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Missing factors: First language listening ability, examining multiple factors, academic listening and speaker, task and text

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Missing factors: First language listening ability, examining multiple factors, academic listening and speaker, task and text

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An overall weakness in listening ability that may transfer from L1 to L2. There is some evidence that phonological memory skill contributes to growth in Listening ability and vocabulary learning, particularly with children at a beginning level of language proficiency. Skills such as auditory discrimination are important to the development of L2 listening comprehension in the it could provide bottom-up information. They suggested that for learners with lower language profiency, attention at the sound segmentation level could be useful for listening comprehension

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(Working memory-Pablo Delgado Katari López Valentina Ramirez)

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(Working memory-Pablo Delgado Katari López Valentina Ramirez)

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Is defined as “mental processes responsible for the
temporary storage and manipulation of information in the course of ongoing processing” when the individual is performing higher order tasks such as comprehension, learning, and reasoning. This is related to the capacity of L2 learners to use span tests that measure recall of digits or words. WM can achieve complex tasks that make simultaneous demands on storage and processing in order to measure processing capacity.

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Syntactic Knowledge (Renata Arancibia - Gerardo Sandoval )

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Syntactic Knowledge (Renata Arancibia - Gerardo Sandoval )

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The studies have shown that syntactic knowledge does not appear to play a strong role in listening comprehension. Notwithstanding, the students with higher level of proficiency tends to: getting more global meaning; using deep processing on language; and paying more attention to semantic cues, meanwhile students with low levels tend to focus on a surface level; pay attention to syntactic words instead of meaning-leaden semantic cues. In summary, more proficient students tend to focus in content and function words instead of mainly function words as the less proficient.

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Listening in informal learning context - Leiva y Lizana

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Listening in informal learning context - Leiva y Lizana

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L2 listening in informal contexts is affected by L2 competence, as study suggests. While low proficiency level participants wont gain lots of significant performance in their listening level it might help them to gain confidence in L2 listening. While high proficiency participants show a gain on their performance on L2 listening. Quantity and quality of language are significantly related to higher proficiency and confidence in L2 listening, but this only applies to higher proficiency learners while for the ones with lower proficiency is necessary to focus on L2 acquisition before training L2 listening.

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Valentina Bustamante, Andrea Mardones y Gabriela Zúñiga

Important part of listening competence.
Takes place in informal context.
Reflect the type of language of language learners would like to developed in order to interact with L2 speakers.
Constraints:
- Can affect the process and product
- Comprehension depends on a number of affective factors such as: willingness to take risks, fear of losing face, assertiveness and motivation.
The degree to which these factors influence the interaction will depend on the relation between the two parts.
Factors like age, gender, language proficiency and power relationship make the listener feel powerless and in a disadvantaged context. Due to this, it can affect how much is understood in the process of listening.

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Although the research of the impact of metacognition in listening has not been substantial, it has been noticed that skilled listeners are able to use about twice as many metacognitives strategies, primarily comprehension monitoring. Successful L2 listening  involves a skillful orchestration of strategies that regulate listening processes and achieve comprehension. ☝️🤓

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Discourse Knowledge (Joaquín Carvajal - Italo Lazcano - Eduardo Rojas)

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Discourse Knowledge (Joaquín Carvajal - Italo Lazcano - Eduardo Rojas)

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Refers to awareness of the type of information found in listening texts, how that information may be organized, and how listeners can use the information to facilitate comprehension.

Listeners may benefit more from discourse signaling cues when (1) the structure is not evident, (2) text type is known to the listener, (3) listener has the required background knowledge for text topic, and (4) text is unscripted.

It has mostly been researched in the context of academic listening, where discourse signaling cues such as previous summarizers, emphasis markers, and logical connectives play an important role in facilitating lecture comprehension.

