An insight into listeners' problems: too much bottom-up or too much top-down?

By John Field. 2004

187 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/580cf205c69888704e57216eeda91003f87eb5d6

How researchers see this paper

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

In Artificial Intelligence

1. N. Schmitt
2. Larry Vandergrift
3. Diane Schmitt
4. Jeremy Cross
5. S. Graham
6. T. Cobb
7. Marlise Horst
8. E. Macaro

In Developmental and Educational Psychology

1. Jeremy Cross
2. S. Graham
3. Larry Vandergrift
4. N. Schmitt
5. E. Macaro
6. Christine Goh
7. Diane Schmitt
8. John Field

Citations in the corpus

• Recent developments in second and foreign language listening comprehension research (2007, background): “Trusting in onset of words also appears to be a reliable word recognition strategy (Field 2004), likely due to the prosodic information accompanying the word (Lindfield, Wingfield & Goodglass 1999).”
• How much vocabulary is needed to use English? Replication of van Zeeland & Schmitt (2012), Nation (2006) and Cobb (2007) (2015, background): “However, the issue is probably central for the coverage argument, and needs to be developed as a complementary research strand. to recognize words in continuous speech (Field 2004; Vandergrift 2011).”
• Effects of listening strategy instruction on news videotext comprehension (2009, background): “3 Co-textual knowledge refers to understanding gained from previous content in a text (Field, 2004).”
• Intelligibility and the Listener: The Role of Lexical Stress (2005, background): “Evidence is emerging (Field, 2004) that NNLs place great reliance on interpretations at word level, even in the face of contradictory evidence.”
• Listening in the Language Classroom (2009, background): “Instead of drawing upon the general context to provide them with clues to what is being said, they often seem (Field, 2004, 2007a) to construct a hypothesis on the basis of a number of dislocated words that they have succeeded – or think they have succeeded – in identifying.”
• Strategy Instruction in Listening for Lower‐Intermediate Learners of French (2008, background): “Field (2004), commenting on the work of Stanovich (1980) in reading, argued that in both listening and reading, an “interactive-compensatory mechanism” (p. 367) comes into play, whereby deficits or problems in either linguistic or nonlinguistic sources of knowledge lead the listener or reader to…”