[en] In this study, we assessed the efficiency of a learning sequence based on both implicit (using the word-spotting task) and explicit teaching of word boundary detection in an EFL classroom, using two cues: lexical stress and phonotactic constraints. Results showed that: (i) students from the experimental group achieved significantly more progress from pre-test to post-test than students from the control group; (ii) low-skilled listeners most benefited from the learning sequence; (iii) both explicit instruction (and related exercises) targeting segmentation subskills and practice using the word- spotting task were beneficial to the EFL learners.
Keywords: L2, listening, English as a Foreign Language, word-spotting task, classroom.
Disciplines :
Languages & linguistics
Author, co-author :
Delvaux, Véronique ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Service de Métrologie et Sciences du langage
Huet, Kathy ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Service de Métrologie et Sciences du langage
Calomme, Mélanie
Piccaluga, Myriam ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Service de Métrologie et Sciences du langage
Harmegnies, Bernard ; Université de Mons > Faculté de Psychologie et des Sciences de l'Education > Service de Métrologie et Sciences du langage
Language :
English
Title :
Teaching listening in L2: A successful training method using the word-spotting task
Publication date :
01 June 2015
Event name :
18th International Congress of Phonetic Sciences
Event place :
Glasgow, United Kingdom
Event date :
2015
Research unit :
P362 - Métrologie et Sciences du langage
Research institute :
R350 - Institut de recherche en sciences et technologies du langage