视听输入类型和可听性对年轻 L2 学习者听力理解的影响

IF 3 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH Tesol Quarterly Pub Date : 2023-12-26 DOI:10.1002/tesq.3298
Sun-Young Shin, Senyung Lee
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引用次数: 0

摘要

许多研究都比较了输入模式(视频输入与纯音频输入)对成人第二语言(L2)学习者听力理解能力的影响。然而,关于听力测试中的各种视听输入如何影响青少年学习者的听力理解能力的研究却明显不足。为了弥补这一空白,本研究考察了视听输入类型和文本可听性对 50 名美国 3-5 年级英语学习者(ELLs)听力理解成绩的影响。这些段落包括三个视频段落和三个纯音频段落。视频段落经过精心设计,以平衡两个关键变量:文本的可听性(使用 Lexile 音频测量法进行评估)和视觉元素的性质(包括纯说话者视觉元素、纯视觉元素以及说话者和视觉元素的组合)。本研究发现,学生在视频和纯音频段落上的表现不相上下,内容所配的视觉类型对学生的听力理解得分没有显著的统计学影响。然而,文本的可听性对学生的听力得分有显著影响,尤其是在纯音频段落中。此外,对测试后问卷的答复显示,学生对所有三种视听输入都有积极的看法。本研究有助于我们了解视听输入类型和文本可听性如何影响 3-5 年级英语语言学习者的听力理解成绩。
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Effects of the Type of Audio-visual Input and Listenability on Young L2 Learners' Listening Comprehension
Numerous studies have compared the effect of input mode (video-based vs. audio-only) on the listening comprehension of adult second language (L2) learners. However, there is a notable absence of research regarding how various types of audio-visual input in a listening test affect young learners' listening comprehension. To address this gap, this study examined the effects of audio-visual input type and text listenability on the listening comprehension performance of 50 English language learners (ELLs) in Grades 3–5 in the U.S. In this study, participants completed a computer-delivered English listening test comprising three test forms, each containing six passages. These passages included a combination of three video passages and three audio-only passages. The video passages were carefully designed to balance two key variables in a counter-balancing manner: the listenability of the text, assessed using Lexile Audio Measure, and the nature of visual elements, which encompassed speaker-only visuals, visual-only elements, and a combination of speaker-and-visuals. This study found that students performed equally well on both video-based and audio-only passages, and the type of visuals accompanying the content did not have a statistically significant impact on students' listening comprehension scores. However, the listenability of the text significantly influenced students' listening scores, especially in the context of audio-only passages. Furthermore, responses to a post-test questionnaire revealed that students had a positive perception of all three types of audio-visual input. This study contributes to our understanding of how audio-visual input types and text listenability affect the listening comprehension performance of Grades 3–5 ELLs.
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来源期刊
Tesol Quarterly
Tesol Quarterly Multiple-
CiteScore
6.40
自引率
6.20%
发文量
84
期刊介绍: TESOL Quarterly, a professional, refereed journal, was first published in 1967. The Quarterly encourages submission of previously unpublished articles on topics of significance to individuals concerned with English language teaching and learning and standard English as a second dialect. As a publication that represents a variety of cross-disciplinary interests, both theoretical and practical, the Quarterly invites manuscripts on a wide range of topics, especially in the following areas: -psychology and sociology of language learning and teaching -issues in research and research methodology -testing and evaluation -professional preparation -curriculum design and development -instructional methods, materials, and techniques -language planning -professional standards Because the Quarterly is committed to publishing manuscripts that contribute to bridging theory and practice in our profession, it particularly welcomes submissions that address the implications and applications of research in, for example, -anthropology -applied and theoretical linguistics -communication education -English education, including reading and writing theory -psycholinguistics -psychology -first and second language acquisition -sociolinguistics The Quarterly prefers that all submissions be written in a style that is accessible to a broad readership, including those individuals who may not be familiar with the subject matter. TESOL Quarterly is an international journal. It welcomes submissions from English language contexts around the world.
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