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ERIC Number: EJ1074751
Record Type: Journal
Publication Date: 2015-Aug
Pages: 18
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: EISSN-1072-4303
Effects of Phonological Input as a Pre-Listening Activity on Vocabulary Learning and L2 Listening Comprehension Test Performance
Mihara, Kei
TESL-EJ, v19 n2 Aug 2015
The purpose of the present study is twofold. The first goal is to examine the effects of phonological input on students' vocabulary learning. The second is to discuss how different pre­-listening activities affect students' second language listening comprehension. The participants were first-­year students at a Japanese university. There were two experimental groups, each given a different type of lexical support prior to the listening test. One group was assigned an activity with phonological input, and the other group, an activity without phonological input. Then, the respective groups took different types of vocabulary test. There was also a control group that received no pre-testing preparation. All of the participants took the same listening tests. The results indicated that phonological input did not play a significant role in either vocabulary test or listening comprehension test performance; however, pre-listening activities did positively affect listening comprehension test performance regardless of the type of activity.
TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan