Prosody in English is a subset of the sound system that is as complex and unique as any other language in the world. Target Constructs: Prosody, Interaction Rules in English Such subskills were also defined as micro- and macro-skills by Brown and Lee (2015, Chapter 15 and 16), and we specified the micro-skills as prosodic features, and the macro skills interaction rules. This study was designed to test the speaking-listening model in teaching subskills. This study aims to investigate the effectiveness of the speaking-preceding-listening model on the acquisition of listening subskills.Īs is evidenced experimentally that teaching L2ers subskills for processing input are better than the traditional listen-answer-check approach in preparing learners how to listen ( Siegel and Siegel, 2015 Nguyen and Abbott, 2016) and their studies mainly employed the listening-dominated modality. Experimental studies on the effect of writing-preceding-reading model are rich, but not much on the speaking-preceding-listening. Therefore, some researchers presume that output should precede input, particularly when learning pronunciation and formulaic knowledge. From the output perspective, output pushes learners to notice form and is more effective than input in acquiring language form. From the input perspective, learners acquire language mainly through comprehensible input, and listening should always be before speaking. Pedagogical approaches concerning second language (L2) listening acquisition generally have been influenced by two leading hypotheses, Krashen’s input hypothesis (1985, 1992) and Swain’s output hypothesis (1985 2005). As aural comprehension is fast and not externally observable, listening has been deemed as the most challenging among the four language skills to teach and learn ( Vandergrift, 2007 Lynch, 2009 Brown and Brown, 2011 Yang and Chang, 2014). Listening is a critical component in second language acquisition (SLA). The findings indicate that teaching tertiary students listening with speaking before listening in a computer-mediated communication (CMC) setting has an uneven influence on their development of listening skills. Our findings were confirmed by coding the interview data, which revealed that tertiary students’ self-agency and class participation had increased. The results of the questionnaire indicated that there was minimal difference between the two groups in terms of listening strategic competence. This efficiency was particularly evident when it came to growing discourse and pragmatical listening skills, rather than developing grammatical and sociolinguistic competence. Following the results of the test analysis, we concluded that practicing listening subskills, first verbally and subsequently audibly, had a substantial impact on the development of listening competence. A randomized controlled trial (RCT), as well as a questionnaire, were used to assess the listening skills. Before attending a listening class, the experimental group engaged in oral practice of the subskills, while the control one engaged in conventional listening-oriented preparation before attending a listening class. The research included 112 Chinese tertiary students with intermediate English proficiency who were recruited from around the country. The purpose of this study is to explore the impact of teaching subskills, namely micro- and macro-skills, with a speaking-listening model on the improvement of listening competence. Department of TESOL English Education, Pai Chai University, Daejeon, South Korea.
0 Comments
Leave a Reply.AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |