The Role of Speech-In-Noise in Japanese EFL Learners' Listening Comprehension Process and Their Use of Contextual Information.
The Role of Speech-In-Noise in Japanese EFL Learners' Listening Comprehension Process and Their Use of Contextual Information.
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噪声中语音在日本英语学习者听力理解过程中的作用及其对上下文信息的使用。
DOI：
10.1080/10904018.2021.1963252
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发表时间：
2021
影响因子：
--
通讯作者：
R.
中科院分区：
文献类型：
--
作者：
Fujita;R.
本研究旨在调查英语学习者在不同噪声条件下对语境信息的使用情况。参与者是7名日本本科生。采用了噪声中的语音感知(SPIN)测试(Kalikow等人，1977)中的噪声测试。在旋转测试中增加了四种信噪比条件(SNR=0、5、10、15)和一个无噪声条件。使用有声思考方案程序收集数据。噪声测试中出现的一些目标词得到了语境信息的支持，使学习者能够使用自上而下的预测，而另一些目标词没有语境信息，使得学习者很难预测目标词。结果表明，首先，学习者在所有噪声水平下都使用语境信息，但在高语境和低语境句子中的使用有所不同。第二，受试者的听力理解受背景噪声的影响很大。噪声测试的得分和置信度随着噪声水平的增加而降低。第三，当信噪比为15时，参与者成功且最频繁地使用上下文信息。此外，研究还发现，参与者对噪声的容忍程度有所不同。并讨论了对听力评估和教学的启示。
This study aims to investigate English as a foreign language (EFL) learners’ use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-tonoise ratio (SNR) conditions (SNR = 0, 5, 10, 15) and a condition without noise were added to the SPIN test. Data were collected using think-aloud protocol procedures. Some target words presented in the noise test were supported with contextual information, enabling learners to use top-down prediction, whereas others were not supported with contextual information, making it difficult for learners to predict the target words. The results showed that, first, learners used contextual information at all noise levels, but differently in high- and low-context sentences. Second, participants’ listening comprehension was greatly affected by background noise. The scores on the noise test and their confidence levels decreased as the level of noise increased. Third, the participants used contextual information successfully and most frequently when the SNR = 15. It was also found that the tolerance level for noise varied among participants. Implications for listening assessment and teaching are discussed.