Form Explanation in Modification of Listening Input in L2 Vocabulary Learning

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dc.contributor.authorToya, Mitsuyo
dc.contributor.departmentUniversity of Hawaii at Manoa. Department of English as a Second Language.
dc.date.accessioned2015-12-15T00:59:35Z
dc.date.available2015-12-15T00:59:35Z
dc.date.issued1993
dc.description.abstractThe effectiveness of vocabulary explanation as modifications of listening input - explicit (EE) and implicit (IE) - were investigated in contrast to unmodified (baseline, BL) condition. One hundred and nine university students from Japan listened to two texts, which included different vocabulary elaborations for 12 items. Students listened three times to each text. After each listening, they indicatec the meanings of the items. Four weeks later, a delayed posttest was administered. Positive effects of multiple listenings were found in vocabulary learning from listening input. As hypothesized, the EE condition resulted in significant superiority over the other two on the immediate posttests. However, IE was not significantly better than the BL. The findings suggested that the IE mostly remained unnoticed during the listening. On the delayed posttest, the score of EE dropped and there was no significant difference among the three conditions, though all conditions resulted in a significant increase from the pretest.
dc.format.digitaloriginreformatted digital
dc.format.extent183 pages
dc.identifier.urihttp://hdl.handle.net/10125/38658
dc.languageeng
dc.relation.ispartofOccasional Paper #23
dc.subjectlistening
dc.subjectjapanese
dc.subjectlistening teaching
dc.subject.fastJapanese language--Vocabulary
dc.subject.fastListening--Study and teaching
dc.subject.fastLanguage and languages--Study and teaching
dc.titleForm Explanation in Modification of Listening Input in L2 Vocabulary Learning
dc.typeOccasional Paper
dc.type.dcmiText

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