Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea

Park, Gi‐Pyo

doi:10.1111/j.1944-9720.2004.tb02702.x

Cited by 45 publications

(48 citation statements)

References 27 publications

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“…The results displayed that listening and reading skills had the highest correlation, but reading and writing skills had the least correlation. The finding regarding the close relationship between listening and reading is consistent with the results of some previous studies that have shown the share of their basic cognitive processes in language learning [33,38,39,41,42]. However, some [50][51][52] unanimously agree with the dissimilarity of listening and reading skills in terms of the receiving input to process the data.…”

Section: Discussionsupporting

confidence: 82%

“…It aligns with a theory suggesting that once a new written word is decoded phonologically, the link between phonology and semantics provides the meaning [35][36][37]. In addition to the central mutual comprehension between receptive skills, reading and listening, investigators such as Bae and Bachman [38], Park [39], Samuels [40], and Vandergrift [41,42] in the field agree upon the following similarities of the two skills. First, both entail fundamental language process and world knowledge and are engaged in comprehension as well as decoding.…”

Section: Listening and Reading Continuummentioning

confidence: 58%

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Listening Skill Requires a Further Look into Second/Foreign Language Learning

Bozorgian

2012

ISRN Education

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Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants' reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

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Section: Discussionsupporting

confidence: 82%

Section: Listening and Reading Continuummentioning

confidence: 58%

Listening Skill Requires a Further Look into Second/Foreign Language Learning

Bozorgian

2012

ISRN Education

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“…First, there are lots of variables, which account for L2 acquisition, other than learning strategies such as linguistic knowledge, background knowledge, motivation, and acculturation (Ellis, 1994;Horwitz, 2008;Park, 2004). So, there will be limitation for one variable, say learning strategies, to account for L2 proficiency.…”

Section: Discussionmentioning

confidence: 99%

Investigation into Learning Strategies Used by Effective and Less Effective EFL Learners in Korea

Park¹

2010

ASS

Self Cite

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This study investigates whether or not effective learners used learning strategies differently from less effective learners in quantity as well as in quality. A total of 164 tertiary-level students learning English in Korea participated in the quantitative study, and eight students out of 164, four effective learners and four less effective earners, were chosen in the follow-up qualitative study. The quantitative study showed that effective learners used more learning strategies than less effective learners with the statistically significant but low correlation of .335 between learning strategy use and English proficiency. The qualitative study demonstrated that both effective and less effective learners, in general, actively used listening strategies to aid in listening comprehension, showing similarities as well as differences in strategy use. However, effective learners used their listening strategies more appropriately than less effective learners due to linguistic, cognitive, and affective variables which facilitated listening comprehension by intricately interacting with listening strategies. This study concludes with teaching implications and future study areas to verify these findings by different learners in different learning contexts.

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“…For example, listeners have a worse memory for spoken information than readers do for written information, with proportionally more details recalled by readers and proportionally more main ideas by listeners (Lund, 1991). Further, characteristics of the listener influence listening performance differently than they influence reading performance (Park, 2004). In addition, there are factors that are important to listening that are not relevant for reading, like coping with a fast speech rate and disfluencies.…”

Section: Introductionmentioning

confidence: 99%

What makes listening difficult? Factors affecting second language listening comprehension

Bloomfield¹,

Wayland²,

Rhoades³

et al. 2010

121

120

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Factors affecting second language listening comprehension gies-that is, those who are aware of and use effective strategies, such as avoiding mental translation-demonstrate better L2 listening comprehension. 2 In addition to these general cognitive abilities, a number of factors pertaining to experience with the L2 influence listening skill. These factors include the amount of prior exposure to the language; familiarity with and an ability to understand the non-native language's phonology; vocabulary size; and background knowledge about the topic, text, structure, schema, and culture.Familiarity with the L2 changes the extent to which the L2 listener uses top-down or bottom-up strategies in listening. For example, expert listeners use both types of strategies: They are able to accurately make sense of the speech signal (bottom-up information) 3 and integrate this information with PurPose-To establish what is currently known about factors that affect foreign language listening comprehension, with a focus on characteristics of the listener, passage, and testing conditions.ConClusions-Research on second language (L2) listening comprehension strongly supports the importance of a number of factors, for example, a listener's working memory capacity and the number of ideas in a passage. Much of the research, however, reports weak or inconclusive results, leaving many factors and complex interactions among factors unresolved and in need of further investigation.relevanCe-Identifying the factors that affect L2 listening comprehension will help Defense Language Institute Proficiency Test (DLPT) designers anticipate how qualities of selected authentic materials will impact listening comprehension. Executive Summary PurPoseThe U.S. Government administers the Defense Language Proficiency Test (DLPT) to military linguists and other government personnel to assess their listening and reading comprehension in a number of foreign languages, including critical languages such as Mandarin, Modern Standard Arabic, Egyptian Arabic, and Persian Farsi. The DLPT is updated every 10 to 15 years, and the most recent transition-from DLPT IV to DLPT5-included a greater emphasis on testing listening comprehension with authentic materials. In turn, this has led to a growing interest in the factors that make second language (L2) listening difficult.To examine these factors, CASL reviewed the current scientific literature and summarized the characteristics of listeners, passages, and testing conditions. The review targeted features of particular interest to stakeholders at the Defense Language Institute (DLI). The long-term goal of the project is to support the selection of authentic listening materials that accurately reflect different proficiency levels. ConClusionsAlthough the available research on L2 listening comprehension is limited, CASL's literature review identified several factors that affect listening comprehension. These factors are summarized below and in Tables 1, 2, and 3. 1 Characteristics of the listenerUnderstanding a fo...

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Comparison of L2 Listening and Reading Comprehension by University Students Learning English in Korea

Cited by 45 publications

References 27 publications

Listening Skill Requires a Further Look into Second/Foreign Language Learning

Listening Skill Requires a Further Look into Second/Foreign Language Learning

Investigation into Learning Strategies Used by Effective and Less Effective EFL Learners in Korea

What makes listening difficult? Factors affecting second language listening comprehension

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