Exploring the Relationship between Linguistic Knowledge and Strategy Use in Listening Comprehension

Autor/inn/en	Fung, Daniel; Macaro, Ernesto
Titel	Exploring the Relationship between Linguistic Knowledge and Strategy Use in Listening Comprehension
Quelle	In: Language Teaching Research, 25 (2021) 4, S.540-564 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fung, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819868879
Schlagwörter	Listening Comprehension; Learning Strategies; Second Language Learning; Second Language Instruction; Language Proficiency; Translation; Vocabulary Development; Grammar; Secondary School Students; Student Attitudes; Language Usage; Task Analysis; Teaching Methods; Foreign Countries; Receptive Language; Language Tests; Vocabulary Skills; Error Patterns; Recall (Psychology); Prior Learning; Hong Kong + Suchen Sie Ihr Suchwort? Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Zweitsprachenerwerb; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Wortschatzarbeit; Grammatik; Sekundarschüler; Schülerverhalten; Sprachgebrauch; Aufgabenanalyse; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Rezeptive Kommunikationsfähigkeit; Language test; Sprachtest; Aktiver Wortschatz; Fehlertyp; Abberufung; Vorkenntnisse; Hongkong
Abstract	The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of 'good' may be problematic without taking into account an individual's linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of 'listening to the teacher': a language use task relatively under-researched. Secondary school students in Hong Kong (n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group perhaps compensating for low LK via strategy deployment. This article provides evidence that strategy deployment when listening to the teacher is not wholly constrained by levels of LK. Pedagogical implications are suggested. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01