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78-12 ,373
NEFF, Richard Joseph, 1942THE EFFECTS OF TEMPORAL SPACING IN LISTENING
CCMPREHENSICN PRACTICE OF BEGINNING SPANISH
STUDENTS.
The Ohio State University, Ph.D., 1978
Education, language and languages
University Microfilms International ,
A nn A rb o r. M ic h ig a n 4 6 1 0 6
&
Copyright by
R i c h a r d Jo seph Neff
1978
THE EFFECTS OF TEMPORAL SPACING IN LISTENING COMPREHENSION
PRACTICE OF BEGINNING SPANISH STUDENTS
DISSERTATION
Presented in Partial Fulfillment of the Requirements for
the Degree of Doctor of Philosophy in the Graduate
School of The Ohio State University
By
Richard J. Neff,
B.A., M.A.
The Ohio State University
1978
Reading Committeei
Professor Gilbert A.
Approved by
Jarvis
Professor Edward D. Allen
Professor Aristobulo Pardo
Department of Education
ACKNOWLEDGMENTS
M u ch appreciation is extended to the members of my
Reading Committee for their cooperation and encouragement
during the completion of this study.
due to Professor Gilbert Jarvis,
Special thanks are
who was particularly help­
ful during the conceptualization of this dissertation proj­
ect.
Beyond the scope of this pr esent study,
I am indebted
to him for having provided n ew and stimulating insights in­
to the area of second-language research.
Special tribute must be paid to Roger Brown and other
members of the Research Consultant Staff,
tion,
College of E d u c a ­
for their assistance in an alyzing and interpreting
the data generated by this experiment.
I wish to thank m any friends whose expressed interest
and confidence have eased the task of completing my d o c ­
toral program.
To my wife,
support,
Jackie,
for her constant and loving
I owe my deepest gratitude.
thank my two sons, Mitchell and Brady,
sind their curiosity.
Finally,
I wish to
for their patience,
VITA
March 24,
1964
1942
. . . .
Born,
..................
Crawford County,
Ohio
B.A. (Spanish), The Ohio State
University, Columbus, Ohio
1964-1966
..............
Peace Corps Volunteer,
Bolivia
1967-1968
..............
Spanish Teacher, Mo hawk Schools
Wyandot County, Ohio
1970.. ..................
M .A. (Spanish Literature), The
Ohio State University, Columbus,
Ohio
1970-1971
Lecturer, Department of Romance
Languages, The Ohio State U n i v ­
ersity, Columbus, Ohio
..............
1971-1974 ..............
Student, and Supervisor of T each­
ing Associates, Department of
Romance Languages, The Ohio State
University, Columbus, Ohio
1974-1978
National Foreign Language C o n ­
sultant, M acm i l l a n Publishing
Co., Inc., New York, New York
..............
PUBLICATIONS
Fundamentals of Spanish Grammar, with Richard Armitage and
Walter Meiden.
Houghton-Mifflin, 1975FIELDS OF STUDY
Major Field:
Foreign Language Education
Studies in Foreign Language Education.
Professors Edward D. Allen, Gilbert A.
Frank Otto
Jarvis,
and
Studies in Curriculum and Foundations
Professors E. Alberty and Paul R. Klohr
Studies in Spanish American Literature
Professor Marta M. Frosch
TABLE OF CONTENTS
A C K N O W L E D G M E N T S ......................................
Page
ii
VITA
iii
. . ............................................
L I S T OF T A B L E S ......................................
L I S T OF F I G U R E S ......................................
INTRODUCTION
........................................
v iii
1
Chapter
1
1
S t a t em ent of the P r o b l e m .................
T h eor eti cal Bases
........................
O bjectives of the Stu dy
. . . . . . . .
De fin i t i o n of Terms
.....................
.................
St a t e m e n t of H ypo th e s e s
Value of the S t u d y ................
Basic A s s u m p t i o n s ........................
II.
REVIEW OF R E L A T E D L I T E R A T U R E
..............
I n t r o d u c t i o n ...............................
R e s e a r c h in S e c o n d - L a n g u a g e L e a r n i n g . .
R e s e a r c h From P s y c h o l o g y and P s y c h o ­
linguistics
............................
R e s e a r c h From S p e e c h and Communications.
III.
P R O C E D U R E S A N D DE SIG N OF THE S T U D Y
. . . .
P o p u l a t i o n and Sample
...................
Design of the S t u d y .....................
The Co o p e r a t i n g Ins tru cto rs and
In s t r u cti ona l M a t e r i a l s
..............
P r e p a r a t i o n of M a t e r i a l s ..............
.
The E xpe r i m e n t a l Tr eat m e n t .
..........
I n s t r u m e n t a t i o n and Co lle c t i o n of D ata .
The P o s t t e s t s .............................
S t a t i s t i c a l A n a l y s i s .....................
A t tit ud e S c a l e s .............. ..
v
1
6
8
9
9
10
11
13
13
13
19
22
29
29
31
31
33
37
41
^3
i+ 8
4.3
Chapter
IV.
Page
R E S U L T S OF THE S T U D Y .........................
In tr o d u c t i o n ...............................
H i g h - Apt itu de Comparisons
..............
M e d i u m - A p t i t u d e Comparisons
............
L o w - A p t i t u d e C omparisons ................
Correlation:
M L A T with RLC P o s t t e s t . .
Correlation:
F ina l Course Grade wi th
R L C ................................
Correlation:
M L A T and Final Course
Grade
.
...............................
V.
SUMMARY, CONCLUSIONS,
50
50
57
62
62
68
69
69
A N D RECOMMENDATIONS.
O v e r v i e w .............................
S u m m a r y of the F i n d i n g s ..........
Re c o m m e n d a t i o n s for Further R e s e a r c h
72
72
73
, .
79
AP P E N D I X E S
A.
Att itu de S c a l e s ....................
B.
L i s t e n i n g C o m p r e h e n s i o n P ractice
Sample Sc ri p t s ..........................
89
C.
D e p a r t men tal Final Exa min ati ons . . . .
99
D.
Rec ord ed L i s t e n i n g C o m p r e h e n s i o n Test
B I B L I O G R A P H Y ........................................
82
.
112
120
LIST OF TABLES
Page
Characteristics of Sample - March,
1974.
. .
31
Means and Standard Deviations of the
..............
Mo der n Language Aptitude Test
43
Reliability Coefficients for RLC Sub­
tests and Total Test .........................
47
Means and Standard Deviations for
Departmental Listening Test
................
51
Means and Standard Deviations for RLC
Subtests 1-6 ...................................
53
Means and Standard Deviations for Com­
bined RLC Paused Subtests and Combined
RLC Non-paused Subtests
. . ................
54
Means and Standard Deviations for the
Total Recorded Listening Comprehension
T e s t ............................................
55
Means and Standard Deviations for the
Departmental Spe aking Test ..................
63
Means and Standard Deviations for the
Departmental Reading Test
..................
64
Means and Standard Deviations for the
Departmental Wri t i n g Test
..................
64
Means and Standard Deviations for
Attitude Scales
..............................
67
M a tr ix of Intercorrelations
70
+
•
Vll
................
