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dc.contributor.authorWang, Xuan-
dc.contributor.authorTragant Mestres, Elsa-
dc.description.abstractThe 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.-
dc.format.extent19 p.-
dc.publisherWalter de Gruyter-
dc.relation.isformatofReproducció del document publicat a:
dc.relation.ispartofIRAL. International Review of Applied Linguistics in Language Teaching, 2019-
dc.rights(c) Walter de Gruyter, 2019-
dc.sourceArticles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)-
dc.subject.classificationAdquisició d'una segona llengua-
dc.subject.classificationEnsenyament de llengües-
dc.subject.otherSecond language acquisition-
dc.subject.otherLanguage teaching-
dc.subject.otherEnglish language-
dc.titleThe Effect of Written Text on Comprehension of Spoken English as a Foreign Language: A Replication Study-
Appears in Collections:Articles publicats en revistes (Llengües i Literatures Modernes i Estudis Anglesos)

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