A Study of the Influence of Reading a Tapescript to Help Prepare and Develop the Acquisition of Listening Comprehension in English as a Second Language when Using Authentic Video Material with Intermediate Students at the CEGEP Level PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download A Study of the Influence of Reading a Tapescript to Help Prepare and Develop the Acquisition of Listening Comprehension in English as a Second Language when Using Authentic Video Material with Intermediate Students at the CEGEP Level PDF full book. Access full book title A Study of the Influence of Reading a Tapescript to Help Prepare and Develop the Acquisition of Listening Comprehension in English as a Second Language when Using Authentic Video Material with Intermediate Students at the CEGEP Level by Denis Hébert. Download full books in PDF and EPUB format.
Author: Denis Hébert
Publisher: International Center for Research on Language Planning = Centre international de recherche en aménagement linguistique
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 86
Get Book Here
Book Description
An experimental investigation conducted in a rural area of the Province of Quebec (Canada) was designed to show that the assignment of specific reading tasks enhances the development of listening comprehension ability when using authentic video material with intermediate-level English-as-a-Second-Language (ESL) learners. Using a pre-test post-test control group design, the study involved 53 students. It was found that through the use of scripted authentic video materials combined with specific reading and listening tasks, the ESL learners in the experimental group showed significant progress in listening comprehension ability. However, the ESL learners in the control group who were merely assigned specific listening tasks showed no significant progress in the same ability over the same period of time. It is concluded that reading a tapescript of video materials prior to viewing them prepares learners to recognize and decode what they hear. Appended are: a description of content in audio-visual materials and nature of listening tasks; vocabulary and expressions studies; and video quizzes. Contains 31 references. (LB)
Author: Denis Hébert
Publisher: International Center for Research on Language Planning = Centre international de recherche en aménagement linguistique
ISBN:
Category : Foreign Language Study
Languages : en
Pages : 86
Get Book Here
Book Description
An experimental investigation conducted in a rural area of the Province of Quebec (Canada) was designed to show that the assignment of specific reading tasks enhances the development of listening comprehension ability when using authentic video material with intermediate-level English-as-a-Second-Language (ESL) learners. Using a pre-test post-test control group design, the study involved 53 students. It was found that through the use of scripted authentic video materials combined with specific reading and listening tasks, the ESL learners in the experimental group showed significant progress in listening comprehension ability. However, the ESL learners in the control group who were merely assigned specific listening tasks showed no significant progress in the same ability over the same period of time. It is concluded that reading a tapescript of video materials prior to viewing them prepares learners to recognize and decode what they hear. Appended are: a description of content in audio-visual materials and nature of listening tasks; vocabulary and expressions studies; and video quizzes. Contains 31 references. (LB)
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 576
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1072
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Arts
Languages : zh-TW
Pages : 886
Get Book Here
Book Description
Author: Anna Ramos
Publisher:
ISBN:
Category : English language
Languages : en
Pages : 116
Get Book Here
Book Description
This study explores a teaching strategy that effectively scaffolds literature and reading instruction. Oral retellings involve students in listening to quality literature, discussing story structure, and retelling the story in their own words. Research has found that oral retellings improve reading comprehension in both proficient and nonproficient readers. This study inquires whether oral retellings are an effective strategy for improving the reading comprehension of second language learners. Participants were coached and guided through the oral retelling process for a time period of four weeks. All students were at the intermediate or early advanced stage of English language acquisition. The results of the study show that participants in the oral retelling group significantly improved their reading comprehension. Students participating in oral retellings also benefited by gaining confidence while speaking in public, increasing their English vocabulary, and becoming personally involved in literature. Key Words: Literature, Literacy Scaffold, Oral Language Development, Reading Comprehension, Retelling, Second Language Learners, Story Structure.