LIST OF FIGURES
Figure
1.
2.
3.
5-
Page
Scores by A p t i t u d e L eve l for Total
R eco r d e d L i s t e n i n g C o m p r e h e n s i o n Test.
. . .
56
Scores by A p t i t u d e Level for Com ­
bined RLC Pa u s e d Subtests and Com­
bined RLC N onp a u s e d S u b t e s t s ...................
58
Scores by A p t i t u d e Level for R e ­
corded L i s t e n i n g C o m p r e h e n s i o n
S u b t e s t s ...........................................
59
At tit ude Questionnaire.
Beg inn ing
of Q ua r t e r
................................
82
A tti tud e Questionnaire.
E n d of
Q u a r t e r ...........................................
85
m
«
*
Vlll
INTRODUCTION
CHAPTER I
Statement of the Problem
The history of foreign language education in the
United States shows that until only a few decades ago class­
room instruction focused on grammar and translation.
dents seldom heard the second language spoken,
turn rarely spoke
(Jackson,
31, p.
6 8
).
Stu­
and they in
The development of
the Army Specialized Training Program during W o r l d Wa r II
dramatically changed those reading and writing objectives
in favor of giving priority to the aural/oral skills.
Since the 1950's the order of emphasis in language teaching
has been,
according to many practitioners,
speaking,
reading,
listening,
and writing.
Paradoxically,
order of priorities,
in spite of this frequently stated
the amount of actual attention given
by teachers to developing listening has been least among
the four basic skills.
A number of leading foreign l a n ­
guage educators including Allen (3), Angelis (5),
Belasco
(7), and Chastain (16) have pointed out the fact that as a
separate skill listening has been sorely neglected in
classroom instruction.
Pimsleur (45) notest
1
2
"The skill of listening comprehension is rarely
taught systematically like the other three skills.
The audiolingual method placed listening comprehension
first among the four skills, but to even the most a r ­
dent adherent, this generally meant little more than
that the teacher ought to say each sentence over a few
times before asking the student to say it."
There is little evidence which would indicate that this gen­
eral situation as described by Pimsleur has changed.
At the same time,
the closely related skill of speak­
ing has in many classrooms received the largest share of
instructional emphasis
(Kalivoda,
textbook survey by Jenks
(3
3
3 6
, p. 78).
A recent
) showing that speaking contin­
ues to receive the greatest stress in skills development
supports this observation (p.
9 8
).
This imbalance in degree of instructional emphasis
between listening and speaking seems inappropriate,
partic­
ularly in the light of what we k now about the act of commu­
nication.
As Brown (11) points out,
"The most obvious
thing about communication is that it is an interaction"
(p. 5)»
Implicit in this description is the idea of both
a sender and a receiver.
Thus,
any act of verbal inter­
change requires not only a speaker,
but a listener as well.
In the absence of any research evidence to the contrary,
it seems reasonable that a more balanced approach to the
teaching of listening and speaking is called for than is
now generally the case.
Such a proposal is all the more
appropriate at a time when not only many teachers but also
3
m a n y students r e g a r d oral c o m m u ni cat ion as the pr i m a r y ob ­
jective of s eco nd-language study (Joiner,
35, p.
155)*
A fu rther r ati ona le for r e a s s e s s i n g the im por tan ce of
l i s t e n i n g comes from re cen t r e s e a r c h in s eco nd-language
learning.
Fo sto vsk y
On the basis of their research,
(46),
and Wi nitz and Reeds
(5
6
Ash er
(6),
) suggest less e m ­
phasis be given to sp eak ing in favor of d e v e l o p i n g l i s t e n ­
ing comprehension,
p a r t i c u l a r l y in the early stages of l a n ­
guage learning.
One re a s o n for the n e g l e c t of the l i s t e n i n g skill has
to do w i t h the s e e m i n g ease w i t h w h i c h a child learns to
li s t e n and r e s p o n d in his na t i v e tongue.
Bel iev ing con ­
sciously or u n c o n s c i o u s l y th at there is a close a n a l o g y b e ­
tween first- and s e c o n d - l a n g u a g e acquisition,
teachers have
as sumed their students wo uld g rad u a l l y and a u t o m a t i c a l l y
acquire the a b i l i t y to compreh end aurally,
language skills were b ein g taught.
l a ngu age l e a r n i n g Belasco
this a s s u m p t i o n publicly.
as the r ela ted
I n the fie ld of second-
(7) was a m o n g the first to r eje ct
As a re s u l t of a n N DEA study p r o ­
gram ab r o a d in w h i c h graduate students participated,
Belasco reported;
"I was r u d e l y
jolted by the r e a l i z a t i o n
that it is possible to develop so-ca l l e d
calizing)
'speaking'
(vo­
and yet be v i r t u a l l y inc o m p e t e n t in u n d e r s t a n d i n g
the s p o k e n language"
(p.
396).
A n even more wid e l y circulated incident i l l u s t r a t i n g
the frequent dispa r i t y of skill abilities occurred d u r i n g
the pre par ati ons for the A p o l l o- Soy uz
R u s s i a n engineer,
space flight (18).
in d i s c u s s i n g the enormity of the language
pr oblem bet wee n the A m e r i c a n and R u s s i a n participants,
served,
A
ob­
"It is easier to tell s o m e t h i n g in a for eign l a n ­
guage than it is to un der s t a n d it"
(p. 7).
As a result,
the d e c i s i o n was made by all parties that the A m e r i c a n space
crew w o u l d speak R u s s i a n and the R u s s i a n crew i n turn would
speak English.
Such examples as these indicate that in general,
a
se con d-language lea r n e r can often speak better than he can
u n d e rs tan d in the sense that his speech is limited to l a n ­
guage w h i c h he h i m s e l f can control.
W h i l e the student can
acquire the n e c e s s a r y li ngu i s t i c skills to ask q u e s tio ns of
the n ative speaker,
it is quite another p r o b l e m to develop
in that same individual the capacity that will enable h im
to u n d e r s t a n d the rejoinder.
F r e q u e n t l y the s e c o n d-language listener will e x p l a i n
his failure to u n d e r s t a n d a given m e s s a g e
a r t i c u l a t i o n rate.
in terms of
The most common student complaint r e ­
ga rding l i s t e n i n g c o m p r ehension is "he speaks too f a s t ” .
One suspects such a statement often includes a number of
un s p e c i f i e d l ist ene r d ifficulties beyond word rate alone.
I n a d d i t i o n to speed of the utterance,
it is conceivable a
given listene r's i nab i l i t y to comprehe nd is due to several
more variables d i r e c t l y r elated to listening.
The pr ob l e m
of i d e n t i f y i n g the q u a n t ita tiv e and qu ali tat ive variables
5
that will facilitate the acquisition of the listening skill
begs for attention at a time when oral communication is r e ­
garded as one of the primary objectives of second-language
learning.
The search for strategies and techniques that will
enable the learner to "listen faster" is significantly com­
plicated by the fact that listening is to a considerable
extent a covert act.
In spite of this phenomenon,
a number
of individuals from various fields of research have attempt­
ed to construct theoretical models of the internal proc­
essing mechanisms involved in listening.
Rivers (49t p. 97)
offers one such model in the area of second-language speech
perception.
Within this model the psycholinguistic proc­
esses of speech perception are grouped into three nearly
simultaneous stages.
During each stage, the listener makes
decisions regarding the pnonological,
lexical,
syntactic,
and semantic elements he hears.
Recently Quinn and Wheeler (47) have underscored the
equally important emotive factors necessary for speech per­
ception.
They point out that while much recent work in
psycholinguistics has been directed toward exploring and
speculating about the nature of the speech recognition
device, relatively little attention has been paid to the
less systematic variables such as motivation and attention,
as well as background knowledge already possessed by the
listener (pp. 4, 8).
6
Apart f rom these cognitive and emotive components
which derive from the individual listener,
one can construct
a list of external variables w hic h directly affect l i s t e n i n g
comprehension.
Such a list wou ld vary c ons ide rab ly in
length and ma n n e r of description,
search perspective.
Ri v e r s
variables as acoustics,
the utterance,
Lane,
et. al.
(50)
dep en d i n g on one's r e ­
discusses such external
length of speech segments,
and l eng th of pauses.
speed of
To this last element,
(38) have added p aus e frequency,
i.e.,
the
n umber of pauses w i t h i n any given l i s t e n i n g p assage or
utterance.
W h i l e each of the ab ove variables is critical
to listening,
of p a r t i c u l a r interest for this study are the
temporal pr op er t i e s of length and fre quency of pauses.
The use
of the pau se as one technique for imp roving
li ste nin g c o m p r ehe nsi on is not u n c o m m o n in sec ond -la ngu age
pedagogy.
Some teachers del ibe rat ely pause in the act of
giving dic ta t i o n or r e a d i n g aloud or in g eneral w h e n s p e a k ­
ing in the target language,
f e e l i n g intuitiv ely that the
student needs the a d d i tio nal time pr ovi ded by the pause to
process the message.
It is the subjective i mpr es s i o n of
these t eac her s that pausing,
speed of the utterance,
as well as s l o w i n g down the
will facilita te understanding.
Theoretical Bases
The ra tio nal e for i nse rti ng temporal spaces
(pauses)
in lis te n i n g c o m p r e hens ion pas sag es is based in part on the
?
n o t i o n of constituent analysis.
This is a type of l i n g u i s ­
tic analysis which segments elements of a sentence into its
immediate constituents or units in such a way that all the
elements in the a nal ysi s are d i r e c t l y re l a t e d to the l i n ­
early ar ran ged sequence of events in the speech signal
(Allen,
^).
Through the process k n o w n as immediate c o n s t i t ­
uent analysis any sentence can be divided into its immediate
constituent structures.
The wo rds wi thi n any given co nst it­
u e n t are most closely r e l a t e d semantically.
Miller
(^1)
uses a simple example to illustr ate the idea of constituent
structures.
In the sentence,
"The boy hit the ball",
can re a d i l y see that some words are mo re
m e a n i n g than are others.
unit and "hit the ball"
The wo rds
we
closely related in
"The boy" be l o n g to one
b e l o n g to another.
In contrast,
the words "hit the" do not seem to be related to the same
degree in the above context.
The p rin c i p l e of constituent a nal ysi s is f r e q u e n t l y
a p plied by linguists,
i n c l u d i n g those w o r k i n g in the field
of t r a n s fo rma ti ona l grammar,
in order to label the d i f ­
ferent constituents in a sentence in terms of noun phrase,
verb phrase,
etc.
Consti tue nt an aly sis
can thus be r e ­
g arded as a u sef ul technique in l i n g u i s t i c description.
The idea of c onstituent structures has played a more f u n ­
damental role in certain r e s e a r c h conduc ted in the area of
psycholinguistics.
S p e c i f i c a l l y Fo dor and Bever
(20) have
u t i l i z e d this not ion to demonstrate that constituent s t r u c ­
tures form the units of speech perception.
A lis ten er a s ­
signs a per cep tua l structure to s pee ch sounds based on his
kn owl edg e of the rules of language
(Slobin,
5 3
, p,
2 6 ).
In the p resent experiment the pr inciple of constituent
analysis was applied in order to segment sentences into
their m a j o r constituents for the p urpose of i n s e r t i n g t e m ­
poral spaces be twe en these units for subjects in the Pause
tr eatment group.
This pri nc i p l e was deemed even more r e l ­
evant in view of the r e s e a r c h i n v o l v i n g constituent s t r u c ­
tures in the f iel d of psy cholinguistics.
A mo re detailed
di s c u s s i o n of this and rel a t e d r e s e a r c h will be taken up in
Chapter II of this study.
Objectiv es of the Study
This experimental study was u nde rt a k e n to determine
what effect,
if any,
the in sertion of pauses w i t h i n l i s t e n ­
ing passages had on comprehe nsi on by b e g i n n i n g S panish s t u ­
dents.
A n a tte mpt was also made to a nswer several a d d i ­
tional q ues tions h a v i n g to do with the pause factor.
Sp ec i f i c a l l y these questions are:
1.
Does the pause technique for pr act i c i n g l i s t e n i
compreh ens ion ap ply to all learners r egar d l e s s
aptitude?
of language
9
2.
What will be the attitudinal and motivational
effects of listening to brief passages recorded by native
speakers and heard by beginning Spanish students?
3
.
With the aid of this research,
what additional
instructional guidelines can be provided for the use of
pauses during listening comprehension practice?
Definition of Terms
To provide a clearer understanding of the problem
under investigation,
certain terms employed in this study
are defined below:
a)
pause
(temporal spacing) a deliberate interrup­
tion of the speech signal occurring either between major
constituents within a sentence or between sentences.
b)
pause duration
the length of the pause,
measured
in seconds.
c)
utterance
any spoken phrase or sentence.
Statement of Hypotheses
The following null hypotheses were tested in this
study:
(1)
At the end of one quarter,
there will be no
significant difference between Pause and Nonpause groups
in ability to comprehend spoken Spanish as measured by a
test employing a multiple-choice format containing
10
l i s t e n i n g items of single sentence le ngt h and designed to
me asure i sol ate d sy ntactical and m o r p h o l o g i c a l
(2)
At the end of one quarter,
concepts.
there will be no
significant difference bet w e e n Pau se and Nonpause groups in
ab il i t y to comprehend rec ord ed oral pa ssa ges with or wit h o u t
temporal spacing w h e n m e a s u r e d by a n s w e r i n g qu est i o n s in
En g l i s h based on these passages,
(3)
At the end of one quarter,
there w ill be no
si gni fic ant in t e r a c t i o n b e t w e e n ap tit ude and Pause and N o n ­
pause groups in a b i l i t y to comprehe nd r e c o r d e d oral passages
with or without t emp ora l s p a c i n g w h e n m e a s u r e d by a n s w e r i n g
qu est ion s in E n g l i s h based on these passages.
(4)
At the end of one quarter,
there wi ll be no
si g n i f i c a n t difference be t w e e n Pa use and Nonpause groups in
levels
of ac h i e v e m e n t in speaking,
reading,
and w r i t i n g
skills.
