No CrossRef data available.
Article contents
What You Don't Know Can't Help You
An Exploratory Study of Background Knowledge and Second Language Listening Comprehension
Published online by Cambridge University Press: 07 November 2008
Abstract
A number of recent studies in L1 listening comprehension have shown that background knowledge plays a crucial role in the comprehension process. The purpose of the present article is threefold: (a) to review the literature on background knowledge, (b) to present the findings of pertinent L1 and L2 research, and (c) to report the results of a preliminary study of L2 listening comprehension and background knowledge.
Information
- Type
- Articles
- Information
- Copyright
- Copyright © Cambridge University Press 1990
References
REFERENCES
Anderson, R. C., Pichert, J., & Shirey, L. I. (1979). Effects of the reader's schema at different points in time (Tech. Rep. No. 119). Urbana: University of Illinois Center for the Study of Reading.Google Scholar
Arnold, D. J., & Brooks, P. H. (1976). Influence of contextual organizing material on children's listening comprehension. Journal of Educational Psychology, 68, 711–716.CrossRefGoogle Scholar
Bartlett, F. C. (1932). Remembering: A study in experimental and social psychology. Cambridge: Cambridge University Press.Google Scholar
Beatty, M. J., & Payne, S. K. (1984). Listening comprehension as a function of cognitive complexity: A research note. Communication Monographs, 51, 85–89.CrossRefGoogle Scholar
Brooks, L. W., & Dansereau, D. F. (1983). Effects of structural schema training and text organization on expository prose processing. Journal of Educational Psychology, 75, 811–820.CrossRefGoogle Scholar
Brown, A., Smiley, S., Day, J. D., Townsend, M. A. R., & Lawton, S. C. (1977). Intrusion of a thematic idea in children's comprehension and retention of stories. Child Development, 48, 1454–1466.CrossRefGoogle Scholar
Carrell, P. (1983). Three components of background knowledge in reading comprehension. Language Learning, 33, 183–297.CrossRefGoogle Scholar
Carrell, P. (1984a). The effects of rhetorical organization on ESL readers. TESOL Quarterly, 18, 441–469.CrossRefGoogle Scholar
Carrell, P. (1984b). Evidence of a formal schema in second language comprehension. Language Learning, 34, 87–112.CrossRefGoogle Scholar
Carrell, P. (1987). Content and formal schemata in ESL reading. TESOL Quarterly, 21, 461–481.CrossRefGoogle Scholar
Chall, J. S., & Dial, H. E. (1948). Predicting listener understanding and interest in newscasts. Educational Research Bulletin, 27, 141–153, 168.Google Scholar
Dirven, R., & Oakeshott-Taylor, J. (1985). Listening comprehension (Part II). Language Teaching, 18, 2–20.CrossRefGoogle Scholar
Floyd, P., & Carrell, P. L. (1987). Effects on ESL reading of teaching cultural content schemata. Language Learning, 37, 89–108.CrossRefGoogle Scholar
Goffman, E. (1983). Felicity's condition. American Journal of Sociology, 89, 1–53.CrossRefGoogle Scholar
James, C. J. (1986). Listening and learning: Protocols and processes. In Snyder, B. (Ed.), Second-language acquisition: Preparing for tomorrow (pp. 38–48). Lincolnwood, IL: National Textbook.Google Scholar
Levin, J. R., & Pressley, M. (1981) Improving children's prose comprehension: Selected strategies that seem to succeed. In Santa, C. M. & Hayes, B. L. (Eds.), Children's prose comprehension (pp. 44–71). Newark, DE: International Reading Association.Google Scholar
Mandler, J. M. (1978). A code in the node: The use of story schema in retrieval. Discourse Processes, 1, 14–35.CrossRefGoogle Scholar
Mandler, J. M., & Johnson, N. S. (1977). Remembrance of things parsed: Story structure and recall. Cognitive Psychology, 9, 111–151.CrossRefGoogle Scholar
Markham, P., & Latham, M. L. (1987). The influence of religion-specific background knowledge on the listening comprehension of adult second-language students. Language Learning, 37, 157–170.CrossRefGoogle Scholar
Meyer, B. J. F. (1975). The organization of prose and its effects on memory. Amsterdam: North-Holland.Google Scholar
Minsky, M. (1975). A framework for representing knowledge. In Winston, P. H. (Ed.), The psychology of computer vision (pp. 211–277). New York: McGraw-Hill.Google Scholar
Mueller, G. (1980). Visual contextual cues and listening comprehension: An experiment. Modern Language Journal, 64, 335–340.CrossRefGoogle Scholar
Rabinowitz, M., & Mandler, J. M. (1983). Organization and information retrieval. Journal of Experimental Psychology, 9, 430–439.Google Scholar
Rivers, W. M. (1981). Teaching foreign language skills (2nd Ed.). Chicago: University of Chicago Press.CrossRefGoogle Scholar
Rumelhart, D. (1980). Schemata: The building blocks of cognition. In Spiro, R. C., Bruce, B. C., & Brewer, W. E. (Eds.). Theoretical issues in reading comprehension (pp. 33–58). Hillsdale, NJ: Erlbaum.Google Scholar
Samuels, S. J. (1984). Factors influencing listening: Inside and outside the head. Theory into Practice, 23, 183–189.CrossRefGoogle Scholar
Schank, R. C, & Abelson, R. P. (1977). Scripts, plans, goals and understandings. Hillsdale, NJ: Erlbaum.Google Scholar
Spaulding, S. (1956). A Spanish readability formula. Modern Language Journal, 40, 433–441.CrossRefGoogle Scholar
Stein, N., & Glenn, C. G. (1979). An analysis of story comprehension in elementary school children. Norwood, NJ: Ablex.Google Scholar
Vari-Cartier, P. (1981). Development and validation of a new instrument to assess the readability of Spanish prose. Modern Language Journal, 65, 141–148.CrossRefGoogle Scholar
Voss, B. (1984). Slips of the ear: Inuestigations into the speech perception behaviour of German speakers of English. Tübingen: Narr.Google Scholar
Weissenreider, M. (1987). Listening to the news in Spanish. Modern Language Journal, 71, 18–27.CrossRefGoogle Scholar
- 84
- Cited by