Comprehension Theory and Second Language Pedagogy

Abstract

Second language acquisition theories and models over the past 10 years have focused primarily on learner variables, long‐term language storage, and retrieval for production. This article presents a synthesis of second language acquisition research and adds interpretations of research on memory and verbal‐input processing which relate to second language acquisition. From these perspectives, a theoretical model of listening comprehension in the adult language learner is developed. Implications of comprehension theory for second language teaching are then examined in light of suggestions in the pedagogical literature for increased emphasis on listening comprehension in the classroom.

The Role of Teachers in Reducing/Increasing Listening Comprehension Test Anxiety: A Case of Iranian EFL Learners

“…Nagle and Sanders (1986) proposed that a breakdown of the comprehension process might occur when there is "anxiety about failure to understand or being accountable for a response" (p. 21). Asking students whether they became tense during classroom listening activities, Eastman (1991) suggested that those who claimed to be apprehensive while listening scored lower on a listening test than those who claimed to concentrate.…”

Metacognitive Listening Strategies Used by Saudi EFL Medical Students

“…This is because one receives input through listening to instructions or explanations prior to responding orally or in writing. Acquiring listening skills is not an easy task since listeners are required to figure out the meaning from the oral input relying on their their prior knowledge of the world and of the target language (Byrnes, 1984;Nagle & Sanders, 1986;Young, 1997) and to retrieve information from their long-term memory and make their own interpretations of the spoken passages (Mendelsohn, 1994;Murphy, 1985;Young, 1997). Vandergrift (2003) declares that listening is a complicated and active process of interpretation in which listeners try to match what they hear with their prior knowledge.…”

The Effect of Authentic Versus Non-authentic Aural Materials on EFL Learners’ Listening Comprehension

“…If the goal of an ESL/EFL program is "to prepare our students to cope with English outside the classroom" (Hafernik & Surguine, 1979:341), it is suggested that teachers try to avoid speech modification and/or simplification [italic is mine] and to provide students with the kind of language that they are likely to encounter in real-life situations (Bacon, 1989;Ur, 1984). In addition, it has been recommended that teachers use listening materials that consist of samples of natural language from different sources so that students have experience with varieties of topics, situations, and speakers (Nagle& Sanders, 1986). …”