(5)
At the end of one quarter,
there wi ll be no
s i gni fic ant differe nce bet w e e n Pause and Nonpause groups
in att itu de toward l i s t e n i n g to taped l i s t e n i n g pa ssages
r e c o r d e d by native speakers,
as m e a s u r e d by a series of
L i k e r t - t y p e scales.
Value of the S t u d y
The current interest in d e v e l o p i n g the ab il i t y to
c o mmunicate in real life situati ons
suggests that the
student should be exposed to l i s t e n i n g act ivi t i e s w h i c h
11
include extended oral utterances from the very outset of
second-language study.
realistic,
Moreover the focus on practical,
and meaningful communication implies that the
student can benefit to varying degrees from listening pra c­
tice which is beyond the highly structured listening-speak­
ing exercises traditionally associated with beginning lan­
guage classes.
For reasons stated earlier the listening
skill has not been given the proper emphasis necessary to
realize these instructional objectives.
It is hoped this study will pla y some part in expand­
ing our knowledge about listening comprehension in view of
the immediate and practical goals of oral competence set by
teachers and students alike.
Finally this study is i ntend­
ed to be a preliminary step toward the development of lis­
tening comprehension materials designed to improve the
teaching of this fundamental and p r i m a r y skill in the
classroom.
Basic Assumptions
The investigation of the p roblem as described in this
chapter makes the following assumptions:
a)
All subjects included in this study had normal
hearing ability.
b)
All subjects included in this study had native
ability in reading and wr iti ng skills which allowed them to
read the q ues t i o n s on the final criterion instrum ent and
write their answers in English.
c)
L i s t e n i n g comprehension is measur abl e u s i n g the
te s t i n g format and m e t h o d o l o g y des cri bed in Chapter III.
CHAPTER II
R EVIEW OF R E L A T E D L I T E R A T U R E
Introduction
Fo rei gn language re sea rch most closely r ela ted to this
study deals w ith the effects of various temporal variables
on speech comprehension.
speed of the utterance,
S p e c i f i c a l l y these var iables are
l e n g t h of speech segments,
gth a nd fre que ncy of the pause.
and l e n ­
The pre sen t r e v i e w of l i t ­
erature begins with a n o v e r v i e w of r e s e a r c h in s e c o n d - l a n ­
guage l e a r n i n g followed by a d isc us s i o n of re sea rch in
s e c o n d - l a n g u a g e l i s t e n i n g i n v o l v i n g the temporal variables
listed above.
L ate r in this
chapter per tinent re search
findings from the fields of psychology,
linguistics,
speech,
and c omm uni cat ion s wil l be r e p o r t e d in an attempt to show
h o w i nf o r m a t i o n fro m these r e l a t e d areas has contri but ed to
the c o n c e p t u a l i z a t i o n of this study.
R e s e a r c h in S eco nd - L a n g u a g e L e a r n i n g
Over the past several decades,
empirical r ese arc h in
se c o n d -la ngu age l e a r n i n g has dealt l ar g e l y with m e t h o d o ­
logical experiments of a broad nature.
ment,
Listening achieve­
r a t h e r than b e i n g the p r i m a r y focus of this research,
13
1^
pl a y e d only a m ino r role.
The P e n n s y l v a n i a Project,
a
classic example of this type of all e n c o m p a s s i n g i n v e s t i g a ­
tion,
included l i s t e n i n g c o m p r e hen sio n as one of a mu lti tud e
of m e a s u r e d variables.
Af ter one and two years
of language
study there were no signif ica nt di fferences i n l i s t e n i n g
ac h i e v e m e n t b e t w e e n the experimental groups.
Only after
three and in some cases four years of lan gua ge study was
there a significant difference found in favor of the s t u ­
dents in the Traditional M e t h o d Group
(Smith,
5^» P-
In an oth er fairly wel l k n o w n m e t h o d o l o g i c a l
ison,
Sherer and W e r t h e i m e r
of two semesters,
197).
compar­
(52) r e p o r t e d that at the end
a u d i o l i n g u a l classes had s ign ifi can tly
superior l i s t e n i n g ability compared to classes taught by
tr a d i t i o n a l methods.
Other broad studies of this type,
cl ud i n g those conducted by Chastain and W o e r d e h o f f
and A g a r d and Dunkel
in­
(17),
(2), h ave failed to show any m a t e r i a l
d i ffe ren ces in abi lit y be t w e e n e xperimental groups r e g a r d ­
i n g the l i s t e n i n g skill.
I n summary,
broad comparisons of
the k i n d described above s h o w i n c o n c lus ive results.
A c c o r d i n g to Ch ast ain (16),
foremost a m o n g the reasons for
these ambiguous findings is the n o w a p p a r e n t lack of r e ­
s earch controls.
In contrast to the type of r e s e a r c h cited above,
Carroll
(12) a dvo c a t e s more p rec isely controlled,
small-
scale ex periments for the purpose of e x a m i n i n g par tic u l a r
phases of l e a r n i n g theories
(p.
280).
He argues that such
15
r e s e a r c h can better avoid the w eak ne s s e s which have occurred
in the past r e g a r d i n g broad m e t h o d o l o g i c a l comparisons and
that by exa min ing specific aspects of the l e a r n i n g process
there is greater pot en t i a l to pro vid e more m e a n i n g f u l r e ­
sults for the classroom.
In the are a of listening,
a nu mbe r
of re c e n t studies have h e e d e d Carroll's advice by i n v e s ­
t i g a t i n g various hypothese s h a v i n g to do with the effects
of one or more of the temporal p r o p e r t i e s on l i s t e n i n g
c ompr eh ens ion.
S e veral studies have fo cus ed on the rate
of speech
a r t i c u l a t i o n v is- a-vis the s e c o n d - l a n g u a g e listener.
example,
F rie dma n and J ohnson
(22)
For
fo und that an i n t e l ­
l i g i bi lit y test score mig ht re v e a l that the l ist ene r e x ­
pe rie nce s no dif fic u l t y in u n d e r s t a n d i n g i n d i v i d u a l words.
Moreover,
the syntax of the u t t e r a n c e m a y also be w i t h i n
the subject's control;
yet,
the rat e of s pee ch m a y still be
too rap id for the lis ten er to c omp re h e n d adequately.
One m e t h o d by wh ich the a r t i c u l a t i o n rate of speech
ma y be controlled involves the use of a speech compressor.
This e lec tro mec han ica l device has the c a p a b i l i t y of either
e xpa ndi ng
(slowing)
or compres sin g
(increasing)
the normal
ar ti c u l a t i o n rate wi thout d i s t o r t i n g the nat u r a l properties
of the voice.
Littell
(39) u s e d such a speech compressor
to reduce the speed of the u t t e r a n c e w i t h o u t d i s t o r t i n g
either the p r o n u n c i a t i o n or intonation.
She fo und that
16
w h e n a r e l a t i v e l y easy German vert was presented,
speech was more
effective,
ability females.
exp anded
p a r t i c u l a r l y for low -la ngu age -
On the other hand,
success ive ly i n c r e a s i n g the rate
the technique of
of a r t i c u l a t i o n until it
equaled that of normal s p e e c h was fou nd to be more effective
with ma les
(p.
