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