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

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dc.contributor.authorHaper, Andrew G.
dc.contributor.departmentUniversity of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned2015-12-15T00:48:01Z
dc.date.available2015-12-15T00:48:01Z
dc.date.issued1985
dc.description.abstractA 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.
dc.format.digitaloriginreformatted digital
dc.format.extent153 pages
dc.identifier.urihttp://hdl.handle.net/10125/38580
dc.languageeng
dc.relation.ispartofOccasional Paper #7
dc.subjectlistening comprehension
dc.subjectesl students
dc.subjectacademic listening comprehension
dc.subjectactive referential devices
dc.subjecttransitional devices
dc.subjectesl assessment
dc.subject.fastListening comprehension
dc.subject.fastEnglish language--Study and teaching--Foreign speakers
dc.titleAcademic Listening Comprehension: Does the Sum of the Parts Make up the Whole?
dc.typeOccasional Paper
dc.type.dcmiText

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