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The Curious Case of Improving Foreign Language Listening Skills by Reading Rather than Listening: an Expertise Reversal Effect

机译:通过阅读而不是听取来提高外语聆听技能的好奇案例:专业知识逆转效应

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摘要

The expertise reversal effect occurs when instruction that is effective for novice learners is ineffective or even counterproductive for more expert learners. Four experiments designed to explore the expertise reversal effect in the field of teaching and learning foreign language listening skills were conducted. Three instructional formats (read-only, listen-only, and read-and-listen) were designed to teach native Chinese students English (experiments 1-3) or French (experiment 4) listening skills. Experiment 1 found a significant interaction with no effect for learners with lower levels of listening expertise but a significant effect for learners with higher levels of listening expertise favoring the read-only approach. The results of experiment 2 replicated the counterintuitive findings of experiment 1. Experiment 3 testing less knowledgeable students than experiments 1 and 2 indicated that the read-and-listen condition was more effective for novice learners. Experiment 4 testing beginner-level learners of French as a foreign language obtained results consistent with those of experiment 3 in that lower expertise learners gained greater benefits from the read-and-listen than the read-only or listen-only teaching approaches. It is concluded that the read-and-listen approach benefitted novice learners but more expert learners could benefit more from the read-only approach.
机译:当对新手学习者有效的指令无效甚至适得更适合更多专家学习者时,就会发生专业知识逆转效应。进行了四项实验,旨在探索教学领域的专业逆转效果,并进行了外语听力技能领域。设计了三种教学格式(只读,只听,读音和聆听)旨在教授汉语学生英语(实验1-3)或法语(实验4)听力技能。实验1发现了对听力专业知识水平较低的学习者没有影响的重大互动,但学习者具有更高层次的学习者的重大影响,倾向于读取的方法。实验2的结果复制了实验的反向调查结果1.实验3测试较少的知识渊博的学生比实验1和2表明阅读和听证条件对新手学习者更有效。实验4测试法语的初级学习者作为外语获得的结果与实验3一致的结果,因为较低专业知识学习者从阅读和听的较大的利益,而不是只读或仅限的教学方法。结论是,读音和聆听方法受益于新手学习者,但更多专家学习者可以从只读方法中受益。

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