Exploring the relationship between linguistic knowledge and strategy use in listening comprehension

King Tat Daniel FUNG, Ernesto MACARO

Research output: Contribution to journalArticlespeer-review

3 Citations (Scopus)

Abstract

The language learner strategies research field has often tried to identify the good language learner (GLL) by distinguishing more proficient from less proficient learners. However the notion of ‘good’ may be problematic without taking into account an individual’s linguistic knowledge (LK). This article foregrounds LK in relation to strategy use in the context of ‘listening to the teacher’: a language use task relatively under-researched. Secondary school students in Hong Kong (n = 646) completed a questionnaire and tests of LK including vocabulary and grammar. Lower LK learners reported using more translation strategies, whereas those with higher LK reported using a range of additional strategies. A further cluster analysis, however, indicated that a sub-group of lower LK learners were comparably strategic with the higher LK group perhaps compensating for low LK via strategy deployment. This article provides evidence that strategy deployment when listening to the teacher is not wholly constrained by levels of LK. Pedagogical implications are suggested. Copyright © 2019 The Author(s).
Original languageEnglish
JournalLanguage Teaching Research
Early online date04 Sep 2019
DOIs
Publication statusE-pub ahead of print - 04 Sep 2019

Citation

Fung, D., & Macaro, E. (2019). Exploring the relationship between linguistic knowledge and strategy use in listening comprehension. Language Teaching Research. Advance online publication. doi: 10.1177/1362168819868879

Keywords

  • Good language learner
  • Language learner strategy
  • Linguistic knowledge
  • Listening strategies
  • Second language listening

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