The Effect of Written Scaffolds on Different Proficiency Levels of Second Language (L2) Listening Comprehension PDF Download
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Author: Reima M. O. Abobaker
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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: Reima M. O. Abobaker
Publisher:
ISBN:
Category :
Languages : en
Pages :
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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: Gary J. Ockey
Publisher: John Benjamins Publishing Company
ISBN: 9027263639
Category : Language Arts & Disciplines
Languages : en
Pages : 298
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Book Description
This book is relevant for language testers, listening researchers, and oral proficiency teachers, in that it explores four broad themes related to the assessment of L2 listening ability: the use of authentic, real-world spoken texts; the effects of different speech varieties of listening inputs; the use of audio-visual texts; and assessing listening as part of an interactive speaking/listening construct. Each theme is introduced with a review of the relevant literature, and then is examined through either two or three empirical studies. The notion of authenticity underlies each of these four themes. By creating more authentic test tasks that are similar to real world language tasks, test developers can create listening assessments that not only more effectively assess test takers’ communicative competence, but can also have a positive washback effect on educational systems.
Author: Petra Poelmans
Publisher:
ISBN:
Category : Second language acquisition
Languages : en
Pages : 200
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Book Description
Author: John Bitchener
Publisher: Routledge
ISBN: 113683608X
Category : Education
Languages : en
Pages : 242
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Book Description
What should language and writing teachers do about giving students written corrective feedback? This book surveys theory, research, and practice on the important and sometimes controversial issue of written corrective feedback, also known as “error/grammar correction,” and its impact on second language acquisition and second language writing development. Offering state-of-the-art treatment of a topic that is highly relevant to both researchers and practitioners, it critically analyzes and synthesizes several parallel and complementary strands of research — work on error/feedback (both oral and written) in SLA and studies of the impact of error correction in writing/composition courses — and addresses practical applications. Drawing from both second language acquisition and writing/composition literature, this volume is the first to intentionally connect these two separate but important lines of inquiry.
Author: Ardeshir Geranpayeh
Publisher: Cambridge University Press
ISBN: 1107602637
Category : Foreign Language Study
Languages : en
Pages : 481
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Book Description
This volume examines the nature of second language listening proficiency and how it can be assessed. The book highlights the need for test developers to provide a clear explication of the ability constructs which underpin the tests they offer in the public domain. This is increasingly necessary if claims about the validity of test score interpretation and use are to be supported both logically and with empirical evidence. It operationalises a comprehensive test validation framework which adopts a socio-cognitive perspective. The framework embraces six core components, examining and then analysing Cambridge ESOL listening tasks from the following perspectives: Test Taker; Cognitive Validity; Context Validity; Scoring Validity; Criterion-related Validity; and Consequential Validity.
Author: Heenam Park
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
ABSTRACT: According to the psycholinguistic view of reading, readers use their background knowledge to interpret texts. This background knowledge has been termed "schemata". Distinct from the notion of schema is research on the role of text adjuncts in second-language (L2) reading. Text adjuncts are pre-reading information such as pictures, definition lists, or text structure information regarding the text provided to help students understand the reading passage. Several researchers found that the facilitative effects of different text adjuncts on L2 reading may vary as a function of learners' proficiency and of text types. The primary goal of my study was to investigate the effects of different types of text adjuncts on L2 reading comprehension. Specifically, my study examined whether L2 learners from various proficiency levels benefit from different types of text adjuncts.
Author: Dr Gianfranco Conti
Publisher:
ISBN: 9783949651960
Category :
Languages : en
Pages : 0
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Book Description
This heavily revised and updated new edition of the best-selling language teacher handbook is a comprehensive introduction to research-informed classroom practice. Topics explored include: Language teaching methods Lesson and curriculum planning Intercultural understanding Listening, speaking, reading and writing Teaching in the target language Vocabulary, grammar and phonics Fluency and lexicogrammar Assessment Meeting the needs of all learners Teaching advanced level students Motivation Songs and drama Subject knowledge Language teachers of any experience will be introduced to a wide range of findings from second language acquisition and cognitive science research, along with a wealth of practical classroom ideas to enhance their practice. This new edition lays greater emphasis on lexicogrammar, fluency, intercultural understanding, meeting diverse learner needs, lesson and curriculum planning. About the first edition: "A treasure chest for every language teacher." (Languages Today, the magazine of the Association for Language Learning.)
Author: Amy Snyder Ohta
Publisher: Routledge
ISBN: 1135649839
Category : Education
Languages : en
Pages : 317
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Book Description
This book is the first study to examine how interactional style develops within the walls of a foreign language classroom in the first two years of language study. Results show learners to be highly sensitive to pragmatic information and that learners can move toward an appropriate interactional style through classroom interactive experience. The book shows how learners are most often sources who offer assistance and correction, with errors serving most often to stimulate further thinking about what form is correct. Analysis shows learners to be active in seeking corrective information in the classroom setting, not only from peer partners but also from the teacher. They are active in noticing how the teacher's utterances--even when addressed to others--contrast with their own, and utilize corrective feedback intended for other students. In addition, the results show that teacher-initiated corrective feedback addressed to individual learners is only one source of corrective feedback. Learners are shown to be active in both teacher-fronted and peer interactive settings. In newer L2 teaching methodologies which focus on the use of peer interactive tasks, the teacher's role has been de-emphasized. This book, however, shows how important the teacher's role is. The final chapter examines how the teacher can act to maximize the benefits of peer interactive tasks through how they design tasks and present them to the class. First, the chapter looks at how learners use English--their L1--in the classroom, concluding that how teachers present activities to the class has an impact on the amount of L1 used by students during peer interaction. Following up on this finding, the chapter works to address questions that teachers face in lesson planning and teaching. It presents a useful list of questions teachers can ask when designing peer interactive tasks in order to maximize the effectiveness of a wide variety of language learning tasks.
Author: Rod Ellis
Publisher: John Wiley & Sons
ISBN: 1118291379
Category : Language Arts & Disciplines
Languages : en
Pages : 403
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Book Description
This book examines current research centered on the second language classroom and the implications of this research for both the teaching and learning of foreign languages. It offers illuminating insights into the important relationship between research and teaching, and the inherent complexities of the teaching and learning of foreign languages in classroom settings. Offers an accessible overview of a range of research on instruction and learning in the L2 classroom Bridges the relationship between research, teachers, and learners Helps evolve the practice of dedicated current language teachers with research findings that suggest best practices for language teaching
Author: ZhaoHong Han
Publisher: Multilingual Matters
ISBN: 1783092084
Category : Foreign Language Study
Languages : en
Pages : 165
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Book Description
This book aims to further understanding of the acquisition of Chinese as a foreign or second language. The six independent studies, which focus on various aspects of the learning process from morphosyntax to pragmatics to peer interaction, offer empirical insights into instructed learners under an array of instructional conditions.
