scholarly journals Strategies and Predictors of EFL Listening Comprehension

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Abdelfattah Dimassi
Keyword(s):  
Working Memory ◽  
Word Recognition ◽  
United Arab Emirates ◽  
Recognition Test ◽  
Listening Comprehension ◽  
Memory Span ◽  
Cognitive Strategies ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Based Instruction

The purpose of this study is to compare the efficiency of two methods for teaching listening comprehension – the cognitive strategy-based instruction method (CSBM) and the metacognitive strategy-based instruction method (MetSBM). Additionally, this study aims to evaluate the way in which three co-variables – vocabulary knowledge (VK), word recognition (WR) and working memory (WM) – contribute to individual differences in listening comprehension. The subjects of this study, 44 female students studying on an English programme at the University of Sharjah in the United Arab Emirates (UAE), were placed in two groups and taught a range of listening comprehension strategies, in accordance with the MetSBM and the mainstream CSBM. Seven pre- and post-tests were used (a listening comprehension test (LCT), vocabulary knowledge tests (VKK1 and VKK2), the Metacognitive Awareness Listening Questionnaire (MALQ), an Aural Word Recognition test (AWR), an Orthographic Word Recognition test (OWR), a Working Memory Span test (WMS). This study considers three questions: (1) Is metacognitive teaching likely to lead to higher listening comprehension scores than the teaching of cognitive strategies, (2) Are students in the control group likely to develop metacogntive strategies on their own, and (3) Are there other variables that are likely to contribute to listening comprehension. The results suggest that the MetSBM is more effective in teaching and learning how to listen for comprehension than the CSBM. In addition, other variables – OWR, AWR, and WM contribute to listening comprehension. A number of recommendations to teachers, material developers, and researchers are provided. The present study contributes to the field of listening comprehension in an Arab context (a so far an unmapped territory). It equips English teachers with feasible ways of teaching EFL listening comprehension more efficiently.

scholarly journals Effect of musical training on auditory memory

2021 ◽  
Vol 31 (Supplement_2) ◽  
Author(s):  
Cátia Costa ◽  
Cristina Nazaré
Keyword(s):  
Working Memory ◽  
Pattern Recognition ◽  
Cognitive Development ◽  
Recognition Test ◽  
Musical Training ◽  
Auditory Memory ◽  
Control Group ◽  
Musical Practice ◽  
The Mean ◽  
Memory Pattern

Abstract Background Musical practice leads to cognitive development, requiring the activation of several processing mechanisms that are based on encoding and storing sounds through memory. The objective was to evaluate the auditory memory (ability to recognize tonal patterns) in musicians and non-musicians, comparing their performance. Methods Two groups with normal hearing and aged between 17 and 18 years old were compared, one of musicians (N = 14, with average of 8 years of musical training) and a control group (N = 14). Pure tone audiogram and an auditory working memory/pattern recognition test of non-verbal sounds (tonal) were performed. The participant heard 2 consecutive sequences of 6 tonal sounds each and had to say whether they were the same or different from each other. In total 30 pairs of sequences are presented (binaurally). Results The mean of percentage of correct responses in the memory/pattern recognition test was higher in musician’s group than in control group with statistically significant differences between groups (P = 0.002). The difference between the mean of percentage of correct responses in each group was 11.44%. Conclusions The musicians present better auditory memory/recognition of non-verbal (tonal) sounds in relation to the non-musicians, which points to the effectiveness of musical practice in the cognitive development of working memory and recognition of sound patterns. This study, according to others in the field, shows that musical training improves memory and auditory skills, which are known to be fundamental to the academic success of young people in this age group.

scholarly journals Mental Lexicon, Working Memory and L2 (English) Vocabulary in Polish Students with and without Dyslexia

2015 ◽  
Vol 5 (1) ◽  
pp. 71-89
Author(s):  
Marta Łockiewicz ◽  
Martyna Jaskulska
Keyword(s):  
Working Memory ◽  
Word Reading ◽  
Learning Experience ◽  
Mental Lexicon ◽  
Verbal Working Memory ◽  
Educational Programme ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Word Knowledge ◽  
L2 Vocabulary

The aim of our study was to examine the relationship between access to the mental lexicon, working memory and knowledge of English (L2) vocabulary. Analyses were undertaken amongst monolingual speakers of Polish (26 with dyslexia, 24 without) who studied English as a second language as part of their compulsory educational programme at school.We assumed that students with dyslexia would manifest deficits in access to the mental lexicon and verbal working memory, and would have a limited L2 vocabulary. We also assumed that better access to the mental lexicon facilitates knowledge of English (L2) vocabulary, and that this relationship is present in both the criterion and the control group. All of the students participated in both parts of the assessment, the group part (i.e., questionnaire, IQ test, two vocabulary tasks) and the individual part (i.e., psychological measures: verbal working memory, RAN, verbal fluency, and single word reading in L1 task). We found that students with dyslexia exhibited deficits in the speed of access to data from the mental lexicon. The predictive function of memory for vocabulary was more conspicuous in the control group; in the criterion group, the result might constitute a risk factor for L2 vocabulary acquisition in dyslexia, which may manifest with increased proficiency in word knowledge. Poor vocabulary knowledge renders the L2 learning experience difficult, as it impairs students’ reading comprehension, writing and conversational skills.

