چکیده:
The present study was an attempt to examine the effect of the degree of
contextualization on reading and listening comprehension tests. In other words, it was
intended to check the performance of the learners providing with high contextualized
input compared to those who received low contextualized input. In doing so, 36
intermediate learners from an English Language Institute, participated in this study.
Following that, two kinds of reading comprehension tests, more contextualized and less
contextualized, and two kinds of listening comprehension tests, more contextualized
and less contextualized, were designed. The data collected from the participants were
analyzed by using t-test analysis. Findings revealed that there was a significant
difference between the mean score of more contextualized input and less contextualized
input in both reading and listening comprehension tests. However, the results of the
present study showed that contextualization seemed not to have any significant effect
on the reading and listening. It was concluded that both learners' proficiency level and
degree of contextualization should be considered when designing listening and reading
comprehension tests.
خلاصه ماشینی:
"Based on the results, the group that read the texts containing more contextual clues had significantly higher scores on both tests of meaning which indicated that the quality of context rather than the number of encounters may have greater effect on in inferring the meaning of unknown words and gaining knowledge of meaning.
As such, the present study was aimed to extend our knowledge to examine the effectiveness of contextualization on learners’ listening and reading comprehension to see whether this characteristic of the nature of language input makes any difference in their listening and reading performance.
Actually, by contextualizing the listening comprehension and using more contextual clues in the test input, the researcher can help the learner to catch the meaning of the task, and leads them to perform better.
In other words, a likely explanation for the lack of the difference between the mean scores of the reading comprehension test and listening comprehension test would be that the degree of contextualization or contextual clues employed in the input were overused in a way that input did not pose much difficulty for participants understanding or interpreting it.
In other words, contextualization as a test method facet has a crucial effect on the performance of the test takers, and test developers or designers should take care of the degree or amount to which listening and reading comprehension test inputs are contextualized in order to maximize the validity of the test."