| تعداد نشریات | 24 |
| تعداد شمارهها | 851 |
| تعداد مقالات | 7,575 |
| تعداد مشاهده مقاله | 13,413,765 |
| تعداد دریافت فایل اصل مقاله | 11,580,455 |
Examining the Association between T-unit and Pausing Length on the EFL Perception of Listening Comprehension | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 39، شماره 2، آبان 2020، صفحه 203-236 اصل مقاله (557.57 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2020.38139.2868 | ||
| نویسندگان | ||
| Sedigheh Vahdat* ؛ Zohreh Gooniband Shooshtari؛ Mehdi Saba | ||
| Shahid Chamran University of Ahvaz, Ahvaz, Iran | ||
| چکیده | ||
| Listening taking over half of the learners’ time and effort (Nunan, 1998), forms a basis for acquiring much of a language. There are factors affecting listening comprehension and its perception, such as the speech rate, phonological properties of the text, the quality of the recording, the learners’ anxiety, and listening comprehension strategies (Goh, 2000; Hamouda, 2013). At the Iran Language Institute in Dezful, S.W. Iran, some teachers attributed some learners’ perception of partially unsuccessful comprehension of the recorded material to factors such as rate of speech, T-unit length, and pauses between T-units or inside T-units. This study aimed at the probable association between learners' and teachers' perceptions of these variables and compare them to the real qualities of the recordings they listen to. Thus, in an analytic single-shot design, a researcher-made questionnaire was developed and was answered by 504 (229 male and 275 female) participants together with their teachers in 21 classrooms across the six levels of proficiency at the Iran Language Institute. The results, not normally distributed, were juxtaposed with Kendall's tau and Spearman's rho correlation coefficients to ensure maximum agreement between the statistical analyses. The results indicated a strong or moderate correlation between the audio tracks' characteristics with neither learners' perceptions nor teachers' perceptions. Teachers' and learners' perceptions showed a moderate correlation between the perceived rate of speech and a weak correlation between their perceptions of between-T-unit pauses. | ||
| کلیدواژهها | ||
| Listening comprehension؛ T-unit؛ pause؛ Mean length T-unit؛ Perception؛ Rate of speech | ||
| مراجع | ||
|
Adams, E. M., & Moore, R. E. (2009). Effects of speech rate, background noise, and simulated hearing loss on speech rate judgment and speech intelligibility in young listeners. Journal of the American Academy of Audiology, 20(1), 28–39.
Banýrová, M. (2019). The correlations between perceived fluency and productive fluency in the speech of advanced Czech speakers of English. (Diploma thesis, Charles University in Prague). Retrieved from https://dspace.cuni.cz/handle/20.500.11956/109724
Bardovi-Harlig, K. (1992). A second look at T-unit analysis: Reconsidering the sentence. TESOL Quarterly, 26(2), 390-395.
Blau, E. K. (1991). More on comprehension input: The effect of pauses and hesitation markers on listening comprehension. ERIC DOC NO. ED340, 234. https://eric.ed.gov/?id=ED340234
Brown, R. (1973). A First Language: The Early Stages. London: Allen & Unwin.
Chang, A. C. (2018). Speech rate in second language listening. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-6). John Wiley and Sons Inc. doi:10.1002/9781118784235.eelt0576
Chang, A., Wu, B. W., & Pang, J. (2013). Second language listening difficulties perceived by low-level learners. Perceptual and motor skills, 116(2), 415-434.
Chastain, K. (1971). The development of modern language skills: Theory to practice. Philadelphia: Center for Curriculum Development.
Chastain, K. (1988). Developing second-language skills: Theory and practice (3rd ed.). Harcourt Brace Jovanovich.
Crystal, D., Fletcher, P., & Garman, M. (1976). The Grammatical Analysis of Language Disability. London: Edward Arnold.
Den Ouden, H., Noordman, L., & Terken , J. (2009). Prosodic realizations of global and local structure and rhetorical relations in read aloud news reports. Speech Communication, 51, 116–129.
