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Foreign Accent and Forensic Speaker Identification in Voice Lineups: The Influence of Acoustic Features Based on Prosody
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Second language listening difficulties perceived by low-level learners.

Anna C-S Chang1, Bill Wen-Pin Wu, Jerry C-L Pang

  • 1Hsing-Wu University Linkou, New Taipei, Taiwan. annachang@livemail.tw

Perceptual and Motor Skills
|September 17, 2013
PubMed
Summary
This summary is machine-generated.

This study developed a questionnaire to identify second language (L2) listening difficulties. The validated 23-item, six-factor model highlights external factors and the need for active L2 learner engagement.

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Area of Science:

  • Applied Linguistics
  • Psychometrics

Background:

  • Effective second language (L2) listening is crucial for overall proficiency.
  • Identifying specific listening challenges faced by L2 learners is essential for targeted pedagogical interventions.

Purpose of the Study:

  • To develop and validate a comprehensive questionnaire to identify the specific listening difficulties encountered by second language (L2) learners.
  • To establish a reliable and valid instrument for assessing L2 listening challenges.

Main Methods:

  • A 31-item questionnaire was developed based on prior research.
  • The questionnaire was administered to 1,056 college freshmen, randomly split into two subsamples for analysis.
  • Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) were employed to determine the underlying factor structure and model fit.

Main Results:

  • EFA on the first subsample identified six factors, explaining 57.1% of the variance.
  • CFA on the second subsample validated a 23-item, six-factor model.
  • The six factors identified were: text, input channel and surroundings, relevance, listener, speaker, and task.
  • All factors except 'listener' were deemed external and uncontrollable by the learner.

Conclusions:

  • The validated 23-item, six-factor questionnaire effectively identifies L2 listening difficulties.
  • External factors (text, input, relevance, speaker, task) significantly influence L2 listening.
  • L2 learners must adopt an active role in their listening practice to overcome identified difficulties and improve proficiency.