Promoting perception: lexical segmentation in L2 listening

250 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, background): “In addition, research by Field (2003) suggests that listeners use a “strongsyllable” strategy with a high degree of success for word recognition and comprehension by placing word boundaries before stressed syllables.”
Teacher, the tape is too fast! Extensive listening in ELT (2011, background): “Listening researchers (for example Buck 1995; Field 2003) believe that the following can cause comprehension problems.”
Incidental vocabulary acquisition from reading, reading-while-listening, and listening to stories (2008, unknown): “In terms of second-language listening, Field (2003) characterized the lexical segmentation of streams of speech as " arguably the commonest perceptual cause of breakdown of understanding " (p. 327).”
Recent developments in second and foreign language listening comprehension research (2007, background): “Listeners need to be made aware of these phenomena, pay attention to them, and replay them so they can puzzle them out for themselves (Field 2003).”
Metacognitive Instruction for Second Language Listening Development (2008, background): “Learners’ comprehension is often affected by poor lexical segmentation and word recognition skills, and some scholars have called for a greater emphasis to be given to a ‘bottom-up’ approach to teaching listening (Field 2003; Hulstijn 2003).”