Author: Elisabeth Vanessa McCulley
Publisher:
ISBN:
Category :
Languages : en
Pages : 214
Get Book Here
Book Description
This experimental study examined the effects of a reading intervention using listening comprehension and oral language as scaffolds to improve reading comprehension of middle school students with reading difficulties. The study included students in 6th-8th grade randomly assigned to a reading intervention treatment or a no treatment comparison condition. Treatment students received 45-minute sessions daily for a total of 33 sessions. Reading comprehension measures included the Woodcock Johnson Passage Comprehension subtest, State of Texas Assessment of Academic Readiness reading, and an unstandardized curriculum-based measure of summarization. Measures of inference-making included the Test of Language Competence Listening Comprehension: Making Inferences subtest and an unstandardized curriculum-based measure of inference skills. Language abilities were assessed using the Woodcock Johnston Oral Comprehension subtest, and the Clinical Evaluation of Language Fundamentals Formulated Sentences and Recalling Sentences subtests. An unstandardized vocabulary measure assessed student recall of vocabulary words. ANCOVAs were used to estimate the treatment effects for each dependent variable using pretest scores as a covariate. The Kauffman Brief Intelligence Test II Verbal Knowledge subtest served as covariate for the unstandardized vocabulary measure. Results yielded no statistically significant effects on reading comprehension, language, or inference measures. Effects, which were calculated with Cohen's d, ranged from .00 to .78, with eight of nine measures favoring treatment. Findings from an unstandardized vocabulary measure indicated a statistically significant difference in favor of the treatment group. Results suggest that using oral language and listening comprehension to support reading practices of middle school students with reading comprehension difficulties may be a viable treatment for improving reading comprehension and improving content-specific vocabulary knowledge.
Author: Patricia Dunkel
Publisher: Heinle ELT
ISBN: 9781413003963
Category : English language
Languages : en
Pages : 0
Get Book Here
Book Description
Introduces the fundamentals of listening and note-taking using written exercises and audio activities.
Author: Heiner Schenke
Publisher: Psychology Press
ISBN: 9780415284042
Category : Foreign Language Study
Languages : en
Pages : 218
Get Book Here
Book Description
Suitable for both independent study and class use, this text comprises an accessible reference grammar and related exercises in a single volume.
Author: Reima M. O. Abobaker
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
This dissertation assesses the impact of written scaffolds on listening comprehension and listening skills. I investigated the role of written scaffolds in two experiments. First, I studied types of written scaffolds (keyword captions, full captions, full transcripts), and then I studied the timing of written scaffolds (before and during the viewing of audiovisual texts). Because the positive impact of reading captions on listening comprehension has been established relatively firmly by existing literature, the current study examined the most effective type of written scaffold on three levels of language proficiency: low level, advanced level, and native speakers. Less research has been conducted on the time of presentation of written scaffolds (before, during) and whether this has an effect on learners' listening comprehension. Three statistical analyses were conducted to test three hypotheses. Results of an analysis of variance (ANOVA) indicated that each of the three written scaffolds was an effective aid in listening comprehension across all three language proficiency levels. Significant interactions in the ANOVA indicated that different written scaffolds were more helpful to different levels of language proficiency. Low level learners found full captions most effective whereas advanced learners favored keyword captions. Native speakers' performance was highest with full transcripts. Results from an analysis of covariance (ANCOVA) suggested that timing has an influence on listening. Keyword captions were more effective when presented during the listening text whereas full transcripts were more useful when presented before. The findings indicate that written scaffolds have the potential for promoting the development of listening skills. Implementation of written scaffolds in a language course should follow the pedagogical model of gradual release of responsibility (Vygotsky, 1978). The discussion aligns the statistical findings to previous research. Contextual data through questionnaires and participants' reflections of the written scaffolds is also presented in the discussion. Pedagogical implications of the research call for incorporating appropriate written scaffolds into second language teaching curricula. Future research should unveil the precise process of decoding multimodal texts and whether learners simultaneously attend to all modes or focus on a specific mode more than the other. Other directions for future research include exploring, with reliable and valid measures, the effects of written scaffolds on the learners' engagement and interest as a factor in listening comprehension.
Author: Lorraine C Smith
Publisher:
ISBN: 9780759398184
Category :
Languages : en
Pages :
Get Book Here
Book Description
