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    Rights statement: http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 35 (1), pp 31-65 2013, © 2013 Cambridge University Press.

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Text characteristics of task input and difficulty in second language listening comprehension

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Text characteristics of task input and difficulty in second language listening comprehension. / Revesz, Andrea; Brunfaut, Tineke.
In: Studies in Second Language Acquisition, Vol. 35, No. 1, 03.2013, p. 31-65.

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Revesz A, Brunfaut T. Text characteristics of task input and difficulty in second language listening comprehension. Studies in Second Language Acquisition. 2013 Mar;35(1):31-65. doi: 10.1017/S0272263112000678

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@article{1fe2230cb55f48dd9ba8ceb35ed8d175,
title = "Text characteristics of task input and difficulty in second language listening comprehension",
abstract = "This study investigated the effects of a group of task factors on advanced ESL learners{\textquoteright} actual and perceived listening performance. We examined whether the speed, linguistic complexity, and explicitness of the listening text and characteristics of the text necessary for task completion influence comprehension. We also explored what textual factors learners perceived as causing difficulty. The participants were sixty-eight students who performed 18 versions of a listening task, each followed by a perception questionnaire. Nine additional students engaged in stimulated recall. The listening texts were analysed in terms of a variety of measures, utilizing Praat v5.0.25, Cohmetrix v2.0, and WebVocabProfiler v3. We used Rasch and regression analyses to estimate task difficulty and its relationship to the text characteristics. Six measures emerged as significant predictors of task difficulty, including indicators of lexical range, density, and diversity, and causal content. The stimulated recall comments were more reflective of these findings than the questionnaire responses.",
author = "Andrea Revesz and Tineke Brunfaut",
note = "http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 35 (1), pp 31-65 2013, {\textcopyright} 2013 Cambridge University Press.",
year = "2013",
month = mar,
doi = "10.1017/S0272263112000678",
language = "English",
volume = "35",
pages = "31--65",
journal = "Studies in Second Language Acquisition",
issn = "0272-2631",
publisher = "Cambridge University Press",
number = "1",

}

RIS

TY - JOUR

T1 - Text characteristics of task input and difficulty in second language listening comprehension

AU - Revesz, Andrea

AU - Brunfaut, Tineke

N1 - http://journals.cambridge.org/action/displayJournal?jid=SLA The final, definitive version of this article has been published in the Journal, Second Language Acquisition, 35 (1), pp 31-65 2013, © 2013 Cambridge University Press.

PY - 2013/3

Y1 - 2013/3

N2 - This study investigated the effects of a group of task factors on advanced ESL learners’ actual and perceived listening performance. We examined whether the speed, linguistic complexity, and explicitness of the listening text and characteristics of the text necessary for task completion influence comprehension. We also explored what textual factors learners perceived as causing difficulty. The participants were sixty-eight students who performed 18 versions of a listening task, each followed by a perception questionnaire. Nine additional students engaged in stimulated recall. The listening texts were analysed in terms of a variety of measures, utilizing Praat v5.0.25, Cohmetrix v2.0, and WebVocabProfiler v3. We used Rasch and regression analyses to estimate task difficulty and its relationship to the text characteristics. Six measures emerged as significant predictors of task difficulty, including indicators of lexical range, density, and diversity, and causal content. The stimulated recall comments were more reflective of these findings than the questionnaire responses.

AB - This study investigated the effects of a group of task factors on advanced ESL learners’ actual and perceived listening performance. We examined whether the speed, linguistic complexity, and explicitness of the listening text and characteristics of the text necessary for task completion influence comprehension. We also explored what textual factors learners perceived as causing difficulty. The participants were sixty-eight students who performed 18 versions of a listening task, each followed by a perception questionnaire. Nine additional students engaged in stimulated recall. The listening texts were analysed in terms of a variety of measures, utilizing Praat v5.0.25, Cohmetrix v2.0, and WebVocabProfiler v3. We used Rasch and regression analyses to estimate task difficulty and its relationship to the text characteristics. Six measures emerged as significant predictors of task difficulty, including indicators of lexical range, density, and diversity, and causal content. The stimulated recall comments were more reflective of these findings than the questionnaire responses.

U2 - 10.1017/S0272263112000678

DO - 10.1017/S0272263112000678

M3 - Journal article

VL - 35

SP - 31

EP - 65

JO - Studies in Second Language Acquisition

JF - Studies in Second Language Acquisition

SN - 0272-2631

IS - 1

ER -