ipulation and subjective the ”suitable rate” speech rate facilitate listening comprehension by giving control of speech to students listening comprehension was achieved by slowing down the speech rate .Jensen and Vinther’s (2003) pointed that listening comprehension training slower speeds can help to improve L2 learner’s comprehension. Swain (1995) showed that SLA studies described comprehensible input is critical for language acquisition as well as comprehensible output Other studies (Snow, Van Eeden & Muysken, 1981), investigated the impact of quantity of L2 input on SLA determined that exposure only to native speaker interactions in the target language does not appear to support SLA. So it is the subject that not only the quantity, but also the quality, of input is important to L2 learning outcomes. This study selected according to list of studies two criteria: currently &diversity. Most of studies which is considered listening comprehension research and speech rate due to important role of oral skills in effective communication between native speakers and non-native speakers. Rost (2001) contended that ” a key difference between more successful and less successful acquirers relates in large part to ability to used listening as a means of acquisition” (P.94). The first criteria that is used by different researchers in different context are presented. Iran (hayati and khatib (2010), Japanese(Griffith 1992) and(Chun2001) ,China (Flowerdew and miller 1992),Turkey (Coskun,2008) and (Kawashima ,2010) .Although research on L2 listening is increased over the past decades with various subject: example of listening comprehension processes (Valette,1977;Lund,1991;Bacon,1992;Goh,1997,2000,2002;Rost,2001). This variety of information related to how speech rate affects the comprehensibility of input directed to EFL listeners of with different L1 speakers. According to (Rivers, 1982) there is English speech rate and listening in English for intermediate level school curriculum, In spite of the importance of speech rate for improving English listening comprehension and fluency .Although before these study some of speech rate in the elementary level of school they have conducted that a nationwide Standardized Achievement Test (NSAT) for few years ago which aimed to find out 6th grad students English communicative ability. Jung (2009) said that it has relatively slow which affected by speech rate of majority of elementary text books. There for to keep the students to exposure to slow rate of English for improving listening comprehension because speech rate has been identified as an important element that is affecting on listening comprehension regardless the common believes about facilitate it with different rate of speech.
2.1What is listening?