Effects of Narrow Listening on ESL Learners' Pronunciation and Fluency: An 'MP3 Flood' Programme Turning Mundane Homework into an Engaging Hobby

Autor/in	Tsang, Art
Titel	Effects of Narrow Listening on ESL Learners' Pronunciation and Fluency: An 'MP3 Flood' Programme Turning Mundane Homework into an Engaging Hobby
Quelle	In: Language Teaching Research, 26 (2022) 3, S.434-454 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tsang, Art)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1362-1688
DOI	10.1177/1362168819894487
Schlagwörter	Language Fluency; Second Language Learning; Second Language Instruction; English (Second Language); Homework; Comparative Analysis; Language Proficiency; Intervention; Speech Communication; Teaching Methods; Undergraduate Students; Listening Skills; Pronunciation; Linguistic Input; Linguistic Theory; Foreign Countries; Language Variation; North American English; Vowels; Phonemes; Suprasegmentals; Oral Language; Hong Kong; United Kingdom + Suchen Sie Ihr Suchwort? Language skill; Language skills; Sprachkompetenz; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Hausaufgabe; Teaching method; Lehrmethode; Unterrichtsmethode; Aussprache; Sprachbildung; Linguistische Theorie; Ausland; Sprachenvielfalt; Amerikanisches Englisch; Fonem; Oral interpretation; Mündlicher Sprachgebrauch; Hongkong; Großbritannien
Abstract	While most empirical studies have investigated the improvement of learners' L2 spoken proficiency via speaking-related interventions, the present study examined the same topic through a different modality: listening. Ninety-five first-year tertiary-level students of English as a second language (ESL) in Hong Kong participated in this three-month experiment. They were separated randomly into three groups: (A) narrow listening with latitude for learners to choose their own materials; (B) narrow listening without such latitude; and (C) a control group without narrow listening. All participants attended a compulsory course on English phonology. Narrow listening was set as homework for the two experimental groups A and B. The overall results indicated that groups A and B improved significantly more than group C in pronunciation and fluency in reading aloud, performing a dialogue, and free production. There were also differences between group A and B in these tasks. The participants were generally highly positive about the narrow listening set as homework. This article ends with a discussion of the findings from theoretical and pedagogical perspectives. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11