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The effects of three different levels of word rate on the listening comprehension of third-quarter university Spanish students.

机译：三种不同级别的字率对第三季度大学西班牙语学生的听力理解的影响。

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摘要

A fundamental component of listening comprehension that is neglected in second language empirical studies is that of the effect of word rate on the listening comprehension of second language learners. One line of research to investigate listening comprehension is through speech expansion, or the slowing down of speech. This study investigated the effects of: three different word rates on the recall of native aural texts, exposure to native aural discourse on listening comprehension, and an absence of background knowledge on listening comprehension.;Third-quarter university Spanish students at The Ohio State University listened to three aural passages presented at three rates of speech. A random sample of 90 subjects was included for final data analysis. Rate of speech was manipulated by the 135% and 150% expansion of the original rate of speech (approximately 156 WPM). A two-factor between-within analysis of variance design was employed. The within factor, text, included three simulated radio broadcasts. Word rate, the between factor, had three levels of speed. The dependent variable was the percentage of text material recalled on an immediate recall protocol. The Johnson System of scoring was utilized.;The study's findings revealed no significant differences between treatment group means (.05 level) for the three word rates and a significant difference between treatment group means for texts. Background knowledge, which was controlled for, may have been a contributing factor in the results. The absence of background knowledge may have precluded word rate from having a facilitative effect on listening comprehension. Another reason why there were no differential effects of word rate on listening comprehension may be attributable to the difficulty level of the texts. Students may not have had sufficient experience with authentic extended aural discourse, which rendered the texts to be of minimal comprehensibility. A final reason may be attributable to the recall protocol procedures employed. Subjects may have had difficulty recalling textual information after extended exposure to the texts without being permitted to take notes or write a recall after each of the two exposures. Student unfamiliarity with this recall procedure may have confounded any effects of word rate on listening comprehension.
机译：在第二语言经验研究中被忽略的听力理解的基本组成部分是词率对第二语言学习者的听力理解的影响。研究听力理解的一项研究是通过语音扩展或语音放慢。这项研究调查了以下方面的影响：三种不同的字率对母语听觉语言的回忆，对听力理解的母语听觉接触以及对听力理解的背景知识的缺乏。;俄亥俄州立大学的四分之三西班牙大学学生听了以三种语速呈现的三个听觉段落。包括90名受试者的随机样本用于最终数据分析。语音速率受原始语音速率（大约156 WPM）的135％和150％扩展的控制。采用了两因素之间的方差分析。文本内的因素包括三个模拟广播。介于两者之间的字率具有三个级别的速度。因变量是在立即召回协议中被召回的文本材料的百分比。使用约翰逊评分系统。研究发现，在三个词率上，治疗组平均值之间没有显着差异（.05级），文本的治疗组平均值之间没有显着差异。被控制的背景知识可能是结果的一个促成因素。缺乏背景知识可能会阻止字率对听力理解产生促进作用。单词率对听力理解没有差异影响的另一个原因可能是文本的难度。学生可能没有足够的经验来进行真实的扩展听觉论述，这使课本的理解性降至最低。最终原因可能归因于所采用的召回协议程序。在长时间暴露于文本之后，受试者可能难以回忆起文本信息，而两次笔记中的每一次暴露后都不允许做笔记或写下回忆。学生对这种回忆程序不熟悉，可能会混淆单词率对听力理解的影响。

著录项

  • 作者

    Rader, Karen Elizabeth.;

  • 作者单位

    The Ohio State University.;

  • 授予单位 The Ohio State University.;
  • 学科 Education Language and Literature.;Language General.
  • 学位 Ph.D.
  • 年度 1990
  • 页码 219 p.
  • 总页数 219
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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