The Effects of Listening Support on the Listening Performance of EFL Learners
The Effects of Listening Support on the Listening Performance of EFL Learners
复制标题
听力支持对英语学习者听力表现的影响
DOI：
10.2307/40264527
复制
发表时间：
2006
期刊：
影响因子：
--
通讯作者：
J. Read
中科院分区：
文献类型：
--
作者：
A. Chang;J. Read
听力理解对于外语学习者来说是一项很难培养的技能，对于他们的老师来说也是一项很难评估的技能。在设计合适的听力测试时，教师可以提供多种形式的支持，以减少对考生的任务要求。这项研究调查了四种听力支持的效果：预览测试问题、重复输入、提供有关主题的背景知识和词汇教学。该研究涉及一项基于课堂的实验，160 名学生参加了台湾一所大学必修的英语听力课程。结果表明，总体而言最有效的支持类型是提供有关该主题的信息，然后是重复输入。学习者的听力水平具有显着的交互效应，特别是在问题预习的情况下。无论熟练程度如何，词汇教学都是最无用的支持形式。研究结果与该领域之前少数研究的结果总体一致，但肯定还有进一步研究的余地。
Listening comprehension is a difficult skill for foreign language learners to develop and for their teachers to assess. In designing suitable listening tests, teachers can provide various forms of support to reduce the demands of the task for the test takers. This study investigated the effects of four types of listening support: previewing the test questions, repetition of the input, providing background knowledge about the topic, and vocabulary instruction. The research involved a classroom-based experiment with 160 students enrolled in a required English listening course at a college in Taiwan. The results showed that the most effective type of support overall was providing information about the topic, followed by repetition of the input. The learners' level of listening proficiency had a significant interaction effect, particularly in the case of question preview. Vocabulary instruction was the least useful form of support, regardless of proficiency level. The findings are generally consistent with the results of the small number of previous studies in this area but there is certainly scope for further investigation.