55 research outputs found

    Reading while listening to learn: young EFL learners' perceptions

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    Reading while listening, that is, simultaneously reading and listening to a text, has been shown to be an efficient procedure for FL learning. It has also been considered a way of increasing the quality and quantity of L2 input as well as a form of engaging readers in the process of reading. However, little research has been conducted about this mode of reading with young, inexperienced EFL learners. The present study reports on primary students' levels of engagement and perceptions after participating on a one-year reading program at school. The results reveal that the reading-while-listening mode seems to contribute positively to the students' perceptions and level of engagement when reading in English

    The Effect of Written Text on Comprehension of Spoken English as a Foreign Language: A Replication Study

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    The use of written text has been acclaimed to enhance L2 listening comprehension, yet some argue that using written text does not effectively prepare learners to listen in real situations. Thus, the study was conducted to explore the effect of written text on learners' perceived difficulty, listening comprehension and learning to listen through replicating the research by Diao, Chandler & Sweller (2007. The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology 237- 261). Participants were 101 low-proficient English learners who were divided into three groups: listening with subtitles, listening with a full script and listening only. Each group first listened to a passage in their respective mode, then all three groups listened to another passage in the listening-only mode. Participants rated their perceived difficulty and completed a free recall task after each listening. Results suggest that the difficulty of written text should be tuned with learners' proficiency level so that they can benefit from the presence of written text in listening

    Los inicios de la producción oral en lengua extranjera de alumnos de Primaria en Europa

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    Uno de los cambios educativos más importantes impulsados por la Unión Europea ha sido la disminución de la edad de inicio del aprendizaje de una lengua extranjera. El objetivo del presente trabajo es contribuir al conocimiento de los resultados lingüísticos que obtienen alumnos de primaria de escuelas públicas en lengua extranjera; en concreto, se investiga la producción oral incipiente de 243 alumnos de segundo curso procedentes de siete contextos europeos: Croacia, España, Holanda, Inglaterra, Italia, Polonia y Suecia. El trabajo se centra en el análisis de las producciones orales en lengua extranjera que fueron obtenidas por medio de una tarea controlada de juego de rol. Se utilizan medidas de fluidez, diversidad léxica y complejidad gramatical, así como también se analiza el uso de de fórmulas memorizadas, y el uso de la L1

    Linguistic and non-linguistic outcomes of a reading-while-listening program for young learners of English

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    Reading-while-listening, which consists of reading while simultaneously listening to an oral rendition of the text, may be especially well suited for young language learners because of the multimodality provided in many graded readers aimed at this age group (ie.,, the presence of oral and written text and illustrations). This study compares a group of Grade 5 students who were exposed to 18 sessions of reading-while-listening with a group exposed to the same number of sessions through reading-only, and a control group. Linguistic outcomes show that students in the two intervention groups obtained higher vocabulary gains than those in the control group but did not present superior scores in reading or listening comprehension or reading fluency. Non-linguistic outcomes showed a clear preference on the part of the students for the reading-while-listening mode of input. The study concludes that the lack of differences in comprehension and fluency gains may be due to the fact that graded readers for children are too short; the input they offer is too limited to make a difference in areas other than attitudes and vocabulary learning

    Examining the role of learning context and individual differences on gains in L2 writing performance: the case of teenagers on an intensive study abroad program

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    The present study examines the effects that a 3-week study-abroad (SA) experience and a set of individual differences have on the foreign language (FL) development of a group of 64 Catalan/Spanish speakers, learners of English as an FL. Moreover, the present study attempts to account for the outcome differences between successful and less successful FL learners. Results suggest that short SA experiences are beneficial for the FL development, that certain individual differences such as motivation and FL use in free time (among others) play a role, and that the successful and less successful learners' SA experience differed in several aspects that could explain the differences in their outcome

    L1 reading factors in extensive L2 reading-while-listening instruction

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    Extensive reading has been used as an approach to L2 instruction in foreign language contexts, where there is a need to provide rich and extensive input to learners. Previous research has shown that this type of instructional intervention is associated with improved performance in L2 reading comprehension and writing, as well as with increased positive attitudes toward L2 reading. However, not enough research has investigated the factors that mediate its effectiveness with young L2 learners. This study investigated the role of L1 reading-related factors in L2 learning under extensive reading-while-listening instruction. The findings of the study indicated a relationship between L2 learning gains in writing and positive L1 reading attitudes, a supportive reading environment at home, mother's reading interest, and parents' education level. The study concluded that extensive L2 reading-while-listening instruction allows some learners to gain additional benefits, but without disadvantaging the others. This has implications for teaching programs in the primary school context investigated, which should take learner background profiles into account when implementing this type of L2 instruction
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