Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance.

Autor/in	Mihara, Kei
Titel	Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance.
Quelle	In: Teaching English as a second or foreign language, 19 (2015) 2, 18 S. PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Anhang
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	Empirische Forschung; Hörverstehensübung; Wortschatzarbeit; TOEFL; Übungstypologie
Abstract	The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre-listening activities affect students' second language listening comprehension. The participants were first-year students at a Japanese university. There were two experimental groups, each given a different type of lexical support prior to the listening test. One group was assigned an activity with phonological input, and the other group, an activity without phonological input. Then, the respective groups took different types of vocabulary test. There was also a control group that received no pre-testing preparation. All of the participants took the same listening tests. The results indicated that phonological input did not play a significant role in either vocabulary test or listening comprehension test performance; however, pre-listening activities did positively affect listening comprehension test performance regardless of the type of activity. (Verlag).
Erfasst von	Informationszentrum für Fremdsprachenforschung, Marburg
Update	2022/2