Investigating an innovative computer application to improve L2 word recognition from speech

Matthews, Joshua; O’Toole, John M.

doi:10.1080/09588221.2013.864315

Cited by 18 publications

(14 citation statements)

References 49 publications

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“…For example, since L2 learners' ability to recognise words from speech is crucial to L2 listening comprehension, Hulstijn (2003) has suggested taking advantage of multimedia software to develop L2 learners' vocabulary knowledge for L2 listening comprehension. Subsequent studies indicate that such computer-mediated approaches contribute positively to improving L2 vocabulary knowledge and L2 listening comprehension (Matthews, Cheng, & O'Toole, 2015;Matthews & O'Toole, 2013).…”

Section: Discussionmentioning

confidence: 99%

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

Wang

Treffers‐Daller

2017

System

129

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Listening comprehension constitutes a major problem for second language learners but little is known about the relative contribution of different factors to listening comprehension. Since there are still only very few studies in this area by comparison with studies focusing on the relationship between reading and vocabulary, there is a need for studies which can fill the gap in our knowledge about the specific contribution of generic and discrete-point measures of language ability to explaining listening. In the present study among 151 non-English major students at a university in Northwest China we explore what proportion of the variance in listening comprehension is explained by general language proficiency, vocabulary size and metacognitive awareness. Our results show that vocabulary size is the strongest predictor, followed by general language proficiency, while metacognitive awareness is less important. We discuss implications for the componential structure of the notion language ability, theories of listening and pedagogical practice in L2 classrooms.

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Section: Discussionmentioning

confidence: 99%

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

Wang

Treffers‐Daller

2017

System

129

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“…The subjectivity associated with the scoring of the FD test (partial dictation test) was overcome using a structured marking rubric. This rubric had been piloted in a previous study (Matthews and O'Toole 2013) and was determined to be an effective marking procedure to ensure minor spelling errors present in the answers did not affect the validity and reliability of the marking approach. For each of the 113 participants involved, the total marks for both the FND and the FD tests were established and expressed as a percentage of the maximum possible scores.…”

Section: Data and Analysismentioning

confidence: 99%

Fluency: A Critically Important Yet Undervalued Dimension of L2 Vocabulary Knowledge

Cheng

Matthews

O’Toole

2015

Pacific Rim Objective Measurement Symposium (PROMS) 2014 Conference Proceedings

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Measurements of vocabulary knowledge are powerful indicators of language proficiency, as they correlate with other language skills (Milton 2013;Staehr 2009). It is evident to all L2 educators that L2 vocabulary knowledge is an essential component of L2 competency. The underlying constructs of vocabulary knowledge are generally accepted as consisting of multiple dimensions (Milton 2013). Among these knowledge dimensions, vocabulary fluency, or the ability to access and apply vocabulary knowledge under time constraints, is arguably one of the most important. This is especially the case in regard to the ability to apply existing L2 vocabulary knowledge in a communicatively competent manner. This paper asserts that the ability to apply vocabulary knowledge in a fluent manner has been systemically undervalued in contemporary L2 educational contexts. In support of this assertion, empirical data drawn from the results of two equivalent vocabulary tests administered among a cohort of 113 tertiary-level L2 learners are presented. Results showed significantly lower mean vocabulary scores on the fluency dependent (FD) test than those attained by the cohort on the fluency non-dependent (FND) test. The implications of this significant discrepancy between these two measures of vocabulary knowledge are discussed. The paper concludes that the cohorts' FD knowledge of high frequency and academic words was significantly lower than their FND knowledge of those same categories of words. These results encourage an invigoration of teaching, testing, and

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“…However, few empirical studies have directly investigated the role of word recognition from speech in L2 listening comprehension. In the improvement of WRS among group of ESL students in teaching listening using application (CALL) approaches, 14 used three types of test; partial, paused, and dictation tests as the integration of listening comprehension to measure L2 WRS. This study implemented quantitative and brief post-protocol attitudinal survey.…”

Section: Word Recognition From Speech In L2 Listeningmentioning

confidence: 99%

What Frequency Word Level Needed to have L2 Listening Comprehension

Ramli¹

2018

SSLEJ

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A successful listening comprehension integrates linguistic and non-linguistic knowledge which provide the foundation of L2 listening comprehension.This study reviewed one of the factors of successful L2 listening comprehension because a minimum level of word recognition is compulsory before non-linguistic knowledge. Linguistic knowledge through bottomup processes is an essential aspectto obtain the accurate the incoming input. The ability to recognize phonological features and frequency words becomes the bases of understanding L2 listening content and essentially which contribute to L2 listening proficiency. word recognition from speech as a new construct of vocabulary brings a vital role in a listener's ability to combine both non-linguistic and linguistic knowledge while processing spoken language. Therefore, it is possible to be valuable targets for tests to predict a listener's ability to deal with L2 listening comprehension tasks. Some studies revealed that word recognition in the 3000 frequent word families is the most predictive and provide a unique contribution to standardized L2 listening test in ESP contest. This study found the lack of empirical data about research on WRS in L2 listening comprehension. Thus, investigating the correlation between WRS and L2 listening comprehension constructed by researcher based on the learners' listening need in EAP context can be further investigated and the other factors are potentially involved.

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Investigating an innovative computer application to improve L2 word recognition from speech

Cited by 18 publications

References 49 publications

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

Explaining listening comprehension among L2 learners of English: The contribution of general language proficiency, vocabulary knowledge and metacognitive awareness

Fluency: A Critically Important Yet Undervalued Dimension of L2 Vocabulary Knowledge

What Frequency Word Level Needed to have L2 Listening Comprehension

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