東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Tolerance of Ambiguity and L2 Listen...

Trabanco, Alba Fano.

FindBook

Google Book

Amazon

博客來

Tolerance of Ambiguity and L2 Listening Comprehension.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Tolerance of Ambiguity and L2 Listening Comprehension./
作者:	Trabanco, Alba Fano.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	106 p.
附註:	Source: Masters Abstracts International, Volume: 57-01.
Contained By:	Masters Abstracts International57-01(E).
標題:	Pedagogy. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10271434
ISBN:	9780355251579

Tolerance of Ambiguity and L2 Listening Comprehension.
Trabanco, Alba Fano.

Tolerance of Ambiguity and L2 Listening Comprehension. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 106 p.

Source: Masters Abstracts International, Volume: 57-01.

Thesis (M.A.)--University of Delaware, 2017.

In-class listening activities are generally one of the most stressful tasks for L2 learners. Many L2 learners feel discouraged if they do not understand every single word in oral discourse. For this reason, learners can disengage from listening activities very easily. The present study investigates the relationship between the concept of tolerance of ambiguity (TA)---which refers to the degree of acceptance of uncertainty---and listening comprehension in a second language. This study involved 32 participants enrolled in two elementary Spanish courses at the University of Delaware in the fall semester of 2016, and it was carried out following an explanatory mixed-method research design. While the control group (n=16) was exposed to regular listening instruction based on comprehension checks, the experimental group (n=16) was trained to develop listening comprehension strategies aimed at increasing the students' level of TA (i.e., attention to supra-segmental and extra-linguistic features of language, promoting the deployment of cognitive strategies for the identification of global themes, stimulating social strategies for the processing of the second language content through partner discussions, and promoting metacognitive awareness of the listening process). Descriptive statistics were used to determine the initial TA level of participants, a dependent-samples t-test was conducted to analyze the change in TA of the experimental group throughout the semester, and finally, a multiple regression analysis was performed to estimate the relationship between TA and listening comprehension.

ISBN: 9780355251579Subjects--Topical Terms:

2122828
Pedagogy.

Tolerance of Ambiguity and L2 Listening Comprehension.
LDR:02527nmm a2200313 4500 001 2202365
005 20190510112839.5
008 201008s2017 ||||||||||||||||| ||eng d
020 $a 9780355251579
035 $a (MiAaPQ)AAI10271434
035 $a (MiAaPQ)udel:12842
035 $a AAI10271434
040 $a MiAaPQ $c MiAaPQ
100 1 $a Trabanco, Alba Fano. $3 3429114
245 1 0 $a Tolerance of Ambiguity and L2 Listening Comprehension.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 106 p.
500 $a Source: Masters Abstracts International, Volume: 57-01.
500 $a Adviser: Jorge H. Cubillos.
502 $a Thesis (M.A.)--University of Delaware, 2017.
520 $a In-class listening activities are generally one of the most stressful tasks for L2 learners. Many L2 learners feel discouraged if they do not understand every single word in oral discourse. For this reason, learners can disengage from listening activities very easily. The present study investigates the relationship between the concept of tolerance of ambiguity (TA)---which refers to the degree of acceptance of uncertainty---and listening comprehension in a second language. This study involved 32 participants enrolled in two elementary Spanish courses at the University of Delaware in the fall semester of 2016, and it was carried out following an explanatory mixed-method research design. While the control group (n=16) was exposed to regular listening instruction based on comprehension checks, the experimental group (n=16) was trained to develop listening comprehension strategies aimed at increasing the students' level of TA (i.e., attention to supra-segmental and extra-linguistic features of language, promoting the deployment of cognitive strategies for the identification of global themes, stimulating social strategies for the processing of the second language content through partner discussions, and promoting metacognitive awareness of the listening process). Descriptive statistics were used to determine the initial TA level of participants, a dependent-samples t-test was conducted to analyze the change in TA of the experimental group throughout the semester, and finally, a multiple regression analysis was performed to estimate the relationship between TA and listening comprehension.
590 $a School code: 0060.
650 4 $a Pedagogy. $3 2122828
650 4 $a Linguistics. $3 524476
650 4 $a Foreign language education. $3 3172512
690 $a 0456
690 $a 0290
690 $a 0444
710 2 $a University of Delaware. $b Foreign Languages and Literatures. $3 3429115
773 0 $t Masters Abstracts International $g 57-01(E).
790 $a 0060
791 $a M.A.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10271434