The effect of written text on comprehension of spoken English as a foreign language

American Journal of Psychology

Volumn 120, Issue 2, 2007, Pages 237-261

  Diao, Yali ^a   Chandler, Paul ^a   Sweller, John ^a  

^a UNIVERSITY OF NEW SOUTH WALES   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 34547332777     PISSN: 00029556     EISSN: None     Source Type: Journal    
DOI: 10.2307/20445397     Document Type: Article

References (49)

1. Berquist, B. (1994). Working memory constraints in L2 listening comprehension. Paper presented at European Association for Second Language Acquisition Conference, Aix-en-Provence, France.
2. Borras, I., & Lafayette, R. C. (1994). Effects of multimedia courseware subtitling on the speaking performance of college students of French. Modern Language Journal, 78, 61-75.
3. Chandler, P., & Sweller,J. (1991). Cognitive load theory and the format of instruction. Cognition and Instruction, 8, 293-332.
4. Chase, W. G., & Simon, H. A. (1973). Perception in chess. Cognitive Psychology, 4, 55-81.
5. Chung,J. (1999). The effects of using video texts supported with advance organizers and captions on Chinese college students' listening comprehension: An empirical study. Foreign language Annals, 32, 295-308.
6. Clark, R., Nguyen, F., & Sweller, J. (2006). Efficiency in learning: Evidence-based guidelines to manage cognitive load. San Francisco: Pfeiffer,
7. Craig, S. D., Gholson, B., & Driscoll, D. M. (2002). Animated pedagogical agents in multimedia educational environments: Effects of agent properties, picture features, and redundancy. Journal of Educational Psychology, 94, 428-434.
8. de Groot, A. (1965). Thought and choice in chess. The Hague, The Netherlands: Mouton. (Original work published 1946)
9. Edwards, R., & McDonald, J. L. (1993). Schema theory and listening. In A. D. Wolvin & C. G. Coakley (Eds.), Perspectives on listening (pp. 61-77). Westport, CT: Ablex.
10. Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory. Psychological Review, 102, 211-245.
11. Garza, T. J. (1991). Evaluating the use of captioned video materials in advanced foreign language learning. Foreign Language Annals, 24, 239-258.
12. Goh, C. C. M. (2000). A cognitive perspective on language learners' listening comprehension problems. System, 28, 55-75.
13. Hirai, A. (1999). The relationship between listening and reading rates of Japanese EFL learners. Modern Language Journal, 83, 367-384.
14. Huang, H., &: Eskey, D. E. (1999). The effects of closed-captioned television on the listening comprehension of intermediate English as a second language (ESL) students. Journal of Educational Technology Systems, 28, 75-96.
15. Johnson, J. S. (1992). Critical period effects in second language acquisition: The effect of written versus auditory materials on the assessment of grammatical competence. Language Learning, 42, 217-248.
16. Kalyuga, S., Chandler, P., & Sweller, J. (2000). Incorporating learner experience into the design of multimedia instruction. Journal of Educational Psychology, 92, 126-136.
17. Kalyuga, S., Chandler, P. & Sweller,J. (2004). When redundant on-screen text in multimedia technical instruction can interfere with learning. Human Factors, 46, 567-581.
18. Kelly, P. (1991). Lexical ignorance: The main obstacle to listening comprehension with advanced FL learners. IRAL, 29, 135-150.
19. Koskinen, P., Wilson, R., Gambrell, L., & Neuman, S. B. (1993). Captioned video and vocabulary learning: An innovative practice in literacy instruction. The Reading Teacher, 47, 36-43.
20. Lund, R. J. (1991). A comparison of second language listening and reading comprehension. Modern Language Journal, 75, 196-204.
21. Lynch, T. (1998). Theoretical perspectives on listening. Annual Review of Applied Linguistics, 18, 3-19.
22. Markham, P. L. (1999). Captioned videotapes and second-language listening word recognition. Foreign Language Annals, 32, 321-328.
23. Mayer, R. E., Heiser, J., & Lonn, S. (2001). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology, 93, 187-198.
