Authentic Listening in Spanish: How Learners Adjust Their Strategies to the Difficulty of the Input
Authentic Listening in Spanish: How Learners Adjust Their Strategies to the Difficulty of the Input
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真实的西班牙语听力：学习者如何根据输入的难度调整策略
DOI：
10.2307/344077
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发表时间：
1992
期刊：
影响因子：
--
通讯作者：
Susan M. Bacon
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文献类型：
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作者：
Susan M. Bacon
* Susan M.辛辛那提大学的培根认为，第二语言的关键输入要比第二语言难;第二，那些（第二语言）理解和习得者。Ks-ashen（1981; 1978）在文章之间调整了他们的策略，推广了表现出更高水平的理解和“可理解输入”的概念，即质量和多样性学习。研究结果对两种输入方式都有启示作用，已被广泛研究.除了使用真实的听力材料来传达信息外，输入还提供语言证据，以及对听力策略的研究。学习者用来获得新语言的东西（沙伍德史密斯）。近年来，L2教学法的研究者们开始关注输入中的另一个问题，即学习者需要接受输入。倾听的行为涉及互动和真实的语言（培根，1989;输入、任务和个人变量的作用。一九八七年;布林;邓克尔;隆德;莫里森;环; Ks-ashen（1989）认为，听者和读者（Rogers&Medley; Weissenreider）。2这种从可理解的输入中“习得”语言，输入为学习者提供了使正式教学变得不必要的语言信息和可能无效甚至适得其反的文化信息。为了支持他的假设，即学习者谁是偶然的重点，真正的语言允许自由阅读的时间，例如，语言，人们发现关注调查quickly abuhari更有效地和更深入的学习者策略，在理解和cornmeaning比正式教学。一些在L2中的交流（亚历山大和朱迪;培根证据也存在，表明儿童和Finnemann，“一项研究”，1990年; Chamot和通过听Kupper，1989年; Chamot，O 'Mahley，Kuppes和听觉文本获得新的词汇。Peterson和Benson Impink-Hernandez在L2中的研究; Ehrman & Oxford，1990;都强调了内容领域Fujita的重要性; O 'Malhcy & Chamot，1990; Oxford & instruction作为教授听力的媒介Crookall; Oxford，Crookall，Cohen，Lavine，& skills。Nyikos; Oxford，Lavine & Crookall）。问题学习者通常暴露于本文所讨论的某种形式的信息中，考虑的是他是如何被修改的，而不是真实的输入。一些来自真实听力研究的专家已经研究了教师和其他人如何输入：第一，针对学习者的第二语言替代输入之间的关系：在一项关于学习通道难度和学生策略性学习策略/非母语者（NS/NNS）策略的研究中？第二，在存在交际困难和学习困难的情况下，学生的言语交际水平如何影响其言语交际水平，Des-wing发现，学生的言语交际难度增加、策略变异和个体差异与学生的言语交际水平存在相关性。为了回答这些问题。此外，在对教师输入问题的回顾中，该研究检查了策略studies，Chaudron发现大量证据表明，当他们知道他们的听众是NNS时，与他们的压缩机水平相关的凹痕报告故意减慢他们的语音hension和学习新信息的速度。收听两个西班牙语广播节目。它的绝对速率的讲话指向的是假设，首先，所有的听众将纳斯显示到100个字/分钟。无论是否采用了显着更大的比例，但这些类型的修改有关系的自上而下的战略对assagejudged理解和heaming是不太清楚：
* Susan M. Bacon, University of Cincinnati Input is considered critical in second-language to be more difficult; and second, that those who (L2) comprehension and acquisition.' Since adjusted their strategies between passages would Ks-ashen (1981; 1978) popularized the notion of exhibit a higher level of comprehension and "comprehensible input," the quality and variety learning. The findings have implications forboth of input have been widely studied. Besides sendthe use of authentic listening materials in instrucing a message, input provides linguistic evidence tion, and also listening-strategy research. that the leamer uses to acquire new language (Sharwood Smith). More recently, L2 methodReview of Literature ologists are taking another hook at the message in input, that is, the need to expose learners to Input. The act of listening involves an interacnatural and authentic language (Bacon, 1989; tion of input, task, and individual variables. 1987; Breen; Dunkel; Lund; Morrison; Rings; Ks-ashen (1989) argues that listeners and readers Rogers & Medley; Weissenreider).2 This kind of "acquire" language from comprehensible input, input provides the learner with both linguistic which renders formal instruction unnecessary, and cultural information that may not be availeven counterproductive.3 He cites several studies able in pedagogical texts. to support his hypothesis that learners who are Coincidental to the focus on authentic lanallowed time for free reading, for example, acguage, one finds concern with investigating quirevocabuharymore efficiently andwithdeeper learner strategies in comprehending and cornmeaning than from formal instruction. Some municating in the L2 (Alexander & Judy; Bacon evidence exists, as well, to suggest that children & Finnemann, "A Study," 1990; Chamot & acquire new vocabulary in Li by listening to Kupper, 1989; Chamot, O'Mahley, Kuppes& aural text. Studies in L2 by Peterson and Benson Impink-Hernandez; Ehrman & Oxford, 1990; both underscore the importance of content-area Fujita; O'Malhcy & Chamot, 1990; Oxford & instruction as the medium for teaching listening Crookall; Oxford, Crookall, Cohen, Lavine, & skills. Nyikos; Oxford, Lavine & Crookall). The quesLeamers are usually exposed to some form of tions addressed in this paper consider how heammodified, rather than authentic input. Several es-s comprehend and heam from authentic aural studies have examined how teachers and others input: First, what is the relationship between L2 alter input intended for learners: In a study of listening-passage difficulty and heamesstratenative speakes-/nonnative speaker (NS/NNS) gies?; and second, how do listening-passage conversations, Des-wing foundthatNSs increased difficulty, strategy variation and individual difthe amountof background detail they provided to fes-ences interrelate to ps-edict levels of compreNNSs when there were communication difficulhension and learning? In order to answer these ties. Furthermore, in a review of teacher input questions, the study examined the strategies stustudies, Chaudron found ample evidence that dents reported in relation to their level of comprespeakers deliberately slow their rate of speech hension and learning of new information while when they know their audience is NNS. The listening to two radio broadcasts in Spanish. It absolute rate of speech directed toward beginwas hypothesized, first, that all listeners would ners was showed to 100 wpm. Whether or not employ a significantly greater proportion of butthese kinds of modifications have bearing on tom-upto top-down strategies onapassagejudged comprehension and heaming is less clear: On the