Flaherty
3^ 0
*
(19)
i n v e s t i g a t e d the effect of tim e- e x p a n d e d
speech on the l i s t e n i n g c o m p r e h e n s i o n of s eco nda ry school
French students.
A r e c o r d e d l i s t e n i n g c o m p r e hen sio n test
a d m i n ist ere d at the end of the s econd year showed that
under certain conditions sl owi ng down the rate of speech
did s i g n i f i c a n t l y improve the l i s t e n i n g a ch i e v e m e n t of s t u ­
dents.
M o r e o v e r while the pause v a r i a b l e was not i ncluded
in this study,
F l a h e r t y suggests
such a tec hnique wo u l d
provide mor e p r o c e s s i n g time as w e l l as assist the li st e n e r
with the chu nki ng and r e c o d i n g r e c o m m e n d e d by M i l l e r
In Flahert y's
opinion,
(^0).
pau s e s w o u l d be an a d d i t i o n a l p o s ­
itive f a c t o r in i m p r o v i n g l i s t e n i n g c o m p r e h e n s i o n
In a second study by F r i e d m a n and Jo hns on
set of sixty R u s s i a n sentences wer e
(p.
(21),
3 7 ).
a
constructed and a d m i n ­
istered in a language l a b o r a t o r y to t hir tee n col lege-level
students enr oll ed in i nt e r m e d i a t e
courses.
Comprehension
was m e a s u r e d by each student r e p e a t i n g aloud as a c c u r a t e l y
as p oss ibl e each sentence u p o n h e a r i n g it.
One h a l f of
the total n u m b e r of sent ences was p r e s e n t e d at n orm al word
1
rate
(1 5 0
wpm),
?
and the r e m a in der were p r e s e n t e d at a co m­
pressed rate of speech.
I n both cases,
sentences wer e st ruc tur ally spaced,
one third of the
i.e.,
one third wer e n o n s t r u c t u r a l l y spaced;
con tained pauses;
and a third were not
spaced at all.
The aut hor s found that a fa s t e r than n o r m a l rate of
delivery did not interfere wit h acc urate recall.
This a b ­
sence of interference was par tly a t t r i but ed to the r e l a t i v e ­
ly slight degree of compression,
but more s u b s t a n t i a l l y to
the inf luence of t emp ora l spacing.
It was n o t e d that the
structural s pa c i n g of sentences r e s u l t e d in far more a c ­
curate r e c a l l than did either n o n s t r u c t u r a l s p a c i n g or no
spacing at all.
N o n s t r uctu ral s p a c i n g was m o s t p rod uct ive
of errors.
Lane,
et.
al.
(3
8
) a d m i n i s t e r e d a set of l i s t e n i n g
c o m p re hen sio n pa ssa ges in E ng l i s h to speakers of French.
As a p r e l i m i n a r y step,
they att em p t e d to i d e n t i f y the m ost
important p r o p er tie s of an u tte r a n c e that control its c om­
prehension.
sentential,
The p r o p ert ies i den ti f i e d included temporal,
lexical,
and suprasentential.
Tem p o r a l p r o p ­
erties were fu rth er b rok en down into a r t i c u l a t i o n rate,
pause frequency,
pauses,
i.e.,
the n um b e r of syllables between
and p aus e duration.
The res u l t s of t hei r study
showed that as far as the temporal propert ies we re
cerned,
con­
the pause f r e q u e n c y va riab le in some pas sag es did
signifi can tly improve comprehension.
The r e s e a r c h e r s
18
conclude that the pause frequency was the most potent v a r ­
iable among the temporal properties tested.
Furthermore,
they report that the less frequent the pauses,
the greater
must be the listener's capacity for short-term storage of
material.
Wo rking on the theory that the pause allows more time
for processing by the listener and permits speaking at n a ­
tive speed within the segments, Kemp
(3?) found that sec­
ondary school students of French seemed to benefit signif­
icantly in terms of amount of information comprehended from
listening passages in French.
Pauses in this experiment
were injected after subject phrases,
tional phrases,
verb phrases,
and idiomatic expressions.
preposi­
In essence,
the
utterance was broken down into its grammatical structures.
K e mp cites the following as an example of segmentation used
in the experimenti
tres vite
//
"Pierre et son amie
//
parce qu'il se faisait tard."
sont partis
One may q u e s ­
tion however the validity of the results reported in this
study due to a lack of controls.
This was not a "pure"
li stening test and no more than eight questions served as
the criterion measure.
Apparently,
there was no pretest
nor reliability estimate of the criterion instrument.
Huberman and Medish
(29) describe a combination of
techniques that they employed for teaching controlled l i s ­
tening.
The first was the strategy of gradually expanding
19
versions of the oral message,
Mu eller
(^3)■
similar to that described by
Huberman and Medish refer to this portion of
the language course as the "added parts technique"
(p.
6 7 5
)■
Secondly these educators incorporated time-compressed speech
as described earlier as an additional aspect of the listen­
ing practice.
Finally, Huberman and Medish injected temporal spac­
ing,
or pauses,
at major syntactic
ing comprehension materials.
junctures within listen­
Their rationale for such
pauses was to help the listener analyze the syntactic struc­
ture of the sentence by m ar k i n g the significant boundaries,
and to counteract certain degrading effects of time com­
pressed speech by providing additional perceptual pr oc e s s ­
ing time at critical boundaries in the message.
The
authors claim the combined techniques described here r e ­
sulted in a substantial increase in l ist ening comprehension
compared to other language classes.
ported,
however,
Their findings,
as r e ­
were not substantiated by empirical data.
Research From Psychology and Psycholinguistics
Researchers,
linguistics,
particularly in the field of psy cho ­
have attempted to relate one aspect of phrase
structure grammar,
namely constituent analysis,
listener's speech perception strategies.
that when listening to an utterance,
to the
They have shown
the receiver does not
merely process a string of sounds or words,
in linear
20
fashion.
Rather,
the listener actively segments incoming
speech in units which correspond to constituents.
These
constituents can be identified through the process of con­
stituent analysis.
Johnson (34) investigated the relationship between
phrase structure grammar and speech perception by asking to
what degree adult speakers of English would use their k n o w l ­
edge of grammar to break an English sentence into smaller
units in order to learn it.
He found that the subjects
broke down these sentences in a predictable way and accord­
ing to the linguistic structures within the sentence.
Johnson*s conclusion was that phrase structure rules seem
to be psychologically real.
Fodor,
Bever,
and Garrett are among the prime invest­
igators from the field of psychology who have attempted to
show that a relationship does exist between the idea of
constituent phrase structure and the listener's perception
of sentences.
and Bever,
In one of their earlier experiments
20, pp. 414-421),
(Fodor
subjects listened to p r e r e ­
corded sentences in which clicks had been imposed on the
taped message at predetermined points.
Immediately,
sub­
jects were instructed to write each sentence and indicate
where the click had occurred.
tence was*
"That he was happy
w a y he smiled."