24. Mayer, R. E., & Moreno, R. (2003). Nine ways to reduce cognitive load in multimedia learning. Educational Psychologist, 38, 43-52.
25. Meskill, C. (1996). Listening skills development through multimedia. Journal of Educational Multimedia and Hypermedia, 5, 179-201.
26. Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63, 81-97.
27. Moreno, R., & Mayer, R. E. (2002). Verbal redundancy in multimedia learning: When reading helps listening. Journal of Educational Psychology, 94, 156-163.
28. Neuman, S. B., & Koskinen, P. (1992). Captioned television as comprehensible input: Effects of incidental word learning from context for language minority students. Reading Research Quarterly, 27, 95-106.
29. Paas, F., Renkl, A., & Sweller,J. (2003). Cognitive load theory and instructional design: Recent development. Educational Psychologist, 38, 1-4.
30. Paas, F., Renkl, A., & Sweller, J. (2004). Cognitive load theory: Instructional implications of the interaction between information structures and cognitive architecture. Instructional Science, 32, 1-8.
31. Peterson, L., & Peterson, M. (1959). Short-term retention of individual verbal items. Journal of Experimental Psychology, 58, 193-198.
32. Plass, J., Chun, D., Mayer, R., & Leutner, D. (2003). Cognitive load in reading a foreign language text with multimedia aids and the influence of verbal and spatial abilities. Computers in Human Behavior, 19, 221-243.
33. Rubin,J. (1995). The contribution of video to the development of competence in listening. In D. Mendelsohn &J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 151-165). San Diego, CA: Dominie.
34. Schneider, W., & Shiffrin, R. M. (1977). Controlled and automatic human information processing: I. Detection, search and attention. Psychological Review, 84, 1-66.
35. Sheerin, S. (1987). Listening comprehension: Teaching or testing. ELT Journal, 41, 126-131.
36. Shiffrin, R. M., & Schneider, W. (1977). Controlled and automatic processing: II. Perceptual learning, automatic attending, and a general theory. Psychological Review, 84, 127-190.
37. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4, 295-312.
38. Sweller, J. (1999). Instructional design in technical areas. Camberwell, Victoria: Australian Council for Educational Research.
39. Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.), The psychology of learning and motivation (pp. 215-266). San Diego, CA: Academic Press.
40. Sweller, J. (2004). Instructional design consequences of an analogy between evolution by natural selection and human cognitive architecture. Instructional Science, 32, 9-31.
41. Sweller, J. (2005a). Implications of cognitive load theory for multimedia learning. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 19-30). New York: Cambridge University Press.
42. Sweller, J. (2005b). The redundancy principle. In R. E. Mayer (Ed.), Cambridge handbook of multimedia learning (pp. 159-167). New York: Cambridge University Press.
43. Sweller, J., & Chandler, P. (1994). Why some material is difficult to learn. Cognition and Instruction, 12, 185-233.
44. Sweller, J., & Sweller, S. (2006). Natural information processing systems. Evolutionary Psychology, 4, 434-458.
45. Sweller,J., van Merrienboer,J.J. G., & Paas, F. G. W. C. (1998). Cognitive architecture and instructional design. Educational Psychology Review, 10, 251-296.
46. Thompson, I. (1995). Assessment of second/foreign language listening comprehension, In D.J. Mendelsohn &J. Rubin (Eds.), A guide for the teaching of second language listening (pp. 31-58). San Diego, CA: Dominie.
47. Vanderplank, R. (1988). The value of teletext sub-titles in language learning. ELT Journal, 42, 272-281.
48. van Merriënboer, J., & Sweller, J. (2005). Cognitive load theory and complex learning: Recent developments and future directions. Educational Psychology Review, 17, 147-177.
49. Wong, W. (2001). Modality and attention to meaning and form in the input. Studies in Second Language Acquisition, 23, 345-368.