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A study of listening comprehension of academic lectures within the construction-integration model

Jeon, Jihyun
http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462

Abstract Details

2007, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This study assumed that there are indeed effects of both content knowledge and L2 listening proficiency on L2 college academic listening and investigated the extent of these effects on L2 learners’ academic listening comprehension as defined to have both text-based and situation model understandings based on the Construction-Integration model. In addition, this study investigated the comparative importance between content knowledge and L2 listening proficiency in L2 college academic listening comprehension. Furthermore, this study explored additional features of college academic listening that might have an impact on L2 learners’ listening comprehension. This study used a quantitative design as the main research methodology in an ex post facto study and employed a small, supplementary follow-up qualitative interview. One hundred forty one non-native English-speaking students participated in this study. Multiple regression analyses showed that both content knowledge (as measured by a self-assessment and a checklist) and L2 listening proficiency (as measured by a self-assessment and a TOEFL test) were significant predictors in explaining L2 listeners’ academic lecture comprehension. In addition, L2 listening proficiency accounted for a larger relative contribution to L2 listeners’ text-based understanding (as measured by a checklist and a written recall-protocol) than content knowledge, whereas content knowledge accounted for a larger relative contribution to L2 listeners’ situation model understanding (as measured by bridging inference questions) than L2 listening proficiency. In relation to the threshold notion, ANOVA results showed that the three different levels of L2 listening proficiency groups did not differ from each other on their performance of content knowledge tasks. Multiple regression analyses also provided no developmental patterns of content knowledge effect with an L2 listening proficiency increase. Interviews with selected 13 participants acknowledged the different role and contribution of both content knowledge and L2 listening proficiency to college academic listening. With regard to the factors affecting L2 learners’ college academic listening comprehension, interview findings suggested additional 10 factors such as visual aids and a lecturer’s speech rate, besides residency in the USA, duration of English study in native country, and gender that were identified in the quantitative aspect of this study.
Charles Hancock (Advisor)
379 p.
Education, Tests and Measurements
Academic listening; L2 listening proficiency; Content knowledge; Text-based understanding; Situation model understanding; Construction-Integration model

Recommended Citations

Citations

  • Jeon, J. (2007). A study of listening comprehension of academic lectures within the construction-integration model [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462

    APA Style (7th edition)

  • Jeon, Jihyun. A study of listening comprehension of academic lectures within the construction-integration model. 2007. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462.

    MLA Style (8th edition)

  • Jeon, Jihyun. "A study of listening comprehension of academic lectures within the construction-integration model." Doctoral dissertation, Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196100462

    Chicago Manual of Style (17th edition)

osu1196100462
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© 2007, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.