Rie Ando (Nagoya City University, Japan)
Abstract
Japanese L2 learners often struggle with listening comprehension, particularly with sounds that disappear due to linking and assimilation. They tend to recognize content words more easily than function words. In my experiment, one group performed dictation exercises focusing on function words, while another focused on content words. I conducted listening tests before and after these exercises and found that dictation improved phonological recognition skills, but there was no significant improvement in overall listening scores for either of the two groups. The surveys I administered indicated that dictation focused on function words was more difficult for students. This suggests to me that enhancing phonological recognition alone is insufficient for improving listening skills, highlighting the need for tasks that also emphasize content understanding.
Research Paper (Video; 25 minutes)
Listening
Primarily of interest to teachers of secondary students
About the Presenter
Rie Ando has a bachelor's degree in Spanish from Nanzan University. She has 30+ years of teaching experience in Japanese high schools. She is now a graduate student at Nagoya City University and also teaches English at a high school in Japan.
