The Use of a "Think-Pair-Share" Brainstorming Advance Organizer to Prepare Learners to Listen in the L2 Classroom

Autor/inn/en	Li, Chen-Hong; Wu, Min-Hua; Lin, Wen-Ling
Titel	The Use of a "Think-Pair-Share" Brainstorming Advance Organizer to Prepare Learners to Listen in the L2 Classroom
Quelle	In: International Journal of Listening, 33 (2019) 2, S.114-127 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2017.1394193
Schlagwörter	Second Language Learning; Second Language Instruction; Prior Learning; Brainstorming; Language Tests; Learning Activities; Cooperative Learning; Listening Comprehension; Junior High School Students; Advance Organizers; Vocabulary Development; Teaching Methods; Instructional Effectiveness; Comparative Analysis; Self Esteem; Test Anxiety; English (Second Language); Grade 9; Student Attitudes; Pictorial Stimuli; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Vorkenntnisse; Language test; Sprachtest; Lernaktivität; Kooperatives Lernen; Hörverständnis; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lernmaterial; Wortschatzarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Self-esteem; Selbstaufmerksamkeit; Examination phobia; Testangst; Prüfungsangst; English as second language; English; Second Language; Englisch als Zweitsprache; School year 09; 9. Schuljahr; Schuljahr 09; Schülerverhalten; Fantasieanregung; Ausland
Abstract	The purpose of this study was to examine the effects of prelistening activities, particularly interactive brainstorming advance organizers that used a "Think-Pair-Share" structure, on the listening comprehension performance of L2 junior high school students. The term advance organizer is defined as a teaching activity that helps build or activate L2 learners' prior knowledge for a listening task, or as the provision of support to promote learning. The results show that the participants who had the advance organizer of picture brainstorming scored substantially higher than those in the vocabulary brainstorming group or the control group. The differences between the vocabulary brainstorming group and the control group, however, failed to reach a significant level. The findings suggest that the use of certain advance-organizer activity in the prelistening stage helps L2 learners comprehend a text better, and that L2 learners agree with the effectiveness associated with the use of brainstorming advance organizers as an instructional strategy in helping them activate their prior knowledge, boost their confidence for the test, reduce their performance anxiety, make connections with their own life experiences, and inspire new thoughts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01