Impact of global text cohesion on students’ listening comprehension of informational listening texts
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Autor:innen
Autor:in (Körperschaft)
Publikationsdatum
2023
Typ der Arbeit
Studiengang
Sammlung
Typ
01A - Beitrag in wissenschaftlicher Zeitschrift
Herausgeber:innen
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Pedagogical Linguistics
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
Patentnummer
Verlag / Herausgebende Institution
John Benjamins
Verlagsort / Veranstaltungsort
Amsterdam
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Listening comprehension serves as a basic means for communication and participation in society. Unfortunately, especially low-performing students have difficulties understanding informational content presented in a listening format, even more so than with the comprehension of printed texts. Based on empirical findings that text features, such as global text cohesion, have proven to be effective for promoting reading comprehension, and cognitive processes of reading and listening to academic texts share commonalities, the question arises as to how much global cohesion can support students’ listening comprehension. 140 ninth-grade students in German secondary schools listened to one of two informational listening texts which differed in their degree of global text cohesion (low vs. high in cohesion). Listening comprehension was assessed with a written test after listening. Regression analyses show that global text cohesion promotes listening comprehension and that the effect of cohesion remains significant and stable when controlling for topic-related prior knowledge and language-related background variables. Low-performing students profited more from the highly cohesive text than high-performing students. Thus, cohesion contributes to the comprehensibility of informational listening texts which can have implications for the construction of listening texts and listening comprehension instruction at school.
Schlagwörter
Fachgebiet (DDC)
370 - Erziehung, Schul- und Bildungswesen
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
ISSN
2665-9581
2665-959X
2665-959X
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Ja
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Closed
Lizenz
Zitation
SCHMITZ, Anke, Hanne BRANDT und Björn ROTHSTEIN, 2023. Impact of global text cohesion on students’ listening comprehension of informational listening texts. Pedagogical Linguistics. 2023. DOI 10.1075/pl.23002.sch. Verfügbar unter: https://irf.fhnw.ch/handle/11654/43970