Literaturnachweis - Detailanzeige
| Autor/inn/en | Karlin, Omar; Karlin, Sayaka |
|---|---|
| Titel | Developing L2 Listening Comprehension through Extensive and Intensive Listening |
| Quelle | In: AILA Review, 36 (2023) 1, S.91-111 (21 Seiten)
PDF als Volltext |
| Zusatzinformation | ORCID (Karlin, Omar) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1461-0213 |
| Schlagwörter | Second Language Learning; Second Language Instruction; Listening Comprehension; Comparative Analysis; Intervention; Teaching Methods; Instructional Effectiveness; Listening Comprehension Tests; Assignments; Raw Scores; Student Improvement; Foreign Countries; English (Second Language); Japan |
| Abstract | In the fall semester of 2020, 269 Japanese university students were compared in a quasi-experimental study to determine whether extensive and intensive listening interventions yielded significant gains in L2 listening comprehension. At the beginning of the study, 269 students took a 100-item L2 listening exam, and were randomly placed into an extensive (n = 135) or intensive listening group (n = 134). After each group completed five assignments based on extensive or intensive listening principles, students took another 100-item L2 listening exam. Paired-sample t-tests of raw scores and Rasch person ability estimates indicated that the extensive listening group significantly improved in raw scores, t(134) = -7.44, p = 0.00, but not in Rasch person ability estimates t(134) = -1.86, p = 0.07, while the intensive listening group significantly improved in both raw scores, t(133) = -9.48, p = 0.00, and Rasch person ability estimates, t(133) = -3.58, p = 0.00. (As Provided). |
| Anmerkungen | John Benjamins Publishing Company. Klaprozenweg 105 Postbus 36224, NL-1020 ME Amsterdam, Netherlands. Tel: +31-20-6304747; Fax: +31-20-6739773; e-mail: subscription@benjamins.nl; Web site: https://www.benjamins.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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