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High second-language proficiency protects against the effects of reverberation on listening comprehension
Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Psykologi.ORCID-id: 0000-0002-2730-7200
2014 (Engelska)Ingår i: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 55, nr 2, s. 91-96Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

The purpose of this experiment was to investigate whether classroom reverberation influences second-language (L2) listening comprehension. Moreover, we investigated whether individual differences in baseline L2 proficiency and in working memory capacity (WMC) modulate the effect of reverberation time on L2 listening comprehension. The results showed that L2 listening comprehension decreased as reverberation time increased. Participants with higher baseline L2 proficiency were less susceptible to this effect. WMC was also related to the effect of reverberation (although just barely significant), but the effect of WMC was eliminated when baseline L2 proficiency was statistically controlled. Taken together, the results suggest that top-down cognitive capabilities support listening in adverse conditions. Potential implications for the Swedish national tests in English are discussed.

Ort, förlag, år, upplaga, sidor
2014. Vol. 55, nr 2, s. 91-96
Nyckelord [en]
speech perception, comprehension, working memory capacity, second language, Reverberation
Nationell ämneskategori
Psykologi
Forskningsämne
Hälsa och välfärd
Identifikatorer
URN: urn:nbn:se:du-18637DOI: 10.1111/sjop.12115ISI: 000333054400001PubMedID: 24646043OAI: oai:DiVA.org:du-18637DiVA, id: diva2:838773
Tillgänglig från: 2015-07-01 Skapad: 2015-06-29 Senast uppdaterad: 2017-12-04Bibliografiskt granskad

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