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THE EFFECT OF MODE OF PRESENTATION O...

CHIN, EMILY WONG.

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THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS./
作者:	CHIN, EMILY WONG.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1983,
面頁冊數:	187 p.
附註:	Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 3770.
Contained By:	Dissertation Abstracts International45-02A.
標題:	Adult education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=8408739

THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS.
CHIN, EMILY WONG.

THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS. - Ann Arbor : ProQuest Dissertations & Theses, 1983 - 187 p.

Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 3770.

Thesis (Educat.D.)--University of San Francisco, 1983.

This was an experimental study of the effect of mode of presentation on students' aural comprehension. Specifically, it examined the impact of (1) live, (2) audio-taped, and (3) video-taped modes of presentation on the listening comprehension test scores of foreign-born Chinese adult English-as-a-Second-Language students from Vietnam, China, Taiwan and Hong Kong.Subjects--Topical Terms:

543202
Adult education.

THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS.
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245 1 4 $a THE EFFECT OF MODE OF PRESENTATION ON ENGLISH AURAL COMPREHENSION AMONG CHINESE ADULT ENGLISH AS A SECOND LANGUAGE STUDENTS.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1983
300 $a 187 p.
500 $a Source: Dissertation Abstracts International, Volume: 45-02, Section: A, page: 3770.
502 $a Thesis (Educat.D.)--University of San Francisco, 1983.
520 $a This was an experimental study of the effect of mode of presentation on students' aural comprehension. Specifically, it examined the impact of (1) live, (2) audio-taped, and (3) video-taped modes of presentation on the listening comprehension test scores of foreign-born Chinese adult English-as-a-Second-Language students from Vietnam, China, Taiwan and Hong Kong.
520 $a The problem was the task of finding an efficient, yet accurate, means of assessing and placing vast numbers of foreign adult students entering the community college centers throughout San Francisco.
520 $a The purpose of this study was to determine if the three modes of presentation would affect student performance. Other variables explored were gender, age, country of origin, number of other speakers of English including school-age children within the home.
520 $a The significance of such a study was enumerated in the following areas: (1) general testing, (2) placement, (3) efficiency in terms of accommodating more students, (4) time saved, (5) simplicity in operational procedures, (6) funds, (7) standardization, and (8) justification of greater use of videotapes.
520 $a Results indicated that the live mode of presentation was superior to audio and video modes with the exception of test scores from the LCPT where the difference between the audio and live groups was not significant. There were indications that younger students performed better than older students. With the exception of age, there was no evidence that the factors of gender, country of origin, amount of education or number of English speakers in the home had an effect on performance on the LCPT or Dictation tests.
520 $a It was concluded that educational technology could aid in meeting educational needs of students and schools. More extensive use of the audio-cassette tape for screening and placement of large numbers of low-level Chinese adult ESL students in the Community College Centers was recommended as an alternative to testing by live presentation. Also, the use of dictation as a means of testing low-level Chinese adult ESL students in aural comprehension was questioned by the author. It was highly recommended that use of an aural comprehension test which does not require writing be used instead.
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