A cognitive perspective on language learners' listening comprehension problems

By Christine Goh. 2000

852 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/475f3c817b3c88e3eec7ff08296b0ee1b318da67

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Citations in the corpus

LEARNING VOCABULARY THROUGH READING, LISTENING, AND VIEWING (2019, background): “…why written input might contribute to larger gains in vocabulary knowledge than aural input is that listening requires faster processing, and it may therefore be difficult for learners to attend to unknown words in aural input (Goh, 2000; Renandya & Farrell, 2011; van Zeeland & Schmitt, 2013).”
Relationships among Motivation Orientations, Metacognitive Awareness and Proficiency in L2 Listening. (2005, background): “There is some empirical evidence that an important difference between more-skilled and less-skilled L2 listeners lies in their use of metacognitive strategies (e.g. Bacon 1992; Goh 1998, 2000; O’Malley and Chamot 1990; Vandergrift 1998, 2003).”
Explaining listening comprehension among L2 learners of English: the contribution of general language proficiency, vocabulary knowledge and metacognitive awareness (2017, background): “Studying listening comprehension is particularly relevant in the Chinese context because Chinese L2 learners often find it hard to understand native English speakers (Goh, 2000).”
Learners' Listening Comprehension Difficulties in English Language Learning: A Literature Review. (2016, background): “Bacon (1992), O’Malley and Chamot (1990), Goh (2000), Vandergrift (2003), and Abdalhamid (2012) indicated that the difference between skilled and less skilled listeners can be understood through their application of metacognitive strategies.”
1. LISTENING TO LEARN OR LEARNING TO LISTEN? (2004, background): “However, studies on the differences between more skilled and less skilled listeners by Goh (2000, 2002a), Hasan (2000), Mareschal (2002), Peters (1999), and Vandergrift (2003b) have produced some useful insights.”
The relationship between three measures of L2 vocabulary knowledge and L2 listening and reading (2018, background): “Accessing knowledge of words encoded in spoken language presents considerable difficulties for L2 learners (Field, 2008; Goh, 2000).”
The Relationship between Listening Strategies Used by Iranian EFL Freshman University Students and Their Listening Proficiency Levels. (2011, background): “Similarly, Goh (2000) stated that by increasing the students’ knowledge of meta-cognitive strategies, listeners become more active in dealing with ISSN 1916-4742 E-ISSN 1916-4750 30 listening difficulties instead of simply accepting their problems.”
Barriers to Acquiring Listening Strategies for EFL Learners and Their Pedagogical Implications. (2005, methodology): “Second, in the parsing stage, Goh (2000) found that listeners complained of problems such as “quickly forget what is heard,” “unable to form a mental representation from words heard,” and “do not understand subsequent parts of input because of earlier problems.””
VOCABULARY KNOWLEDGE AND ADVANCED LISTENING COMPREHENSION IN ENGLISH AS A FOREIGN LANGUAGE (2009, background): “The fi ndings of Goh ( 2000 ) clearly emphasize the diffi culty of the task: This study investigated listening problems of English as a foreign language (EFL) learners and found that failure to recognize known words in the input is one of the most signifi cant obstacles to comprehension identifi ed…”
Self-efficacy and academic listening (2011, background): “Furthermore, a range of studies (e.g. Arnold (2000), Goh (2000), Hasan (2000) indicate that across instructional settings, listening is a source of frustration to learners and an area in which it seems difficult to make progress.”