抄録
The purpose of the study was to compare the effectiveness for listening comprehension of listening once, twice, and three times without a pause, and listening once with a pause inserted. Seventy-two second grade Japanese senior high school students, whose English proficiency was low, participated in the experimental study. Thirty-seven students listened to the listening material once, twice, and three times, and every time they listened to the material they answered questions. Thirty-five students listened to the pause-inserted listening material once and answered the questions. The results showed that by listening twice they obtained the highest score, followed by three times, the pause-inserted version and listening just once. There was a significant difference between listening once and twice, but no significant difference between listening once and the pause-inserted version. Possible reasons for the results are discussed.
