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Auditory skills and listening comprehension in English second language learners in Grade 1
South African Journal of Childhood Education Pub Date : 2019-11-29 , DOI: 10.4102/sajce.v9i1.600
Kate-Lyn Anderssen , Alta Kritzinger , Lidia Pottas

Background: Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and teaching (LoLT). ESL learners’ performance-related difficulties may increase when linguistic complexity is added to auditory comprehension tasks. Limited research is available on the auditory skills of ESL learners and listening comprehension in ESL learners younger than 12 years. Aim: To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners find most difficult. Setting: The study was conducted at two independent primary schools in an urban setting of the Tshwane district, Gauteng province, South Africa where the LoLT is English. Methods: A static two-group comparison design was used. Data were collected from two similar independent urban schools. The research group comprised ESL learners ( n = 15) exposed to English for 12–18 months. The control group comprised English first language (EFL) learners ( n = 15). The digits-in-noise (DIN), children’s auditory processing performance scale (CHAPPS) and listening comprehension test 2 (LCT-2) were used. Six Grade 1 teachers participated in this study. Results: Majority of the participants ( n = 25) passed the DIN test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups ( p = 0.024; p = 0.001). Strong agreements were found between the ESL participants’ test results for the CHAPPS and LCT-2. Results indicate that ESL learners experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. Conclusion: ESL learners achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with the help of a speech-language therapist can be provided.

中文翻译:

一年级英语第二语言学习者的听觉技巧和听力理解

背景:研究表明,英语第二语言(ESL)学习者在课堂上遇到的困难可能不仅仅归因于对学习语言和教学语言(LoLT)的理解。将语言复杂性添加到听觉理解任务中后,ESL学习者与绩效相关的困难可能会增加。关于ESL学习者的听觉技能和12岁以下ESL学习者的听力理解的研究有限。目的:确定在听力技能和听力理解方面,一年级ESL学习者最困难。地点:这项研究是在南非豪登省Tshwane区市区的两所独立小学进行的,LoLT为英语。方法:采用静态两组比较设计。数据是从两家类似的独立城市学校收集的。该研究小组由ESL学习者(n = 15)组成,他们学习英语12到18个月。对照组包括英语第一语言(EFL)学习者(n = 15)。使用了数字噪音(DIN),儿童听觉处理能力量表(CHAPPS)和听力理解测试2(LCT-2)。六名一年级老师参加了这项研究。结果:大多数参与者(n = 25)通过了DIN测试。在CHAPPS和LCT-2的总体评分中,两组之间存在显着差异(p = 0.024; p = 0.001)。ESL参与者针对CHAPPS和LCT-2的测试结果之间达成了强有力的协议。结果表明,ESL学习者在语言依赖性较高的听觉技能和听力理解任务上遇到重大困难。结论:随着听力任务对语言的要求越来越高,ESL学习者的成绩较差。在ESL学习者中确定了在他们的LoLT听力时听觉技能和听力理解困难的特定层次。可以在语言治疗师的帮助下提供有针对性的干预和课程支持。
更新日期:2019-11-29
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