Heritage and non-heritage learners perceive textbook listening activities in reversed ways: no HLL found them difficult and no NHLL found them easy¶

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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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? The majority of NHLLs (10 of 11) rated textbook listening activities somewhat difficult, while over half of HLLs (7 of 12) rated them somewhat easy and no HLL rated them difficult. → 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

Questionnaire item on textbook listening activities rated on a 4-point scale by the same 23 participants; Figure 3 charts the two groups' ratings. The chart "evidences two reversed scenarios" between the groups.

"the majority of NHLLs (10 out of 11) considered them somewhat difficult, while over half of HLLs (seven out of 12) considered these exercises somewhat easy, and no HLL perceived them as difficult."

Discussion¶

Learner Variables¶

• Auditory Processing — predictor: learners who differ on it differ in outcomes

Related Claims¶

• 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 — related
• Four themes of difficulty in textbook listening activities emerge for both groups: speech rate, speaker's accent, word meaning, and time pressure — reports the opposite