Teorias De La Educación

UNIVERSIDAD AUTÓNOMA DE CHIRIQUÍ
FACULTY OF HUMANITIES
SCHOOL OF ENGLISH

ING 415a SECOND LANGUAGE RESEARCH
PROFESSOR GISELA CANO

FACTORS IN SECOND LANGUAGE LISTENING COMPREHENSION

BY
STUDENT: ELSPITH MIRANDA
I.D. 4-138-2624
AND
STUDENT: DIEGO RIOS
I.D.4-744-1882

TABLE OF CONTENTS
Introduction
I. Preliminary Information
A. Purpose of the Study
B.Research Questions
C. Independent Variables and Dependent Variables
D. Definition of terms
E. Delimitations and Limitations
II. Literature Review
F. Linguistic Knowledge
1. Vocabulary Knowledge
a. Word boundaries
b. Homonyms
2. Pronunciation or Phonological Knowledge
a. Stress patterns
G. Cognitive Factors
1. Inference
2. Main Idearecognition
III. Methodology
H. Type of Design
I. Subjects or Participants
J. Treatment
K. Instrument
L. Procedure
References

Introduction
Foreign language listening comprehension is a complex process and crucial in the development of foreign language competence; yet, the importance of listening in language learning has only been recognized relativelyrecently (Celce-Murcia, 2001; Rost, 2002). Nunan (1998) believes that, "listening is the basic skill in language learning. Without listening skill, learners will never learn to communicate effectively.
However, researchers have found that the teaching of listening skills is still the weak link in the language learning process. It has been recognized that while students’ integrate skills inreading and writing have been improving their listening and speaking capabilities have been left behind. The key factor that has been recognized is students’ limited listening comprehension.
Oftentimes, in a regular L2 listening class students are made to listen to recorded material and then answer some questions about what they have heard. Unfortunately, this type of class does not aim atteaching listening skill (Hedge, 2005). Listening, like reading, is an active process that entails construction of meaning beyond simple decoding. Having a good listening comprehension skill has always been the main concern of not only L2 students, but also their teachers who want to teach English in the authentic context especially for communicative purposes. From the very moment that L2 students startlearning English as a Second language in school, what comes to their minds after listening to the native speaker's or L2 speaker’s speech is to comprehend all the speech which is heard.
As much as listening plays a primary role in learning L1, so it does in learning an L2. In fact, there are two overlapping processes in L2 listening. First, L2 learners have to comprehend the input, that is,understand what is being said to them. On the other hand, learners should learn the L2 through the oral input (Rost, 2002). According to Krashen (1985), learners acquire language by being exposed to comprehensible input which contains structures that are beyond L2 learners’ current level of competence. Thus, comprehensible input becomes a key point in the processes of learning a second language.The purpose of this study is to discover the cognitive and linguistic factors in listening comprehension in a group of adults L2 learners.

I. Preliminary Information
A. Purpose of the Study
The purpose of this study is to discover the cognitive and linguistic factors in listening comprehension in a group of adults L2 learners.
B. Research Questions for this study will be:
Whichfactors affect listening comprehension in L2 learners?
Is there any linguistic factor affecting listening comprehension in L2 learners?
Is there any cognitive factor affecting listening comprehension in L2 learners?
C. Independent Variables and Dependent Variables.
The independent variables of this study are the Cognitive and the Linguistic Factors in Second Language Listening.
The...