Second Language Listening Comprehension: A Schema-Theoretic Perspective

Abstract

COMPREHENSION PLAYS A KEY ROLE IN THEprocess of second language (L2) acquisition. Although current theories of second language acquisition differ in specifics, all take into account the role of comprehension in the processing, storage, and retrieval of linguistic input, and its influence on the development of a learner's second language. 1 However, despite this general agreement on the importance of L2 comprehension, little fundamental research has been conducted.In recent years, the fields of cognitive psychology, artificial intelligence, and linguistics have combined efforts in developing theories of comprehension based on learners' ability to draw on their existing world knowledge. * This work has led to the idea of scripts as an essential framework for comprehension. Some researchers have begun to investigate how script theory applies to second language acquisition, particularly with reference to the reading process.3 Other scholars suggest that the same theories probably apply to the listening process, but systematic investigation of these issues is still lacking.' In fact, the L2 listening comprehension literature over the past two decades includes only a small number of empirical studies in a few basic areas, such as delay in oral production, and the effects of expanded (slowed) speech and simplified speech (Foreigner Talk) on comprehension.5 Nevertheless, a plethora of recent articles has appeared in support of various techniques for teaching and testing L2 listening comprehension.6 Although such articles focus attention on the importance of listening comprehension in the L2 acquisi-The Modrm Language Journal, 73, i (1989) 0026-7902/89/000110~32 $l.50/0 "1989 The Modern Languagc Journal tion process, and reinforce the point that listening comprehension is a teachable skill, most lack a solid theoretical basis upon which an understanding of how and why comprehension is important can be established.Because research in cognitive psychology and L1 reading has substantiated the major role played by the learner's background knowledge in the comprehension process, enormous potential exists for transfer of such theory to L2 listening. The purpose of the present article is to point out the need for research in L2 listening, to highlight recurring themes in the literature on background knowledge, and to show the probable importance of those themes to L2 listening. Specifically, scripts are an essential component of comprehension, and research must be conducted that can begin to explain how and why script-based comprehension is important to second language acquisition. Only through such an understanding can we measure andor predict how successful various classroom techniques might be.

A pragmatic account of listenership : implications for foreign/second language teaching

“…The culturally specifi c nature of schemata should make it immediately obvious that their activation poses problems in FL/SL interaction due to the differences in culture framing that we encounter. (Carrell, 1983(Carrell, , 1987Long, 1989;Shakir & Farghal, 1991;Weissenreider, 1987). Since we anticipate and metarepresent most of the meanings we come across and we do this, partly, on the ba-sis of the schema we have activated to make sense of what is going on, it should be of capital importance that learners be made aware of the existence of schemata and how they work.…”

Sources and Suggestions to Lower Listening Comprehension Anxiety in the EFL Classroom: A Case Study

“…Long (1989) underlines the importance of being able to construct meaning during the comprehension process, then to match that intake with "existing linguistic and world knowledge" (32).…”

Elevating the development of listening skills to foster SLA in an Asian context

“…In these schema-theoretic perspectives learners draw on schema to provide a frame of reference by which listeners assign meaning to auditory input. (see for example Long, 1989). As a result many pedagogies have focused on stimulating and developing these top-down schemata.…”