Between-class accuracy differences were not correlated with performance on listening comprehension tests¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 1990 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The between-class differences in structural accuracy were not correlated with learners' performance on listening comprehension tests. → Patsy M. Lightbown and Nina Spada 1990

Evidence¶

Patsy M. Lightbown and Nina Spada 1990¶

Patsy M. Lightbown and Nina Spada. (1990). Focus-on-Form and Corrective Feedback in Communicative Language Teaching: Effects on Second Language Learning. Studies in Second Language Acquisition, Volume 12, Issue 4. https://doi.org/10.1017/S0272263100009517

q2 · i? · associational · r1

Observational analysis of classroom data from the same four intact intensive ESL classes; the article states the accuracy differences "were not correlated with performance on listening comprehension tests". No correlation coefficient is printed.

"There was some evidence that these differences (which were not correlated with performance on listening comprehension tests) were due to differences in teachers' form-focused instruction."

Discussion¶

Learner Variables¶

• Oral Language — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Receptive vocabulary knowledge correlates moderately with advanced L2 listening comprehension in advanced Turkish EFL learners — related
• Comprehensible input alone is insufficient for acquisition of high levels of grammatical proficiency — related
• Listening proficiency transfers to other language skills, including reading and writing, in second language learners — related
• Substantial between-class differences exist in the accuracy with which intensive ESL students use structures such as progressive -ing and adjective–noun order in noun phrases — related
• Between-class differences in structural accuracy were attributed, with some evidence, to differences in teachers' form-focused instruction — related
• Intensive ESL learners' oral English development was examined in four intact classes of approximately 100 French-speaking students aged 10–12 after a 5-month course — related
• Quality out-of-class language learning combines focus on meaning and form and correlates with higher grades — related