- Cardenas-Claros, M. S. & Gruba, P. (2014). Listeners' interactions with help options in CALL. Computer Assisted Language Learning, 27(3), 228-245.
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摘要:Help options, or in-built application resources designed to provide assistance, have long been an integral component of computer-based second language (L2) listening materials. Despite their potential to promote comprehension and efficiency, research on the role of help options has lagged. Previous research has found that learners do not often make use of help options. With a focus on the interventions listeners may deem relevant for comprehension and task completion, the aim of this qualitative study is to examine the interactions of language learners as they use, or do not use, these potentially assistive resources. Data were gathered from 15 adult learners of English who worked with a set of Longman English Interactive(copyright) (2008) listening exercises over three one-hour sessions. Within two studies, each participant was interviewed on three and six different occasions. Through our cyclical analysis of the data, five themes emerged: Relevance, Challenge, Familiarity, Recovery and Compatibility. We define and discuss each theme, and we conclude the article with suggestions for further research. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, Listening, Listening Comprehension, English as a Second Language Teaching Materials, Language Teaching Materials, Computer Assisted Language Learning, English as a Second Language Instruction, Second Language Instruction
- Vidal, Karina. (2011). A comparison of the effects of reading and listening on incidental vocabulary acquisition. Language Learning, 61, 219-258.
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摘要:This article compares the effects of listening and reading on the incidental acquisition and retention of vocabulary. Two hundred thirty students participated in the study: They either (a) read three academic texts, (b) watched three lectures, or (c) received no input at all and just completed the vocabulary measures. This study also assessed and compared the relationship between acquisition through each of these presentation modes and the following factors: frequency of occurrence, type of word, type of elaboration, and predictability from word form and parts. The reading subjects made greater vocabulary gains than the listening subjects for all four levels of proficiency analyzed. Inspection of pairwise comparisons seemed to indicate that the difference in gains between the reading and listening conditions decreased as the students' proficiency increased. Similar trends emerged for retention. Reading also resulted in greater retention 1 month after the input, except for the highest proficiency students. For this group, no significant difference was found between the listening and reading delayed posttest scores. The relationship among each of the four factors was analyzed and vocabulary acquisition was also found to vary across input modes.
关键词:Reading, Retention Memory, Vocabulary Learning, Language Acquisition, Listening
- Thomson, R. I. (2012). Improving L2 listeners' perception of English vowels: A computer-mediated approach. Language Learning, 62, 1231-1258.
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摘要:A high variability phonetic training technique was employed to train 26 Mandarin speakers to better perceive ten English vowels. In eight short training sessions, learners identified 200 English vowel tokens, produced in a post bilabial stop context by 20 native speakers. Learners' ability to identify English vowels significantly improved in the training context and in one novel phonetic context. Training did not transfer to a third phonetic context. A delayed posttest indicated that improvement was maintained for one month after training was completed, although in the absence of training, no further improvement was found. Learners' scalar judgments regarding the certainty of their choices on identification tests indicated a significant increase in confidence after training. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, psycholinguistics, psychoacoustics/speech perception, English as a Second Language Instruction, Phonetics, Speech Perception, Vowel Perception, Listening, English as a Second Language Learning
- Derwing,T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. (2012). A longitudinal study of listening perception in adult learners of English: Implications for teachers. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 68(3), 247-266.
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摘要:This study is intended to help ESL (English as a second language) instructors make evidence-based decisions based on second language (L2) listening-development findings when selecting features for pronunciation instruction. In a longitudinal study of listening perception, we examined five common problems to determine which were most likely to improve in the absence of explicit instruction and which ones did not improve over time. Twenty Mandarin and 20 Slavic language speakers completed 5 tasks at 2-month intervals over a period of 10 months; we measured their listening perception of word stress, sentence stress, intonation, can/can't, and -teen/-ty number distinctions. We also compared the participants' scores at the final testing time to native speaker scores on the same tests. The L2 learners' perceptions of sentence stress, intonation, and -teen/-ty number distinctions improved while their perceptions of word stress and can/can't did not. When the L2 speakers' performance on the tests at the 10-month point was compared to that of the native speakers, there were no significant differences for word stress, intonation, and -teen/-ty number distinctions. However, the native speakers significantly outperformed the Slavic speakers on sentence stress and outperformed both the Slavic and Mandarin speakers on can/can't distinctions. Implications for pronunciation teaching within general adult ESL classes are discussed. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, Pronunciation Instruction, Speech Perception, Listening, Adults, English as a Second Language Learning, English as a Second Language Instruction, Mandarin, Slavic Languages
- Huang, Shu-Chen. (2011). Convergent vs. divergent assessment: Impact on college EFL students' motivation and self-regulated learning strategies. Language Testing, 28(2), 251-271.
