2 |
Studies in the Expertise Reversal Effect in Teaching Foreign Language Listening Skills
|
|
|
|
Abstract:
The expertise reversal effect occurs when an instructional approach that is effective for novice learners is ineffective or even counterproductive for more expert learners. This study reports a series of four experiments which were designed and conducted to explore the expertise reversal effect in the field of foreign language listening teaching and learning. Three instructional formats (read-only, listen-only, and read-and-listen) were designed to teach native Chinese students English (Experiments 1-3) or French (Experiment 4) listening skills. Experiment 1 found a significant interaction with no effect for learners with lower levels of listening expertise but a significant effect for learners with higher levels of listening expertise favouring the read-only approach. The results of Experiment 2 replicated the counterintuitive findings of Experiment 1. Experiment 3 testing less knowledgeable students than Experiments 1 and 2 indicated that the read-and-listen condition was more effective for novice learners. Experiment 4 testing beginner-level learners of French as a foreign language obtained results consistent with those of Experiment 3 in that lower expertise learners gained greater benefits from the read-and-listen than the read-only or listen-only teaching approaches. It is concluded from the four experiments that the read-and-listen approach was advantageous for novice learners in learning foreign language listening skills but more expert learners could gain more benefits from the read-only approach.
|
|
Keyword:
Cognitive load theory; Expertise reversal effect; Teaching foreign language listening skills
|
|
URL: http://handle.unsw.edu.au/1959.4/58623 https://unsworks.unsw.edu.au/fapi/datastream/unsworks:46464/SOURCE02?view=true
|
|
BASE
|
|
Hide details
|
|
4 |
Cognitive load theory and listening to accent variations in English
|
|
|
|
BASE
|
|
Show details
|
|
5 |
Effects of speaker variability on learning spoken English For EFL learners
|
|
|
|
BASE
|
|
Show details
|
|
8 |
The use of illustrations when learning to read: a cognitive load theory approach.
|
|
|
|
BASE
|
|
Show details
|
|
9 |
The impact of spoken English on learning English as a foreign language: a cognitive load perspective
|
|
|
|
BASE
|
|
Show details
|
|
11 |
Redundancy in foreign language reading comprehension instruction: Concurrent written and spoken presentations
|
|
|
|
BASE
|
|
Show details
|
|
|
|