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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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Abstract:
Within the framework of cognitive load theory (CLT), practice variability is considered as an effective germane cognitive load inducing method. This thesis reports the results of four experiments that applied instructional designs suggested by cognitive load theory to foreign language learning and instruction. Specifically, using a cognitive load theory approach, this study investigated the effects of speaker variability for learners of English as a Foreign Language (EFL) when learning to understand English spoken by either native or foreign-accented speakers. Across the four experiments, acquisition conditions differed by the level of variability of acquisition speakers. Participants were Chinese undergraduate students with either higher- or lower-levels of English language proficiency. Translation performance and cognitive load subjective rating scales were used to measure differences between acquisition conditions on test tasks after three day’s acquisition for each experiment.Together, Experiments 1 and 2 demonstrated the contrasting effects of multiple- speaker acquisition on learning to understand spoken English produced by either foreign-accented English speakers (Experiment 1) or native English speakers (Experiment 2) for Chinese EFL learners with a higher or lower English language proficiency. Contrasting effects were found depending on levels of expertise. Specifically, the results of Experiment 1 demonstrated that multiple-speaker acquisition facilitated perceptual learning of foreign-accented English for higher-knowledge EFL learners, while single-speaker acquisition facilitated the performance of lower-knowledge EFL learners. The results of Experiment 2 indicated that multiple-speaker acquisition facilitated perceptual learning of native English for lower-knowledge EFL learners, while learner performance did not differ between acquisition conditions for higher-knowledge EFL learners. These results can be explained in terms of the expertise reversal effect. Experiment 3 and 4 extended the multiple-speaker effect (acquisition speakers came from the same language background as the target speaker) to a multiple-accent effect (acquisition speakers came from variable language backgrounds), demonstrating that multiple-speaker acquisition best facilitates the comprehension of a particular accented English (Experiment 3) while multiple-accent acquisition best facilitates the transfer of comprehension with any novel accented English (Experiment 4).Theoretical contributions and practical implications for teaching and learning English as a Foreign Language were discussed.
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Keyword:
Cognitive load theory; English as a foreign language; Speaker variability
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URL: https://unsworks.unsw.edu.au/fapi/datastream/unsworks:10827/SOURCE01?view=true
http://handle.unsw.edu.au/1959.4/52157
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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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Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
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