The effect of written text on comprehension of spoken English as a foreign language
RIS ID
28091
Abstract
Based on cognitive load theory, this study investigated the effect of simultaneous written presentations on comprehension of spoken English as a foreign language. Learners' language comprehension was compared while they used 3 instructional formats: listening with auditory materials only, listening with a full, written script, and listening with simultaneous subtitled text. Listening with the presence of a script and subtitles led to better understanding of the scripted and subtitled passage but poorer performance on a subsequent auditory passage than listening with the auditory materials only. These findings indicated that where the intention was learning to listen, the use of a full script or subtitles had detrimental effects on the construction and automation of listening comprehension schemas.
Publication Details
Diao, Y., Sweller, J. & Chandler, P. A. (2007). The effect of written text on comprehension of spoken English as a foreign language. American Journal of Psychology, 120 (3), 237-261.