the impact of knowledge background on listening comprehension a mong iranian efl learnes: a vygotskyan perspective

vygotsky’s concept of “scaffolding”(1978), which is defined by him as helping the learners to process the information, has significantly contributed to improvement of the three language skills of speaking, writing, and reading comprehension and particularly the two latter ones (writing and reading) among the efl learners (brown, 2000). it is while the effect of scaffolding on listening comprehension skill has been studied by very few studies. this study aims to investigate the possible effects of giving the related background such as telling the stories and experiences similar to the ones included in the listening materials on the listening comprehension skill among 60 upper-intermediate level students through an experimental method in an english language institute in rafsanjan. the participants were chosen through matched cases method and 30 members were assigned to each of the control group and experimental group. the instruments used in this study were two listening comprehension tests. one of these tests was used before the investigation to recognize the listening level of each student. the other test which was different from the first one in content was given to both groups after the treatment to see if this treatment has any impact on the facilitating the participants’ processing of listening materials. the results of the t-test for independent samples showed the experimental group who was provided with such as related questions, experiences, stories and discussion before listening to the test materials got higher test scores in the post-test than the control group that wasn’t provided with any knowledge background.