Foster, P., Tonkyn, A., & Wigglesworth, G. (2000). Measuring spoken language: A unit for all purposes. Applied Linguistics, 21(3), 354-375.
Fredricks, G. A., & Nelsen, R. B. (2007). On the relationship between Spearman’s rho and Kendall’s tau for pairs of continuous random variables. Journal of Statistical Planning and Inference, 137, 2143–2150.
Goh, C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28(1), 55-75.
Goss, B. (1982). Communication in everyday life. Belmont, CA: Wadsworth Publishing Co.
Graham, S. (2006). Listening comprehension: The learners’ perspective. System, 34, 165–182.
Griffiths, R. (1990). Speech rate and NNS comprehension: A preliminary study in time‐benefit analysis. Language Learning, 40(3), 311-336. doi:https://doi.org/10.1111/j.1467-1770.1990.tb00666.x
Griffiths, R. (1992). Speech rate and listening comprehension: Further evidence of the relationship. TESOL Quarterly, 26(2), 385-390.
Hamouda, A. (2013). An investigation of listening comprehension problems encountered by Saudi students in the EL listening classroom. International Journal of Academic Research in Progressive Education and Development, 2(2), 113-155.
Hasan, A. S. (2000). Learners' perceptions of listening comprehension problems. Language Culture and Curriculum, 13(2), 137-153.
Hatch, E., & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. Boston, MA: Heinle & Heinle Publishers.
Hayati, A. (2010). The effect of speech rate on listening comprehension of EFL learners. Creative Education, 2, 107-114.
Hudson, G. (2000). Essential Introductory Linguistics. Blackwell Publishers Inc.
Hunt, K. W. (1965). Grammatical structures written at three grade levels. Champaign, Ill: National Council of Teachers of English.
Jafarigohar, M., Khoshsima, H., Haghighi, H., & Vahdany, F. (2019). Incorporation of flipped learning into EFL classrooms performance and perception. Iranian Journal of English for Academic Purposes, 8(3), 1-14.
Kang, O., Thomson, R., & Moran, M. (2019). The effects of international accents and shared first language on listening comprehension tests. TESOL Quarterly, 53(1), 56-81.
Kendeou, P., van der Broek, P., Helder, A., & Karlsson, J. (2014). A cognitive view of reading comprehension: Implications for reading comprehension. Learning Disabilities Research & Practice, 29(1), 10–16.
Krivokapić, J., Styler, W., & Parrell, B. (2020). Pause postures: The relationship between articulation and cognitive processes during pauses. Journal of Phonetics, 79, 100953.
Kuiken, F., Vedder, I., & Michel, M. (2019). Linguistic complexity and instruction in second language acquisition: introduction. Instructed Second Language Acquisition, 3(2), 119–123.
Long, D. R. (1987). Listening comprehension: Need and neglect. Hispania, 70(4), 921-928.
Lotfipour-Saedi, K. (2015). Suggestions toward some discourse-analytic approaches to text difficulty: with special reference to ‘T-unit configuration’ in the textual unfolding. Iranian Journal of Language Teaching Research, 3(1), 1-18.
Masalimova, A. R., Porchesku, G. V., & Liakhnovitch, T. L. (2016). Linguistic foundation of foreign language listening comprehension. Mathematics Education, 11(1), 123-131.
McBride, K. (2011). The effect of rate of speech and distributed practice on the development of listening comprehension. Computer Assisted Language Learning, 24(2), 131-154.
Mohseni, A. M., Marzban, A., & Keshavarzi, A. (2014). The effect of chunk learning on listening comprehension. International Journal of Language and Linguistics, 2(5), 310-316.
Moon, Y. S., & Choi, I. C. (2019). Salient linguistic features of EFL learner spoken corpus elicited by a computerized speaking test. Multimedia-Assisted Language Learning, 22(3), 54-58.
