Vloga delovnega spomina pri nalogah slušnega razumevanja v tujem jeziku
Ključne besede:
slušno razumevanje, delovni spomin, fonološko zavedanje, tipi nalog, ocenjevanje znanja, angleščina kot prvi tuji jezikPovzetek
V raziskavi smo se osredotočili na učinke, ki jih imajo na slušno razumevanje fonološko zavedanje (FZ), delovni spomin (DS) in izpostavljenost angleščini kot prvemu tujemu jeziku. Raziskava je bila izvedena na vzorcu 100 učencev 6. razreda, starih 11
let, katerih prvi tuji jezik je angleščina. Učinka izpostavljenosti angleščini in DS v slovenščini na dosežek pri nalogi dopolnjevanja je DS v angleščini delno posredoval, medtem ko je oba omenjena učinka na dosežek pri nalogi izbirnega tipa posredoval v celoti. Učenci z boljšim DS v slovenščini so si lažje zapomnili besede v angleščini, kar jim je pomagalo pri doseganju boljših rezultatov pri obeh tipih nalog slušnega razumevanja v angleščini. Glede na rezultate bi morali večjo pozornost nameniti zagotavljanju večje pravičnosti pri ocenjevanju slušnega razumevanja in znanja, neodvisno od zmožnosti kognitivnega procesiranja posameznika.
Literatura
Alloway, T. P. (2006). How does working memory work in the classroom? Educational Research and Reviews, 1(4), 134–139.
American Psychiatric Association and American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders: DSM-5. Arlington, VA.
Anderson, J. R. (2005). Cognitive psychology and its implications. New York: Macmillan.
Andersson, U. (2010). The contribution of working memory capacity to foreign language comprehension in children. Memory, 18(4), 458–472.
Baddeley, A. (2003). Working memory: looking back and looking forward. Nature Reviews Neuroscience, 4(10), 829–839.
Baddeley, A. D. and Hitch, G. (1974). Working memory. Psychology of learning and motivation, 8, 47–89.
Banerjee, J., Lestari, S. B. and Rossi, O. (2020). Choosing Test Formats and Task Types. In: The Routledge Handbook of Second Language Acquisition and Language Testing (pp. 78–89). New York: Routledge.
Barbosa, T., Miranda, M. C., Santos, R. F. et al. (2009). Phonological working memory, phonological awareness and language in literacy difficulties in Brazilian children. Reading and Writing, 22, 201–218.
Chard, D. J. and Dickson, S. V. (1999). Phonological awareness: Instructional and assessment guidelines. Intervention in school and clinic, 34(5), 261–270.
Drašler Zorič, A. (2013). Pogostost pripovedovanja zgodb pri pouku angleščine na zgodnji stopnji. Didactica Slovenica – Pedagoška obzorja, 28(1), 3–25.
Drljić, K. and Kiswarday, V. R. (2021). Prepletenost rezilientnosti in inkluzivnih kompetenc bodočih učiteljev. Didactica Slovenica – Pedagoška obzorja, 36(3–4), 57–70.
Field, J. (2013). Cognitive validity. In: Geranpayeh, A. and Taylor, L. (Eds.). Examining listening: Research and practice in assessing second language (pp. 77–151). Cambridge: Cambridge University Press.
Gathercole, S. E., Willis, C. S., Baddeley, A. D. et al. (1994). The children’s test of nonword repetition: a test of phonological working memory. Memory, 2(2), 103–127.
Gilakjani, A. P. and Ahmadi, M. R. (2011). A study of factors affecting EFL learners’ English listening comprehension and the strategies for improvement. Journal of Language Teaching and Research, 2(5), 977–988.
Jia, C. and Hew, K. F. T. (2019). Supporting lower-level processes in EFL listening: the effect on learners’ listening proficiency of a dictation program supported by a mobile instant messaging app. Computer Assisted Language Learning, 1–28. https://doi.org/10.1080/09588221.2019.1671462
Jiang, H. and Farquharson, K. (2018). Are working memory and behavioral attention equally important for both reading and listening comprehension? A developmental comparison. Reading and writing, 31(7), 1449–1477.
Kabadayi, A. (2014). A comparative study on teaching english to preschoolers. Didactica Slovenica – Pedagoška obzorja, 29(3–4), 113–124.
Kilickaya, F. (2019). Assessing L2 Vocabulary through Multiple-Choice, Matching, Gap-Fill, and Word Formation Items. Online Submission, 43(3), 155–166.
Kormos, J. and Smith, A. M. (2012). Teaching Languages to Students with Specific Learning Differences. Bristol: Blue Ridge Summit: Multilingual Matters.
Kovelman, I. (2011). Neuroimaging methods. In: Research methods in child language: a practical guide (pp. 43–59). Oxford, UK: Wiley-Blackwell.
Laufer, B. and Paribakht, T. S. (2008). The relationship between passive and active vocabularies: Effects of language learning context. Language learning, 48(3), 365–391.
Marini, A., Eliseeva, N. and Fabbro, F. (2019). Impact of early second-language acquisition on the development of first language and verbal short-term and working memory. International journal of bilingual education and bilingualism, 22(2), 165–176.
McBride-Chang, C. (1995). What is phonological awareness? Journal of Educational Psychology, 87(2), 179–192.
McDougall, S., Hulme, C., Ellis, A. et al. (1994). Learning to read: The role of short-term memory and phonological skills. Journal of experimental child psychology, 58(1), 112–133.
Mendelsohn, D. J. (1998). Teaching listening. Annual review of applied linguistics, 18, 81–101.
Palladino, P. and Cornoldi, C. (2004). Working memory performance of Italian students with foreign language learning difficulties. Learning and individual differences, 14(3), 137–151.
RIC (2019). Nacionalno preverjanje znanja. Letno poročilo o izvedbi v šolskem letu 2018/2019. Državni izpitni center. Available at: https://www.ric.si/mma/Letno%20poro%20%20ilo%20NPZ%202019/2019120913232271/ (retrieved 5. 12. 2021).
Ropič, M. (2016). Zmožnost zaznavanja začetnih in končnih glasov v nezložnih in večzložnih besedah. Didactica Slovenica – Pedagoška obzorja, 31(1), 44–54.
Speer, J. R. and Flavell, J. H. (1979). Young children’s knowledge of the relative difficulty of recognition and recall memory tasks. Developmental Psychology, 15(2), 214–217.
Topolovec, U. and Schmidt, M. (2015). Šolanje osnovnošolcev s posebnimi potrebami. Didactica Slovenica – Pedagoška obzorja, 30(3–4), 3–18.
Van den Noort, M. W., Bosch, P. and Hugdahl, K. (2006). Foreign language proficiency and working memory capacity. European Psychologist, 11(4), 289–296.
Vandergrift, L. (2004). 1. Listening to learn or learning to listen? Annual Review of Applied Linguistics, 24, 3–25.
Wager, T. D. and Smith, E. E. (2003). Neuroimaging studies of working memory. Cognitive, Affective, & Behavioral Neuroscience, 3(4), 255–274.
Prenosi
Objavljeno
Kako citirati
Številka
Rubrike
Licenca
Avtorske pravice (c) 2023 Mojca Poredoš, Karmen Pižorn, Milena Košak Babuder
To delo je licencirano pod Creative Commons Priznanje avtorstva 4.0 mednarodno licenco.
