Perceived Effects of Background Noise on the Learning Experiences of English First- and Second-Language Female Learners

Autor/inn/en	Goldschagg, Paul; Bekker, Tanya; Cockcroft, Kate
Titel	Perceived Effects of Background Noise on the Learning Experiences of English First- and Second-Language Female Learners
Quelle	In: South African Journal of Education, 43 (2023) 1, Artikel 2153 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Goldschagg, Paul) ORCID (Bekker, Tanya) ORCID (Cockcroft, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Acoustics; Learning Processes; Second Language Learning; Second Language Instruction; Native Language; Language Acquisition; English (Second Language); Language of Instruction; Grade 10; Grade 11; Grade 12; Multilingualism; Foreign Countries; Screening Tests; Behavior Problems; Questionnaires; Child Behavior; Females; Secondary School Students; Single Sex Schools; Interference (Language); Comparative Analysis; Barriers; Cognitive Ability; Language Processing; Classroom Environment; South Africa; Strengths and Difficulties Questionnaire + Suchen Sie Ihr Suchwort? Akustik; Learning process; Lernprozess; Zweitsprachenerwerb; Fremdsprachenunterricht; Sprachaneignung; Spracherwerb; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Mehrsprachigkeit; Multilingualismus; Ausland; Screening-Verfahren; Fragebogen; Weibliches Geschlecht; Sekundarschüler; Single-sex schools; Single-sex classes; Single sex classes; Getrenntgeschlechtliche Erziehung; Schule; Denkfähigkeit; Sprachverarbeitung; Klassenklima; Unterrichtsklima; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	Noise, although ubiquitous, is seldom considered as a factor that may impede learning. In South Africa, most learners are multilingual and learn in English, which is their second language. Most noise studies have been conducted in the Global North, where the school context differs from the Global South. In this article, using questions selected from the Strengths and Difficulties Questionnaire, we present a quantitative evaluation of the perceptions of background noise on learning of a purposive sample of 154 Grade 10 to 12 female learners attending 2 all-girls schools, who were either learning through English as their second, or as their first language. The responses of first language and second language learners were compared using Mann-Whitney U tests with Hodges-Lehman estimates. Second language learners reported greater interference and annoyance from noise, compared to their first language peers. This may be due to the additional cognitive demands required when processing complex information in a second language. Given the high proportion of learners who are learning through a language that is not their mother tongue, we highlight the importance of a good acoustic environment to counteract the negative effects of the increased cognitive demand when processing information in a second language. Educators should consider ways to mitigate interference from noise and to improve the saliency of the acoustic signal in their classrooms. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01