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Sinopsis
This study is of an experimental inductive nature, and it reports on the level of comprehension rendered by two input channels to the brain, the auditory and the visual inputs in L1, Arabic and L2, English. The comparison, held between the two input channels, is three dimensional, as the experiment is administered under three conditions; traditional, anti-traditional and equality state. The sample comprises 20 male participants (n = 20) who were assessed in 16 activities of listening and reading, 8 activities in L1, Arabic, and 8 in L2, English. Participants are all Arab university students of intermediate level in L2, English. Intra-language comparisons are beyond the scope of the study. The data revealed that the visual input, reading, renders significantly a better comprehension level than does the auditory input in L1, Arabic, but the auditory input, listening, renders significantly a better comprehension level in L2, English. Results significantly support the hypothesis that traditional administration conditions are reading advantage except for reading in L1, Arabic, in which results are insignificant.
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Reseña del editor
This study is of an experimental inductive nature, and it reports on the level of comprehension rendered by two input channels to the brain, the auditory and the visual inputs in L1, Arabic and L2, English. The comparison, held between the two input channels, is three dimensional, as the experiment is administered under three conditions; traditional, anti-traditional and equality state. The sample comprises 20 male participants (n = 20) who were assessed in 16 activities of listening and reading, 8 activities in L1, Arabic, and 8 in L2, English. Participants are all Arab university students of intermediate level in L2, English. Intra-language comparisons are beyond the scope of the study. The data revealed that the visual input, reading, renders significantly a better comprehension level than does the auditory input in L1, Arabic, but the auditory input, listening, renders significantly a better comprehension level in L2, English. Results significantly support the hypothesis that traditional administration conditions are reading advantage except for reading in L1, Arabic, in which results are insignificant.
Biografía del autor
Anas M. Shaban concluded his Master of Arts in Applied Linguistics and TESOL from Anglia Ruskin University, the UK. He is currently the Academic Coordination Unit Head at the English Language Institute, King Abdulaziz University. He has extensive teaching, assessment & managerial experience in ELT.
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- EditorialNoor Publishing
- Año de publicación2017
- ISBN 10 333084406X
- ISBN 13 9783330844063
- EncuadernaciónTapa blanda
- IdiomaInglés
- Número de páginas160
- Contacto del fabricanteno disponible
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Listening VS Reading Contribution to Comprehension Level in L1 & L2
Impresión bajo demandaLibrería: moluna, Greven, Alemania
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Condición: New. Dieser Artikel ist ein Print on Demand Artikel und wird nach Ihrer Bestellung fuer Sie gedruckt. Autor/Autorin: M. Shaban AnasAnas M. Shaban concluded his Master of Arts in Applied Linguistics and TESOL from Anglia Ruskin University, the UK. He is currently the Academic Coordination Unit Head at the English Language Institute, King Abdulaziz U. Nº de ref. del artículo: 151243126
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Listening VS Reading Contribution to Comprehension Level in L1 & L2
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Noor Publishing Feb 2017, 2017
ISBN 10: 333084406X
ISBN 13: 9783330844063
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Librería: BuchWeltWeit Ludwig Meier e.K., Bergisch Gladbach, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This study is of an experimental inductive nature, and it reports on the level of comprehension rendered by two input channels to the brain, the auditory and the visual inputs in L1, Arabic and L2, English. The comparison, held between the two input channels, is three dimensional, as the experiment is administered under three conditions; traditional, anti-traditional and equality state. The sample comprises 20 male participants (n = 20) who were assessed in 16 activities of listening and reading, 8 activities in L1, Arabic, and 8 in L2, English. Participants are all Arab university students of intermediate level in L2, English. Intra-language comparisons are beyond the scope of the study. The data revealed that the visual input, reading, renders significantly a better comprehension level than does the auditory input in L1, Arabic, but the auditory input, listening, renders significantly a better comprehension level in L2, English. Results significantly support the hypothesis that traditional administration conditions are reading advantage except for reading in L1, Arabic, in which results are insignificant. 160 pp. Englisch. Nº de ref. del artículo: 9783330844063
Cantidad disponible: 2 disponibles
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Listening VS Reading Contribution to Comprehension Level in L1 & L2
Impresión bajo demandaLibrería: AHA-BUCH GmbH, Einbeck, Alemania
Calificación del vendedor: 5 de 5 estrellas
Taschenbuch. Condición: Neu. nach der Bestellung gedruckt Neuware - Printed after ordering - This study is of an experimental inductive nature, and it reports on the level of comprehension rendered by two input channels to the brain, the auditory and the visual inputs in L1, Arabic and L2, English. The comparison, held between the two input channels, is three dimensional, as the experiment is administered under three conditions; traditional, anti-traditional and equality state. The sample comprises 20 male participants (n = 20) who were assessed in 16 activities of listening and reading, 8 activities in L1, Arabic, and 8 in L2, English. Participants are all Arab university students of intermediate level in L2, English. Intra-language comparisons are beyond the scope of the study. The data revealed that the visual input, reading, renders significantly a better comprehension level than does the auditory input in L1, Arabic, but the auditory input, listening, renders significantly a better comprehension level in L2, English. Results significantly support the hypothesis that traditional administration conditions are reading advantage except for reading in L1, Arabic, in which results are insignificant. Nº de ref. del artículo: 9783330844063
Cantidad disponible: 1 disponibles
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Listening VS Reading Contribution to Comprehension Level in L1 & L2
Librería: Revaluation Books, Exeter, Reino Unido
Calificación del vendedor: 5 de 5 estrellas
Paperback. Condición: Brand New. 160 pages. 8.66x5.91x0.37 inches. In Stock. Nº de ref. del artículo: 333084406X
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