Literaturnachweis - Detailanzeige
| Autor/in | Ilhan, Berk |
|---|---|
| Titel | Length in Listening Texts as a Single Determiner of Difficulty for Comprehension |
| Quelle | In: Journal of Language and Linguistic Studies, 14 (2018) 3, S.336-346 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Ilhan, Berk) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1305-578X |
| Schlagwörter | Listening Comprehension; Difficulty Level; Teaching Methods; Task Analysis; Scores; Experimental Groups; Control Groups; Student Attitudes; Pronunciation; English (Second Language); Second Language Learning; Second Language Instruction; Listening Comprehension Tests; Undergraduate Students; Foreign Countries; Turkey |
| Abstract | Text length is considered as one of the factors that cause listening task difficulty along with others such as speech rate, clarity of voice, accents, text genre and topic. Despite all these factors, teachers sometimes consider text length as the single reason for a listening activity's difficulty. Not many studies have focused on the length as a single determiner or whether there are other factors that are associated with text length or not. In order to contribute to the field, the present study has aimed to investigate whether text length is a single determiner for difficulty and if not what other difficulties students have when they listen to long texts. Both quantitative and qualitative data have been collected. Reflection reports on the difficulties of the task constitute qualitative data whereas scores on comprehension questions comprise quantitative data. Two long listening tasks were implemented with an experimental group by dividing the length into manageable phases; meanwhile, with control group, they were done all at once. Scores of the two groups in comprehension questions have been compared by using T-test analysis. The findings have indicated that text length cannot be a determining factor alone. In the experiment, the scores of experimental and control groups do not have a statistically significant difference. According to student reflection reports, students have difficulties in listening long texts due to a lack of listening strategies, speech rate and pronunciation. Thus, text length might be better considered along with these factors. (As Provided). |
| Anmerkungen | Journal of Language and Linguistic Studies. Hacettepe Universitesi, Egitim Fakultesi B Blok, Yabanci Diller Egitimi Bolumu, Ingiliz Dili Egitimi Anabilim Dali, Ankara 06800, Turkey. e-mail: jllsturkey@gmail.com; Web site: http://www.jlls.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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