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The effect of repetition types on li...

Horness, Paul.

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The effect of repetition types on listening tests in an EFL setting.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The effect of repetition types on listening tests in an EFL setting./
作者:	Horness, Paul.
面頁冊數:	246 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
Contained By:	Dissertation Abstracts International74-10A(E).
標題:	Education, English as a Second Language. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3564722
ISBN:	9781303139376

The effect of repetition types on listening tests in an EFL setting.
Horness, Paul.

The effect of repetition types on listening tests in an EFL setting. - 246 p.

Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.

Thesis (Ph.D.)--Temple University, 2013.

This study was an investigation into the effects of repetition on a listening comprehension test for second language learners. Repetition has been previously examined in a cursory way, usually as a secondary question to a primary treatment. Additionally, the method of repetition was limited to one way and to one treatment condition; therefore, it is not clear how different methods of repetition have influenced the results. To date, there are few studies on the influence of repetition on listening comprehension tests in English as a Foreign Language (EFL) situations. The purpose of this study was to examine four methods of repetition on listening comprehension with Japanese learners of English. In addition, the effect of repetition method on proficiency level, question type, and question difficulty was also examined.

ISBN: 9781303139376Subjects--Topical Terms:

1030294
Education, English as a Second Language.

The effect of repetition types on listening tests in an EFL setting.
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245 1 4 $a The effect of repetition types on listening tests in an EFL setting.
300 $a 246 p.
500 $a Source: Dissertation Abstracts International, Volume: 74-10(E), Section: A.
500 $a Adviser: David Beglar.
502 $a Thesis (Ph.D.)--Temple University, 2013.
520 $a This study was an investigation into the effects of repetition on a listening comprehension test for second language learners. Repetition has been previously examined in a cursory way, usually as a secondary question to a primary treatment. Additionally, the method of repetition was limited to one way and to one treatment condition; therefore, it is not clear how different methods of repetition have influenced the results. To date, there are few studies on the influence of repetition on listening comprehension tests in English as a Foreign Language (EFL) situations. The purpose of this study was to examine four methods of repetition on listening comprehension with Japanese learners of English. In addition, the effect of repetition method on proficiency level, question type, and question difficulty was also examined.
520 $a The participants were 2,041 students attending a private university in Tokyo, Japan. They experienced five conditions: non-repetition, immediate repetition, delayed repetition theory, delayed repetition A, and delayed repetition B. The participants listened to 12 passages under one of the five randomized conditions, and then answered five questions in one of three question types: true-false, multiple-choice, or short-answer. Additionally, the test included questions intended to measure two levels of comprehension, specific details and inference. Finally, the participants were divided into two listening proficiency levels based on the Global Test of English Communication.
520 $a The results indicated that the type of repetition had an effect on listening comprehension. Overall, both proficiency groups in the delayed repetition conditions had higher comprehension scores. In addition, the delayed repetition conditions were better for all question types (true-false, multiple-choice, and short-answer) with each proficiency group responding equally well. Finally, the delayed repetition conditions reduced the range of question difficulty, especially when participants were allowed to preview questions. The theoretical implications of this study are that comprehension scores are affected by the strength of memory trace, focus of attention, and activated memory. The pedagogical implications are that delayed repetition is useful in the classroom because it not only improves comprehension scores on tests, but also reinforces material learned across several activities, and incorporates recycling into the curriculum design. The results will help test-makers consider new avenues to testing, teachers to incorporate delayed repetition into classroom activities, and administrators to incorporate delayed repetition into the curriculum.
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