The Effect of Pausing on Listening Comprehension.
The Effect of Pausing on Listening Comprehension.
复制标题
暂停对听力理解的影响。
DOI：
--
复制
发表时间：
1988
期刊：
影响因子：
--
通讯作者：
George W. Jacobs
中科院分区：
文献类型：
--
作者：
George W. Jacobs
一项研究调查了停顿对第二语言学习者听力理解的影响，停顿是语速的一个组成部分。两个能力水平的受试者分组听两个简短讲座的录音版本，录音中有四种不同的速度和停顿条件组合。通过完形填空测试和准确、可接受的单词评分来测量理解能力。对结果的统计分析一致表明，能力的主效应显著，停顿和能力的交互作用在两个例子中都是显著的，而速度没有显著的影响。虽然研究结果并没有有力地证实停顿有助于理解的预期，而且受试者的评论表明停顿太长或速度太慢可能会造成无聊，但结论是，教师有理由在课堂上明智地使用停顿来接近正常的言语。其中包括一个简短的参考书目。(MSE)EDR提供的***********************************************************************复制品是从原始文档*制作的最佳复制品。************************************************************************“是否已向教育资源信息中心(ERIC)授予复制此材料的许可？美国教育部教育研究和培训教育资源信息中心*Eric)LMS文件已被视为受保护的个人或其他人，并已被证实为第15位。乔治·雅各布斯、Wiladlak Chuawanlee、Bert K.Itoga Jr.、Diane Sakumoto、Susan Saka和Kenneth A.Meehan的停顿对听力理解的影响。1988年3月3-6日，夏威夷火奴鲁鲁，第八届第二语言研究论坛上发表的论文。这项研究是对第二语言习得研究的一项贡献，该研究侧重于研究输入修改对学习者言语理解的作用。被调查的特定变量是停顿，这是语速的一个组成部分。以前的研究已经发现减慢了言语辅助理解的速度。本文的研究是对第二语言习得研究的一项贡献，该研究侧重于输入修饰对学习者言语理解的作用。被调查的特定变量是停顿，这是语速的一个组成部分。之前的研究已经发现，这会减慢语音辅助理解的速度。两个能力水平的受试者分组听两个讲演的录音版本，用四种不同的速度和停顿条件组合录制下来。通过完形填空测试和准确、可接受的单词评分来测量理解能力。对结果进行的四个三因素方差分析结果一致显示，能力的主效应显著，停顿和能力的交互效应有两个，而速度没有显著的效应。对教学的启示也进行了讨论。
A study investigated the effect of pausing, a component of speech speed, on the listening comprehension of second language learners. Groups of subjects at two ability levels listened to taped versions of two brief lectures recorded with four different combinations of speed and pausing conditioi.s. Comprehension was measured by means of cloze tests with exact and acceptable word scoring. Statistical analysis of the results consistently showed significant main effects for ability, an interaction effect between pausing and ability in two instances, and no significant effects involving speed. While the findings do not strongly confirm the expectation that pausing aids comprehension, and subjects' comments suggest that too long a pause or too slow a speed may create boredom, it is concluded that there is reason for teachers to use pausing judiciously in the classroom to approximate normal speech. A brief bibliography is included. (MSE) ********************************************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. * *********************************************************************** "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)? U.S. DEPARTMENT OF EDUCATIDN M Educat.anal Research and trnpro.ement EDUCATIONAL RESOURCES INFORMATION CENTER *ERIC) lms document has beer teprodt.oed as rece ved tne person or odandaqdn MnocnangeSnavebeenmadelo,nprove emduaoncually Po.15. of e* ot ornmons stated to tmsdoc ment do not neceSsatA'y repteSent olbcat DERI pdcvon or tao,,cy THE EFFECT OF PAUSING ON LISTENING COMPREHENSION by George Jacobs, Wiladlak Chuawanlee, Bert K. Itoga Jr., Diane Sakumoto, Susan Saka, and Kenneth A. Meehan. (U. of Hawaii, Manoa) Paper Presented At The Eighth Second Language Research Forum, March 3-6, 1988, Honolulu, Hawaii. 2 BEST COPY AVAILABLE ABSTRACT The study reported here is a contribution to the work in Second Language Acquisition research that focusses on the role of modifications of input on learner comprehension of speech. The specific variable investigated was pausing, a com_-)nent of speech speed. Previous research had found that slowed speech aided comprehension.The study reported here is a contribution to the work in Second Language Acquisition research that focusses on the role of modifications of input on learner comprehension of speech. The specific variable investigated was pausing, a com_-)nent of speech speed. Previous research had found that slowed speech aided comprehension. Groups of subjects at two ability levels listened to taped versions of two lecturettes recorded with four different combinations of speed and pausing conditions. Comprehension was measured by means of cloze tests with exact and acceptable word scoring. Four three-way ANOVA tests on the results consistently showed significant main effects for ability, an interaction effect between pausing and ability in two instances, and no significant effects involving speed. Implications for teaching are discussed.