Sandhi‐variation: A Filter of Input for Learners of Esl

Henrichsen, Lynn

doi:10.1111/j.1467-1770.1984.tb00343.x

Cited by 79 publications

(42 citation statements)

References 14 publications

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“…Henrichson (1984), for example, reported that the difference in listening comprehension between native speakers of English and nonnative speakers was greater when they listened to spoken English employing sandhi-variation than when they listened to spoken English without sandhi-variation. This finding supports the hypothesis that sandhi-variation makes comprehension of spoken language more difficult for nonnative speakers of English.…”

Section: Word-level Factorsmentioning

confidence: 99%

Exploring Item Characteristics That Are Related to the Difficulty of Toefl Dialogue Items

Kostin

2004

ETS Research Report Series

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The purpose of this study is to explore the relationship between a set of item characteristics and the difficulty of TOEFL ® dialogue items. Identifying characteristics that are related to item difficulty has the potential to improve the efficiency of the item-writing process The study employed 365 TOEFL dialogue items, which were coded on 49 variables, including 5 significant variables reported in Nissan, DeVincenzi, and Tang (1996). Of the 5 significant variables in Nissan et al., 3 correlated significantly with item difficulty in this study. Another 11 met a critical probability criterion. These 11 included representatives from three broad categories of variables: 2 in the category of word-level factors, 1 in the category of discourse-level factors, and 8 in the category of task-processing factors. Multiple regression analyses indicate that the variables in this study account for about 40% of the variance in item difficulty. ETS administers the TOEFL program under the general direction of a policy board that was established by, and is affiliated with, the sponsoring organizations. Members of the TOEFL Board (previously the Policy Council) represent the College Board, the GRE Board, and such institutions and agencies as graduate schools of business, junior and community colleges, nonprofit educational exchange agencies, and agencies of the United States government.A continuing program of research related to the TOEFL test is carried out in consultation with the TOEFL Committee of Examiners. Its 12 members include representatives of the TOEFL Board and distinguished English as a second language specialists from the academic community. The Committee advises the TOEFL program about research needs and, through the research subcommittee, reviews and approves proposals for funding and reports for publication. Members of the Committee of Examiners serve four-year terms at the invitation of the Board; the chair of the committee serves on the Board.Because the studies are specific to the TOEFL test and the testing program, most of the actual research is conducted by ETS staff rather than by outside researchers. Many projects require the cooperation of other institutions, however, particularly those with programs in the teaching of English as a foreign or second language and applied linguistics. Representatives of such programs who are interested in participating in or conducting TOEFL-related research are invited to contact the TOEFL program office. All TOEFL research projects must undergo appropriate ETS review to ascertain that data confidentiality will be protected. Current (2003Current ( -2004 members of the TOEFL Committee of Examiners are:

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Section: Word-level Factorsmentioning

confidence: 99%

Exploring Item Characteristics That Are Related to the Difficulty of Toefl Dialogue Items

Kostin

2004

ETS Research Report Series

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“…"Reduced forms" are considered by many researchers (e.g. Brown, 1987;Brown & Yule, 1983;Henrichsen, 1984;Ur, 1984) to be one of the reasons that make dividing the stream of speech difficult, and in turn make comprehension inaccessible. Norris (1995, p. 67) explained the difficulty as follows:…”

Section: Why To Instruct "Reduced Forms"?mentioning

confidence: 99%

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Khaghaninezhad¹,

Jafarzadeh²

2013

ELT

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Listening comprehension is usually considered as one of the most difficult language skills to EFL learners due to the unavoidable presence of "reduced forms" in authentic speech. This study was an attempt to investigate the effect of explicit "reduced forms" instruction on Iranian EFL learners' overall listening comprehension and their ability to recognize and produce them in their daily conversations. The participants of this study were 50 intermediate English learners who were randomly assigned as the experimental and the control groups of the study. Three pre-tests were administered at the commencement of the study to see if the participants of both groups were at the same level of listening comprehension and "reduced forms" awareness. After the pre-tests, the participants in the experimental group received instruction on "reduced forms" while the control participants continued their regular classes. At the end of the 10-week instruction, the participants were given three post-tests to see if they have improved their listening comprehension ability and their ability to recognize and produce the "reduced forms" recurrently in their daily speech. Although the control participants have significantly improved their listening comprehension, the fact that the experimental participants had outperformed implied the efficacy of "reduced forms" training on the overall listening comprehension's betterment. The results also revealed that the experimental participants significantly improved their "reduced forms" awareness as well as their ability to produce "reduced forms" at the end of training course while the control participants didn't.

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“…Consequently, due to such influences as assimilation, prosodic patterns, and utterance speed, there is a noticeable difference between natural fluent speech and maximally distinct isolated utterances (Bond & Garnes, 1980). Indeed, knowledge of L2 phonological modification has been shown to be associated with L2 aural proficiency (Brown & Hilferty, 1986;Henrichsen, 1984;Ito, 2001). In seeking to understand spoken communication, unlike during the speeded lexical decision experiment, proficient L2 learners are not wholly signal dependent.…”

Section: Resultsmentioning

confidence: 97%

Word Recognition Processing Efficiency as a Component of Second Language Listening

Joyce

2013

International Journal of Listening

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This study investigated the application of the speeded lexical decision task to L2 aural processing efficiency. One-hundred and twenty Japanese university students completed an aural word/nonword task. When the variation of lexical decision time (CV) was correlated with reaction time (RT), the results suggested that the single-word recognition task could be successfully applied to the L2 aural modality. However, when CV and RT were correlated with L2 listening ability, a statistically significant relationship was not found. It was concluded that the single-word word recognition task might not be suited to measuring L2 aural word recognition efficiency.

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Sandhi‐variation: A Filter of Input for Learners of Esl

Cited by 79 publications

References 14 publications

Exploring Item Characteristics That Are Related to the Difficulty of Toefl Dialogue Items

Exploring Item Characteristics That Are Related to the Difficulty of Toefl Dialogue Items

Investigating the Effect of Reduced Forms Instruction on EFL Learners’ Listening and Speaking Abilities

Word Recognition Processing Efficiency as a Component of Second Language Listening

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