ERIC Number: ED294438
Record Type: RIE
Publication Date: 1986-Nov
Reference Count: N/A
The Effects of Rhetorical Instruction on Recall Protocols.
Suzuki, Hiroko; Sato, Taeko
A study investigated whether instruction focusing on text structure would affect Japanese college students' listening comprehension. Subjects of the study were 29 students of a women's junior college and 38 students of a national university. Three passages were selected for their comprehensibility of content, short length, and readability. Each was rhetorically organized to show causation, and had a like number of "nodes" or meaningful components. A Japanese passage with a rhetorical framework of comparison, not causation, was also chosen. The students listened to two recordings of the passages, one without rhetorical instruction and one including brief instruction on the rhetorical organization. Tests of recall of the nodes were administered after each listening session. Knowledge of vocabulary was also tested. In the analysis of results, four subject groups emerged: (1) no significant improvement or difference in recall of the English passage, but significant recall of the Japanese passage; (2) some improvement on the English passages after instruction, but not sufficient to grasp main ideas; (3) good initial recall, but with confusion about the second English passage; and (4) no instructional effects. The rhetorical instruction may aid in listening to the target passage more precisely, but knowledge of the text structure does not change the learners' listening process. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Authoring Institution: N/A
Note: Paper presented at the Japan Association of Language Teachers' International Conference on Language Teaching and Learning (Seirei Gakuen, Hamamatsu, Japan, November 22-24, 1986).