The Role of Speech-in-Noise in Japanese EFL Learners' Listening Comprehension Process and Their Use of Contextual Information

Autor/in	Fujita, Ryoko
Titel	The Role of Speech-in-Noise in Japanese EFL Learners' Listening Comprehension Process and Their Use of Contextual Information
Quelle	In: International Journal of Listening, 36 (2022) 2, S.118-137 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2021.1963252
Schlagwörter	Acoustics; Listening Comprehension; English (Second Language); Second Language Learning; Second Language Instruction; Foreign Countries; Context Effect; Undergraduate Students; Auditory Perception; Language Tests; Protocol Analysis; Student Attitudes; Prediction; Scores; Self Efficacy; Listening Comprehension Tests; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Akustik; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Auditive Wahrnehmung; Akustische Wahrnehmung; Language test; Sprachtest; Schülerverhalten; Vorhersage; Self-efficacy; Selbstwirksamkeit; Hörverstehensübung
Abstract	This study aims to investigate English as a foreign language (EFL) learners' use of context information under various noise conditions. The participants were seven Japanese undergraduate students. A noise test adopted from the Speech-Perception-in-Noise (SPIN) test (Kalikow et al., 1977) was used. Four signal-to-noise ratio (SNR) conditions (SNR = 0, 5, 10, 15) and a condition without noise were added to the SPIN test. Data were collected using think-aloud protocol procedures. Some target words presented in the noise test were supported with contextual information, enabling learners to use top-down prediction, whereas others were not supported with contextual information, making it difficult for learners to predict the target words. The results showed that, first, learners used contextual information at all noise levels, but differently in high- and low-context sentences. Second, participants' listening comprehension was greatly affected by background noise. The scores on the noise test and their confidence levels decreased as the level of noise increased. Third, the participants used contextual information successfully and most frequently when the SNR = 15. It was also found that the tolerance level for noise varied among participants. Implications for listening assessment and teaching are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01