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Student’s second-language grade may depend on classroom listening position
University of Gävle, Department of Building, Energy and Environmental Engineering.
University of Gävle, Department of Building, Energy and Environmental Engineering.
University of Gävle, Department of Building, Energy and Environmental Engineering.
University of Gävle, Department of Building, Energy and Environmental Engineering.
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2015 (English)Conference paper, Poster (Other academic)
Abstract [en]

This experiment explored whether position, close to or at a distance from the sound source, in the classroom, and the reverberation time in the classroom, influenced Swedish speaking participants’ score on a test for second-language (English) listening comprehension. The listening comprehension test administered was part of a standardized national test of English used in the Swedish school system. A total of 133 upper school pupils, 15 years old, participated. Listening position was manipulated within subjects and classroom reverberation time was varied between subjects. The results showed that English listening comprehension decreased with the distance from the sound source. Participants with higher proficiency scores for English were less susceptible to this effect. Classroom reverberation time had no significant main effect and it did not interact with listening position. The results indicate that listening comprehension scores – and hence students’ grade in English – may depend on their classroom listening position.

Place, publisher, year, edition, pages
2015.
National Category
General Language Studies and Linguistics
Identifiers
URN: urn:nbn:se:liu:diva-123277OAI: oai:DiVA.org:liu-123277DiVA: diva2:878963
Conference
Conference on Cognitive Hearing Science for Communication (CHCCOM2015), Linköping, June 14-17, 2015
Available from: 2015-12-09 Created: 2015-12-09 Last updated: 2015-12-17

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Rönnberg, Jerker
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Disability ResearchFaculty of Arts and Sciences
General Language Studies and Linguistics

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ReferencesLink to record
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