The Relationship between L2 Listening Proficiency and L2 Aural Language Processing

Autor/in	Joyce, Paul
Titel	The Relationship between L2 Listening Proficiency and L2 Aural Language Processing
Quelle	In: PASAA: Journal of Language Teaching and Learning in Thailand, 57 (2019), S.9-32 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0125-2488
Schlagwörter	Correlation; Second Language Learning; Language Proficiency; Language Tests; Psycholinguistics; Language Skills; College Students; Inferences; Listening Comprehension; Syntax; Word Recognition; Speech Communication; Language Processing; Foreign Countries; English (Second Language); Listening Comprehension Tests; Grammar; Vocabulary Skills; Short Term Memory; Phonological Awareness; Metalinguistics; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Korrelation; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Language test; Sprachtest; Psycholinguistik; Collegestudent; Inference; Inferenz; Hörverständnis; Worterkennung; Sprachverarbeitung; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Hörverstehensübung; Grammatik; Aktiver Wortschatz; Kurzzeitgedächtnis; Metalanguage; Metasprache
Abstract	Listening has been widely characterised as a multifaceted process encompassing a range of linguistic and psycholinguistic components (see Rubin, 1994). However, for learners at different levels of L2 proficiency, there is uncertainty over the relative importance of the various sub-skills. To address this issue, a number of linguistic and psycholinguistic sub-skills that are associated with L2 listening proficiency were selected and operationalised. This battery of discrete point measures, as well as two L2 proficiency tests, was administered to 443 Japanese university students. After the data had been subjected to descriptive and inferential analysis, the findings indicated that L2 listening comprehension is most closely associated with L2 syntactic knowledge, followed by the ability to recognise words in connected speech. The results also revealed that listeners at different proficiency levels process the language in decidedly different ways. Less proficient learners were discovered to be far more dependent on the linguistic and psycholinguistic subskills that are closest to the surface of the message. On the other hand, owing to the development of their syntactic knowledge and recognition of words in connected speech, more proficient listeners benefitted from a greater interaction between their more closely entwined higher and lower level processing skills. (As Provided).
Anmerkungen	Chulalongkorn University Language Institute. Prem Purachatra Building, Chulalongkom University, Phayathai Road, Pathumwan, Bangkok 10330, Thailand. Tel: +66-2-218-6092; Fax: +66-2-218-6104; e-mail: pasaa.editor@gmail.com; Web site: http://www.culi.chula.ac.th/publicationsonline/home_p1.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01