Please use this identifier to cite or link to this item:
|The Effect of Written Text on Comprehension of Spoken English as a Foreign Language: A Replication Study
Tragant Mestres, Elsa
|Adquisició d'una segona llengua
Ensenyament de llengües
Second language acquisition
|Walter de Gruyter
|The use of written text has been acclaimed to enhance L2 listening comprehension, yet some argue that using written text does not effectively prepare learners to listen in real situations. Thus, the study was conducted to explore the effect of written text on learners' perceived difficulty, listening comprehension and learning to listen through replicating the research by Diao, Chandler & Sweller (2007. The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology 237- 261). Participants were 101 low-proficient English learners who were divided into three groups: listening with subtitles, listening with a full script and listening only. Each group first listened to a passage in their respective mode, then all three groups listened to another passage in the listening-only mode. Participants rated their perceived difficulty and completed a free recall task after each listening. Results suggest that the difficulty of written text should be tuned with learners' proficiency level so that they can benefit from the presence of written text in listening.
|Reproducció del document publicat a: https://doi.org/10.1515/iral-2018-0350
|It is part of:
|IRAL. International Review of Applied Linguistics in Language Teaching, 2019
|Appears in Collections:
|Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.