What You Don't Know Can't Help You

Long, Donna Reseigh

doi:10.1017/s0272263100008743

Cited by 107 publications

(38 citation statements)

References 27 publications

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“…In addition, the subjects in general performed better on passage-independent items in the test of the familiar topic, showing a significant interaction between prior knowledge (in terms of familiarity of topic) and test type (passage-dependent and passageindependent). Long's (1990) study of learners of Spanish as a Foreign Language corroborated these results. Subjects were given a summary task after listening to the taped lectures, one familiar and one unfamiliar in terms of cultural themes.…”

Section: Literature Reviewsupporting

confidence: 56%

Validity and topic generality of a writing performance test

Lee

Anderson

2007

Language Testing

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The goal of the current study was to examine the validity and topic generality of a writing performance test designed to place international students into appropriate ESL courses at a large mid-western university. Because for each test administration the test randomly rotates three academic topics integrated with listening and reading sources, it is necessary to investigate the extent to which the three topics are compatible in terms of difficulty and generality across a diverse group of examinees. ESL Placement Test (EPT) scores from more than 1,000 examinees were modeled using multinomial logistic regression. Possible explanatory variables were identified as the assigned writing topic, students' majors, and their scores on the Test of English as a Foreign Language (TOEFL). Results indicate that after controlling for general English proficiency as measured by the TOEFL, students' majors were not related to their writing performance; however, the different topics did affect performance. In light of test validity, the demonstrated topic effect argues against the comparability of the three topics. Nevertheless, the absence of effect from the interaction of essay topic and writers' majors supports the generality of each topic for examinees from a wide range of disciplinary areas. Study limitations and future research suggestions are discussed.

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Section: Literature Reviewsupporting

confidence: 56%

Validity and topic generality of a writing performance test

Lee

Anderson

2007

Language Testing

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“…For the analysis of L2 listening in natural situations, however, it is far from directly applicable. On the other hand, there are claims that most important of all in the L2 situation is the use of context; efficient use of context enables L2 listeners to compensate for imperfections in lower-level processing (e.g., Chiang and Dunkel, 1992;Long, 1990). This too is an important research topic (indeed, not only in L2 listening); but this too fails to provide a useful analysis of L2 listening and its problems.…”

Section: Introductionmentioning

confidence: 99%

Phantom word activation in L2

Broersma

Cutler

2008

System

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L2 listening can involve the phantom activation of words which are not actually in the input. All spoken-word recognition involves multiple concurrent activation of word candidates, with selection of the correct words achieved by a process of competition between them. L2 listening involves more such activation than L1 listening, and we report two studies illustrating this. First, in a lexical decision study, L2 listeners accepted (but L1 listeners did not accept) spoken non-words such as groof or flide as real English words. Second, a priming study demonstrated that the same spoken non-words made recognition of the real words groove, flight easier for L2 (but not L1) listeners, suggesting that, for the L2 listeners only, these real words had been activated by the spoken non-word input. We propose that further understanding of the activation and competition process in L2 lexical processing could lead to new understanding of L2 listening difficulty.

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“…While some studies have shown intermediate and lower intermediate learners rely heavily on bottom-up processing, breaking down the sound stream into meaningful units, for interpreting the incoming speech stream (Hansen & Jensen, 1994), many more have shown top-down processing, drawing on the context and background knowledge, is widely used (Mueller, 1980;Voss, 1984;Wolff, 1987;Koster, 1987;Mack, 1988;Long, 1989) and that it could be misleading if learners failed to correct their initial predictions based on their background knowledge in a timely fashion (Long, 1990;Lund, 1991;Hansen & Jensen, 1994;Tsui & Fullilove, 1998). However, more recent studies have underlined that, depending on the circumstance, one or the other strategy might be brought to the front and this may well be different from learner to learner (Field, 2004).…”

Section: A Results Analysis Of 11 Test D'évaluation De Français (Tef) mentioning

confidence: 99%

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

Armiun

Rahmatian

Safa

et al. 2017

Acta Sci. Lang. Cult.

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ABSTRACT. This paper shares the results of a study into the way Iranian TEF or TEFAQ candidates treat the listening comprehension as a skill as well as their awareness and exploitation of metacognitive strategies while listening to an audio document. A Persian translation of the Metacognitive Awareness Listening Questionnaire (MALQ) was used in addition to another questionnaire specifically developed for this research in order to gage how important candidates think listening in L2 is compared to the other skills, how much time they spent on practicing listening, and how often they take advantage of authentic documents to improve their listening. Not only did the results show an underestimation of the listening comprehension skill by the majority of Iranian L2 learners, but they also pointed to significant differences in the way men and women exercised their ears and treated the incoming audio stream. The paper concludes that learners' awareness of listening strategies needs to be raised through classroom instruction and frequent exploitation of authentic documents outside the classroom setting should be encouraged.Keywords: listening comprehension, metacognitive awareness, listening strategies, TEF, high-stake tests.Listening é o meu pesadelo: Por que aprendizes iranianos de L2 continuam apresentando baixo desempenho no módulo de listening RESUMO. Este trabalho apresenta os resultados de um estudo a respeito da maneira como candidatos iranianos aos testes de proficiência TEF ou TEFAQ tratam a compreensão auditiva enquanto habilidade. Investiga-se também a consciência e a exploração das estratégias metacognitivas desses candidatos enquanto escutam um documento de áudio. Uma tradução persa do Metacognitive Awareness Listening Questionnaire (MALQ) foi utilizada juntamente com outro questionário desenvolvido especificamente para esta pesquisa com os seguintes objetivos: a) calibrar a importância atribuída pelos candidatos ao listening em L2 em comparação com outras habilidades; b) averiguar quanto tempo eles gastaram na prática de listening; c) identificar com que frequência eles se aproveitam de documentos autênticos para melhorar seu listening. Os resultados mostraram não apenas uma subestimação da habilidade de compreensão auditiva pela maioria dos aprendizes iranianos de L2, mas também apontaram diferenças significativas na maneira como homens e mulheres exercitaram seus ouvidos e trataram o fluxo de áudio recebido. O artigo conclui que a consciência dos aprendizes a respeito das estratégias de listening precisa ser aumentada por meio de instrução em sala de aula e que a exploração frequente de documentos autênticos fora de sala de aula deve ser enconrajada.Palavras-chave: compreensão auditiva, consciência metacognitiva, estratégias de listening, TEF, testes de índices elevados.

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What You Don't Know Can't Help You

Cited by 107 publications

References 27 publications

Validity and topic generality of a writing performance test

Validity and topic generality of a writing performance test

Phantom word activation in L2

<b>Listening is my bugbear: Why Iranian L2 learners keep underperforming in the listening module

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