Turkish‐speaking First Graders in Norway Acquiring Second Language Vocabulary, Listening Comprehension and Literacy Skills

2008 ◽  
Vol 52 (3) ◽  
pp. 293-314 ◽  
Author(s):  
Vibeke Grøver Aukrust
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
First Graders ◽  
Literacy Skills

scholarly journals “Reduced Forms” Influence on Second Language Learners’ Listening Input-Intake Conversion

2021 ◽  
Vol 3 (5) ◽  
pp. 194-199
Author(s):  
Yueyang Zhao
Keyword(s):  
Second Language ◽  
Empirical Study ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Factors Influencing ◽  
Comprehension Ability ◽  
Input Hypothesis ◽  
Esl Learners ◽  
Reduced Forms

This article analyses the factors influencing the process of input-intake conversion and focuses on the effect of “reduced forms” on English as a Second Language (ESL) learners’ listening comprehension. The Input Hypothesis, the Noticing Hypothesis, the input-intake relationship, and the factors influencing the input-intake relationship are critically reviewed and analyzed. The empirical study of Brown and Hilferty [1] is reviewed and discussed to show reduced forms’ influence on ESL learners’ listening comprehension. The results prove that integrating reduced forms into ESL lessons is both necessary and meaningful for improving students’ listening comprehension ability.

A Photo-Narrative of the Sociolinguistic and Sociocultural Identities of a Refugee Adolescent

2019 ◽  
pp. 233-250
Author(s):  
Alex P. Davies
Keyword(s):  
United States ◽  
Second Language ◽  
Identity Construction ◽  
Summer School ◽  
First Language ◽  
The United States ◽  
Refugee Camp ◽  
Literacy Skills ◽  
Refugee Status ◽  
School Year

One's linguistic discourse is directly linked to his or her identity construction. The author conducted a qualitative study that investigated the sociolinguistic and sociocultural identities, both current and imagined, of a newly arrived adolescent of refugee status, named Yerodin, through a photo-narrative approach. Yerodin was unique in that he was 11 years old when he arrived to the United States but did not have any prior formalized schooling. Therefore, he was illiterate in both his first language of Swahili and second language of English. This study took place during a summer school program that sought to develop Yerodin and his siblings' literacy skills before the upcoming school year. Findings illustrated Yerodin's current identity as one who appreciated his experiences in the refugee camp prior to resettlement and as an English learner. Furthermore, Yerodin realized that English, his second language, and academics were key to accessing his desired communities of identity, including aspects of American culture and friendships with “American peers.”

The Effectiveness of Multiple Media Tools in L2 Listening

2019 ◽  
pp. 585-616 ◽  
Author(s):  
Tingting Kang
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Empirical Studies ◽  
First Language ◽  
Future Research ◽  
Source Language ◽  
Moderator Analysis ◽  
Long Time ◽  
Multiple Media ◽  
L2 Listening

Due to the nature of listening, multiple media tools (e.g., audiocassette players, radio, video, multimedia, and language laboratory) have been utilized in second language (L2) listening instruction for a long time. This chapter recruited the most recently published empirical studies and meta-analyzed available evidence on the effects of different multiple media tools on L2 listening comprehension. The results revealed a medium-to-large effect of multiple media tools on listening comprehension in between-group designs (Cohen's d = .69). The effects of individual multiple media tools have also been statistically synthesized. Further, moderator analysis could help L2 educators and test developers make decisions on applying different multiple media tools in the fields of L2 instruction and assessment. Specifically, subtitles (in the first language/L1) /captions (in the source language/L2), as well as self-regulated listening and slow speed, are recommended to teachers and test developers as a means to improve learners' listening comprehension. In the end, this chapter concludes by identifying potential areas for future research.

Towards Usable Collaborative Virtual Reality Environments for Promoting Listening Comprehension

2011 ◽  
pp. 386-411
Author(s):  
Miguel A. Garcia-Ruiz ◽  
Arthur Edwards ◽  
Raul Aquino-Santos ◽  
Jay Shiro Tashiro ◽  
Bill Kapralos
Keyword(s):  
Virtual Reality ◽  
Second Language ◽  
Language Learning ◽  
Virtual Environment ◽  
Listening Comprehension ◽  
Ease Of Use ◽  
Qualitative Description ◽  
Computer Assisted ◽  
Collaborative Virtual Reality ◽  
Future Work

This chapter investigates whether an educational virtual environment can be developed to practice listening comprehension skills that meets second language student needs, complies with usability criteria, and is motivating to use. The chapter also investigates whether the usability of virtual reality(VR) technology positively affects language learning listening comprehension. It provides background research and information in Computer Assisted Language Learning (CALL), VR, and second language methodology. It then presents a technical and qualitative description of Realtown, a virtual environment designed to promote listening comprehension. This chapter also describes a usability study of Realtown. Student errors, motivation, and ease of use, among other features, were positively measured on listening comprehension activities in Realtown. Future work includes longitudinal studies on learning issues, first-person, and collaborative experiences in VR, including the impact of VR on learning and knowledge transfer when combined with traditional instruction.

