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

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Titel: FOSTERING L2 ACADEMIC LISTENING BY AUDIO-VISUAL INPUT, INPUT REPETITION AND TEXT-BASED OUTPUT TASKS.
Autoren: Chi-Duc Nguyen
Quelle: TESOLANZ Journal; 2021, Vol. 29, p1-14, 14p
Schlagwörter: 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]
Copyright of TESOLANZ Journal is the property of TESOLANZ, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Datenbank: Complementary Index
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  Data: FOSTERING L2 ACADEMIC LISTENING BY AUDIO-VISUAL INPUT, INPUT REPETITION AND TEXT-BASED OUTPUT TASKS.
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  Data: <searchLink fieldCode="DE" term="%22LISTENING+comprehension%22">LISTENING comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22SHORT-term+memory%22">SHORT-term memory</searchLink><br /><searchLink fieldCode="DE" term="%22LISTENING%22">LISTENING</searchLink><br /><searchLink fieldCode="DE" term="%22MEMORY%22">MEMORY</searchLink><br /><searchLink fieldCode="DE" term="%22CLASSROOMS%22">CLASSROOMS</searchLink><br /><searchLink fieldCode="DE" term="%22TASKS%22">TASKS</searchLink>
– Name: Abstract
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  Data: 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]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of TESOLANZ Journal is the property of TESOLANZ, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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    Languages:
      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 1
    Subjects:
      – SubjectFull: LISTENING comprehension
        Type: general
      – SubjectFull: SHORT-term memory
        Type: general
      – SubjectFull: LISTENING
        Type: general
      – SubjectFull: MEMORY
        Type: general
      – SubjectFull: CLASSROOMS
        Type: general
      – SubjectFull: TASKS
        Type: general
    Titles:
      – TitleFull: FOSTERING L2 ACADEMIC LISTENING BY AUDIO-VISUAL INPUT, INPUT REPETITION AND TEXT-BASED OUTPUT TASKS.
        Type: main
  BibRelationships:
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      – PersonEntity:
          Name:
            NameFull: Chi-Duc Nguyen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Text: 2021
              Type: published
              Y: 2021
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              Value: 11729694
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              Value: 29
          Titles:
            – TitleFull: TESOLANZ Journal
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