L2 students' performance on listening comprehension items targeting local and global information

Becker, Anthony

doi:10.1016/j.jeap.2016.07.004

Cited by 29 publications

(26 citation statements)

References 17 publications

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“…Passage length has also long been cited as a factor affecting EFL listeners' comprehension (Becker, 2016;Ilhan, 2018;Rost, 2011;Tsagari & Banerjee, 2016;Zhafarghandi et al, 2014), andHamouda (2012) assert that unnecessarily long listening passages can potentially make learners wearied and eventually lose their focus. Bloomfield et al (2010) found that long passages overloaded with information may cause learners' working memory to overwork, thus preventing comprehension.…”

Section: Discussionmentioning

confidence: 99%

Exploring Efl Students’ Problems in Listening to English News Broadcasts

Zulfikar

Aulia

Akmal

2020

LANGLIT

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Listening is central for language learning and for daily communication. However, in foreign language learning, students still encounter problems in understanding listening materials. This present study is aimed to reveal the students’ problems in listening English news broadcasts. The subjects of this study were two classrooms at the Department of English Language Education at an acknowledged university in Banda Aceh. The samples were made of 50 students in their third semester. This study employed a quantitative analysis approach. A close-ended questionnaire was used as the instruments in collecting the data. The findings showed that the difficulties faced by the students in listening to English news broadcast were mainly caused by unfamiliar topics, unfamiliar vocabulary, different accents, fast speech rate, unintelligible pronunciation, difficulty in inference making, excessively long passages, complicated grammatical structure, as well as complex ideas.

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Section: Discussionmentioning

confidence: 99%

Exploring Efl Students’ Problems in Listening to English News Broadcasts

Zulfikar

Aulia

Akmal

2020

LANGLIT

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“…To achieve academic success at English‐medium universities, second language (L2) learners need to comprehend reading materials, lectures, seminars, labs, and tutorials (Becker, ; Biber, ). These speech events are essential components of university study (Lynch, ), but comprehending academic spoken English is challenging for L2 learners (Flowerdew & Miller, ; Mulligan & Kirkpatrick, ).…”

Section: Introductionmentioning

confidence: 99%

The Academic Spoken Word List

2017

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The linguistic features of academic spoken English are different from those of academic written English. Therefore, for this study, an Academic Spoken Word List (ASWL) was developed and validated to help second language (L2) learners enhance their comprehension of academic speech in English‐medium universities. The ASWL contains 1,741 word families with high frequency and wide range in an academic spoken corpus totaling 13 million words. The list, which features vocabulary from 24 subjects across four equally sized disciplinary subcorpora, is graded into four levels according to Nation's British National Corpus and Corpus of Contemporary American English lists, and each level is divided into sublists of function words and lexical words. Depending on their vocabulary levels, language learners may reach 92–96% coverage of academic speech with the aid of the ASWL. Open Practices This article has been awarded Open Materials and Open Data badges. The composition of the corpora, the Academic Spoken Word List, and sublists are publicly accessible via the Open Science Framework at https://osf.io/gwk45 and the IRIS digital repository at http://www.iris-database.org. Learn more about the Open Practices badges from the Center for Open Science: https://osf.io/tvyxz/wiki.

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“…In addition to listening subskills, items targeting different levels of listening comprehension, such as local (i.e., explicit and factual) and global (i.e., inferential) comprehension, have been investigated. For instance, Becker (2016) examined the extent to which the two types of items differentiated between test takers with different proficiency levels. Since items targeting different levels of listening comprehension were able to distinguish different proficiency groups, and items targeting local comprehension were easier than those targeting global comprehension for all groups, Becker provided empirical evidence for the hierarchy of cognitive processes and the relative difficulty of items targeting different cognitive processes.…”

Section: Resultsmentioning

confidence: 99%

Assessing Second Language Listening Over the Past Twenty Years: A Review Within the Socio-Cognitive Framework

Jiang

2020

Front. Psychol.

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The assessment of second language (L2) listening has received much attention. To understand the state-of-the-art research on L2 listening assessment, a total of 87 studies published in 14 peer-reviewed journals and two research report series between 2001 and 2020 were reviewed, using the socio-cognitive framework for developing and validating listening tests proposed by Weir (2005). Thirteen research themes were identified in relation to the six components of the framework, including test-taker characteristics, cognitive validity, context validity, scoring validity, consequential validity, and criterion-related validity. Context validity was the most investigated component, covering three research themes, that is, task setting, linguistic demands (input and output), and speakers. Based on a detailed analysis of the 13 research themes, recommendations for future research in L2 listening assessment were given.

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L2 students' performance on listening comprehension items targeting local and global information

Cited by 29 publications

References 17 publications

Exploring Efl Students’ Problems in Listening to English News Broadcasts

Exploring Efl Students’ Problems in Listening to English News Broadcasts

The Academic Spoken Word List

Assessing Second Language Listening Over the Past Twenty Years: A Review Within the Socio-Cognitive Framework

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