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FOSTERING L2 ACADEMIC LISTENING BY AUDIO-VISUAL INPUT, INPUT REPETITION AND TEXT-BASED OUTPUT TASKS.

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Title: FOSTERING L2 ACADEMIC LISTENING BY AUDIO-VISUAL INPUT, INPUT REPETITION AND TEXT-BASED OUTPUT TASKS.
Authors: Chi-Duc Nguyen
Source: TESOLANZ Journal; 2021, Vol. 29, p1-14, 14p
Subject Terms: LISTENING comprehension, SHORT-term memory, LISTENING, MEMORY, CLASSROOMS, TASKS
Abstract: Foreign/second language (L2) academic listening, especially non-participatory listening is a challenging process due to the real-time nature of listening and the limited capacity of human working memory. Hence, pedagogical interventions that can help L2 students overcome these challenges are welcome. To this end, I propose the use of audio-visual input, input repetition and particularly the integration of two text-based output tasks within this listening/viewing cycle. In the present study, these interventions were tested by means of a classroom-based betweengroup experiment with 85 EFL students. Students were required either to view a TED Talk video; view the same video, but twice; view this video twice, but with a monologic summary activity inserted in between; or view either the first or second half of this video, share the content with a classmate who did not view the same half yet, and then view the whole video again. All interventions were found to benefit text comprehension, with the conditions in which the text-based output tasks were incorporated faring the best. This finding has several useful implications for instructional practice. [ABSTRACT FROM AUTHOR]
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Database: Complementary Index
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Abstract:Foreign/second language (L2) academic listening, especially non-participatory listening is a challenging process due to the real-time nature of listening and the limited capacity of human working memory. Hence, pedagogical interventions that can help L2 students overcome these challenges are welcome. To this end, I propose the use of audio-visual input, input repetition and particularly the integration of two text-based output tasks within this listening/viewing cycle. In the present study, these interventions were tested by means of a classroom-based betweengroup experiment with 85 EFL students. Students were required either to view a TED Talk video; view the same video, but twice; view this video twice, but with a monologic summary activity inserted in between; or view either the first or second half of this video, share the content with a classmate who did not view the same half yet, and then view the whole video again. All interventions were found to benefit text comprehension, with the conditions in which the text-based output tasks were incorporated faring the best. This finding has several useful implications for instructional practice. [ABSTRACT FROM AUTHOR]
ISSN:11729694