Heritage learners scored only slightly higher than non-heritage learners on listening tasks, with no statistically significant group difference¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person
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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶

q2 i? HLLs performed only slightly better than NHLLs overall and in each of the three task demand types, but Mann-Whitney U tests found the differences not statistically significant. → 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

Non-parametric Mann-Whitney U tests on listening task scores of 12 HLLs and 11 NHLLs across three task demand types. Overall means were 83.1 (HLLs) and 75.0 (NHLLs) per Table 2; the tests showed the difference "was not statistically significant".

"A Mann Whitney U-test revealed that the difference between the two groups was not statistically significant with p = 0.88 for tasks requiring local understanding and understand/integrate, and p = 0.44 for tasks requiring inference."

Discussion¶

Related Claims¶

• Both learner groups were more successful on listening tasks requiring local understanding than on tasks requiring integration of information or inference — related
• Successful and unsuccessful listening performance in this study is associated with learners' strategic behaviour rather than with heritage or non-heritage status — related
• Heritage learners showed broader attention to the passage and selective second-listening attention, while non-heritage learners focused on local information — related
• Heritage learners of Portuguese perceive listening as the easiest of the four skills, while non-heritage learners find it as challenging as other skills — related
• All participants believed heritage learners perform better in classroom listening, but dialectal differences posed difficulties for HLLs that NHLLs did not notice — reports the opposite
• The 4C/ID group scored higher on consent-taking OSCEs than the lecture group, but the difference was not statistically significant — related