EFL学習者の聴解に及ぼすプレリスニング活動の効果について

概要

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In the literature on second language listening comprehension, there is general agreement that pre-listening activities improve learners' listening comprehension. Pre-listening activities are often divided into two types, schema-activation and vocabulary pre-teaching. Although schema-activation pre-listening activities have been the preferred topic of second language listening research, there has been several empirical studies comparing the relative effectiveness of schema-activation and vocabulary pre-teaching activities. However, as we find from the results of these studies, it remains unclear which is more effective for improving learners' listening comprehension. In the present study we uncover some methodological problems in the studies to date and, focusing on EFL instruction, we determine which type of pre-listening activity enhances listening comprehension for Japanese high school students. Our study reveals that for beginning level EFL learners, vocabulary pre-teaching as a pre-listening activity enhances listening comprehension more than schema-activation.
山梨大学の論文