Diagnosing the Process, Text, and Intrusion Problems Responsible for L2 Listeners Decoding Errors
Title
Diagnosing the Process, Text, and Intrusion Problems Responsible for L2 Listeners Decoding Errors
Diagnosing the Process, Text, and Intrusion Problems Responsible for L2 Listeners Decoding Errors
Keywords: L2 listening, spoken word recognition, Japanese EFL learners
Authors
Jeremy Cross
University of Melbourne, Australia
Jeremy Cross
University of Melbourne, Australia
Bio Data
Jeremy Cross was previously a Senior Teacher/Teacher Trainer with the British Council in Japan. He has a PhD in Applied Linguistics from the School of Languages and Linguistics, University of Melbourne, and recently accepted an Assistant Professor position in the English Language and Literature Department, National Institute of Education, Nanyang Technological University, Singapore. One of his research interests is L2 listening.
Abstract
This paper reports on a study which examined the nature of L2 listeners decoding problems as they strived to comprehend authentic input. Rather than employing psycholinguistic laboratory methods to investigate decoding issues, this study utilized a procedure pertinent for teachers operating within a L2 classroom environment. Groups of Japanese, adult, EFL learners watched a sequence of audio-visual segments from each of two news videotexts, and wrote extended responses reflecting their comprehension of the segments contents. Written responses indicative of decoding breakdowns were collated, and representative examples explored, explained, and discussed in terms of three potential problem sources identified in the literature: process, text, and intrusion problems. Based on this analysis, initial remedial action is recommended to address learners issues with cliticisation and resyllabification, discriminating various vowels and consonants, and ill-conceived word choices. Useful teaching resources are suggested for alleviating such concerns.
This paper reports on a study which examined the nature of L2 listeners decoding problems as they strived to comprehend authentic input. Rather than employing psycholinguistic laboratory methods to investigate decoding issues, this study utilized a procedure pertinent for teachers operating within a L2 classroom environment. Groups of Japanese, adult, EFL learners watched a sequence of audio-visual segments from each of two news videotexts, and wrote extended responses reflecting their comprehension of the segments contents. Written responses indicative of decoding breakdowns were collated, and representative examples explored, explained, and discussed in terms of three potential problem sources identified in the literature: process, text, and intrusion problems. Based on this analysis, initial remedial action is recommended to address learners issues with cliticisation and resyllabification, discriminating various vowels and consonants, and ill-conceived word choices. Useful teaching resources are suggested for alleviating such concerns.
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See page 31-53
[/private]Category: Main Editions, Volume 11 Issue 2
