Listen, listen, listen and listen: building a comprehension corpus and making it comprehensible

Mordaunt, Owen G.; Olson, Daniel W.

doi:10.1080/03055690903172068

Cited by 6 publications

(4 citation statements)

References 4 publications

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“…Many of the children in this sample appeared to be receptive bilinguals because they had average expressive and receptive abilities in English but low expressive abilities in Spanish. In order to have strong expressive vocabulary abilities children need to use language (Bohman et al, 2010), and research supports that it is necessary for DLLs to hear and understand spoken language in order to comprehend oral language (Mordaunt & Olson, 2010). …”

Section: Discussionmentioning

confidence: 99%

Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Lewis

Sandilos

Hammer

et al. 2015

Early Education and Development

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Research Findings This study explored the relations between Spanish–English dual language learner (DLL) children's home language and literacy experiences and their expressive vocabulary and oral comprehension abilities in Spanish and in English. Data from Spanish–English mothers of 93 preschool-age Head Start children who resided in central Pennsylvania were analyzed. Children completed the Picture Vocabulary and Oral Comprehension subtests of the Batería III Woodcock–Muñoz and the Woodcock–Johnson III Tests of Achievement. Results revealed that the language spoken by mothers and children and the frequency of mother–child reading at home influenced children's Spanish language abilities. In addition, the frequency with which children told a story was positively related to children's performance on English oral language measures. Practice or Policy The findings suggest that language and literacy experiences at home have a differential impact on DLLs' language abilities in their 2 languages. Specific components of the home environment that benefit and support DLL children's language abilities are discussed.

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Section: Discussionmentioning

confidence: 99%

Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Lewis

Sandilos

Hammer

et al. 2015

Early Education and Development

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“…The vocational high school participants suggested that high school students should try to create an English listening environment for themselves after class on the grounds that they need to learn autonomously, asking teachers or interlocutors for help when necessary, rather than passively receiving instruction from teachers in school. This view is supported by Mordaunt and Olson (), who emphasize that exposure to extensive listening inputs is not sufficient for language learning and that learners must integrate the comprehension corpus with their learning experiences. In addition, 16 students declared that it was insufficient to learn English in the classroom; learning English would be easier, more interesting, and more efficient if students could integrate diverse English listening topics into their daily life activities.…”

Section: Resultsmentioning

confidence: 92%

Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

Chou

2015

TESOL Q

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Researchers of learner and language use strategies have long suggested that appropriate application of strategies can facilitate second or foreign language learning. Listening is the most fundamental skill in language learning, but for decades this skill was not emphasized in secondary schools in Taiwan. However, in 2012 a new national English listening test (TELC) was launched for both academic and vocational senior high school students, and learning English listening suddenly became important. To date, there has been little research on variation in listening strategy use in Taiwan. This study investigated the listening strategies that are currently employed and valued by academic and vocational high school students in Taiwan. The author administered a survey to 400 senior high school students, involving quantitative analysis of questionnaire data and qualitative analysis of semistructured interviews. The findings reveal differences in the use of certain categories of listening strategies between the two groups of students. Although listening strategies were highly valued by all participants, the reasons cited differed. The results highlight the educational system's influence on the choice of listening strategy and provide teachers with useful information regarding teaching English listening to adolescent students of English as a foreign language in Taiwan.

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“…Sur le plan de l'oral objet d'enseignement, la compréhension orale est le volet touché dans la présente recherche. La compréhension orale est un processus de réception active dans lequel un élève est amené à construire la signification d'un message, le remettre en contexte et établir des liens entre les informations contenues dans le message entendu et ses connaissances antérieures (Mordaunt & Olson, 2010). Afin de mettre en oeuvre sa compréhension orale, l'élève fait appel à des stratégies d'écoute qui sont des moyens ponctuels de répondre à une intention précise comme le cible notre recherche, à savoir prendre une posture d'écoute adéquate et une attitude d'ouverture à la réception et à la compréhension des messages (Lafontaine, 2007).…”

Section: Cadre Théoriqueunclassified

Manifestations non verbales et stratégies d’écoute d’élèves de troisième cycle du primaire et stratégies d’intervention de leurs enseignants dans ce contexte

Pharand

Lafontaine²

2014

L & L

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Listen, listen, listen and listen: building a comprehension corpus and making it comprehensible

Cited by 6 publications

References 4 publications

Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Relations Among the Home Language and Literacy Environment and Children’s Language Abilities: A Study of Head Start Dual Language Learners and Their Mothers

Strategy Use for Listening in English as a Foreign Language: A Comparison of Academic and Vocational High School Students

Manifestations non verbales et stratégies d’écoute d’élèves de troisième cycle du primaire et stratégies d’intervention de leurs enseignants dans ce contexte

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