The effects of note-taking on listening comprehension in the Test of English as a Foreign Language

Hale, Gordon A.; Courtney, Rosalea

doi:10.1177/026553229401100104

Cited by 25 publications

(25 citation statements)

References 14 publications

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“…However,the author pointed out that requiring the participants to take notes (as this was the source of the dependent measure) may have interfered with their comprehension of both passages, preventing the discovery of an advantage for the familiar structure. This is in line with the findings of Hale and Courtney (1994), who found that participants compelled to take notes actually showed inferior listening comprehension relative to when they were not allowed to take notes at all (see section below on Note-Taking).…”

Section: Rhetorical Structuresupporting

confidence: 90%

“…As always, however, it is difficult to interpret a null effect. What can be concluded from Hale and Courtney's (1994) study is that urging L2 listeners to take notes can hurt their comprehension test performance.…”

Section: Note Taking In the L2mentioning

confidence: 91%

“…The findings of Lin (2006) and Hale and Courtney (1994) suggest that note-taking must be appropriately used by the L2 listener in order to be helpful or, at the least, not detrimental, to L2 listening comprehension. The decision about whether to take notes qualifies as a metacognitive strategy for listeners: in order to make good decisions about note-taking, listeners must be able to monitor their own level of comprehension while listening and how their comprehension is affected by note-taking, as well as their likelihood of forgetting information if they do not take notes.…”

Section: Note Taking In the L2mentioning

confidence: 99%

“…This finding suggests that most participants in both conditions believed note-taking helped their performance on the test items, even though it did not do so significantly in either case, and actually hurt performance when participants were urged to take notes. Hale and Courtney (1994) explained the negative effects of urged note-taking through the speech rate of the passages, which may have been too fast to allow participants to listen and comprehend and write notes when they were urged to do so. In light of Lin's (2006) findings, another possible explanation for Hale and Courtney's findings is that insisting on note-taking prevented the L2 listeners from feeling that they could decide when to take notes and when not to take notes.…”

Section: Note Taking In the L2mentioning

confidence: 99%

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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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Section: Rhetorical Structuresupporting

confidence: 90%

Section: Note Taking In the L2mentioning

confidence: 91%

Section: Note Taking In the L2mentioning

confidence: 99%

Section: Note Taking In the L2mentioning

confidence: 99%

See 2 more Smart Citations

What makes listening difficult? Factors affecting second language listening comprehension

Bloomfield¹,

Wayland²,

Rhoades³

et al. 2010

121

120

View full text Add to dashboard Cite

show abstract

“…Some studies investigating the relationship between note-taking (as opposed to no note-taking) and listening comprehension resulted in no significant relationship between the two (Dunkel, 1988;Hale & Courtney, 1994;Chaudron, Loschky, & Cook, 1994).…”

Section: Review Of Literaturementioning

confidence: 99%

EFL Learners’ Note Taking: The Effect of Listening Questions and Activities

Zoghi¹,

Drood²

2017

IJEL

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In this comparative study, an attempt was made to examine the effects of two types of listening questions and activities on the quantity of note taking of intermediate EFL learners. In so doing, the researchers selected a sample of 30 intermediate English language learners randomly assigned to two comparison groups-Multiple-choice Group and True-false Group. The instrument for data collection was note taking papers of students from which the total number of words for each language learner was calculated. Results showed that the True-false Group gained higher scores in note taking quantity as compared with Multiple-choice Group. Based on the results of this study, it is imperative that EFL teachers pay serious attention to the types of activities and questions used in class as they can have an influence on the ways foreign language learners use note taking as a learning strategy.

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Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

Carrell

2007

ETS Research Report Series

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ETS, the ETS logos, TOEFL, the TOEFL logo, and TSE are registered trademarks of Educational Testing Service (ETS). THE TEST OF ENGLISH AS A FOREIGN LANGUAGE and the TEST OF SPOKEN ENGLISH are trademarks of ETS.To obtain more information about the TOEFL programs and services, use one of the following: E-mail: toefl@ets.org Web site: www.ets.org/toefl ForewordThe TOEFL ® Monograph Series features commissioned papers and reports for TOEFL 2000 and other Test of English as a Foreign Language™ (TOEFL) test development efforts. As part of the foundation for the development of the TOEFL Internet-based test (TOEFL iBT), papers and research reports were commissioned from experts within the fields of measurement, language teaching, and testing through the TOEFL 2000 project. The resulting critical reviews, expert opinions, and research results have helped to inform TOEFL program development efforts with respect to test construct, test user needs, and test delivery. Opinions expressed in these papers are those of the authors and do not necessarily reflect the views or intentions of the TOEFL program.These monographs are also of general scholarly interest, and the TOEFL program is pleased to make them available to colleagues in the fields of language teaching and testing and international student admissions in higher education.The TOEFL 2000 project was a broad effort under which language testing at ETS ® would evolve into the 21st century. As a first step, the TOEFL program revised the Test of Spoken English™ (TSE ® ) and introduced a computer-based version of the TOEFL test. The revised TSE test, introduced in July 1995, is based on an underlying construct of communicative language ability and represents a process approach to test validation. The computer-based TOEFL test, introduced in 1998, took advantage of new forms of assessment and improved services made possible by computer-based testing, while also moving the program toward its longer-range goals, which included:• the development of a conceptual framework that takes into account models of communicative competence• a research program that informs and supports this emerging framework • a better understanding of the kinds of information test users need and want from the TOEFL test• a better understanding of the technological capabilities for delivery of TOEFL tests into the next century Monographs 16 through 20 were the working papers that laid out the TOEFL 2000 conceptual frameworks with their accompanying research agendas. The initial framework document, Monograph 16, described the process by which the project was to move from identifying the test domain to building an empirically based interpretation of test scores. The subsequent framework documents, Monographs 17-20, extended the conceptual frameworks to the domains of reading, writing, listening, and speaking (both as independent and interdependent domains). These conceptual frameworks guided the research and prototyping studies described in subsequent monographs that resulted in the final test model. The culm...

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The effects of note-taking on listening comprehension in the Test of English as a Foreign Language

Cited by 25 publications

References 14 publications

What makes listening difficult? Factors affecting second language listening comprehension

What makes listening difficult? Factors affecting second language listening comprehension

EFL Learners’ Note Taking: The Effect of Listening Questions and Activities

Notetaking Strategies and Their Relationship to Performance on Listening Comprehension and Communicative Assessment Tasks

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