Signature Academic Contributions                                                                                                   代表性學術貢獻

Matthew P. WALLACE

Second language listening comprehension 二語聽力理解



This stream of research aims to address two well-known challenges in the second language (L2) listening literature: (1) limited empirical support for theoretical models of L2 listening comprehension, and relatedly, (2) a limited understanding of the relationships among key variables affecting listening comprehension. One important study aiming to address these limitations (Wallace, 2022) examined the relative importance of domain-specific (knowledge and processing required for L2 listening) and domain-general (knowledge and processing applicable to any task) cognitive variables on L2 listening comprehension performance. The results showed that the domain-specific variables (target-language vocabulary knowledge; topical knowledge) had a direct effect on listening performance, suggesting they were the most important for comprehension. The domain-general variables (attentional focus, short-term memory, metacognition) affected comprehension indirectly, meaning that they helped learners acquire domain-specific knowledge that can be subsequently used for comprehension. See below for a list of additional studies examining the relationship among these, and additional variables (e.g., emotion) in more detail.

本研究方向旨在填補二語聽力理解研究中的兩大不足:其一,對二語聽力的理論模型的實證研究較少; 其二,對影響二語聽力重要因素之間的關系了解有限。Wallace (2022)的研究旨在克服上述兩個研究局限性。 該研究探究了對二語聽力理解有重要影響的認知因素,即特定領域認知因素(二語聽力理解所需的知識和信息處理)和一般領域認知因素(適用於任何任務的知識和信息處理)。研究結果表明,特定領域認知因素(目的語詞匯知識;話題知識)對聽力成績有直接影響。這說明,它對聽力理解最重要。一般領域變量(註意集中、短時記憶、元認知)則間接影響聽力成績。也就是說,這些變量先幫助學習者獲得特定領域的知識,而後這些知識可用於聽力理解。更多研究,請參閱下列文獻,以更詳細了解上述變量及其他變量(如,情緒等)之間的關系。

Chen, S., Wallace, M.P., Ho, S.I., Chen, Y., Wong, K.L., & Correira de Oliveira, S. (Accepted). Foreign language listening comprehension and listening anxiety. TESL-EJ.

In’nami, Y., Koizumi, R., Cheung, M.W.-L., & Wallace, M.P. (2022). Examining second language listening and metacognitive awareness: A meta-analytic structural equation modeling approach. Language Learning. Early view online.

Wallace, M.P. (2022). Individual differences in second language listening: Examining the role of knowledge, metacognitive awareness, memory, and attention. Language Learning, 72, 5-44.

Wallace, M.P. (2021). Exploring the relationship between L2 listening comprehension and metacognition after controlling for vocabulary knowledge. Journal of Language and Education, 7(3), 103-116.

Wallace, M.P. (2021). Metacognitive awareness for listening. In M. Reed & T. Jones (Eds.) Listening in the classroom: Teaching students how to listen (pp. 1-12). New York, NY: TESOL Press.

Wallace, M.P. & Lee, K. (2020). Examining second language listening, vocabulary, and executive functioning. Frontiers in Psychology, 11, 1122.

Goh, C. C. M. & Wallace, M. (2018). Lexical Segmentation in Listening. In J. I. Liontas (Ed.), The TESOL Encyclopedia of English Language Teaching.

Shintani, N. & Wallace, M.P. (2014). The effectiveness of listening support on L2 learners’ L2 listening comprehension ability: A meta-analysis. English Teaching and Learning, 38(3), 73-103.

Underwood, P. & Wallace, M. (2012). The effects of instruction in reduced forms on the performance of low-proficiency EFL university students. Asian EFL Journal, 14(4), 1-24.

Wallace, M. (2012). Searching for a new approach to listening. Accents Asia, 5(1), 8-22.