Factors affecting listening in l2 learning conference Paper
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3.5 Other factors
We also defined a group of factors that do not fit into previous groups. Topic of discussion is one of them, Chou [48] studied the correlation between topic familiarity, schemata and successful listening in final grade university students and came to the conclusion that it is a significant factor. Number of participants plus background noise affecting the listening comprehension by younger (mean age 21) and older native speakers (mean age 69) were studied by Avivi-Reich et al. [49], however, this work is mainly about native speakers and stressing out cognitive decline in an older age. Six factors: text, environment, channel of perception, relevance, listener and speaker and the task were defined as the most representative in successful listening by Chang et al. [39]. However, we do not seem to have 0659
found studies on correlation of the number of years learning L2 and successful listening, which might be also a contribution into the map of listening research. 4 CONCLUSIONS The aim of this work is to summarise and present research into factors affecting listening comprehension in learning L2. We did not try to embrace all the works written and published in this field, however, we truly believe that major factors defined by us cover most of the research in this area, except for neuroimaging studies, which constitute a separate branch of multidisciplinary studies of neurolinguistics. We divided works into several areas: phonological, linguistic, cognitive, sociopsychological and other factors. The research in this field is in its active stage and it is difficult to say which factors play the most important role. Our hypothesis is that these factors will empirically be attributed to certain conditions, for example, age of L2 learners, native language or some other correlate. However, cognitive factors constitute the largest group of factors, which may give us an idea in which direction the research is heading to. This article is important for understanding where the field of research is at present, especially in studying adult L2 learners, struggling with listening as a skill of crucial importance in successful communication in one’s professional life. The analysis and the data presented in this article are a basis for an experiment on determining listening mechanisms in adults while learning L2 in a situation of artificial bilingualism (when learners are exposed to the practical language use only in the classroom). It will also facilitate working out methods and tools to enhance the process of developing the listening skill.
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