Strategy clusters and sources of knowledge in French L2 listening comprehension

Graham, Suzanne; Santos, Denise; Vanderplank, Robert

doi:10.1080/17501220802385866

Cited by 44 publications

(43 citation statements)

References 19 publications

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“…In all cases, students began the exercise by "focusing their attention" to the task or "elevating their level of concentration". To highlight the relevance of this strategy, it can be pointed out that at the commencement of casual conversation between friends or family members this increased level of concentration often would not be present; whereas, when listeners are aware that they are listening for a specific purpose or goal they will tend to use more selective attention (Graham et al, 2010). The reason a greater attention was present at the beginning can be explained by the fact that the subjects likely anticipated that because it was a listening comprehension study, they would likely face certain challenges.…”

Section: Analysis and Resultsmentioning

confidence: 99%

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Observed Mental Processing Patterns in Good EFL Listeners and Poor EFL Listeners

Chien¹,

Heyst²

2014

JLTR

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Abstract-The purpose of this study aims to gain a better understanding of EFL learners' actual use of learning strategies in listening comprehension. One hundred and sixty-five sampled students from different disciplines participated in the study. They completed the whole process of survey and assessment, which included an MEPT English proficiency test, think-aloud protocol and immediate recall interviews. The study involved two groups which were distinguished based on listening comprehension scores from the MEPT; namely, those who scored greater than 70% and those who scored lower than 50%. By examining apparent differences in the strategies used by each group during the listening interpretation, the study found that even within these differences a common thread could be seen. There were three major commonalities that emerged as students worked to develop meaningful patterns from the listening content. A number of conclusions can be drawn from the data. First, good EFL listeners use more strategies than poor EFL listeners. Secondly, both groups appear to switch strategies at the point in which the one they were using fails to fulfill its purpose; however, the poor listeners gave up trying sooner. Thirdly, both groups appear to be using the available information to develop a discernible pattern. This study suggests that strategy use is not the most important factor that separates good listeners from poor listeners. Rather, failure to recognize audio linguistic clues and cultural scripts seem to be more important causes of comprehension failure.

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Section: Analysis and Resultsmentioning

confidence: 99%

“…Rather, failure to recognize audio linguistic clues and cultural scripts seem to be the two areas that lead to comprehension failure. Many language teachers across the world have not yet had training in listening instruction pedagogy and this may be due to the lack of clear direction within the field (Graham et al, 2010). …”

Section: Discussionmentioning

confidence: 99%

Observed Mental Processing Patterns in Good EFL Listeners and Poor EFL Listeners

Chien¹,

Heyst²

2014

JLTR

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“…Lower and higher level cognitive processes are not mutually exclusive and operate in an interactive manner (Graham & Macaro, 2008;Lynch, 2006). Despite the recognition of the importance of the interaction of lower and higher order processes in successful L2 listening comprehension, the current emphasis in published research in L2 listening pedagogy has been on higher level, particularly metacognitive, strategies (Graham, Santos, & Vanderplank, 2008;Graham, Santos, & Vanderplank, 2010;Vandergrift, 2002Vandergrift, , 2003.…”

Section: Introductionmentioning

confidence: 99%

“…The employment of listening strategies has been shown to be associated with improvements in listening comprehension (Graham & Macaro, 2008). However, strategies which emphasise explicit knowledge and conscious control over listening processes must be used in conjunction with lower level L2 listening skills such as word recognition (Graham et al, 2010). L2 listeners who are unable to accurately recognise linguistic data may become overly dependent on compensatory strategies such as guessing from context, leading to listening comprehension errors (Field, 2008a).…”

Section: Introductionmentioning

confidence: 99%

“…L2 listeners who are unable to accurately recognise linguistic data may become overly dependent on compensatory strategies such as guessing from context, leading to listening comprehension errors (Field, 2008a). Therefore it is important that L2 listening pedagogy includes learning activities that emphasise both higher level and lower level processes (Graham et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

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

Matthews

O’Toole

2013

Computer Assisted Language Learning

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The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application to improve L2 word recognition from speech, and goes on to describe an exploratory study of its use by 33 English as a second language (ESL) students. The study detected significant differences between word recognition scores measured before and after participants used the application. The manner with which students engaged with the computer application in terms of word recognition, selfdetermined exposure to speech input (repetitions) and modified output productivity (revisions) are also described and analysed. Differences in engagement by learners with different word recognition capabilities are noted. The paper concludes with a discussion of some recommendations for the use of computer-assisted development of L2 word recognition from speech and also provides concrete suggestions for much needed further empirical research in this area.

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Introduction

Wang¹

2017

Learning Vocabulary Strategically in a Study Abroad Context

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Strategy clusters and sources of knowledge in French L2 listening comprehension

Cited by 44 publications

References 19 publications

Observed Mental Processing Patterns in Good EFL Listeners and Poor EFL Listeners

Observed Mental Processing Patterns in Good EFL Listeners and Poor EFL Listeners

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

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