocabulary instruction, quasi-experimental study. |
| وضعیت: پذیرفته شده مشروط برای ارائه شفاهی |