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Studies in the Expertise Reversal Effect in Teaching Foreign Language Listening Skills
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Cognitive load theory and listening to accent variations in English
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Effects of speaker variability on learning spoken English For EFL learners
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The use of illustrations when learning to read: a cognitive load theory approach.
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The impact of spoken English on learning English as a foreign language: a cognitive load perspective
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Abstract:
When learning a second language, students are taught to read, write, and listen often simultaneously, as it is assumed that it is more effective if both spoken and written versions of the same material are taught together. However, recent research on cognitive load theory and second language learning (Diao, Chandler, & Sweller, 2007; Diao & Sweller, 2007) has shown that a combination of listening to and reading the same material creates a potential for redundancy (Sweller & Chandler, 1994; Kalyuga, Chandler, & Sweller, 1999; 2000; 2004). Learning can be impeded if the same information appearing in one modality is repeated in the other (Sweller, 2005). The aim of this study was to investigate the consequences of listening and reading on the acquisition of listening skills. Four experiments were conducted. During acquisition, native Arabic-speaking students were required to learn a set of English words and sentences. Learners were either exposed to written work only (single modality), auditory work only (single modality) or written work with an auditory component (dual modality). The findings in this study were consistent in that even though participants in the Read + Listen group had had more experience with listening than participants in the Read Only group, they performed more poorly on listening tasks. Students were better able to learn to listen through reading alone because working memory resources were not required to attend to another mode that contained similar, redundant information. These results also suggest that if we want learners to enhance their listening skills, they may be better off reading the materials only rather than simultaneously reading and listening. These results are further discussed in terms of CLT and redundancy.
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Keyword:
English as a second language; Language acquisition
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URL: https://unsworks.unsw.edu.au/fapi/datastream/unsworks:3879/SOURCE01?view=true
http://handle.unsw.edu.au/1959.4/43041
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Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
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