Lexical Coverage in Dialogue Listening

Autor/in	Giordano, Michael J.
Titel	Lexical Coverage in Dialogue Listening
Quelle	In: Language Teaching Research, 27 (2023) 6, S.1504-1531 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Giordano, Michael J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168821989869
Schlagwörter	Dialogs (Language); Listening Comprehension; Second Language Learning; Second Language Instruction; Comparative Analysis; Undergraduate Students; English (Second Language); Scores; Listening Comprehension Tests; Familiarity; Test Content; Foreign Countries; Vocabulary; Profiles; Native Language; Oral Language; Multiple Choice Tests; Verbal Communication; Japan + Suchen Sie Ihr Suchwort? Dialog; Dialogs; Dialogue; Dialogues; Hörverständnis; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverstehensübung; Testaufgabe; Ausland; Wortschatz; Charakterisierung; Profilanalyse; Oral interpretation; Mündlicher Sprachgebrauch; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren
Abstract	In this quasi-experimental study, the effects of lexical coverage through pseudo word manipulation in dialogue comprehension are investigated. Forty-four first-year students in a Japanese university listened to five dialogues at different lexical coverage levels: 98%, 95%, 90%, 85%, and 83%. The results of the comprehension tests confirm the results seen in narrative, monologic lexical coverage studies that it is possible for intermediate EFL learners to attain adequate listening comprehension on texts with as little as 90% lexical coverage. However, variation in participants' scores on higher lexical coverage dialogues suggest pseudo word distribution and topic familiarity might be acting as confounding variables in lexical coverage studies which use pseudo word manipulation. Suggestions for methodological reform for future projects on this subject are provided. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01