Format:
1 Online-Ressource (30 Seiten)
Content:
Listening comprehension in academic contexts is an important prerequisite for the acquisition of school-related skills. However, the concept of academic language is generally the subject of much debate, and there is no consensus yet on what constitutes academic listening comprehension. To date, it remains unclear whether listening comprehension of academic language may be regarded as a distinct construct. The present study investigates the distinction of academic and everyday listening comprehension in 459 ninth-grade students speaking German as a first language or as a second language. Empirical results provide preliminary evidence that academic listening forms a separate facet of listening comprehension. Contrary to theoretical assumptions, second language students were not particularly disadvantaged in terms of academic listening comprehension.
Content:
Peer Reviewed
Note:
This publication is with permission of the rights owner freely accessible due to an Alliance licence and a national licence (funded by the DFG, German Research Foundation) respectively.
In:
Applied Psycholinguistics, Cambridge : Cambridge Univ. Press, 2017, 38,2019,3, Seiten 571-600
Language:
English
URN:
urn:nbn:de:kobv:11-110-18452/24124-2
URL:
Volltext
(kostenfrei)
