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Method for Determining Language Objectives and Criteria. Executive Summary.
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In: DTIC AND NTIS (1979)
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| 362 |
Method for Determining Language Objectives and Criteria. Volume II. Methodological Tools: Computer Analysis, Data Collection Instruments.
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In: DTIC AND NTIS (1979)
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| 363 |
Method for Determing Language Objectives and Criteria. Volume I. A Communication/Language Objectives-Based System (C/LOBS) for Foreign Language Training.
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In: DTIC AND NTIS (1979)
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| 364 |
Literary Criticism and Composition Theory
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In: English Faculty Works (1978)
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| 365 |
Interactive Human Communication: Some Lessons Learned from Laboratory Experiments.
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In: DTIC AND NTIS (1976)
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| 366 |
An In-service Education Evaluation of the Communication Skills Workshop Self-Actualizing Education
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In: All Graduate Theses and Dissertations (1975)
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| 367 |
Communication Isolation as Reported by a Group of Deaf Texas Inmates
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In: http://wcr.sonoma.edu/v11n2/TwerskyGlasner.pdf
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| 368 |
Answering the Calls to Improve Communication
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In: http://icee.usm.edu/ICEE/conferences/Conference Files/ASEE2007/RP2007036HOW.pdf
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| 369 |
Session T1A Simulated Conference Submissions: A Technique to Improve Student Attitudes about Writing
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In: http://cs.union.edu/~cassa/papers/CassFernandes2008.pdf
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| 370 |
Session S3F Simulated Conference Submissions: A Technique to Improve Student Attitudes about Writing
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In: http://fie-conference.org/fie2008/papers/1213.pdf
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| 371 |
Designing for Children- With focus on ‘Play + Learn’ To Tell A Story How Can Small Voices Make Themselves Heard?
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In: http://designingforchildren.net/papers/r-glaser-designing+for+children.pdf
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| 372 |
Designing for Children- With focus on ‘Play + Learn’ To Tell A Story How Can Small Voices Make Themselves Heard?
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In: http://mavenkind.files.wordpress.com/2010/02/designing-for-children-paper.pdf
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| 373 |
English for Employability: A Case Study of the English Language Training Need Analysis for Engineering Students in India
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In: http://ccsenet.org/journal/index.php/elt/article/download/44507/24179/
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| 374 |
Millennial Students ’ Presentation Performance
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In: http://digitalcommons.kennesaw.edu/cgi/viewcontent.cgi?article%3D1118%26context%3Damj
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| 375 |
HARNESSING AND UTILIZING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) AS AN AID IN TEACHING ENGLISH AS A SECOND LANGUAGE (ESL): A CASE STUDY OF MIDLANDS STATE UNIVERSITY (MSU)
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In: http://rjeas.emergingresource.org/articles/HARNESSING+AND+UTILIZING.pdf
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| 376 |
“It’s easier to understand”: the effect of a speaker’s accent, visual cues, and background knowledge on listening comprehension
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Abstract:
Master of Science ; Department of Psychology ; Richard J. Harris ; The increasing number of non-native English-speaking instructors in American universities constitutes an issue of controversial debate, concerning the interaction of native English- speaking students and non-native English speaking instructors. This study investigated the effects of native or non-native speakers and audiovisual or audio-only lecture mode on English native speakers’ comprehension and memory for information from a classroom lecture, measuring both factual memory and strength of pragmatic inferences drawn from the text. College students (N = 130) were tested on their comprehension of information derived from basic entomology lectures given by both an English native speaker and an English non-native speaker GTA. Participants also evaluated both lecturers in terms of communication skills. Results indicated that participants evaluated the native speaker as having better communication skills, which is in accordance with previous studies suggesting that both the difficulty of understanding non-native-accented speech (Reddington, 2008) and the possibility of prejudice triggered when listeners hear a non-native accent (Bresnahan et al., 2002) influence listeners’ evaluations of English non-native speaker instructors. Results revealed that familiarity with the topic also played an important role in listening comprehension, especially for lectures given by the non-native speaker. Likewise, the access to visual cues (gestures and facial expressions) enhanced understanding, but it was not a pre-requisite for adequate comprehension when the topic of the lectures did not require visual information. These findings were consistent with the polystemic speech perception approach (Hawkins, 2003), in that it is not essential to recognize all words in text in order to make connections with previous knowledge and construct meaning. Furthermore, overall participants took longer to answer questions from lectures given by the non-native speaker than by the native speaker. This suggests that non-native-accented speech may require more time to answer questions related to that speech, although listeners can adapt to it quickly (Derwing, 1995). Findings from this study are important in suggesting tools for thinking about how different aspects of a lecture can contribute to the learning process. Implications for further research are addressed.
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Keyword:
Cognitive (0633); English native speaker graduate teaching assistant; English non-native speaker graduate teaching assistant; Instructor's accent; Instructor's communication skills; Listening comprehension; Psychology; Visual cues
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URL: http://hdl.handle.net/2097/4492
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