Edinburgh Research Archive logo

Edinburgh Research Archive

University of Edinburgh homecrest
View Item 
  •   ERA Home
  • Philosophy, Psychology and Language Sciences, School of
  • Linguistics and English Language
  • Linguistics and English Language PhD thesis collection
  • View Item
  •   ERA Home
  • Philosophy, Psychology and Language Sciences, School of
  • Linguistics and English Language
  • Linguistics and English Language PhD thesis collection
  • View Item
  • Login
JavaScript is disabled for your browser. Some features of this site may not work without it.

First language listening comprehension: validating exemplar graded materials (with expository inputs) for Scottish S3/S4 pupils

View/Open
WallaceMJ_1988_v1redux.pdf (27.68Mb)
WallaceMJ_1988_v2redux.pdf (24.04Mb)
Date
1989
Author
Wallace, Michael John
Metadata
Show full item record
Abstract
 
 
The thesis relates to the devising of expository inputs, with appropriate exercises, intended to develop listening comprehension skills in mother-tongue speakers of English in Scottish Secondary Schools, with special reference to S3 and S4 (Grades 10/11) at all levels: Foundation, General and Credit. 210 pupils from four different Scottish Secondary Schools were involved in the trials.
 
Inputs and exercises were influenced by studies relating to both reading and listening comprehension, and in particular by research done in connection with the Scottish Education Department Listening Comprehension Project, (1982-85).
 
Inputs were devised which were graded according to various text organisation factors, in particular (1) whether or not their input was pre-structured, i.e. based on a given text-organisation framework, and (2) the degree to which the given structure was signalled in the input. On experimental trialling with S3 Foundation and General pupils, a significant main effect for grade was discovered (p <.003); within this, the presence of pre-structuring was a significant factor; there was also an observed difference for the degree of signalling, but this was not statistically significant.
 
Tasks were devised with respect to: the use of pre-questions, followed by either oral or pictorial response; use of text-organisation analysis charts; and prediction, both from a title and in-text. A trend for pre-questions to facilitate comprehension was discovered, but this was not statistically significant. Text organisation analysis: the trialling showed the unexpected result that, given appropriate support, pupils from S3 General level upwards can handle text-organisation charts with ease, and even S3 Foundation pupils can handle them successfully, albeit with more difficulty. Prediction from a title: pupils found it easier to make predictions from "prompts" than to construct their own. In-text prediction: it was not possible to validate the scheme of grading devised, but it was noted that predictions where the pupils were out of sympathy with the views being expressed by the speaker proved less likely to be realised in the text, than predictions made with respect to more neutral topics. There was also some indicative evidence of the value of group-work in improving pupils' responses, and in raising the quality of collective responses.
 
URI
http://hdl.handle.net/1842/30886
Collections
  • Linguistics and English Language PhD thesis collection

Library & University Collections HomeUniversity of Edinburgh Information Services Home
Privacy & Cookies | Takedown Policy | Accessibility | Contact
Privacy & Cookies
Takedown Policy
Accessibility
Contact
feed RSS Feeds

RSS Feed not available for this page

 

 

All of ERACommunities & CollectionsBy Issue DateAuthorsTitlesSubjectsPublication TypeSponsorSupervisorsThis CollectionBy Issue DateAuthorsTitlesSubjectsPublication TypeSponsorSupervisors
LoginRegister

Library & University Collections HomeUniversity of Edinburgh Information Services Home
Privacy & Cookies | Takedown Policy | Accessibility | Contact
Privacy & Cookies
Takedown Policy
Accessibility
Contact
feed RSS Feeds

RSS Feed not available for this page