The Effects of Different Types of Genres and Tasks on College Students' English Listening Comprehension

다국어 초록 (Multilingual Abstract)

This study investigates the effects of different types of genre and tasks on college students' English listening comprehension. 104 college students were assigned to Argumentative (AG), Causal and Evaluation (CE), and Narrative (NA) group. They report their listening comprehension through gap-filling (GF), summary (ST), and multiple-choice comprehension task (MC). Results showed that different genre groups were significantly different on overall tasks. Moreover, results from each group also presented that different mean scores on each task indicated a statistical significance. Proficiency levels, higher and lower level group, showed a significant effect for the task on listening comprehension. The results of the statistical analysis, using One-way ANOVA indicated that genre significantly affects Korean college students’ listening comprehension, and implied that listening comprehension sores for each genre were also substantially different. Different genre groups resented significant different in overall listening comprehension tasks.

참고문헌 (Reference)

1 이정아, "듣기 전략 사용 선호도가 TOEIC 듣기 성취도에 미치는 영향과 매개 변인과의 관계" 한국영어어문교육학회 15 (15): 345-364, 2009

2 Shohamy, E., "Validation of listening comprehension tests:The effect of text and question type" 8 : 23-40, 1991

3 Oxford,R, "Use of language learning strategies:A synthesis of studies with implications for strategy training" 17 : 235-247, 1989

4 Weir,C, "Understanding and developing language tests" Prentice Hall 1993

5 Oh,S.Y, "Two types of input modification and EFL reading comprehension:Simplification versus elaboration" 35 (35): 69-96, 2001

6 MacDonald, M., "The real thing?:Authenticity and academic listening" 19 (19): 253-267, 2000

7 Feyten,C, "The power of listening ability:An overlooked dimension in language acquisition" 75 : 173-80, 1991

8 Meyer,B.J.F, "The organization of prose and its effects on memory" North Holland Publishing Co 1975

9 Berne,J, "The effects of test type, assessment task, and target language experience on foreign language learners' performance on listening comprehension" University of Illinois 1992

10 Raymond,P.M, "The effects of structure strategy training on the recall of expository prose for university students reading French as a second language" 77 (77): 445-458, 1993

11 Carrell,P.L, "The effects of rhetorical organization on ESL readers" 18 (18): 441-469, 1984

12 Park,G-P, "The effects of linguistic ability,background knowledge,and question types on EFL listening comprehension ability" 56 (56): 245-263, 2001

13 Park,G-P, "The effect of question presentation and question type on listening comprehension" 55 (55): 141-156, 2000

14 Dunkel, P., "The assessment of an L2 listening comprehension construct:A tentative model for test specification and development" 77 (77): 180-191, 1993

15 남은희, "The Effects of Dictation Practice in English Listening Classes" 한국영어어문교육학회 15 (15): 177-197, 2009

16 Shohamy,E, "Testing methods,testing consequence:Are they ethical? Are they fair?" 14 : 540-549, 1997

17 Rost,M, "Teaching and researching listening" Longman 2002

18 Edu chosun, "Ready for TEPS" Edu Chosun 2004

19 Meyer,B.J.F, "Prose analysis: purpose, procedures, and problems: Parts I and Ⅱ. In Understanding expository text" Lawrence Erlbaum 269-304, 1985

20 Olsen, L. A., "Point-driven understanding in engineering comprehension" 9 (9): 33-47, 1990

21 Chang,Y-F, "On the use of the immediate recall task as a measure of second language reading comprehension" 23 (23): 520-543, 2006

22 Kobayashi,M, "Method effects on reading comprehension test performance:Text organization and response format" 19 (19): 193-220, 2002

23 Devine,T.G, "Listening:What do we know about fifty years of research and theorizing?" 21 : 296-304, 1978

24 Henning, G., "Listening recall:A listening comprehension test for low proficiency learners" 11 (11): 287-293, 1983

25 Morley,J, "Listening comprehension in second/foreign language instruction. In Teaching English as a second or foreign language" Heinle&Heinle Publishers 81-106, 1991

26 Rhodes, S. C., "Listening assessment trends and influencing factors in the 1980s" 4 : 62-82, 1990

27 Oxford,R, "Language learning strategies:What every teacher should know" Newbury House 1990

28 Davis, J. N., "How do L1 and L2 reading differ?:Evidence from think aloud protocols" 77 (77): 459-472, 1993

29 Saito, Y., "Foreign Language Reading Anxiety" 83 (83): 202-218, 1999

30 Hansen, C., "Evaluating lecture comprehension. In Academic listening" Cambridge University Press 241-268, 1994

31 Barry, S., "Embedded clause effects on recall:Does high prior knowledge of content domain overcome syntactic complexity in students of Spanish?" 79 (79): 491-504, 1995

32 Meyer, B. J. F., "Effects of discourse type on recall" 16 (16): 121-143, 1984

33 Allen, E. D., "Comprehension and test genre:Analysis of secondary school foreign language readers" 72 (72): 163-172, 1988

34 Tsui, A., "Bottom-up of top-down processing as a discriminator of L2 listening performance" 19 : 432-451, 1998

35 Brindley,G, "Assessing listening abilities" 18 : 171-191, 1998

36 Buck,G, "Assessing listening" Cambridge University Press 2001

37 Jeon, B., "A study on recent research findings in EFL/ESL listening" 8 (8): 293-317, 2001