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摘要:This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed. [Reprinted by permission of Sage Publications, Ltd., copyright holder.]
关键词:applied linguistics, English as a second/foreign language learning, applied linguistics, language testing and assessment, Motivation, Learning Strategies, Listening, Speech, English as a Second Language Learning, Language Tests, Taiwan, College Students
- Cross, J. (2011). Social-cultural-historical contradictions in an L2 listening lesson: A joint activity system analysis. Language Learning, 61, 820-867.
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摘要:Informed and inspired by neo-Vygotskian theory, this article outlines a study exploiting a contemporary conceptualization of Wells's (2002) joint activity system model as an exploratory framework for examining and depicting the social-cultural-historical contradictions in second-language (L2) learners' joint activity. The participants were a pair of advanced-level Japanese English-as-a-foreign-language learners, and their joint activity was the focus of analysis in a lesson they completed together, which was based on a pedagogical cycle aimed at developing their metacognition of L2 listening. To address the various dimensions depicted in the joint activity system model utilized, data from written journals, interviews, and dialogue were analyzed. The analysis explored the learners' motives, history and beliefs, pair work, goals, and pattern of interaction in order to identify the social-cultural-historical contradictions shaping their development of metacognition of L2 listening. The joint activity system analysis illustrated that a number of social-cultural-historical contradictions were both driving and inhibiting learners' metacognitive development.
关键词:applied linguistics, English as a second/foreign language instruction, Listening, English as a Second Language Learning, Educational Activities, English as a Second Language Teaching Methods, Cooperative Learning, Metacognition
- Siegel, J. (2011). Thoughts on L2 listening pedagogy. ELT Journal, 65(3), 317-321.
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摘要:Siegel responds to Renandya and Farrell's comments in "Teacher, the tape is too fast! Extensive listening in ELT" (ELT Journal, 65/1), discussing extensive listening (EL) and the teaching of listening strategies. Siegel comments on the function of extensive listening, dilemmas faced in implementing extensive listening in the classroom, the function of listening strategies, and the L2 teacher's role in listening strategy instruction. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, English as a Second Language Teaching Methods, Second Language Teachers, Listening, English as a Second Language Instruction, Listening Strategies
- Stephens, M. (2011). The primacy of extensive listening. ELT Journal, 65(3), 311-313.
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摘要:Extensive reading, which typically refers to the use of graded readers, has enjoyed a surge in popularity in English as a foreign language (EFL) settings. Stephens highlights the value of an interacting approach to extensive reading and recommends that this be preceded or accompanied by extensive listening. She notes that for second language learners, "extensive reading without extensive listening is arguably counterproductive" and contends that the inclusion of extensive listening is justified as "it affirms the importance of intonation, helps establish an oral foundation, and encourages speakers of L1s that are linguistically distant from English to process English words in their natural order." Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, English as a Second Language Instruction, English as a Second Language Teaching Methods, Listening, Second Language Reading, Reading Instruction, Oral Language
- Willy, A. R., & Farrell, T. S. C. (2011). Teacher, the tape is too fast! Extensive listening in ELT. ELT Journal, 65(1), 52-59.
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摘要:For many years, research effort has been devoted to understanding the nature of listening strategies and how listening strategies used by good listeners can be taught to so-called ineffective listeners. As a result of this line of research, strategy training activities have now become a standard feature of most modern listening coursebooks. However, in this article, we maintain that given the lack of evidence of success with this approach to teaching lower proficiency EFL learners and the fact that strategy training places a heavy burden on teachers, an extensive listening approach in the same vein as an extensive reading approach should be adopted. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language instruction, Listening, Language Teaching Methods, Listening Strategies, Reading Instruction, English as a Second Language Instruction, English as a Second Language Learning, Teachers, Listening Comprehension
- Nah, K. C. (2011). Optimising the use of wireless application protocol (WAP) sites for listening activities in a Korean English as a foreign language (EFL) context. Computer Assisted Language Learning, 24(2), 103-116.
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摘要:Using the Internet through a mobile phone for learning English as a foreign language (EFL) listening skills has significant potential, and language learners in South Korea hold clearly positive attitudes towards using this. However, the barriers discouraging language learners from using the Internet for EFL listening have not yet been thoroughly investigated. This study investigates these barriers and proposes a number of features to minimise them, in order to encourage the use of EFL listening wireless application protocol (WAP) sites in a Korean context. These barriers and WAP site design principles were investigated experimentally. A WAP site for EFL listening activities was designed based on WAP site design principles and used for EFL listening for 12 weeks. Thirty Korean college-level students participated in the experiment, which used questionnaire surveys and interviews. The learners' attitudes towards using the WAP site changed after the experiment, and this change was a result of both positive and negative factors -- the novelty, convenience and interactivity of the site on the positive side, and the limitations of mobile technology and the extra expense of the Internet connection on the negative side. A number of suggestions are made to minimise the negative factors and optimise the positive ones. These include various changes to the WAP-based activities, additional communication channels and instant help and feedback facilities, all of which show potential for minimising the barriers and optimising the use of WAP sites for EFL listening. Adapted from the source document
关键词:applied linguistics, English as a second/foreign language learning, Listening, English as a Second Language Learning, Korea, Internet, Cell Phones, College Students, English as a Second Language Teaching Methods, Student Attitudes
- Graham, S., Santos, D., & Vanderplank, R. (2011). Exploring the relationship between listening development and strategy use. Language Teaching Research, 15(4), 435-456.
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摘要:This article reports on an investigation into the development of the listening proficiency and strategic behaviour of 15 lower-intermediate learners of French in England. We consider whether listeners remain in the same listening proficiency group after six months, and whether changes in strategy use are related to movement or non-movement between listening proficiency groups. We also examine whether learners' strategic behaviour reflects their teachers' approaches to listening. Data were gathered at two time points from a recall protocol which learners completed after listening to short passages and from verbal reports made by learners while they completed a multiple choice listening task. Teacher interviews provided information on how listening had been presented in learners' classrooms. We detected little movement by students across the listening proficiency groups between the two time points. In spite of some changes in frequency of strategy use, we also observed stability in manner of use by some learners. Differences in strategy use were more evident between groups (non-movers, improvers and decliners) than between uses from Time 1 to Time 2. We conclude by discussing the pedagogical implications of these findings. [Reprinted by permission of Sage Publications Ltd., copyright holder.]
关键词:applied linguistics, non-native language learning languages other than English, Listening Comprehension, French as a Second Language Learning, French as a Second Language Instruction, Learning Strategies, Language Teaching Methods, Listening
- Wu, Xianghua, Tu, Jung-Yueh, & Wang, Yue. (2012). Native and nonnative processing of Japanese pitch accent. Applied Psycholinguistics, 33(3), 623-641.
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摘要:The theoretical framework of this study is based on the prevalent debate of whether prosodic processing is influenced by higher level linguistic-specific circuits or reflects lower level encoding of physical properties. Using the dichotic listening technique, the study investigates the hemispheric processing of Japanese pitch accent by native Japanese listeners and two groups of nonnative listeners with no prior pitch accent experience but differing in their native language experience with linguistic pitch: native listeners of Mandarin (a tone language with higher linguistic functional use of pitch) and native listeners of English (a stress language with lower functional use of pitch). The overall results reveal that, for both native and nonnative listeners, the processing of Japanese pitch accent is less lateralized (compared to lexical tone processing, which has been found to be a left hemisphere property). However, detailed analysis with individual pitch accents across groups shows a right hemisphere preference for processing the high-accent-low (H*L) pattern, a left hemisphere preference for LH*, and no hemisphere dominance for LH, indicating a significant reliance on the acoustic cues. These patterns are particularly prominent with the English listeners who are least experienced with linguistic pitch. Together, the findings suggest an interplay of linguistic and acoustic aspects in the processing of Japanese pitch accent by native and nonnative listeners. Adapted from the source document
关键词:psycholinguistics, psychoacoustics/speech perception, Pitch Phonology, Phonological Processing, Japanese, Nonnative Speakers, Native Speakers, Speech Perception, Listening, Mandarin, English