An example of such a sen ­
/
was evident from the
The slash (/) indicates a major constit­
uent break in the sentence.
21
Fodor and Bever found that their subjects were most
accurate between two major phrases of the sentence,
"happy" and "was".
such as
Clicks which had occurred before this
constituent break tended to be identified by the subjects
as occurring later,
i.e.,
in the break.
Likewise,
clicks
which had occurred after the above constituent break tended
to be located by the subjects as occurring before,
the break.
i.e.,
in
This finding strongly supports the hypothesis
that "the unit of speech perception corresponds to the con­
stituent."
(Slobin,
53, p.
In a later study,
26)
Garrett,
Bever,
and Fodor (25)
demonstrated that these constituent breaks are not caused
by any acoustical signal,
such as a pause,
but that the
subjects were in fact applying their intuitive knowledge
of structural analysis in processing an utterance
(p.
3 2
).
A number of subsequent studies including those by Riding
(48),
Jarvella,
et. al.
(32) » and Chapin,
support the findings of Fodor,
Bever,
et. al.
(15)
and Garrett as de­
scribed above.
While not denying the basic evidence found by Bever,
et. al.,
Bond (8 ) questions the primary importance of
syntactic structures as the first step in the segmentation
of speech.
Bond's hypothesis,
based on experiments with
click localizations and reaction times to click loc ali za­
tions,
is that initial segmentation of speech comes from
22
applying the phonological structure to a given utterance.
According to Bond,
the listener's perception strategy first
involves the application of the internalized phonological
rules to the incoming speech.
Once the listener has p e r ­
ceived the segmentation of the speech by its suprasegmental
structure,
he then applies the syntactic structure.
The foregoing evidence supporting the relationship
between linguistic structure and speech perception is a
promising step in the effort to understand h o w sentences
are processed by the individual listener.
However,
this
knowledge should be regarded as being only preliminary to
making kn own the detailed and specific decoding process by
which utterances are actually recognized.
The seemingly
complex rules for speech processing have yet to be resolved.
Research From Speech and Communications
The notion that there exists an intuitive sentence
recognition mechanism within each individual is supported
from research findings in the areas of speech and commu­
nications.
In addition to their second-language research
findings reported earlier in this chapter,
Friedman and
Johnson have investigated the effects of temporal spacing
on native-language comprehension.
In a series of exper­
iments these authors have found that the comprehension of
compressed speech is significantly improved by the s e l e c ­
tive insertion of pauses (temporal spacing)
at major phrase
23
boundaries.
Pauses were inserted in taped sentences which
previously had been analyzed to identify the constituent
structures.
Such spacing at phrase boundaries improved r e ­
call of both meaningful as well as meaningless grammatical
sentences.
The experimenters concluded that the function
of pausing was to aid the listener in organizing a sentence
into more easily remembered word groups which in turn r e ­
flected the underlying syntactic structures of the sentence
(Friedman and Johnson,
23, p. 1W-).
In later studies using connected prose passages,
Friedman and Johnson (23) found that over various rates of
compression,
temporal spaces around phrases wi thi n a sen­
tence produced higher comprehension test scores than did
temporal spaces around clauses w ithin a sentence.
Clause
spacing in turn resulted in higher scores than no spacing
at all.
As a result of these effects of temporal spacing,
the researchers suggest two theories,
namely that temporal
spacing provides perceptual processing time for the l i s t e n ­
er,
or temporal spacing may serve to mark syntactic b o u n d ­
aries for easier recognition.
One may observe that these
two inferences are not mutually exclusive and therefore
both may be valid.
Finally,
Friedman and Johnson conducted a study to
see what effect temporal spacing would have on subjects
who had above normal versus below normal ability to
zk
evaluate semantic relations.
Previously,
these researchers
had found such an ability to be a significant correlate of
listening comprehension at high rates of compression.
The
ability to evaluate semantic relations was measured by tests
such as the Verbal Analogies test,
Battery of Experimental Measures
taken from the Guilford
(27).
During such a test
the subject is asked to compare the implied relationships
among two sets of words.
According to Friedman and Johnson,
the ability to recognize and evaluate semantic relationships
involves the same mental operations as are required in the
ability to recognize phonological,
relationships,
lexical,
such as sounds with sounds,
and semantic
words with words,
and phrases with phrases.
Fr iedman and Johnson found that when pauses were i n­
serted at phrase boundaries in sentences,
listeners with
below-average ability in evaluating semantic relations
were able to understand noncompressed passages nearly as
well as above-average ability listeners.
At the same time
this procedure was of minimal aid for listeners with aboveaverage ability to evaluate semantic relations.
However,
pauses significantly enhanced these latter listeners'
ability to comprehend highly compressed speech.
The con­
clusion to be drawn is that while high-ability listeners
need additional time at phrase boundaries only for highly
compressed speech,
low ability listeners can use the added
25
time even at normal word rates (Friedman and Johnson,
23
,
p. IkQ).
Noteworthy among these findings is the fact that the
ability to evaluate semantic relations is seemingly indica­
tive of the amount of time a listener needs to comprehend a
message.
In the case of the second-language listener,
one
can immediately identify additional factors which govern
the amount of time necessary to decode the message.
One
such additional factor is the degree to which the listener
recognizes the phonological system of the second language.
Another is the amount of known vocabulary contained within
the message.
One must also consider that the content or
message may be less familiar,
language are less well known.
and the constraints of the
Finally,
the operations in­
volved in processing the language are less well practiced.
Such critical elements as these can be assumed in the case
of adults listening to native speech.
It has been suggested earlier in this chapter that
when listening to a second language one needs relatively
more processing time to compensate for a number of dis­
advantages,
including the incomplete control of the p hon ol­
ogy, lexicon,
syntax,
and semantics of the language.
on Friedman and Johnson's research,
Based
one can reason that if
pauses inserted at syntactic boundaries do facilitate com­
prehension of compressed native speech,
similar pauses
should likewise aid in listening comprehension of a second
26
language when that language is spoken at a "normal" rate.
Theoretically,
in both cases the time allowed for processing
the message is increased by the insertion of such pauses.
According to M ill er (40),
there is an upper limit to
the amount of information an individual can remember in
short-term memory.
This limit ranges from seven,
minus two units or "chunks"
lables,
words, phrases,
etc.
of information,
(p.
8 6
).
plus or
be they syl­
At the same time,
there appear to be certain features which assist the listen­
er in re membering such chunks of information and which allow
the listener to expand these units.
Rhy thm is one such
feature that provides patterns to speech for better reten­
tion.
Another feature that has been discussed earlier in
this chapter is rate of speech output.
Broadbent
(1
0
) has
found that at low rates of input and output there is much
less difficulty in storing several items of information.
In reference to Miller's notion of chunking,
Flaherty (19)
suggests that pauses may help train the listener to chunk
information in grammatical phrases more efficiently,
that
is, with a greater degree of comprehension as well as with
relative ease.
Neisser (44) agrees with those who take the view
that the same syntactic structures are present both in
speech perception as well as in speech production.
He
hypothesizes that the processes of spoken language involve
27
the same capacities and mechanisms as those processes i n ­
volved in active verbal memory (p.
