title: The effect of written text on comprehension of spoken English as a foreign language.
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.
authors.affiliation: University of New South Wales.
authors.forename: Yali
authors.initials: Y
authors.lastname: Diao
authors.forename: Paul
authors.initials: P
authors.lastname: Chandler
authors.forename: John
authors.initials: J
authors.lastname: Sweller
mesh_terms: D001332:Automatism; D003071:Cognition; D006801:Humans; D007802:Language; D011939:Mental Recall; D013067:Speech Perception; D014177:Translations; D014705:Verbal Behavior