不同「非語言類」視覺輔助對於提升不同語言程度、認知背景外語學習者在理解多模聽力語料之相對效益研究

Second-language (L2) listening intervention has been receiving increased attention from L2 listening researchers in the last decade. Although empirical evidence has established that L2 learners develop better listening skills and comprehension outcomes after receiving various top-down (cognitive and metacognitive) training sessions than the traditional comprehension-based listening practices, such a facilitative effect does not seem to hold in all cases. Researchers such as Taguchi (2017) thus contend that top-down listening intervention should be complemented with a bottom-up (input-driven) training component. Although this contention is theoretically appealing, hybrid (top-down + bottom up) listening instruction seems to benefit less-skilled listeners more, as seen in Yeldam, Gruba (2014, 2016) and Yeldam (2016). Based on the insights from multimodal and psycholinguistic research (Mayer, 2012), this study contends that the unequivocal potency of hybrid listening instruction may be attributed to the nature of the bottom-up training content employed in existing L2 studies—instructors mostly direct L2 learners’ focal attention to the ‘linguistic’ parsing features of the target language using ‘linguistic’ means (identifying stressed content words and identifying accentual or attitudinal intonation). Drawing on a pretest-treatment-posttest experimental design, this study intends to establish that such hybrid listening instruction could be more reliably serve as a pedagogical tool for enhancing L2 listening outcomes when its bottom-up training element employs ‘nonverbal’ or ‘nonlinguistic’ consciousness-raising parsing scaffolds such as beat gestures and facial or articulatory gestures. To this end, this study will be set out to establish the pedagogical potency of these two nonverbal parsing scaffolds and their relative effects. Importantly, this study intends to validate whether the effects of these two scaffolds will be subject to the influence of differences in L2 learners’ linguistic profile (high- vs. low-listening proficiency) and their cognitive profile (high- vs. low working memory capacity; high- and low-sensitivity to nonverbal or nonlinguistic kinesthetic input). Findings of this study will provide empirically established guidelines for the design of L2 listening training materials.