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The present research study aspires to discover the extent to which the provision of content related information assists language learners with their performance on post-lecture detailed listening comprehension questions. Twenty male and female adult university students at the upper intermediate level were randomly assigned into a control and experimental group. The participants in the experimental group performed pre-listening tasks through which they received general prior information aboutdoi:10.1016/j.sbspro.2010.03.914 fatcat:iegs576of5aq3i7tbhqj6u2vfi