摘要:

It has been customary among both language teachers and testers to regard listening as a separate skill in language proficiency. However, the evidence for the existence of listening comprehension as a separate trait is contradictory. This paper reviews the conflictingevidence, and presents two studies that use the multitrait‐multimethod (MTMM) methodology to examine the construct validity of the listening trait. These were carried out in Japan using college‐level students of English (N=220 and 353). Both studies had two traits, listening and reading comprehension, with three and four methods, respectively. One study shows no significant trait effect, whereas the other shows a strong trait effect; indicating that there is a separate listening trait, but that this is not necessarily operationalized by oral input alone. This necessitates recognition of two types of listening test: (1) orally presented tests of general language comprehension, and (2) tests of the listeningtrait proper. The tests used in the two studies are compared and some tentative suggestions are made regarding those variables that may account for the separate nature of listening comprehens

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01339.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Two studies compared the effects of imagery‐based instruction and rote learning on the long‐term recall of English translations of Chinese ideographs. Both studies used a 2×2 factorial design with Learning Condition (mnemonic vs. rote learning) and Time (immediate vs. delayed recall) as the between‐subjects factors. In Study 1 total exposure time to Chinese ideographs and their English equivalents was held constant for both learning conditions. Cued recall was tested immediately and after a two‐day delay. In Study 2 total exposure time for the rote learning group was increased so that the immediate recall performance for both learning conditions would be comparable. Also, the delayed retention period was lengthened to one week. Despite variations in procedure, the pattern of results obtained in both studies was the same: in no instance was there any indication that imagery‐based mnemonics conferred an advantage beyond the immediate test of recall. In fact, greater forgetting was found under conditions of mnemonic learning compared to rote learning. This finding is discussed within a theoretical framework emphasizing the differential long‐term effect of experimenter‐imposed versus subject‐gen

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01340.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

摘要:

Learning a less commonly taught language or a “noncognate” language such as Japanese can be a daunting task for American students. The number of American students who are studying Asian languages at the university level‐in particular Japanese and Chinese‐is skyrocketing. Unfortunately, however, the attrition rate among these students is also very high.The present study explored the possible relationships between affective variables (e.g., attitudes, motivation, classroom personality) and students' linguistic performance in beginning Japanese classes. It was hypothesized that the high difficulty level of this noncognate non‐IndoEuropean language would trigger strong negative affective reactions that would, in turn, affect their linguistic performance.The results of the study indicate that motivation and attitudinal factors are critical in predicting students' success in Japanese. Classroom personality factors such as risktaking and discomfort were also found to be determinants of the students' final grades. In addition, negative changes in the students' attitude and motivation were observed when the results of the autumn quarter were compared with those of the spring quarter.Based on these findings, recommendations are made to enhance students' motivation and attitude toward learning

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01341.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01342.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01343.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01344.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01345.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01346.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01347.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY

ISSN:0023-8333    

DOI:10.1111/j.1467-1770.1992.tb01348.x

出版商:Blackwell Publishing Ltd    

年代:1992

数据来源: WILEY