Developing L2 Listening Fluency through Extended Listening-Focused Activities in an Extensive Listening Programme

Autor/inn/en	Chang, Anna C-S.; Millett, Sonia
Titel	Developing L2 Listening Fluency through Extended Listening-Focused Activities in an Extensive Listening Programme
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 47 (2016) 3, S.349-362 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688216631175
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Language Fluency; Listening Comprehension; Language Tests; Teaching Methods; Pretests Posttests; Effect Size; Audio Equipment; Scores; Achievement Gains; Transfer of Training; Linguistic Input; Learning Activities; Program Effectiveness; Grammar; Asians; College Students; Vocational Education; Foreign Countries; Statistical Analysis; Taiwan; Test of English for International Communication + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Hörverständnis; Language test; Sprachtest; Teaching method; Lehrmethode; Unterrichtsmethode; Audio-CD; Achievement gain; Leistungssteigerung; Training; Transfer; Ausbildung; Sprachbildung; Lernaktivität; Grammatik; Asian; Asiat; Asiatin; Asiaten; Asiate; Collegestudent; Berufsbildung; Ausland; Statistische Analyse
Abstract	This study investigates the effects on developing L2 listening fluency through doing extended listening-focused activities after reading and listening to audio graded readers. Seventy-six EFL university students read and listened to a total of 15 graded readers in a 15-week extensive listening programme. They were divided into three groups (Group 5, n = 30; Group 10, n = 20; Group 15, n =26) according to the number of post-listening-focused activities they completed. Another group who did not receive extensive listening served as the control group (Group 0, n =39). All participants were given a pre-test containing teacher-developed tests and a full-length simulated Test of English for International Communication (TOEIC) listening test. Similar tests were repeated at the end of the programme. The study addresses the effect size of improvement that students made from listening to audio graded readers and doing post-listening-focused activities, the degree to which students progressed on their TOEIC listening test, and the transferring effect from narrative-type input to conversational-type listening. Results show that the effect size was very small, medium, and very large on the listening improvement for Group 5, Group 10 and Group 15 respectively. On their post-TOEIC tests, Groups 5, 10 and 15 made approximately 2, 9 and 16 points out of 100 respectively. Finally, only Group 15 demonstrated some transfer effect from narrative to conversational input type of listening. This study also discussed the reasons low-level learners need to read many more texts to see more significant improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01