Do Beliefs Affect L2 Listening Comprehension and Subsequent Attitude Change of College Students?
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This study examined the role played by strongly held beliefs in the L2 listening comprehension of persuasive texts. Also of interest was the impact of such texts on attitude change toward the topic. Participants were 137 college students in Korea. Students were assigned either to a high or a low L2 proficiency level group on the basis of TOEFL listening scores. Beliefs about capital punishment were measured using an attitude scale. Participants were randomly assigned to listen twice to a spoken persuasive text presenting arguments either for or against capital punishment, after which they responded to a 10-item objective test and to an attitude scale. Results indicated that prior beliefs had no significant effect on how well L2 listeners could comprehend persuasive texts and that attitude change was not influenced in the direction expected. Thus, currently popular models of beliefs-as-knowledge and of the L2 comprehension process may need revisiting.
Abstract
This study examined the role played by strongly held beliefs in the L2 listening comprehension of persuasive texts. Also of interest was the impact of such texts on attitude change toward the topic. Participants were 137 college students in Korea. Students were assigned either to a high or a low L2 proficiency level group on the basis of TOEFL listening scores. Beliefs about capital punishment were measured using an attitude scale. Participants were randomly assigned to listen twice to a spoken persuasive text presenting arguments either for or against capital punishment, after which they responded to a 10-item objective test and to an attitude scale. Results indicated that prior beliefs had no significant effect on how well L2 listeners could comprehend persuasive texts and that attitude change was not influenced in the direction expected. Thus, currently popular models of beliefs-as-knowledge and of the L2 comprehension process may need revisiting.
참고문헌 (44)
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