Murniati, M. (2018). Syntactic complexity in EFL and native learners' undergraduate thesis abstracts. Journal of English Language and Culture, 9(1), 29-48.
Nadig, A. (2013). Listening comprehension. In F. R. Volkmar (Ed.), Encyclopedia of Autism Spectrum Disorders (p. 1743).
Namaziandost, E., Neisi, L., Mahdavirad, F., & Nasri, M. (2019). The relationship between listening comprehension problems and strategy usage among advance EFL learners. Cogent Psychology, 6(1), 1691338. doi:0.1080/23311908.2019.1691338
Nation, I., & Newton, J. (2009). Teaching ESL/EFL listening and speaking. New York: Routledge.
Nunan, D. (1998). Approaches to teaching listening in the language classroom. Proceedings of the 1997 Korea TESOL Conference. Retrieved from https://koreatesol.org/sites/default/files/pdf_publications/KOTESOL-Proceeds1997web.pdf
Oliveira, M. (2002). The role of pause occurrence and pause duration in the signaling of narrative structure. In International Conference for Natural Language Processing in Portugal (pp. 43-51). Springer.
Purdy, M. (1997). What is listening? In M. Purdy, & D. Borisoff (Eds.), Listening in everyday life: A personal and professional approach. Lanham, MD: University Press of America.
Rashtchi, M., & Yousefi, L. M. (2017). Reading input flooding versus listening input flooding: Can they boost speaking skill? Journal of Language and Cultural Education, 5(1), 39-58.
Renandya, W. A., & Hu, G. (2018). Introduction to Teaching Listening. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (1st ed., pp. 1-3). New Jersey: John Wiley & Sons, Inc.
Richards, B. (1987). Type-token ratios: What do they really tell us? Journal of Child Language, 14, 201-209.
Richards, J. C. (2008). Teaching listening and speaking: From theory to practice. Cambridge: Cambridge University Press.
Rost, M. (2006). Areas of research that influence L2 listening instruction. In E. Usó-Juan, & A. Martínez-Flor (Eds.), Current trends in the development and teaching of the four language skills (pp. 47-74). Mouton de Gruyter.
Rost, M. (2011). Teaching and researching listening (2nd ed.). London: Longman.
Shokouhi, H., & Mirsalari, G. (2010). Collocational knowledge versus general linguistic knowledge among Iranian EFL learners. The Electronic Journal for English as a Second Language, 13(4). Retrieved from http://tesl-ej.org/pdf/ej52/a7.pdf
Smith, C. L. (2004). Topic transitions and durational prosody in reading aloud: production and modeling. Speech Communication, 42(3), 247-270.
Sugai, K., Kanzaki, K., & Yamane, S. (2007). The effects of pauses on the listening process of Japanese EFL learners. Language Education & Technology, 44, 187-203. doi:https://doi.org/10.24539/let.44.0_187
Tang, J. (2013). Input of chunks and its effects on L2 learners’ listening competency. Theory and Practice in Language Studies, 3(7), 1264-1269.
The Iran Language Institute. (2006). Teaching Methodology and Teacher's Guide. Tehran: The Iran Language Institute.
Tyler, J. (2013). Prosodic correlates of discourse boundaries and hierarchy in discourse production. Lingua, 133, 101–126.
Watson, D., & Gibson, E. (2004). The relationship between intonational phrasing and syntactic structure in language production. Language and Cognitive Processes, 19(6), 713-755.
Wingfield, A., & Tun, P. A. (2007). Cognitive supports and cognitive constraints on comprehension of spoken language. Journal of American Academy of Audiology, 18, 548–558.
Yang, X., Xu, M., & Yang, Y. (2014). Predictors of pause duration in read-aloud discourse. IEICE Transactions on Information and Systems, 97(6), 1461-1467. | ||
|
آمار تعداد مشاهده مقاله: 458 تعداد دریافت فایل اصل مقاله: 508 |
||