Effects of working memory on L2 linguistic knowledge and L2 listening comprehension

2021 ◽  
pp. 1-28
Author(s):  
Miki Satori
Keyword(s):  
Working Memory ◽  
Listening Comprehension ◽  
Linguistic Knowledge ◽  
L2 Proficiency ◽  
Processing Efficiency ◽  
Proficiency Levels ◽  
L2 Listening ◽  
Group B ◽  
The Relationship

Abstract This paper examined the relationship between working memory (WM) and L2 linguistic knowledge as well as L2 listening comprehension with 150 Japanese EFL learners. The study also investigated the extent to which these relationships vary across L2 proficiency levels. The results in the study were as follows: (a) WM capacity was more strongly associated with L2 listening comprehension, L2 perceptual processing, and L2 syntactic parsing processing in the lower-proficiency group than in the higher-proficiency group; (b) L1 WM capacity still accounted for the unique variance in L2 listening comprehension after adjusting for the L2 language-related variables in the lower-proficiency group. The results suggest that the relationship between WM capacity and L2 listening comprehension may be mediated by L2 proficiency and depend on the domain-general processing efficiency reflecting central executive attention when the listening comprehension task requires conscious attention for less proficient listeners. The findings provide suggestive evidence for variation in the role of WM in L2 listening comprehension across proficiency levels and the significant role of L1 WM capacity in L2 listening comprehension as the general cognitive factor independent of L2 linguistic knowledge for L2 learners with limited linguistic knowledge.

scholarly journals El uso del vídeo en tests de comprensión oral por internet

2016 ◽  
Vol 5 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Cristina Pardo-Ballester
Keyword(s):  
Listening Comprehension ◽  
Multimedia Technology ◽  
Listening Tests ◽  
Midwestern University ◽  
Different Types ◽  
Support Device ◽  
Visual Aid ◽  
L2 Listening ◽  
The Relationship

<p class="AbstractText">With sophisticated multimedia technology, there is a renewed interest in the relationship between visual and auditory channels in assessing listening comprehension (LC). Research on the use of visuals in assessing listening has emerged with inconclusive results. Some learners perform better on tests which include visual input (Wagner, 2007) while others have found no difference in the performance of participants on the two test formats (Batty, 2015). These mixed results make it necessary to examine the role of using audio and video in LC as measured by L2 listening tests. The current study examined the effects of two different types of listening support on L2 learners’ comprehension: (a) visual aid in a video with input modified with redundancy and (b) no visuals (audio-only input) with input modified with redundancy. The participants of this study included 246 Spanish students enrolled in two different intermediate Spanish courses at a large Midwestern university who participated in four listening tasks either with video or with audio. Findings of whether the video serves as a listening support device and whether the course formats differ on intermediate-level Spanish learners’ comprehension will be shared as well as participants’ preferences with respect to listening support.</p>

The relationship between listening comprehension of text and sentences in preschoolers: Specific or mediated by lower and higher level components?

2011 ◽  
Vol 34 (2) ◽  
pp. 395-415 ◽  
Author(s):  
ELENA FLORIT ◽  
MAJA ROCH ◽  
M. CHIARA LEVORATO
Keyword(s):  
Working Memory ◽  
Text Comprehension ◽  
Listening Comprehension ◽  
Sentence Comprehension ◽  
Verbal Working Memory ◽  
Word Knowledge ◽  
Not Given ◽  
Linguistic Context ◽  
The Relationship

ABSTRACTTwo studies explored the relation between listening comprehension of text and listening comprehension of sentences in preschoolers aged 4 to 5 years, 11 months. The first study analyzed this relationship taking into account the role of lower level components, namely, word knowledge and verbal working memory, as possible mediators. These components specifically accounted for listening text comprehension, whereas sentence comprehension did not. Given that sentences forming a text are not processed in isolation but in context, the second study explored the role of the ability to use linguistic context, a higher level component, in listening comprehension of text and sentences. Listening sentence comprehension was facilitated by the use of context, which accounted for individual differences in listening text comprehension. Overall, results showed that listening text comprehension is related to lower level as well as higher level components, whereas listening sentence comprehension does not play a specific role.

scholarly journals Role of Prosodic Reading in Listening Comprehension

2019 ◽  
Vol 7 (1) ◽  
pp. 59
Author(s):  
H. Kagan Keskin ◽  
Gökhan Arı ◽  
Muhammet Baştuğ
Keyword(s):  
Primary School ◽  
Listening Comprehension ◽  
City Center ◽  
Black Sea Region ◽  
Third Grade Students ◽  
Comprehension Skills ◽  
Reading Activities ◽  
The Relationship ◽  
Inferential Comprehension

