Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure¶
Claim · All claims
Evidence · 1 study · associationalr1·q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2020: baselines and conditions change
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.
Subclaims¶
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q2 i? Qualitative analysis of learners' explanations identified speech rate, speaker's accent, inability to understand word meanings, and time pressure as difficulties in textbook listening activities. → Denise Santos & Gláucia Silva 2015
Evidence¶
Denise Santos & Gláucia Silva 2015¶
Denise Santos & Gláucia Silva. (2015). Exploring Portuguese Heritage and Non-Heritage Learners' Perceptions of and Performance in Listening. The Canadian Journal of Applied Linguistics 18(1), 63-86. https://journals.sfu.ca/cjal/index.php/cjal
q2 · i? · associational · r1
Qualitative thematic analysis of open-ended questionnaire explanations from both HLLs and NHLLs, analysed separately by each researcher and moderated for agreement. Example comments include "They speak too fast." and "Only a few chances to figure out everything."
"Four themes emerged in the qualitative data from both groups of learners regarding the difficulties associated with textbook listening activities: speech rate, speaker's accent, inability to understand the meaning of words heard, and time pressure."
Discussion¶
Related Claims¶
- All participants believed heritage learners perform better in classroom listening, but dialectal differences posed difficulties for HLLs that NHLLs did not notice — related
- Heritage and non-heritage learners perceive textbook listening activities in reversed ways: no HLL found them difficult and no NHLL found them easy — reports the opposite
- Educators report ASR features can be inaccurate for learners' diverse accents, dialects, and speech patterns — related
- Speech detection showed preliminary success but remained challenging in noisy settings, particularly for speaker differentiation, children's voices, and diverse dialects — related
- Educators identify real-time translation, dialect handling, and speech recognition as potentially transformative for multilingual learners and students with disabilities, but current speech tools fail on accents and dialects — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
four-difficulty-themes-textbook-listening |
title |
Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure |
description |
Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
recheck_by |
2020 |
generated |
by process:wiki-ingest on 2026-09-27 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — denise-santos-gláucia-silva-2015 |
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