ERIC Number: ED332513
Record Type: RIE
Publication Date: 1991-Mar
Reference Count: N/A
Listening Comprehension: Textual, Contextual, Cognitive, and Affective Considerations.
This study investigated the following areas: (1) the possible effects of a written textual advance organizer or contextual visual aid on foreign language (Spanish) listening comprehension; (2) variations or interactions by learning modality preference of the learner; and (3) effects attributable to either learner learning modality or foreign language class anxiety. Three independent variables (use of a contextual visual or an advance organizer in English, student learning modality, and presence of foreign language anxiety) and one dependent variable (achievement on a Spanish multiple-choice test on the listening passage used) were considered. Subjects were 198 college students in a beginning Spanish class. A 3 x 3 x 2 factorial design was used for the study. Results indicate that the students with a textual advance organizer performed better in listening comprehension than those with a visual cue or no cue. Students without anxiety scored significantly higher than those with anxiety, regardless of cue received or learning modality. Learning modality did not significantly affect learning comprehension and did not interact with either level of semantic cue. A 16-item bibliography, the textual and contextual cues, and the multiple-choice test are appended. (MSE)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Central States Conference on Language Teaching (23rd, Indianapolis, IN, March 21-24, 1991).