The use of written text has been acclaimed to enhance L2 listening comprehension, yet some argue that using written text does not effectively prepare learners to listen in real situations. Thus, the study was conducted to explore the effect of written text on learners’ perceived difficulty, listening comprehension and learning to listen through replicating the research by Diao, Chandler & Sweller (2007. The effect of written text on comprehension of spoken English as a foreign language. The American Journal of Psychology 237– 261). Participants were 101 low-proficient English learners who were divided into three groups: listening with subtitles, listening with a full script and listening only. Each group first listened to a passage in their respective mode, then all three groups listened to another passage in the listening-only mode. Participants rated their perceived difficulty and completed a free recall task after each listening. Results suggest that the difficulty of written text should be tuned with learners’ proficiency level so that they can benefit from the presence of written text in listening.

中文翻译：

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书面文本对作为外语的英语口语理解的影响：重复研究

书面文本的使用已广受赞誉，以提高二语听力理解，但有些人认为，使用书面文本并不能有效地让学习者准备好在真实情况下听。因此，本研究旨在通过复制 Diao, Chandler & Sweller (2007. 书面文本对英语口语理解的影响) 的研究，探讨书面文本对学习者感知困难、听力理解和学习听力的影响。外语。美国心理学杂志 237-261）。参与者是 101 名低水平的英语学习者，他们被分为三组：带字幕听、听完整剧本和只听。每组首先在各自的模式下听一段，然后所有三组都在只听模式下听另一段。参与者对他们感知到的难度进行评分，并在每次聆听后完成一项自由回忆任务。结果表明，书面文本的难度应根据学习者的熟练程度进行调整，以便他们可以从听力中书面文本的存在中受益。