Boosting L2 Listening Comprehension Through Web-Based Listening Activities on Reduced Forms

2021 ◽  
pp. 105-123
Author(s):  
Kaine Gulozer
Keyword(s):  
Second Language ◽  
Qualitative Analysis ◽  
Quantitative Research ◽  
Listening Comprehension ◽  
Qualitative Methodology ◽  
Quantitative Methods ◽  
Web Based ◽  
L2 Listening ◽  
L2 Perception ◽  
Reduced Forms

In the field of second language (L2) perception, there is a common adherence to quantitative methods to examine reduced forms (RFs). This chapter extends the field by reporting on an investigation that analyzed L2 listeners' perceptions of RFs in English from a qualitative perspective. RFs instruction through web-based activities was delivered to a total of 80 learners of English of varying proficiency for five weeks. Twenty participants reflected on their performance on RFs listening tasks and provided justifications for their perceptions of the target RFs. Qualitative analysis revealed that the RFs that influenced L2 learners' perceptions of RFs were linking, pause phenomena, and assimilation. The results of using such qualitative methodology highlights the important role that RFs plays in perception judgements in syllable-timed languages such as Turkish, a factor which has not always been given much prominence in previous L2 fluency quantitative research.

Practitioners respond to Suzanne Graham's ‘Research into practice: Listening strategies in an instructed classroom setting’

2020 ◽  
Vol 54 (1) ◽  
pp. 152-155
Author(s):  
Kedi Simpson
Keyword(s):  
Second Language ◽  
Listening Comprehension ◽  
Classroom Setting ◽  
L2 Listening ◽  
Listening Task ◽  
Teaching Of Listening ◽  
Listening Strategies

In her article, Graham (2017) concludes ‘that very little of the research regarding the teaching of listening has made it into the classroom in England, not least in a positive way’ (p. 117). She suggests that teachers rarely delve into the process of second language (L2) listening in class; instead, listening comprehension is treated more as a test than a task. She continues that there is an over-application of the widely shared findings that pre-listening tasks aid listening comprehension – particularly tasks which involve predicting the vocabulary which will be heard during the listening task. Given the suggestion that learners find listening tasks difficult has been addressed within schools simply by making such tasks easier, Graham feels a more pedagogically apt approach might be to examine more closely what has made the task difficult and to modify teaching to address this.

scholarly journals Do Oral and Literacy Skills in Native Ghanaian Akan Language Modulate English Reading Comprehension as Second Language? A Study in Selected Basic Schools in Ghana

2016 ◽  
Vol 2 (2) ◽  
pp. 1
Author(s):  
Stephen Ntim
Keyword(s):  
Second Language ◽  
Reading Comprehension ◽  
Literacy Skills ◽  
Target Language ◽  
School Students ◽  
English Only ◽  
English Reading ◽  
Significant Difference ◽  
English Reading Comprehension ◽  
The Impact

<p>This study investigated oral and literacy skills in native Ghanaian Akan language in mediating English reading comprehension of bilingual basic school students. Levene’s test for homogeneity of variance between groups on questions directly found in text showed variances were significantly different [F=49.070, p=0.00]. Bonferroni Post-hoc test comparing groups on questions requiring making multiple sentence meanings to be able to answer, data indicated a significant difference between mean scores of students who speak both English and Akan and students who speak English Only in favour of students who speak both English and Akan. Also, students who speak Akan Only performed significantly better than students who speak English Only with.no significant difference between mean scores of students who speak Akan Only and students who speak both English and Akan. This suggests the impact of native language in second language reading comprehension is enormous. When bilinguals are reading second language (and in this study English) they are likely to make use of previous knowledge, strategies and processes from the first language through cognitive/psycholinguistic factors as orthographic processing, phonological code and meaning activation among others and by so doing limiting the effect of cognitive load in the target language.</p>

One size fits all? In search of the desirable caption display for second language learners with different caption reliance in listening comprehension

2019 ◽  
pp. 136216881985645 ◽  
Author(s):  
Ping-Jung Lee ◽  
Yeu-Ting Liu ◽  
Wen-Ta Tseng
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Language Learners ◽  
Listening Comprehension ◽  
Second Language Learners ◽  
Transient Nature ◽  
Significant Difference ◽  
L2 Learners ◽  
Comprehension Aids ◽  
The Impact

Existing research has established captions as effective second-language (L2) or foreign language (FL) listening comprehension aids. However, due to the transient nature of captions, not all learners are capable of attending to captions in all cases. Previous work posited that to leverage the impact of technologies in learning and instruction, a better understanding of the interplay between technology and cognition is warranted. In this vein, the current study set out to investigate the effects of four different caption modes (full vs. partial vs. real-time vs. control) on the listening comprehension of 95 high-intermediate Taiwanese learners of English as a foreign language (EFL) with different caption reliance (i.e. more-caption-reliant vs. less-caption-reliant). The results showed no significant difference between the participants’ listening comprehension outcomes under the four caption conditions when their caption reliance was not considered. However, when this was considered, the differences among the four caption conditions became salient, which was suggestive of the selective effect of captions on L2 learners with different caption reliance. While less-caption-reliant L2 learners had the best listening comprehension outcome under the partial-caption condition and the worst under the full-caption condition, more-caption-reliant L2 learners exhibited the best performance under the full-caption condition yet the worst under the partial-caption condition. The finding underscores the importance of considering L2 learners’ processing profiles when utilizing captioned videos as multimodal instructional/learning materials and speaks to the need of utilizing differentiated video materials for optimal listening outcomes.

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