23 5
).
Support for Neisser's assumption is available from
the area of speech production and reading.
spontaneous speech,
In regard to
the rationale underlying the pause
phenomenon is that the speaker is continuously organizing
the information about to be delivered.
In extended speech,
while a particular utterance is being emitted,
the succeed­
ing utterance is being shaped in the mind of the speaker.
If this utterance has not been completely formulated,
is suspended until the phrase has been clarified.
Such a
suspension may occur either in the form of a pause,
a vocalized hesitation sound such as "er",
(Boomer,
Muh",
it
or as
etc.
9).
According to Hawkins
(28), the lack of a smooth flow
of utterances in spontaneous speech is due to the numerous
decisions the speaker mus t make during the production of
speech.
Such decisions include those having to do with
the choice of lexical items,
tions,
content,
syntactic o rga niz a­
and information distribution within the sentence.
A general theory in speech literature is that pauses,
often referred to as oral punctuation,
reflect and signal
the syntactic structure of the sentence (Ruder and Jensen,
51, p.
119).
Goldman-Eisler
(2
6
) has conducted numerous
studies involving the occurrence of pauses,
both in
28
s p ontaneous speech p r o d u c t i o n as well as in reading.
She
concludes that pauses cl os e l y coincide with syntactic b o u n d ­
aries.
A speaker p r e f e r s to pause b e t w e e n syntactic units
rather t h a n wit hin a syn tactic unit.
re a d i n g of a pr epa re d text,
gr amm ati cal
junctures.
in the case of leading,
Moreover,
during oral
n e a r l y all pauses occur at
Go ldm a n - E i s l e r further states that
pauses are c oncentrated more b e t w e e n
sentences and less w i t h i n sentences.
In the study at hand,
students heard spe ech that was
read and r ecorded from a printed script.
In addition,
the
intervi ews to which s tud ent s l i s t e n e d during the practice
phase of the study were r e h e a r s e d w i t h the aid of a script
in order to provide for r e p l i c a t i o n in terms of content
be tween the two recordings.
Finally,
students in the Pause
group h e a r d speech in w h i c h temporal spacing occurred w ith
r e g u l a r i t y at major g r a m mat ica l
junctures.
CHAPTER III
PROCEDURES A N D DESIGN OF THE STUDY
Population and Sample
This study was conducted during the Spring Quarter,
197^ in the Department of Romance Languages at The Ohio
State University in Columbus,
Ohio.
All students enrolled
in the four sections of Spanish 101 at the hours of lOiOO
and 12i00 were included as the sample.
One section from
the ten o'clock hour and one section from the twelve
o'clock hour comprised the Pause group.
sections made up the Nonpause group.
The rem aining two
Assignment of stu­
dents to either a Pause or Nonpause class within each of
the above hours was random.
While in some ways it would
have been desirable to select randomly students who had not
previously studied a second language,
this was not possible
due to logistical and scheduling problems.
The decision was made to use Spanish 101 students as
subjects in this study,
dents,
as opposed to more advanced stu­
in order that the participants would have the least
possible foreign language exposure,
ing comprehension practice.
particularly to l isten­
Of secondary importance was
29
30
the belief that beginning language students may be more m o ­
tivated in second-language study than are intermediate or
advanced students.
An information-attitude questionnaire
(Appendix A)
was filled out by students at the beginning of the quarter.
The information from this questionnaire showed that $1 of
the 87 students
(59$) had studied Spanish previously.
A
separate information sheet kept by the Department of Romance
Languages revealed that among those students who did have
previous language experience, many had studied from one to
four years of Spanish at the elementary and secondary
levels.
Additionally,
some students had studied French or
Latin at some time prior to enrolling in Spanish 101,
While a majority (74#) of the students involved were
enrolled in Spanish 101 to fulfill a college requirement,
26# were taking Spanish on a voluntary basis.
Likewise,
a
ma jority of the sample consisted of freshmen and sophomores.
None of the participants listed foreign language as their
intended field of study.
Of the
8
? students enrolled in the four sections of
Spanish 101 at the beginning of the quarter,
imental and
39
73 (34 exper­
control) remained in these sections and
completed the 1 1 -week course.
The 14 students who dropped
the course at some point during the quarter represent the
normal attrition rate for begi nning language courses at
31
The Ohio State University.
Table 1 summarizes the data r e ­
garding the sample chosen for this study.
Table 1.
Characteristics of Sample - March,
Course
Required
Course
Not
Required
1974
Prior
Spanish
No Prior
Spanish
Subjects
Teacher
A
33
6
15
24
39
Teacher
B
31
17
21
27
48
Total:
64 (?4#)
23 ( 2 6 %)
51
(59%)
36
(41 fo)
87
Design of the Study
The experimental design selected for the study was
the Non-randomized Control-Group Pretest-Posttest Design
as defined by Campbell and Stanley and described in
Issac's Handbook in Research and Evaluation (30).
This
design is recommended for use with intact classes.
It
controls for extraneous variables affecting internal
validity such as history,
pretesting,
motivation,
instru­
mentation and mortality.
The Cooperating Instructors and Instructional Materials
The four sections comprising the sample were taught
by two female teaching associates,
both native-born
32
Americans,
Spanish.
w i t h excellent p r o n u n c i a t i o n and f lu e n c y in
Both were in their third q u a r t e r of c oursework
le ading toward a M a s t e r of Arts Degree in S panish L ite rat ure
in the Departme nt of Romance Languages.
same S panish 101
Both had taught the
course d u r i n g the p r e c e d i n g quarter.
fore the s tud y commenced,
Be­
the inst ruc tor s were f ull y i n f o r m ­
ed as to the nature of the experime nt and were i nvited to
participate.
Both re a d i l y a g r e e d and were hi g h l y c o o p e r a ­
tive through out the project.
Close c ontact was m a i n t a i n e d
by this r e s e a r c h e r with the two c o o p e r a t i n g instru cto rs
du rin g the course of the experiment.
In order to control for the teacher variable,
each of
the above in str uct ors taught one Pause and one Nonpa use
class.
Each instru cto r was told to teach both classes
(Pause and Nonpause)
in ex a c t l y the same manner.
ity done or i nf o r m a t i o n g i v e n in one
Any activ­
class dur i n g the l i s ­
te nin g p rac tic e was to be r e p e a t e d in the other class.
Since all pr act ice l i s t e n i n g programs were prerecorded,
instructors'
the
cl assroom r e s p o n s i b i l i t i e s wit h r e g a r d to this
experiment were limited to a) pu t t i n g the r e c o r d i n g on the
tape recorder,
b) bri efly i n t r o d u c i n g the l i s t e n i n g program,
c) pla y i n g each lis ten ing p a s s a g e twice,
and d)
a follow-up exercise as a c o n c l u d i n g step.
co ndu cti ng
Thus,
at no
time were the instructors r e s p o n s i b l e for p r o d u c i n g the
critical tr eatment difference,
i.e.,
pause versus nonpause.
33
Their task was st ric tly to a d m i n i s t e r the p r e r e c o r d e d l i s ­
te n i n g programs and to conduct suggested f o l l o w - u p exercises
w r i t t e n in advance b y this researcher.
