Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/38580

Academic Listening Comprehension: Does the Sum of the Parts Make up the Whole?

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Title:Academic Listening Comprehension: Does the Sum of the Parts Make up the Whole?
Authors:Haper, Andrew G.
Contributors:University of Hawaii at Manoa. Department of English as a Second Language. (department)
Keywords:listening comprehension
esl students
academic listening comprehension
active referential devices
transitional devices
show 1 moreesl assessment
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Date Issued:1985
Abstract:A listening test administered to eighty-five non-native speaker students demonstrated that: (a) a significant relationship exists between global academic listening comprehension (ALC) and a subset of four microskills –inferring the meaning of unfamiliar vocabulary, and recognizing the respective functions of referential devices, conjunctive devices, and transitional devices; (b) each microskill tested is related to global ALC at p < .001 (correlattions ranged between .377 and .477); (c) common factors are involved in the skills of recognizing the functions of markers of cohesion and markers of coherence; (d) the relationship between global ALC and the ability to identify the main idea in short listening passages is significant but not particularly strong (r = .462). These findings imply that it might be useful to include microskill exercises in materials used for teaching and testing ALC.
Pages/Duration:153 pages
URI:http://hdl.handle.net/10125/38580
Appears in Collections: Occasional Papers


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