Resource Consumption as a Function of Topic Knowledge in Nonnative and Native Comprehension

Tyler, Michael D.

doi:10.1111/1467-9922.00155

Cited by 35 publications

(29 citation statements)

References 47 publications

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“…1 Harrington and Sawyer (1992) 2 Vandergrift et al (2006) 3 Tsui and Fullilove (1998) 4 Field (2004) 5 Goh (2000) 6 Tyler (2001) 7 Nation (2001) 8 e.g., Rupp, Garcia, & Jamieson (2001) 9 e.g., Nissan, DeVincenzi, & Tang (1996) 10 Moyer (2006) 11 Rupp et al (2001) 12 Rupp et al (2001) 13 Chang & Dunkel (1992) 14 Chaudron (1983) 15 Nissan et al (1996); Kostin (2004) 16 Kostin (2004) 17 e.g., Pica, Young, & Doughty (1987) 18 Taguchi (2008) 19 Taguchi (2005) 20 Nissan et al (1996) 21 Freedle & Kostin (1992 22 Sasaki (2000) 23 Kostin (2004) 24 Tannen (1982) 25 e.g., Kiany & Jalali (2006) 26 Odlin (1989) 27 Freedle & Kostin (1992) 28 Ying-hui (2006) 29 e.g., Jung (2003) 30 Chaudron & Richards (1986) 31 Freedle & Kostin (1996 32 Major et al (200...…”

Section: Endnotesmentioning

confidence: 99%

“…Demands on working memory are higher when processing is less automatic (Baddeley, 2007), and listening comprehension is less automatic for non-native listeners than for native listeners (Tyler, 2001). …”

Section: Working Memory and Passage Lengthmentioning

confidence: 99%

“…In general, passages about familiar topics are easier for L2 listeners to comprehend than are passages about unfamiliar topics (Sadighi & Zare, 2006;Tyler, 2001). Exposure to information about a topic prior to listening to a passage about that topic improves comprehension for higher-and lower-proficiency L2 listeners (measured through the Test of English for International Communication; participants with scores ≥ 40 were classified as higher proficiency, those ≤ 39 were classified as lower proficiency; Chang & Read, 2006).…”

Section: Passage Topicmentioning

confidence: 99%

“…This use of background knowledge can be detrimental, however, because listeners that rely too heavily on prior knowledge, prior conversational units, and relational history with the speaker may be unduly biased by this information (Bodie et al, 2008). That said, the advantages likely outweigh the disadvantages; using background knowledge to help understand a passage frees up attentional resources to be devoted to other aspects of the listening task (Tyler, 2001). …”

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confidence: 99%

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What makes listening difficult? Factors affecting second language listening comprehension

Bloomfield¹,

Wayland²,

Rhoades³

et al. 2010

150

120

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Factors affecting second language listening comprehension gies-that is, those who are aware of and use effective strategies, such as avoiding mental translation-demonstrate better L2 listening comprehension. 2 In addition to these general cognitive abilities, a number of factors pertaining to experience with the L2 influence listening skill. These factors include the amount of prior exposure to the language; familiarity with and an ability to understand the non-native language's phonology; vocabulary size; and background knowledge about the topic, text, structure, schema, and culture.Familiarity with the L2 changes the extent to which the L2 listener uses top-down or bottom-up strategies in listening. For example, expert listeners use both types of strategies: They are able to accurately make sense of the speech signal (bottom-up information) 3 and integrate this information with PurPose-To establish what is currently known about factors that affect foreign language listening comprehension, with a focus on characteristics of the listener, passage, and testing conditions.ConClusions-Research on second language (L2) listening comprehension strongly supports the importance of a number of factors, for example, a listener's working memory capacity and the number of ideas in a passage. Much of the research, however, reports weak or inconclusive results, leaving many factors and complex interactions among factors unresolved and in need of further investigation.relevanCe-Identifying the factors that affect L2 listening comprehension will help Defense Language Institute Proficiency Test (DLPT) designers anticipate how qualities of selected authentic materials will impact listening comprehension. Executive Summary PurPoseThe U.S. Government administers the Defense Language Proficiency Test (DLPT) to military linguists and other government personnel to assess their listening and reading comprehension in a number of foreign languages, including critical languages such as Mandarin, Modern Standard Arabic, Egyptian Arabic, and Persian Farsi. The DLPT is updated every 10 to 15 years, and the most recent transition-from DLPT IV to DLPT5-included a greater emphasis on testing listening comprehension with authentic materials. In turn, this has led to a growing interest in the factors that make second language (L2) listening difficult.To examine these factors, CASL reviewed the current scientific literature and summarized the characteristics of listeners, passages, and testing conditions. The review targeted features of particular interest to stakeholders at the Defense Language Institute (DLI). The long-term goal of the project is to support the selection of authentic listening materials that accurately reflect different proficiency levels. ConClusionsAlthough the available research on L2 listening comprehension is limited, CASL's literature review identified several factors that affect listening comprehension. These factors are summarized below and in Tables 1, 2, and 3. 1 Characteristics of the listenerUnderstanding a fo...

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Section: Endnotesmentioning

confidence: 99%

Section: Working Memory and Passage Lengthmentioning

confidence: 99%

Section: Passage Topicmentioning

confidence: 99%

mentioning

confidence: 99%

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What makes listening difficult? Factors affecting second language listening comprehension

Bloomfield¹,

Wayland²,

Rhoades³

et al. 2010

150

120

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“…In fact, although the need for such compensatory use of top-down processing reduces with proficiency (Meador et al, 2000;Tsui & Fullilove, 1998), second-language learners tend to use more top-down processing than native speakers (Tyler, 2001).…”

Section: Introductionmentioning

confidence: 99%

Proficiency, Use of Context and Non-Native Speech Perception in Noise Performance

Nishi

2018

Audiol Speech Res

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Purpose: The present study evaluated a novel method of quantifying relative use of bottom-up and top-down processing when perceiving speech in challenging listening conditions. Methods: One-hundred seven normal-hearing adults participated as listeners. Fortyseven were Spanish-speaking, second-language learners of English (L2) and 60 were monolingual speakers of English. Using adaptive procedure, signal-to-noise ratios required for 70%-correct recognition of words and sentences (SNR70) were obtained for all listeners. Individual listeners were statistically classified as "native-like" or "non-native" based on the sentence and word SNR70. Results: Despite their native-like performance in quiet, only half of the L2 listeners' SNR70 values were "native-like", whereas the remaining half L2 listeners required more favorable SNR70. Interestingly, although there was no notable difference in language background among the "nonnative" L2 listeners, half of them required more favorable SNR70 for sentences than for words, suggesting inability to use sentence context as effectively as the remaining "non-native" or "native-like" L2 listeners. Conclusion: The results show that the present method may be useful in identifying the shortcomings in listening strategies individual second-language learners use. Such information can possibly serve as a guide to choose exercises and/or training to alleviate difficulty they experience in challenging listening conditions, which may be possibly applicable to other listener populations.

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Teaching and Testing Listening Comprehension

Vandergrift

Goh

2009

The Handbook of Language Teaching

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For years, the role of listening in language acquisition and communication was undervalued and neglected. Second and foreign language (SL/FL) listening was often developed incidentally through language exercises where oral language was used. It eventually earned its rightful place during the communicative language teaching era.Language was taught for face-to-face communication, and listening was an important skill in this regard. It was also a channel for comprehensible input (Krashen, 1985) and an important aspect of interlanguage communication necessary for language acquisition (Swain, 1985). With these changing perceptions of SL/FL listening, there was a concerted effort to describe its characteristics and how to teach it (e.g., Anderson & Lynch, 1988). These positive developments were sustained by theoretical insights from disciplines such as psychology, education, communication studies, and linguistics. More significantly, theories about human cognition have introduced language teachers to the exciting possibilities of language development through active learner involvement and control. These cognitive theories provided an important framework for describing SL/FL listening (e.g.,

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Resource Consumption as a Function of Topic Knowledge in Nonnative and Native Comprehension

Cited by 35 publications

References 47 publications

What makes listening difficult? Factors affecting second language listening comprehension

What makes listening difficult? Factors affecting second language listening comprehension

Proficiency, Use of Context and Non-Native Speech Perception in Noise Performance

Teaching and Testing Listening Comprehension

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