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Does the Role of Contextual Cues Vary with L2 Listening Proficiency Level?

정현숙|Ahn, Hyunkee
한국영어교육학회 (Korea Association Of Teachers Of English)|2005.12|영어교육 (English Teaching)|제60권 제4호|pp. 3-21

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참고문헌

주제분류영어와문학

초록

Abstract

The purpose of this study was to investigate whether high and low level L2 learners differ significantly in which information they rely on more in auditory L2 word recognition. This study used auditory stimuli composed of four 10-item-sub-tests: (1) identifying key vocabulary out of context; (2) identifying one in neutral sentences; (3) identifying one in congruent sentences; (4) identifying one in incongruent sentences. 246 subjects were selected from a population of college students and English listening proficiency levels were designated on the basis of TOEFL listening scores. Subjects were asked to choose the word they heard indicating whether they recognized the key vocabulary. To examine whether subjects’ performance on the test varies with L2 listening proficiency levels and tasks, a one-between (Level) and one-within (Task) mixed design with repeated measures was used. A repeated measures ANOVA reveals that the high level L2 learners performed significantly better on all the sub-tests. In addition, subjects, irrespective of their L2 listening proficiency levels, produced the significantly smallest mean number of accurately answered items for the words in incongruent sentences. The result reflects a trend toward a greater reliance on contextual cues by L2 listeners where phonemic information and sentence meaning would conflict.

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관련 논문AI추천

Local Acoustic vs. Sentence Contextual Information: Which Plays a More Crucial Role in a L2 Word Recognition Test?HyunkeeAhn, Hyun-SookChung한국영어교육학회 · 영어교육2002 · 제57권 제3호L2 Listening Instruction: More Bottom-up or More Top-down?Michael Yeldham아시아테플 · Journal of Asia TEFL2018 · 제15권 제3호How Strategies Are Used to Solve Listening Difficulties: Listening Proficiency and Text Level EffectHwang, Myung-Hee한국영어교육학회 · 영어교육2005 · 제60권 제1호Listening in the second/foreign language: Toward an integration of research and practiceHi-Ja Chong팬코리아영어교육학회 · 영어교육연구1993 · 제2권 제1호Content Knowledge Effect on L2 Listening in Relation to L2 Listening Proficiency and Task Type전지현팬코리아영어교육학회 · 영어교육연구2008 · 제20권 제4호Does Subject Knowledge Make a Significant Contribution Beyond That of L2 Listening Ability to L2 Listening?정현숙한국영어교육학회 · 영어교육2003 · 제58권 제3호

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