This study aims to determine how listening comprehension levels of students are affected by listening to prosodic and non-prosodic readings vocalized by a computer and human. Third-grade students of four different classes at a primary school were randomly selected in a city center in the Western Black Sea Region of Turkey to participate in the study (n=91). Four equivalent classes formed the listening groups of the research in listening comprehension. The groups were (1) the group listening to the model prosodic reading, (2) the group listening to the computer prosodic reading, (3) the group listening to the model non-prosodic reading, and (4) the group listening to the computer non-prosodic reading. Two stories were used in the measurement of listening comprehension, and comprehension skills were measured with open-ended questions. The data obtained were analyzed with the Kruskal Wallis and Conover–Iman tests. Logistic Regression Analysis (LRA) was performed to reinforce the results and increase distinctiveness. According to the results, inferential comprehension scores of the students who listened to the prosodically-vocalized texts differed from other groups significantly. Meanwhile, literal comprehension scores of all students in the listening groups did not differ. The LRA results indicated that the inferential comprehension scores were a significant predictor of the listening groups. Consequently, the relationship between prosody and inferential comprehension was found to be significant in this study. The results also showed that it is necessary to attach particular importance to prosody in listening activities and to use prosodic models suitable for students in reading activities in the early grades of the primary school.

scholarly journals Lexical Access in L2 Speech Production: a controlled serial search task

2017 ◽  
Vol 70 (3) ◽  
pp. 245-264
Author(s):  
Gicele Vergine Vieira
Keyword(s):  
Working Memory ◽  
Speech Production ◽  
Lexical Access ◽  
Search Task ◽  
L2 Proficiency ◽  
Serial Search ◽  
Cue Generation ◽  
The Relationship ◽  
Underlying Processes ◽  
L2 Speech Production

When it comes to lexical access in L2 speech production, working memory (WM) seems to play a central role as for less automatized procedures require more WM capacity to be executed (Prebianca, 2007). With that in mind, this paper aims at claiming that bilingual lexical access qualifies as a controlled serial strategic search task susceptible to individual differences in WM capacity. Evidence in support of such claim is provided by the results of AUTHOR's (2010) study conducted so as to investigate the relationship between L2 lexical access, WMC and L2 proficiency. AUTHOR's (2010) findings indicate that bilingual lexical access entails underlying processes such as cue generation, set delimitation, serial search and monitoring, which to be carried out, require the allocation of attention. Attention is limited and, as a result, only higher spans were able to perform these underlying processes automatically.

Working Memory Predicts Reading Skills of Children at Risk of Dyslexia

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Sandhyarani Hawbam
Keyword(s):  
At Risk ◽  
Working Memory ◽  
Significant Relationship ◽  
Reading Skills ◽  
Sampling Method ◽  
Children At Risk ◽  
Correlation And Regression Analysis ◽  
Current Thinking ◽  
The Relationship

Working memory enables storage of information in our mind for brief periods and makes it available for current thinking and activities. Many studies have documented the role of working memory in academic achievements. The study examines the relationship between working memory and reading skills among children at risk of dyslexia. It also attempts to see if working memory can significantly predict these reading skills. The study comprises 40 children at risk of dyslexia selected through purposive sampling method. Various standardized tools were used to assess working memory and reading skills of the participants. The data were quantitatively analyzed using correlation and regression analysis methods. The findings of the study show that there is statistically significant relationship between working memory and reading skills among children at risk of dyslexia and working memory can predict reading skills such as reading rate, accuracy and fluency. However no significant relationship was found between working memory and comprehension. It confirms various theories that emphasize on the role working memory in reading. Thus it can be inferred that training targeting working memory may improve reading skills.

L2 proficiency as predictor of aptitude for interpreting

2015 ◽  
Vol 10 (1) ◽  
pp. 108-132 ◽  
Author(s):  
Maria Jesus Blasco Mayor
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Listening Comprehension ◽  
Listening Skills ◽  
L2 Proficiency ◽  
L2 Reading ◽  
Base Level ◽  
Initial Assumption ◽  
L2 Listening ◽  
Consecutive Interpreting

This study reports findings from an experiment that was conducted to investigate language proficiency as an indicator of future interpreting performance. The initial assumption was that Spanish undergraduate translation and interpreting students had an insufficient command of L2 skills to start interpreter training. We hypothesized that an intensive teaching module on L2 phonology and listening comprehension would improve their academic performance in interpreting. Several tests were used to evaluate participant L2 listening comprehension (TOEFL), L2 reading comprehension (TOEFL), L2 grammar (TOEFL), and L1 verbal fluency (WAIS-III). Only those related to L2 are reported here. A consecutive interpreting test was given at the end of the first interpretation module. The students’ self-perception regarding L2 issues was assessed using two questionnaires and an interview. The results suggest that L2 listening comprehension training aided in consecutive interpreting performance. Language proficiency was also found to correlate with interpreting scores. A base level of L2 proficiency for interpreting training is suggested. We conclude that L2 listening comprehension proficiency has a significant effect on undergraduate students’ interpreting ability and is therefore a suitable predictor for interpreting aptitude. Consequently, L2 listening skills should be included in the interpreting program curriculum, preferably before interpretation classes start.

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