• Nasrin Shokrpour

  Author

• Dr Ali Mahboudi

  Author

• Elham Kargar

  Author

The aim of this study was to investigate the relationship between explicit knowledge of
grammar and listening comprehension performance. The role of proficiency level in this process
was also investigated. More specifically, it aimed at determining which group of explicit
knowledge and proficiency level was better in using their knowledge in listening comprehension
performance. To achieve the goal, 90 graduate and undergraduate students in Payeme Noor
University of Jahroom who were majoring in English participated in the study. The battery of
test including placement test, grammaticality judgment test and listening comprehension test was
used to gather the data. Analytic as well as descriptive analysis of the data was run to explore
the relationship between these variables. First a set of correlation coefficients was computed to
explore the relationship between explicit knowledge of grammar and listening comprehension
performance. The results showed that there was a strong relationship between EFL learners’
explicit knowledge and listening comprehension performance. Then, the results of Standard
Multiple Regression test demonstrated that there is a significant relationship between explicit
knowledge of grammar and two groups (high and intermediate) of proficiency level in listening
comprehension performance. The results suggest that learning explicit grammatical knowledge
is necessary in EFL context and needs much more consideration.

• pdf