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Abbildung 3: Erreichte Gesamtpunktzahl (in %) nach TEXT und MODALITÄT.
Source publication
This paper investigates the effect of the mode of reception (listening vs. reading) on the comprehension of literary texts of different degrees of linguistic complexity in German, testing schoolchildren in Grade 8. To this end, two texts were used: the grammatically and lexically comparatively more complex novella Das Erdbeben in Chili by Heinrich...
Citations
... Difficulties in listening comprehension can be attributed to different factors (Hasan, 2000). In the present paper, the focus is exclusively on textual challenges in informational listening texts and not on narrative listening texts, which learners in secondary schools seem to be able to handle quite well (Schlücker, Hannken-Illjes, & Dehé, 2017). Informational listening texts applied at school are difficult, because they mostly contain abstract content presented in a written-like style or literate-based language mode (Koch, Oesterreicher, Caldas, & Urbano, 2012;Rubin, Hafer, & Arata, 2000;Tannen, 1982) -especially when compared to oralbased discourse in everyday face-to-face conversation with more paralinguistic, emotional and interpersonal dynamics as supporting features (Csomay, 2006). ...
... Beyond, successful listening of informational texts is primarily facilitated by knowledge-based inferences for the uptaking of gist, which in turn is difficult for students without much topic-related prior knowledge, while reading certainly is also driven by prior knowledge, but also facilitated by the attention on language structures of the text surface (Rubin et al., 2000). Especially lowperforming students have difficulties focusing on relevant information for constructing global macropropositions in listening texts as they concentrate on local information they have just perceived (Kürschner & Schnotz, 2008;Schlücker et al., 2017). But when investigating listening comprehension in academic school settings, not only the medium or students' abilities may cause difficulties. ...
Listening comprehension serves as a basic means for communication and participation in society. Unfortunately, especially low-performing students have difficulties understanding informational content presented in a listening format, even more so than with the comprehension of printed texts. Based on empirical findings that text features, such as global text cohesion, have proven to be effective for promoting reading comprehension, and cognitive processes of reading and listening to academic texts share commonalities, the question arises as to how much global cohesion can support students’ listening comprehension. 140 ninth-grade students in German secondary schools listened to one of two informational listening texts which differed in their degree of global text cohesion (low vs. high in cohesion). Listening comprehension was assessed with a written test after listening. Regression analyses show that global text cohesion promotes listening comprehension and that the effect of cohesion remains significant and stable when controlling for topic-related prior knowledge and language-related background variables. Low-performing students profited more from the highly cohesive text than high-performing students. Thus, cohesion contributes to the comprehensibility of informational listening texts which can have implications for the construction of listening texts and listening comprehension instruction at school.
Der vorliegende Beitrag setzt sich zunächst mit verschiedenen Typen von Hörmedien für Kinder auseinander. In einem zweiten Schritt wird deren Entwicklung nachgezeichnet, wobei neben den Produzenten auch die Distributoren als Marktteilnehmer in den Blick genommen werden. Besondere Aufmerksamkeit wird dabei solchen Unternehmen zuteil, die Verbindungen zu Buchverlagen haben. Neue technische Entwicklungen werden angesprochen, wobei deren mögliche Auswirkungen auf die Rezeption beleuchtet werden.
The German speaking countries have tested L1 listening proficiency in large national assessment studies during the past decade. However, testing prosodic comprehension—that is, students' ability to understand prosodically encoded content—has remained a blind spot, primarily because test items focusing on this specific aspect of listening have been lacking. The project stịm·mig aims to fill this gap by developing and evaluating test items that measure students' ability to understand prosodically encoded content in auditory texts. In this article, we explain the basic process of item construction, and we present sample items to illustrate the item design. Thanks to the collaboration of the Institute for Educational Quality Improvement (IQB) in Berlin, we were able to administer and evaluate the items in a large pilot study in 252 third-grade classrooms (N = 4,893 students). The main goal of this large-scale assessment was to evaluate the suitability of the reading and listening items so that they might be used for national, large-scale assessment studies. We tested the effects of the presentation modes (written vs. auditory) of the stimulus texts and test items in a multiple matrix sampling design. Our findings show that prosodic com-prehension is a construct that is empirically distinguishable from both verbal comprehension and reading comprehension. However, more detailed analysis is needed to fully understand the structure of the prosodic comprehension construct.
