第二语言听力构念的类型:系统回顾

IF 2.2 1区 文学 0 LANGUAGE & LINGUISTICS
Vahid Aryadoust, Lan Luo
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引用次数: 7

摘要

本研究回顾了第二语言听力结构的概念化和操作化。在19种应用语言学期刊上发表的157篇同行评审论文被编码为(1)发表年份、作者、来源标题、地点、语言和可靠性,以及(2)潜在测量或调查的听力亚技能、认知过程、属性和听力功能。只有39篇出版物(24.84%)提供了听力结构的理论定义,其中38篇是一般性的或结构覆盖范围较窄。在研究中,辨别、移情和分析性听力等听力功能在很大程度上没有被概念化所忽视。此外,我们确定了24个子技能、27个认知过程和54个听力属性(总计 = 105)。我们开发了一个多层次的框架来对这些特征进行分类。亚技能和认知过程被分为五个主要组(共10组),而属性被分为三个主要组。这个多成分框架将有助于二语听力评估和教学中的结构描述和操作。最后,讨论了二语听力评估现有研究的局限性和未来的研究和发展方向。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The typology of second language listening constructs: A systematic review
This study reviewed conceptualizations and operationalizations of second language (L2) listening constructs. A total of 157 peer-reviewed papers published in 19 journals in applied linguistics were coded for (1) publication year, author, source title, location, language, and reliability and (2) listening subskills, cognitive processes, attributes, and listening functions potentially measured or investigated. Only 39 publications (24.84%) provided theoretical definitions for listening constructs, 38 of which were general or had a narrow construct coverage. Listening functions such as discriminative, empathetic, and analytical listening were largely unattended to in construct conceptualization in the studies. In addition, we identified 24 subskills, 27 cognitive processes, and 54 listening attributes (total = 105) operationalized in the studies. We developed a multilayered framework to categorize these features. The subskills and cognitive processes were categorized into five principal groups each (10 groups total), while the attributes were divided into three main groups. This multicomponential framework will be useful in construct delineation and operationalization in L2 listening assessment and teaching. Finally, limitations of the extant research and future directions for research and development in L2 listening assessment are discussed.
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来源期刊
Language Testing
Language Testing Multiple-
CiteScore
6.70
自引率
9.80%
发文量
35
期刊介绍: Language Testing is a fully peer reviewed international journal that publishes original research and review articles on language testing and assessment. It provides a forum for the exchange of ideas and information between people working in the fields of first and second language testing and assessment. This includes researchers and practitioners in EFL and ESL testing, and assessment in child language acquisition and language pathology. In addition, special attention is focused on issues of testing theory, experimental investigations, and the following up of practical implications.
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