scholarly journals The Effect of Working Memory Rehabilitation on Visual Memory and Memory Span

2020 ◽  
Author(s):  
Mansour Mahmoudi Aghdam ◽  
Esmaeil Soleimani ◽  
Ali Issa Zadegan
Keyword(s):  
Working Memory ◽  
Cognitive Decline ◽  
Elderly People ◽  
Cognitive Aging ◽  
Visual Memory ◽  
Memory Span ◽  
Control Group ◽  
Age Related ◽  
Memory Rehabilitation ◽  
The Mean

Introduction: Age-related cognitive decline or cognitive aging is largely the result of structural and functional decline in specific areas of the brain, but lifestyle also contributes to this cognitive decline. The aim of this study was to investigate the effect of working memory rehabilitation on visual memory and memory span in ageing. Methods: This was a quasi-experimental study with pretest-posttest design and a control group. The study population included all elderly people who lived in Bukan Nursing Home from April to July 2019 (N = 120). Among these individuals, 30 elderly people were selected by convenience sampling method and then randomly assigned to two experimental and control groups (two groups of 15 people). Kim Karad Visual Memory Test and Wechsler Memory Span Test were taken from the groups in pretest. The working memory rehabilitation was performed in 18 sessions (each sessions 60-minute) and after which the test was performed again. The data were analyzed by multivariate covariance test according to its assumptions. Results: The results showed that after the rehabilitation of working memory, in the experimental group, the mean of short, medium and long components of visual memory were 12.00, 10.8 and 12.33, respectively, and the direct and inverse of memory span were 11.66 and 9.66, respectively. In the control group, the average of short, medium and long components of visual memory is 7.00, 6.70 and 9.00, respectively, and direct and inverse of memory span is 8.33 and 6.46, respectively. The difference in the mean scores between the two groups in the components of visual memory and memory span after the intervention was significant (p < 0.001). Conclusion: The results showed that working memory rehabilitation can improve visual memory and memory span, and it is recommended that this rehabilitation method be used to improve the cognitive functions of the elderly.

Multisensory Language Teaching

2021 ◽  
pp. 151-170
Author(s):  
Şule Çelik Korkmaz ◽  
Çiğdem Karatepe
Keyword(s):  
Content Analysis ◽  
Data Collection ◽  
Qualitative Data ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Vocabulary Test ◽  
Based Instruction ◽  
Experimental Group ◽  
Qualitative Data Collection

This study aims to investigate the effects of multisensory vocabulary teaching (MSVT) on 4th-grade learners' English vocabulary knowledge. Accordingly, the experimental group was taught through MSVT while the control group was given mainstream coursebook-based instruction. Both quantitative and qualitative data collection instruments were used. The non-parametric Wilcoxon tests yielded statistically significant differences regarding pupils' vocabulary achievement in favor of the experimental group both in the immediate post-vocabulary test and in the delayed post-vocabulary test. Furthermore, content analysis of the learners' diaries, teachers' blogs, and interviews revealed mostly positive views about learning words through MSVT compared to coursebook-based learning.

Enhancing Listening Comprehension Through Kinesthetic Rhythm Training

RELC Journal ◽  
2020 ◽  
pp. 003368822094130
Author(s):  
Bradford J Lee
Keyword(s):  
Learning Strategies ◽  
Listening Comprehension ◽  
Comparison Group ◽  
Explicit Instruction ◽  
Control Group ◽  
Japanese University ◽  
Input Enhancement ◽  
Pronunciation Instruction ◽  
Based Instruction ◽  
Traditional Grammar

Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a “true” control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains.

Exploring the impact of individual differences in aural vocabulary knowledge, written vocabulary knowledge and working memory capacity on explaining L2 learners’ listening comprehension

2020 ◽  
Vol 11 (3) ◽  
pp. 423-447 ◽  
Author(s):  
Ahmed Masrai
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Individual Differences ◽  
Listening Comprehension ◽  
Working Memory Capacity ◽  
Explanatory Power ◽  
Memory Capacity ◽  
Vocabulary Knowledge ◽  
Pedagogical Practice ◽  
The Impact

AbstractListening comprehension constitutes a considerable challenge for second language learners, but little is known about the relative contribution of individual differences in distinct factors to listening comprehension. Since research in this area is relatively limited in comparison to that focusing on the relationship between reading comprehension and factors such as vocabulary knowledge and working memory, there is a need for studies that seek to fill the gap in our knowledge about the specific contribution of aural vocabulary knowledge, written vocabulary knowledge and working memory capacity to explaining listening comprehension. Among 130 non-native speakers of English, the present study examines what proportion of the variance in listening comprehension is explained by aural vocabulary knowledge, written vocabulary knowledge, and working memory capacity. The results show that aural vocabulary knowledge is the strongest predictor of listening comprehension, followed by working memory capacity, while written vocabulary knowledge contributes only marginally. The study discusses implications for the explanatory power of aural vocabulary knowledge and working memory to listening comprehension and pedagogical practice in second language classrooms.

