Literaturnachweis - Detailanzeige
| Autor/inn/en | Schenker, Theresa; Sippel, Lieselotte |
|---|---|
| Titel | Effects of Extended Exposure to Video in the Language Classroom on Listening Proficiency |
| Quelle | In: Unterrichtspraxis/Teaching German, 56 (2023) 2, S.118-130 (13 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Schenker, Theresa) ORCID (Sippel, Lieselotte) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0042-062X |
| DOI | 10.1111/tger.12220 |
| Schlagwörter | German; Second Language Instruction; Second Language Learning; Teaching Methods; Listening Comprehension; Television; Programming (Broadcast); Language Proficiency; Undergraduate Students; Comparative Analysis |
| Abstract | Research has shown that world language learners' listening comprehension skills develop at a slower pace than reading or speaking skills, possibly because a systematic approach to developing listening skills is often neglected in classroom contexts. To address this issue, the present study investigated whether listening skills can be improved through targeted practice. Thirty-three learners of a third-semester German course were assigned to either an experimental group (n = 22) or a control group (n = 11). Over the course of one semester, the experimental group watched short episodes of a German web-based telenovela designed for language learners and completed vocabulary exercises and comprehension questions. Listening skills were assessed through the DIALANG test and a self-assessment at the beginning and at the end of the semester. Results showed that only learners in the experimental group made significant gains in listening proficiency. Both groups increased their self-rated listening proficiency. Overall, the results suggest that using a telenovela for targeted listening practice is a useful way to help learners develop their listening skills. (As Provided). |
| Anmerkungen | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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