Application of a Self-Annotated Transcription Task in an EFL Listening Context
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In the present study, types of listening errors and self-annotations produced by Korean L2 learners of English were investigated in order to gain valuable insight not only into the problems they commonly experience during listening but also into the decoding processes they go through in a more comprehensive way. Twenty undergraduate students participated in a uniquely developed ‘self-annotated transcription (SAT) task’ in which they were asked to transcribe English sentences and note any difficulties they faced during listening. The results suggest that the L2 listeners’ errors can be categorized into 6 types (i.e., segmentation, substitution, omission, spelling, insertion and blank). Moreover, the results from an analysis of the self-annotation types demonstrate that the L2 learners in the present study resolved difficulties using a combination of both bottom-up and topdown information more often than either of these two types of information alone. The viability of this particular task in an EFL listening context was further explored by means of a post-task questionnaire with the students and an in-depth interview with the teacher, and the results indicate that the SAT task is readily applicable to L2 listening classes and can benefit both students and teachers.
Abstract
In the present study, types of listening errors and self-annotations produced by Korean L2 learners of English were investigated in order to gain valuable insight not only into the problems they commonly experience during listening but also into the decoding processes they go through in a more comprehensive way. Twenty undergraduate students participated in a uniquely developed ‘self-annotated transcription (SAT) task’ in which they were asked to transcribe English sentences and note any difficulties they faced during listening. The results suggest that the L2 listeners’ errors can be categorized into 6 types (i.e., segmentation, substitution, omission, spelling, insertion and blank). Moreover, the results from an analysis of the self-annotation types demonstrate that the L2 learners in the present study resolved difficulties using a combination of both bottom-up and topdown information more often than either of these two types of information alone. The viability of this particular task in an EFL listening context was further explored by means of a post-task questionnaire with the students and an in-depth interview with the teacher, and the results indicate that the SAT task is readily applicable to L2 listening classes and can benefit both students and teachers.
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