Heritage learners showed broader attention to the passage and selective second-listening attention, while non-heritage learners focused on local information¶
Claim · All claims
Evidence · 1 study · associationalr1·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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Unlike NHLLs, HLLs tended to attend to the conversation broadly and to deliberately focus attention on the needed part of the passage during the second listening; NHLLs systematically focused on local information. → 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 analysis of post-task written self-reports on strategies used per question, following Graham and Santos's (2013) prompt. HLL comments included "The 2nd time around I knew what it would ask so I listened for that part of the conversation"; no HLL used the second listening to check answers.
"unlike NHLLs, HLLs may deliberately focus their attention on the part of the passage containing the information they needed when hearing the passage for the second time."
Discussion¶
Related Claims¶
- Heritage learners scored only slightly higher than non-heritage learners on listening tasks, with no statistically significant group difference — related
- Successful and unsuccessful listening performance in this study is associated with learners' strategic behaviour rather than with heritage or non-heritage status — related
- Both learner groups were more successful on listening tasks requiring local understanding than on tasks requiring integration of information or inference — related
- All participants believed heritage learners perform better in classroom listening, but dialectal differences posed difficulties for HLLs that NHLLs did not notice — related
- Reading passages without intent to learn was classified as rest because participants were not informed of a later test — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
hlls-broader-and-selective-listening-attention |
title |
Heritage learners showed broader attention to the passage and selective second-listening attention, while non-heritage learners focused on local information |
description |
Heritage learners showed broader attention to the passage and selective second-listening attention, while non-heritage learners focused on local information |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2015 |
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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