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Exploring the Relationship Between Listening Comprehension and Word Recognition According to Second Language Proficiency: Top-down and Bottom-up Perspectives
http://hdl.handle.net/11078/00001511
http://hdl.handle.net/11078/0000151104697039-9bdf-4614-ab0c-687ed7f14a39
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
61_2019_43-56.pdf (148.7 kB)
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| Item type | 紀要論文 / Departmental Bulletin Paper(1) | |||||||
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| 公開日 | 2021-03-23 | |||||||
| タイトル | ||||||||
| タイトル | Exploring the Relationship Between Listening Comprehension and Word Recognition According to Second Language Proficiency: Top-down and Bottom-up Perspectives | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| キーワード | ||||||||
| 主題 | listening comprehension | |||||||
| キーワード | ||||||||
| 主題 | word recognition | |||||||
| キーワード | ||||||||
| 主題 | second language proficiency | |||||||
| キーワード | ||||||||
| 主題 | top-down and bottom-up processes | |||||||
| 資源タイプ | ||||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 和訳タイトル | ||||||||
| その他のタイトル | 第二言語能力の違いによるリスニング理解と語彙認識の関係を探る―トップダウン・ボトムアップの観点から― | |||||||
| 著者 |
Furuya, Aiko
× Furuya, Aiko
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| 抄録 | ||||||||
| 内容記述タイプ | Abstract | |||||||
| 内容記述 | The present study seeks to explore the relationship between listening comprehension and word recognition according to second language proficiency from top-down and bottom-up perspectives. Previous research has shown that listening comprehension processes differ according to second language proficiency under conditions that control top-down and bottom-up processes. Based on the results, the present study further investigates the differences, examining how listening comprehension under these two conditions is associated with word recognition. To examine this relationship, experiments including two tasks (listening comprehension and dictation) were conducted. In the experiments, background knowledge and vocabulary knowledge were operationalized as activating top-down and bottom-up processes. Three proficiency levels of learners were classified using TOEIC ? scores: 18 lower intermediate (535 - 620), 19 upper intermediate (730 - 795), and 23 advanced (905 - 990) learners participated in the experiments. In listening comprehension tasks, participants listened to materials under two conditions: (a) vocabulary knowledge, no background knowledge, and (b) no vocabulary knowledge, background knowledge. For the dictation tasks, they listened to materials and dictated each word they listened to. Results obtained from correlational analyses between listening comprehension and word recognition showed differences between advanced and lower and upper intermediate learners. A positive correlation was found between listening comprehension under conditions (a) and (b) and word recognition for advanced learners. However, positive correlations were only observed between listening comprehension under condition (a) and word recognition for lower and upper intermediate learners. Based on these findings, the present study provides pedagogical implications for second language learners and teachers. | |||||||
| 書誌情報 |
玉川大学教師教育リサーチセンター年報 号 10, p. 43-56, 発行日 2020-12-21 |
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| ISSN | ||||||||
| 収録物識別子タイプ | ISSN | |||||||
| 収録物識別子 | 2187-7483 | |||||||
| 書誌レコードID | ||||||||
| 収録物識別子タイプ | NCID | |||||||
| 収録物識別子 | AA12586464 | |||||||
| 著者版フラグ | ||||||||
| 出版者 | ||||||||
| 出版者 | 玉川大学 | |||||||
| 言語 | ja | |||||||
