The efficacy of segmental/suprasegmental <i>vs.</i> holistic pronunciation instruction on the development of listening comprehension skills by EFL learners

The present study investigated the efficacy of segmental/suprasegmental vs. holistic pronunciation instruction in development listening comprehension skills by EFL learners, using a pre-test post-test design. Six groups 20 intermediate learners at university Iran took part study, all receiving same amount (10 hours over 5 weeks). control group listened to/viewed authentic audio recordings and movies English, discussed their contents, completed variety tasks but received no instruction. Four experimental similar activities during one third teaching time (20 minutes per class), an explanation segmental or suprasegmental features followed production-focused perception-focused practice. final with mixed perception/production-focused practice for each hour-long class. Versions Longman’s TOEFL English proficiency test (paper-based) were used to assess pre-test, immediate delayed post-test. findings revealed that enhanced Iranian more than separate training, either perception