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Pragmatic knowledge (Renato Henriquez - Rafael Vargas)

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Pragmatic knowledge (Renato Henriquez - Rafael Vargas)

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Pragmatic knowledge involves the application of information regarding the speakers intention going beyond the literal meaning of the utterance. (Rose & Kasper, 2001)
Listeners apply this knowledge to determine the speakers intention by analyzing what they heard using linguistic, cultural and contextual information.
Although there arent many studies regarding this topic, all research on L2 listening has shown that it will depend on the listeners proficiency if they can extract the speaker's intention from the utterance. (Cook & Liddicoat, 2002)

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Motivation (Estefania Coronado, Paulina Santana and Melany Tapia)

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Motivation (Estefania Coronado, Paulina Santana and Melany Tapia)

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The motivation is an important factor to determine the result of a listener. Recent findings have demonstrated that learners with higher motivation have better results in listening than others that were amotivated. Regarding the relationship between metacognition and motivation, learners with extrinsic motivation had better results than those with intrinsic motivation according to a study made by Vandergrift (2005). We can relate this with learning theories because if you feel motivated and engaged with a topic you will generate feelings and learn faster and easily.

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1. Anxiety-Valentina Alvarez, Francisca Arancibia and Valentina Silva

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1. Anxiety-Valentina Alvarez, Francisca Arancibia and Valentina Silva

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Listening ability can be influenced by a number of affective factors that have an impact on how the listener responds to a listening task, and also they have an influence in the outcome, such as, motivation, self efficacy and Anxiety.

Listening is thought to be one of the hardest skills, because students often associate listening with evaluation, which contributes to a high degree of anxiety. A higher level of listening ability, the lower the level of anxiety. For some students the cause of listening anxiety is related to L2 input, like speed , clarity, lack of visual support followed by the use of inappropriate strategies. To alleviate this anxiety there are two main categories, making input comprehension and improving instructional factors increase time for listening and combining listening with other skills. In addition, self confidence is suggested to teachers to increase among students in the classroom.

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Prior knowledge (Denys Aranda - Vicente Salinas)

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Prior knowledge (Denys Aranda - Vicente Salinas)

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It's all the conceptual knowledge and life experiences that learners have acquired and are useful for comprehension. And it has an important role in Listening.

A study by Long (1990) provided evidence that having prior knowledge about the topics listened help improving comprehension and what the listeners can remember about it to sumarize the information.

However, prior knowledge could be misleading when used imprudently since the listeners start making assumptions too early with wrong information.

The role of prior knowledge in listening comprehension is mainly to provide listeners with a context. In pre-listening activites, contextualization can help students to make predictions and to have a better organization to monitor their comprehension process. This allows them to process the linguistic input more efficiently.

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Self-Efficacy (Fernanda Carrasco - Pilar Toro) 

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Self-Efficacy (Fernanda Carrasco - Pilar Toro) 

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Self-efficacy is the bedrock of the self-confidence and motivation. It’s the student perception about their ability to successfully achieve good results in listening activities. If the students have a high level of self-efficacy means that they are aware of the different strategies that they can apply in order to have good results in L2 listening. In contrast, students with lower levels of self-efficacy tends to believe that external factors may influence their performance in L2 listening, therefore they have higher levels of anxiety, making them loose efficiency.

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Vocabulary Knowledge (Bale González - Héctor López)

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Vocabulary Knowledge (Bale González - Héctor López)

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Research supports the belief of L2 learners that vocabulary knowledge is crucial for listening success. Studies have found that vocabulary is the strongest predictor of listening proficiency. While vocabulary plays a significant role in both reading and listening comprehension, its importance appears to be slightly higher in reading. Strategies such as inferencing can help compensate for gaps in comprehension, but a certain threshold of linguistic recognition is necessary for successful use of these strategies. Overall, L2 vocabulary size, particularly breadth of knowledge, is important for listening success, but there is still a significant amount of variance to be explained. Some L2 listeners can overcome a weaker linguistic base through strategic approaches.

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4. (Name of Category - Name of students)

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4. (Name of Category - Name of students)

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3. (Name of Category - Name of students)

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3. (Name of Category - Name of students)

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9. (Name of Category - Name of students)

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9. (Name of Category - Name of students)