How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives

Autor/in	Furuya, Aiko
Titel	How Do Listening Comprehension Processes Differ by Second Language Proficiency? Top-Down and Bottom-Up Perspectives
Quelle	In: International Journal of Listening, 35 (2021) 2, S.123-133 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1090-4018
DOI	10.1080/10904018.2019.1694411
Schlagwörter	Listening Comprehension; Language Proficiency; Second Language Learning; English (Second Language); Vocabulary Development; Knowledge Level; Language Teachers; Adults; Language Tests; Foreign Countries; Postsecondary Education; Japan; Test of English for International Communication; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Hörverständnis; Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Wortschatzarbeit; Wissensbasis; Language teacher; Sprachunterricht; Language test; Sprachtest; Ausland; Post-secondary education; Tertiäre Bildung
Abstract	The present study aims to examine how listening comprehension processes (top-down and bottom-up) differ by second language proficiency. To investigate such differences, experiments (listening tasks) followed by questionnaires and semi-structured interviews were conducted. Participants included 18 lower intermediate learners, 19 upper intermediate learners, and 23 advanced learners. Participants listened to materials under two conditions: (a) vocabulary knowledge; no background knowledge and (b) no vocabulary knowledge; background knowledge. Results showed that lower intermediate learners comprehended better in (a), whereas upper intermediate learners performed better in (b). No significant difference was observed between (a) and (b) for advanced learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01