Enhancing Listening Comprehension through Kinesthetic Rhythm Training

Autor/in	Lee, Bradford J.
Titel	Enhancing Listening Comprehension through Kinesthetic Rhythm Training
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 53 (2022) 3, S.567-581 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Bradford J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688220941302
Schlagwörter	Listening Comprehension; Undergraduate Students; Teaching Methods; Second Language Learning; Second Language Instruction; Foreign Countries; Metacognition; Pronunciation; Learning Strategies; Inferences; Language Rhythm; Intonation; Suprasegmentals; Linguistic Input; Cues; Auditory Perception; Kinesthetic Perception; Kinesthetic Methods; Comparative Analysis; English (Second Language); Japan + Suchen Sie Ihr Suchwort? Hörverständnis; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Aussprache; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Inference; Inferenz; Sprachrhythmus; Sprachbildung; Stichwort; Auditive Wahrnehmung; Akustische Wahrnehmung; Akustik; Kinaesthetic perception; Ästhetische Wahrnehmung; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a "true" control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01