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The performance of primary two pupils on comparable listening tasks in English and Chinese
Author
Quek-Ng, Kooi Lian
Supervisor
Seet, Oliver Beng Hean
Yan, Victoria
Abstract
The focus of this study is the Listening Comprehension (LC) abilities of Primary Two pupils in English (EL) and Chinese (CL) in Singapore schools. The purpose was to examine and then compare their LC proficiency levels in these two languages. The study involved 136 pupils from six primary two classes of a school situated in an industrial area in Singapore. Most of the subjects had attended kindergartens and had had at least one to two years of formal bilingual education. A supplementary analysis of responses by the subjects in interviews, established that CL and dialects predominated in their home background.
A function-response matrix was electrically constructed from various listening taxonomies. This was used to construct the LC instrument that was used in data collection. The data were then subjected to a Rasch analysis to determine the different proficiency levels of the subjects. A correlation analysis was done to investigate the level of correlation between LM proficiency and language achievement. The influence of gender on LC abilities was investigated, using a t test. Sentences generated by dictation were dictation were qualitatively analyzed in an error coding exercise which used the function-response matrix as a guide.
The purpose of the analysis were the following: To compare the different proficiency levels in EL and CL of the subjects; to examine the subjects' ability to perform basic LC functions in the initial process of decoding aural input; to investigate the subjects' ability to get the main idea of aural input received and replicate aural input; to investigate if LC abilities influence the subjects' academic achievement in language.
The finding suggested that LC skills may be developmental in nature, as a hierarchy of skills of increasing complexity could be elicited from the Rasch analysis. The subjects were along an ability continuum and it showed that most of them had difficulty replicating and reconstructing the meaning of aural input in dictation. the findings showed that the subjects who had low CL proficiency levels were also less proficient in EL. The subjects were found to be better CL and EL.
Findings of the errors made by the subjects showed that in order to get the main idea of aural input in EL, it was necessary for the subjects to have segmenting ability followed by semantic ability. On the other hand, for CL, the main idea of aural input can be understood if the subjects had either segmenting or semantic ability. Phonological decoding skills for EL was found to be lacking and the subjects had difficulty with syntax in both EL and CL. A moderate to high correlation between LC and school Language examinations was found.
Another finding is that a more accurate of proficiency levels in specific languages can be obtained by comparing abilities of the subjects, between different linguistic skills rather than within just one skill area, that is; oral EL with Oral CL. A truer picture of the subjects' proficiency levels in CL and EL was seen from comparing the subjects' Oral EL with their LC in EL and then comparing that to their linguistics abilities in Oral CL and their LC in CL.
The findings of this study show that listening comprehension is basic to language acquisition. This has important implications for further research in language acquisition in bilingual contexts. It would suggest that more attention needs be paid to the listening aspects of language teaching and learning before moving the learner onto the printed aspects of language.
A function-response matrix was electrically constructed from various listening taxonomies. This was used to construct the LC instrument that was used in data collection. The data were then subjected to a Rasch analysis to determine the different proficiency levels of the subjects. A correlation analysis was done to investigate the level of correlation between LM proficiency and language achievement. The influence of gender on LC abilities was investigated, using a t test. Sentences generated by dictation were dictation were qualitatively analyzed in an error coding exercise which used the function-response matrix as a guide.
The purpose of the analysis were the following: To compare the different proficiency levels in EL and CL of the subjects; to examine the subjects' ability to perform basic LC functions in the initial process of decoding aural input; to investigate the subjects' ability to get the main idea of aural input received and replicate aural input; to investigate if LC abilities influence the subjects' academic achievement in language.
The finding suggested that LC skills may be developmental in nature, as a hierarchy of skills of increasing complexity could be elicited from the Rasch analysis. The subjects were along an ability continuum and it showed that most of them had difficulty replicating and reconstructing the meaning of aural input in dictation. the findings showed that the subjects who had low CL proficiency levels were also less proficient in EL. The subjects were found to be better CL and EL.
Findings of the errors made by the subjects showed that in order to get the main idea of aural input in EL, it was necessary for the subjects to have segmenting ability followed by semantic ability. On the other hand, for CL, the main idea of aural input can be understood if the subjects had either segmenting or semantic ability. Phonological decoding skills for EL was found to be lacking and the subjects had difficulty with syntax in both EL and CL. A moderate to high correlation between LC and school Language examinations was found.
Another finding is that a more accurate of proficiency levels in specific languages can be obtained by comparing abilities of the subjects, between different linguistic skills rather than within just one skill area, that is; oral EL with Oral CL. A truer picture of the subjects' proficiency levels in CL and EL was seen from comparing the subjects' Oral EL with their LC in EL and then comparing that to their linguistics abilities in Oral CL and their LC in CL.
The findings of this study show that listening comprehension is basic to language acquisition. This has important implications for further research in language acquisition in bilingual contexts. It would suggest that more attention needs be paid to the listening aspects of language teaching and learning before moving the learner onto the printed aspects of language.
Date Issued
1994
Call Number
LB3060.45 Que
Date Submitted
1994