Roles of Working Memory, Syllogistic Inferencing Ability, and Linguistic Knowledge on Second Language Listening Comprehension for Passages of Different Lengths

Autor/inn/en	Kim, Minkyung; Nam, Yunjung; Crossley, Scott A.
Titel	Roles of Working Memory, Syllogistic Inferencing Ability, and Linguistic Knowledge on Second Language Listening Comprehension for Passages of Different Lengths
Quelle	In: Language Testing, 39 (2022) 4, S.593-617 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kim, Minkyung) ORCID (Nam, Yunjung) ORCID (Crossley, Scott A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0265-5322
DOI	10.1177/02655322211060076
Schlagwörter	Native Language; Short Term Memory; Listening Comprehension; Second Language Learning; Second Language Instruction; Inferences; English (Second Language); Korean; Grade 9; Correlation; Language Proficiency; Role; Middle School Students; Females; Single Sex Schools; Foreign Countries; Language Tests; Scores; Listening Comprehension Tests; South Korea; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Kurzzeitgedächtnis; Hörverständnis; Zweitsprachenerwerb; Fremdsprachenunterricht; Inference; Inferenz; English as second language; English; Second Language; Englisch als Zweitsprache; Koreanisch; School year 09; 9. Schuljahr; Schuljahr 09; Korrelation; Language skill; Language skills; Sprachkompetenz; Rollen; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Weibliches Geschlecht; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Ausland; Language test; Sprachtest; Hörverstehensübung; Korea; Republik
Abstract	This study investigated the effects of working memory capacity (WMC), first language (L1) syllogistic inferencing ability, and second-language (L2) linguistic knowledge on L2 listening comprehension for passages of different lengths. Participants were 193 Korean ninth-grade learners of English. A path analysis was used to examine multivariate relationships among variables. Findings indicated that L2 linguistic knowledge was pivotal in explaining L2 listening comprehension for passages of different lengths. Findings also indicated that over and above L2 linguistic knowledge, greater WMC facilitated comprehending longer L2 listening passages, while better L1 syllogistic inferencing ability facilitated comprehending shorter L2 listening passages. WMC may help form more information-dense representations of longer passages, while L1 syllogistic inferencing ability may help build integrated propositional representations of shorter passages. In addition, greater WMC had indirect impacts on L2 listening comprehension through L1 syllogistic inferencing ability and L2 linguistic knowledge, which suggests that WMC may lead to better L2 listening comprehension when learners have greater L2 knowledge or better L1 syllogistic inferencing ability. Overall, first, this study suggests a pivotal role for L2 linguistic knowledge in L2 listening comprehension and, second, roles for WMC and L1 syllogistic inferencing, which function differently depending on passage length. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01