Factors affecting listening in l2 learning conference Paper
Download 236.28 Kb. Pdf ko'rish
|
2 5384060093325118175
3.3 Cognitive factors
Cognitive factors seem to be the most studied category of all those affecting listening comprehension in L2. One of the factors is strategy instruction during the teaching/learning listening comprehension, this topic is covered by Cross [23], who stressed the importance of metacognitive knowledge in learners, which is also discussed in works by Vandergrift&Baker [3], Wang [29], who showed that metacognitive pedagogical cycles might positively affect learners’ listening proficiency. A higher working memory capacity leads to better results in listening, according to Brunfaut&Revesz [24] and Vandergrift&Baker [3]. Rost [5] also describes an issue when listeners claim understanding all the words but failing understanding the meaning of the utterance. We cannot exclude the role of the first or native language in listening comprehension and this factor was studied by Edele&Stanat [26], Intartaglia et al. [27], both studies confirmed that listening comprehension greatly depends on L1. Vandergrift&Baker [3] went even further and compared reading and listening abilities both in L1 and L2, coming to conclusion that auditory discrimination and working memory shape successful listening in L2. Short-term memory was proved to be an issue in adult L2 learners during international examination listening part, which was proved in the study by Rasskazova et al. [25]. Becker [30] studied listening for academic purposes and the role of global (inference-propositional and inference-pragmatic) listening comprehension and come to conclusion that these types of listening comprehension are good ways of defining the level of proficiency in L2 learners. Concentration is a strong predictor of listening comprehension according to Wolfgramm et al. [32]. Many works are devoted to teaching listening strategies, as the comprehension failure may be caused by lack of knowledge of some of the strategies: top-down/bottom-up strategies (Lynch [33], Field [34, 49], Buck [7], Yeldham [2], Siegel [36], Gilbert [1], Nix [37]); teaching reduced forms of speaking as an important factor in understanding spoken speech (Brown&Hilferty [35]). However, practicing teachers noticed that many adult L2 learners fail to comprehend audio input due to internal translation, which means that during processing the orally perceived information they have to translate the words in their mind before they may state if they understood the input. This issue has not been mentioned in the literature so far to our knowledge, probably due to the difficulty of studying this process.
Download 236.28 Kb. Do'stlaringiz bilan baham: |
ma'muriyatiga murojaat qiling