Listening comprehension of academic and everyday language in first language and second language students
- Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-related skills. However, the concept of academic language is generally the subject of much debate, and there is no consensus yet on what constitutes academic listening comprehension. To date, it remains unclear whether listening comprehension of academic language may be regarded as a distinct construct. The present study investigates the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not particularly disadvantaged in terms of academic listening comprehension.
Author details: | Alexandra MarxORCiDGND, Birgit Heppt, Sofie Henschel |
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DOI: | https://doi.org/10.1017/S0142716416000333 |
ISSN: | 0142-7164 |
ISSN: | 1469-1817 |
Title of parent work (English): | Applied psycholinguistics : psychological and linguistic studies across languages and learners |
Publisher: | Cambridge Univ. Press |
Place of publishing: | New York |
Publication type: | Article |
Language: | English |
Year of first publication: | 2017 |
Publication year: | 2017 |
Release date: | 2020/04/20 |
Volume: | 38 |
Number of pages: | 30 |
First page: | 571 |
Last Page: | 600 |
Funding institution: | German Science Foundation (Deutsche Forschungsgemeinschaft) [STA 626/1-6, SCHN 315/40-1] |
Organizational units: | Humanwissenschaftliche Fakultät / Strukturbereich Kognitionswissenschaften / Department Psychologie |
Peer review: | Referiert |
Institution name at the time of the publication: | Humanwissenschaftliche Fakultät / Institut für Psychologie |