Auditory skills and listening comprehension in English second language learners in Grade 1

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dc.contributor.author Anderssen, Kate-Lyn
dc.contributor.author Kritzinger, Alta M. (Aletta Margaretha)
dc.contributor.author Pottas, Lidia
dc.date.accessioned 2021-01-06T09:27:42Z
dc.date.available 2021-01-06T09:27:42Z
dc.date.issued 2019-11
dc.description This article is based mainly on K.A.’s Master’s degree dissertation "Auditory skills and listening comprehension in English second language learners in Grade 1" (2017) (http://hdl.handle.net/2263/65565). en_ZA
dc.description.abstract BACKGROUND : Studies indicate that difficulties English second language (ESL) learners experience in the classroom may not be attributed to only listening comprehension of the language of learning and teaching (LoLT). ESL learners’ performance-related difficulties may increase when linguistic complexity is added to auditory comprehension tasks. Limited research is available on the auditory skills of ESL learners and listening comprehension in ESL learners younger than 12 years. AIM : To determine which areas of auditory skills and listening comprehension Grade 1 ESL learners find most difficult. SETTING : The study was conducted at two independent primary schools in an urban setting of the Tshwane district, Gauteng province, South Africa where the LoLT is English. METHODS : A static two-group comparison design was used. Data were collected from two similar independent urban schools. The research group comprised ESL learners (n = 15) exposed to English for 12–18 months. The control group comprised English first language (EFL) learners (n = 15). The digits-in-noise (DIN), children’s auditory processing performance scale (CHAPPS) and listening comprehension test 2 (LCT-2) were used. Six Grade 1 teachers participated in this study. RESULTS : Majority of the participants (n = 25) passed the DIN test. In the overall scores for the CHAPPS and LCT-2, significant differences were found between the two groups (p = 0.024; p = 0.001). Strong agreements were found between the ESL participants’ test results for the CHAPPS and LCT-2. Results indicate that ESL learners experience significant difficulties with higher linguistically dependent auditory skills and listening comprehension tasks. CONCLUSION : ESL learners achieved poorer scores as the listening tasks became more linguistically demanding. Specific layers of auditory skill and listening comprehension difficulties when listening in their LoLT were identified in the ESL learners. Targeted intervention and curriculum support with the help of a speech-language therapist can be provided. en_ZA
dc.description.department Speech-Language Pathology and Audiology en_ZA
dc.description.librarian am2020 en_ZA
dc.description.uri http://www.sajce.co.za en_ZA
dc.identifier.citation Anderssen, K.-L., Kritzinger, A. & Pottas, L., 2019, ‘Auditory skills and listening comprehension in English second language learners in Grade 1’, South African Journal of Childhood Education 9(1), a600. https://DOI.org/10.4102/sajce.v9i1.600. en_ZA
dc.identifier.issn 2223-7674 (print)
dc.identifier.issn 2223-7682 (online)
dc.identifier.other 10.4102/ sajce.v9i1.600
dc.identifier.uri http://hdl.handle.net/2263/77935
dc.language.iso fr en_ZA
dc.publisher AOSIS en_ZA
dc.rights © 2019. The Authors. Licensee: AOSIS. This work is licensed under the Creative Commons Attribution License. en_ZA
dc.subject Auditory skills en_ZA
dc.subject Listening comprehension en_ZA
dc.subject Grade 1 learners en_ZA
dc.subject Digits-in-noise test en_ZA
dc.subject Children’s auditory processing performance scale en_ZA
dc.subject Listening comprehension test-2 en_ZA
dc.subject English second language (ESL) en_ZA
dc.title Auditory skills and listening comprehension in English second language learners in Grade 1 en_ZA
dc.type Article en_ZA


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