ERIC Number: EJ1359415
Record Type: Journal
Publication Date: 2022-Dec
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0033-6882
EISSN: EISSN-1745-526X
Enhancing Listening Comprehension through Kinesthetic Rhythm Training
RELC Journal: A Journal of Language Teaching and Research, v53 n3 p567-581 Dec 2022
Research has suggested that the type and frequency of learning strategies employed by successful listeners is greater than their less successful counterparts. Based on evidence that metacognitive strategies (e.g. listening-for-gist; inferring meaning) are more effective than cognitive ones (e.g. word-for-word translation), this study sought to measure the effect that rhymical training had on the listening comprehension acuity of 313 Japanese university students. The theoretical basis was that rhythmical priming assists learners parse the input based on prosody and identify salient words by stress. Small but significant increases were observed among students who were rhythmically trained, compared to a comparison group that received explicit instruction but no rhythm training, and a "true" control group that received no treatment. These results extend the feasibility of input enhancement, rhythmic priming, and perception-based instruction beyond the traditional grammar and pronunciation instruction domains.
Descriptors: Listening Comprehension, Undergraduate Students, Teaching Methods, Second Language Learning, Second Language Instruction, Foreign Countries, Metacognition, Pronunciation, Learning Strategies, Inferences, Language Rhythm, Intonation, Suprasegmentals, Linguistic Input, Cues, Auditory Perception, Kinesthetic Perception, Kinesthetic Methods, Comparative Analysis, English (Second Language)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Japan
Grant or Contract Numbers: N/A