Effects of Vocabulary and Implicit Linguistic Knowledge on Speech Recognition in Adverse Listening Conditions

2019 ◽  
Vol 28 (3S) ◽  
pp. 742-755 ◽  
Author(s):  
Annalise Fletcher ◽  
Megan McAuliffe ◽  
Sarah Kerr ◽  
Donal Sinex
Keyword(s):  
Working Memory ◽  
Speech Recognition ◽  
Word Recognition ◽  
Processing Speed ◽  
Recognition Accuracy ◽  
Vocabulary Knowledge ◽  
Nonverbal Intelligence ◽  
Signal To Noise ◽  
Signal Degradation ◽  
Hearing Acuity

Purpose This study aims to examine the combined influence of vocabulary knowledge and statistical properties of language on speech recognition in adverse listening conditions. Furthermore, it aims to determine whether any effects identified are more salient at particular levels of signal degradation. Method One hundred three young healthy listeners transcribed phrases presented at 4 different signal-to-noise ratios, which were coded for recognition accuracy. Participants also completed tests of hearing acuity, vocabulary knowledge, nonverbal intelligence, processing speed, and working memory. Results Vocabulary knowledge and working memory demonstrated independent effects on word recognition accuracy when controlling for hearing acuity, nonverbal intelligence, and processing speed. These effects were strongest at the same moderate level of signal degradation. Although listener variables were statistically significant, their effects were subtle in comparison to the influence of word frequency and phonological content. These language-based factors had large effects on word recognition at all signal-to-noise ratios. Discussion Language experience and working memory may have complementary effects on accurate word recognition. However, adequate glimpses of acoustic information appear necessary for speakers to leverage vocabulary knowledge when processing speech in adverse conditions.

Effects of STM Span, Syntactic Awareness, and Vocabulary Knowledge on Iranian EFL Learners’ Reading Comprehension

2016 ◽  
Vol 6 (12) ◽  
pp. 2297
Author(s):  
Katayoun Hashemin ◽  
Asgar Mahmoudi
Keyword(s):  
Reading Comprehension ◽  
Quantitative Methods ◽  
Short Term Memory ◽  
Memory Span ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Syntactic Awareness ◽  
Efl Learners ◽  
Significant Difference ◽  
Knowledge Group

The present study aimed at investigating the effects of Short-Term Memory (STM) span, syntactic awareness, and vocabulary knowledge on Iranian EFL learners’ reading comprehension. The research data were collected using quantitative methods. The data collection instruments included Oxford Placement Test, a working memory span test, and reading pretests and posttests. Sixty seven female intermediate level students were randomly assigned into the three groups of control, syntactic awareness, and vocabulary knowledge. Their performances then were measured and analyzed. Not only did the results reveal that there was a significant difference between the experimental groups and the control group in reading comprehension but also a significant difference between the two experimental groups. In other words, students in the vocabulary knowledge group benefitted more than students in the syntactic awareness. In addition, findings from the study indicated that STM does not affect reading comprehension ability of the students.

Phonological Working Memory and Spoken Language Development in Young Children

1996 ◽  
Vol 49 (1) ◽  
pp. 216-233 ◽  
Author(s):  
Anne-Marie Adams ◽  
Susan E. Gathercole
Keyword(s):  
Working Memory ◽  
Language Development ◽  
Cognitive Skills ◽  
Memory Span ◽  
Average Length ◽  
Spoken Language ◽  
Standard Test ◽  
Vocabulary Knowledge ◽  
Phonological Working Memory ◽  
Unselected Sample

This study investigated the relationship between phonological working memory and spoken language development in a large unselected sample of 4- and 5-year old children. Assessments were made of the language produced by the children on the Bus Story (Renfrew, 1969), a standard test of continuous speech. In this test, children listen to a story, which they then recount with the aid of visual clues. The amount of information recalled and the average length of the five longest utterances are taken as indices of children's expressive language abilities. Phonological working memory skills were indexed by memory span and the ability to repeat non-words. The ability to repeat non-words made a significant contribution to the variance in the children's speech independently of age, vocabulary knowledge, and nonverbal cognitive skills. The possible mechanisms by which skills assessed by phonological memory tasks may be linked to the development of speech production abilities are considered.

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