The Influence of Topics on Listening Strategy Use for English for Academic Purposes

Autor/in	Chou, Mu-hsuan
Titel	The Influence of Topics on Listening Strategy Use for English for Academic Purposes
Quelle	In: English Language Teaching, 8 (2015) 2, S.44-54 (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Listening Comprehension; Learning Strategies; Language Processing; Asians; Questionnaires; Undergraduate Students; Student Attitudes; Familiarity; Interviews; English (Second Language); Foreign Countries; Metacognition; Language Tests; Test Wiseness; Statistical Analysis; Taiwan + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Hörverständnis; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Sprachverarbeitung; Asian; Asiat; Asiatin; Asiaten; Asiate; Fragebogen; Schülerverhalten; Interviewing; Interviewtechnik; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Language test; Sprachtest; Statistische Analyse
Abstract	Listening is an essential skill for English as a Foreign Language learners studying in English-speaking universities to succeed in various fields of study. To comprehend subject material and improve listening effectiveness, learners are generally advised to develop strategies which help them process the target language in specific contexts. Therefore, the aim of this study was to investigate what strategies were adopted to listen to general and subject-specific English material. Furthermore, the study examined the process of listening comprehension in relation to the effectiveness of strategy use. The study was carried out with 92 Taiwanese final-year university students taking EAP courses. Questionnaires, listening comprehension questions, and retrospective interviews were used. The results showed that strategy use varied markedly between the two types of listening materials. The effectiveness of certain strategy adoption was influenced by topical familiarity and personal experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01