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The Effect of Written Text on Comprehension of Spoken English as a Foreign Language

Yali Diao, Paul Chandler and John Sweller
The American Journal of Psychology
Vol. 120, No. 2 (Summer, 2007), pp. 237-261
Stable URL: http://www.jstor.org/stable/20445397
Page Count: 25
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Since scans are not currently available to screen readers, please contact JSTOR User Support for access. We'll provide a PDF copy for your screen reader.
The Effect of Written Text on Comprehension of Spoken English as a Foreign Language
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Abstract

Based on cognitive load theory, this study investigated the effect of simultaneous written presentations on comprehension of spoken English as a foreign language. Learners' language comprehension was compared while they used 3 instructional formats: listening with auditory materials only, listening with a full, written script, and listening with simultaneous subtitled text. Listening with the presence of a script and subtitles led to better understanding of the scripted and subtitled passage but poorer performance on a subsequent auditory passage than listening with the auditory materials only. These findings indicated that where the intention was learning to listen, the use of a full script or subtitles had detrimental effects on the construction and automation of listening comprehension schemas.

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