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Theoretical Is
All three-titly outscored their one-time peers in listening coudy. This finding iy learners need time to process input for listening prehension. For listeners with high proficiency, one tit if the listening text is easy, but for low-proficiency-level listeners their listening prehension is poor even after several repetitions of the texts, and this is particularly true when the text is difficult or the listeners are unfa. Listeners with limited linguistic skills tend to make use of bottog when listening and thus focus more on the sounds, syllables and words to build up information from the input. To achieve this, tiial factor. Learners of the kind investigated in this study clearly need adequate listening ti be achieved by presenting them with repetitions of the listening texts. O'Bryan and Hegelheimer (2009) argued that repeated listening allows learners “to build up to plex bottog strategies, nad grammatical relationships to prehend the input and utilize the information gained from the text to make meaning... having the opportunity to repeat the text is what facilitated the creation of a framework that resulted in a more coherent sud time” (). With more exposure to the listening texts, learners are able to carry out the bottog on which they rely for prehension.
Schmitt (2008, ) argued that frequency of exposure and adequate time to process lexical items will facilitate vocabulary learning. The finding in the present study that the learners who listened three tiime listeners in vocabulary acquisition suggests that tiial factor for processing input for incidental vocabulary acquisition. The availability of processing tio attend to the linguistic aspects of the input, which is a necessary condition for learning new words. Especially when vocabulary is acquired as a by-product, learners have limited time to attend to lexical items as they are prih meaning rather than foral learning context, the number of exposures to the target words may be very limited (with the maximum being only six exposures in this study), making it very difficult for the learners to establish forording to Barcroft (2002), the g capacity, and any attention given to meaning will diminish the resources available for attention to form, and vice-versa. Webb's (2007) study of incidental acquisition from reading showed that “if learners meet unknown words ten ti, sizable learning gains ur. However, to develop full knowledge of a word ions sidering the nature and difficulty of listening, incidental vocabulary learning from listening tasks er word exposure.
The fact that no significant group differences were observed ahree-tiudy indicates that the raining was not effective. Though learners o use the strategies immediately after the training, it takes time for them to be able to implehe three key principles for suessful ruction identified by Veen al. (2006: 9) was “prolonged training to guarantee the smooth and guaranteed ivity”. Long-term training allows learners opportunities to proceduralize the learned strategies. In order to achieve automatic strategy use, learners need to regularly apply the taught strategies, outside the classroom as well as inside.
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