Investigating an Innovative Computer Application to Improve L2 Word Recognition from Speech

Autor/inn/en	Matthews, Joshua; O'Toole, John Mitchell
Titel	Investigating an Innovative Computer Application to Improve L2 Word Recognition from Speech
Quelle	In: Computer Assisted Language Learning, 28 (2015) 4, S.364-382 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-8221
DOI	10.1080/09588221.2013.864315
Schlagwörter	Second Language Learning; Second Language Instruction; Word Recognition; Linguistic Input; Computer Assisted Instruction; Teaching Methods; Speech; Listening Comprehension; English (Second Language); Learner Engagement; Psycholinguistics; Asians; College Students; Foreign Countries; Word Lists; Pretests Posttests; Language Tests; Student Attitudes; Attitude Measures; Scores; Accuracy; Verbal Communication + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Worterkennung; Sprachbildung; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Speaking; Sprechen; Hörverständnis; English as second language; English; Second Language; Englisch als Zweitsprache; Psycholinguistik; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Ausland; Wortliste; Language test; Sprachtest; Schülerverhalten
Abstract	The ability to recognise words from the aural modality is a critical aspect of successful second language (L2) listening comprehension. However, little research has been reported on computer-mediated development of L2 word recognition from speech in L2 learning contexts. This report describes the development of an innovative computer application to improve L2 word recognition from speech, and goes on to describe an exploratory study of its use by 33 English as a second language (ESL) students. The study detected significant differences between word recognition scores measured before and after participants used the application. The manner with which students engaged with the computer application in terms of word recognition, self-determined exposure to speech input (repetitions) and modified output productivity (revisions) are also described and analysed. Differences in engagement by learners with different word recognition capabilities are noted. The paper concludes with a discussion of some recommendations for the use of computer-assisted development of L2 word recognition from speech and also provides concrete suggestions for much needed further empirical research in this area. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01