Does Subject Knowledge Make a Significant Contribution Beyond That of L2 Listening Ability to L2 Listening?
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This study was designed to explore whether prior study of a lecture topic enhanced proficient L2 listeners’ performance on comprehension and recall of text information. The subjects of the study were 39 EFL graduate school students who were divided into two groups based on the scores on the listening section of TOEFL. Each student listened twice to passages (familiar vs. less familiar) and took comprehension tests. The subjects’ comprehension was assessed with 10-item objective test. Additionally, 23 students of them received subject knowledge treatment afterward and took post-test. Results on the comprehension measure for the main effects of Topic familiarity in experiment 1 and Time of test in experiment 2 did reach significance. There was no significant effect for L2 listening proficiency level. Both the advanced and intermediate-high groups performed higher on the familiar topic and the post-test after subject knowledge treatment. Results showed no significant difference between the two groups’ L2 listening comprehension due to proficiency level. The effect of subject knowledge did not vary according to the proficiency level.
Abstract
This study was designed to explore whether prior study of a lecture topic enhanced proficient L2 listeners’ performance on comprehension and recall of text information. The subjects of the study were 39 EFL graduate school students who were divided into two groups based on the scores on the listening section of TOEFL. Each student listened twice to passages (familiar vs. less familiar) and took comprehension tests. The subjects’ comprehension was assessed with 10-item objective test. Additionally, 23 students of them received subject knowledge treatment afterward and took post-test. Results on the comprehension measure for the main effects of Topic familiarity in experiment 1 and Time of test in experiment 2 did reach significance. There was no significant effect for L2 listening proficiency level. Both the advanced and intermediate-high groups performed higher on the familiar topic and the post-test after subject knowledge treatment. Results showed no significant difference between the two groups’ L2 listening comprehension due to proficiency level. The effect of subject knowledge did not vary according to the proficiency level.