The Study of Second Language Text Comprehension and Measurement Issues
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Much research compared various types of reading tasks and showed that task types affect how readers comprehend the text. In contrast, few studies examined the role of task types in L2 listening. Despite the wide use of recall tasks and the usefulness of summary tasks in measuring comprehension, no study, thus far, has compared recall and summary tasks to assess L2 listening comprehension. An attempt to compare the effects of these tasks on text comprehension will provide valuable insights to better understand the assessment of spoken text processing. It is also necessary to examine not only how much information is comprehended, but also what levels of information are comprehended. Consequently, this study compared the use of recall and summary tasks to assess L2 learners’ listening comprehension of high-level information and low-level information in the text. 40 Korean EFL university students participated in the study. Of 40 learners, half performed summary tasks, while the other half performed recall tasks. Results show that task types play a major role in L2 listening comprehension. Learners performing summary tasks understood significantly more high-level information, whereas learners performing recall tasks comprehended significantly more low-level information.
Abstract
Much research compared various types of reading tasks and showed that task types affect how readers comprehend the text. In contrast, few studies examined the role of task types in L2 listening. Despite the wide use of recall tasks and the usefulness of summary tasks in measuring comprehension, no study, thus far, has compared recall and summary tasks to assess L2 listening comprehension. An attempt to compare the effects of these tasks on text comprehension will provide valuable insights to better understand the assessment of spoken text processing. It is also necessary to examine not only how much information is comprehended, but also what levels of information are comprehended. Consequently, this study compared the use of recall and summary tasks to assess L2 learners’ listening comprehension of high-level information and low-level information in the text. 40 Korean EFL university students participated in the study. Of 40 learners, half performed summary tasks, while the other half performed recall tasks. Results show that task types play a major role in L2 listening comprehension. Learners performing summary tasks understood significantly more high-level information, whereas learners performing recall tasks comprehended significantly more low-level information.
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