The cooper ati ng instructors e mpl oye d a m o d i f i e d audiolingual teaching approach,
u s i n g M o d e r n Spanish
text.
A student workbook.
Sup ple m e n t I , and an I n s t r u c t o r ’s
Guide,
b oth developed by the sta ff of the De par t m e n t of
Romance Languages,
(42) as a
were also u s e d with this text.
These
ma ter ial s stress m a s t e r y of the four basic lan gua ge skills
with emphasis on d e v e l o p i n g l i s t e n i n g and speaking.
All sections had an ide ntical n umb er of 4? i n s t r u c ­
tional p eriods of w h i c h 42 were n o n t e s t i n g days.
A l l sec­
tions f oll owe d an ide ntical syllabus p r e s c r i b i n g the course
content to be covered.
P r e p a r a t i o n of M a t e r i a l s
W i t h the e x c e p t i o n of the eight i n t e r v i e w passages,
the i den tical r e c o r d e d in f o r m a t i o n was hea rd by bo th groups
t h r o u g h o u t the quarter.
The s ingle difference was that the
Pause group heard the informat ion wit h pauses i n s e r t e d at
the end of a phrase or sentence.
e x t e m por ane ous nature
Due to the somewhat
of the eight interviews,
sponses by the sub ject interviewed,
cer t a i n r e ­
while hi g h l y similar,
were not identical i n b o t h recordings.
34
Based on the n o t i o n of phrase structure grammar and
constituent analysis,
Chapter II,
both of w h i c h h ave been discussed in
the f o l l o w i n g guidelines were em plo yed to d e t e r ­
mine the l o c a l i z a t i o n of pauses w i t h i n the l i s t e n i n g p a s ­
sages heard by the Pa use group:
the end of each sentence,
m a jor
constituents.
P a u s e s were inserted a) at
and b) w i t h i n a sentence be twe en
Normally,
major
i d ent i f i e d by the use of a comma,
speech,
such as a co nju nct ion
r e l a t i v e pronouns
("que").
constituents were
or by particu lar parts of
("porque",
" p e r o " , "y")
and
Sample scripts of the l i s t e n i n g
p a s s a g e s heard by Pa use and Nonpause classes are found in
A p p e n d i x B.
The m a j o r i t y
(4?)
of the l i s t e n i n g passages,
includ­
ing those c o m p r i s i n g the R eco rde d L i s t e n i n g C o m p r e h e n s i o n
(RLC)
criterion measure,
speakers who we re
were r e c o r d e d by na t i v e Sp ani sh
either Tea chi ng Ass oci a t e s
or me mbers of
the staff in the Departm ent of R o m a n c e Languages.
These
native speakers r e p r e s e n t e d the countries of Spain,
Rico,
Guatemala and the Hispanic U n i t e d States.
Pue rto
Four of
the l i s t e n i n g p a s s a g e s were r e c o r d e d by this researcher.
Both male and female voices were use d in r e c o r d i n g the
l i s t e n i n g programs.
The final RLC test was r e c o r d e d in
equal amounts by two individuals.
The first was a Cuban-
b o r n female i n s t r u c t o r who had r e c o r d e d Sp anish pro grams
on pre vio us o cca sio ns for the D e p a rtm ent of R o m a n c e L a n ­
guages.
The se c o n d individual was a male s tudent from
35
Gu ate m a l a who was also a par t- t i m e employee of the campus
L i s t e n i n g Center.
All scripts of the l i s t e n i n g pa ssa ges were p rep a r e d
by this researcher,
va lid a t e d by na t i v e speakers,
and r e ­
corded in the studios of The Ohio State U n i v e r s i t y und er the
su per vis ion of pr ofe ssi onal r e c o r d i n g personnel.
Each ver­
sion of the l i s t e n i n g p ass age was p r a c t i c e d p r i o r to m a k i n g
the r e c o r d i n g in order to pr oduce the desired p aus ed versus
n o n p au sed distinction.
In all in stances two rec ord ing s
were mad e of each l i s t e n i n g passage.
The fir st r e c o r d i n g
was ma de wi th pa use s inserted by the speakers at p r e d e t e r ­
mi ned locations in the passage;
the second r e c o r d i n g was
made without such pauses.
The d ura tio n of the pauses w i t h i n the l i s t e n i n g p a s ­
sages heard by the Pause g rou p r a n g e d from two to three
seconds.
This a mou nt of pause d u r a t i o n was to some degree
a r b i t r a r y due to a lack of su f f i c i e n t guidel ine s f r o m p r e ­
vious research.
Lane,
et. al.
(3
8
) report that the "normal"
pa use in s pok en E n g l i s h is a p p r o x i m a t e l y
.5
seconds.
In
the study cited earlier by F r i e d m a n and Jo hnson (21) a
pause of one second in duration was employed.
pose of p r a c t i c i n g l i s t e n i n g comprehension,
1 5 6
For the p u r ­
R ivers
(50*
) suggests a "slight l e n g t h e n i n g ” of the n o r m a l pause
ar o u n d segments of a sentence.
Finally,
her r e s e a r c h on i nte r w o r d pauses,
on the basis of
Aaronson
(1) concludes
P*
36
that as pause time increases,
so does recall accuracy (p.
1135In order to verify the existence of the treatment
difference between the Pause and Nonpause groups,
two judges
listened independently to randomly selected listening p a s ­
sages employed during the practice phase of the study.
Both
judges were native-born Americans who were teaching Spanish
in separate school districts within the greater Columbus,
Ohio area.
Both were experienced teachers with excellent
command of the Spanish language.
The judges were asked
individually to listen for any differences between each
"pair"
of listening comprehension passages.
ferences were detected,
each
judge was asked to specify the
nature of those differences.
treatment difference,
i.e.,
If any dif­
Each judge reported the
pause versus nonpause.
case of the sample passages containing interviews,
In the
each
judge also reported certain additional differences having
to do with slight variances in phraseology.
Four of the
eight interviews used in this study were included in the
randomly selected passages heard by both judges.
The judges also listened to portions of the RLC test.
Each judge reported hearing the alternating paused,
paused passages.
As expected,
non­
there were no additional
differences reported by either judge since both Pause and
Nonpause groups heard the identical final RLC test
37
containing both paused as well as nonpaused passages.
Speech rate was reported as "normal"
by both judges.
The Experimental Treatment
The objective was to investigate the effect of the
pause variable in listening comprehension passages.
The
passages used were similar in nature to those advocated for
listening practice by ma ny educators including Chastain
(1
6
) and Rivers
(50).
In most instances these listening
passages took the form of descriptive narrations and to a
lesser extent interviews of native speakers,
in order to
approximate instances of authentic spoken Spanish.
The rationale for creating short listening comprehen­
sion passages or simulations for lis ten ing practice was to
provide a convenient format by which to test the null
hypotheses stated in Chapter I.
More specifically,
this
was the most appropriate method for determining the effect
of the pause variable in listening comprehension practice.
Any amount of listening less than that contained in each
program would have been inadequate in terms of simulating
extended utterances of speech.
Conversely,
programs long­
er than those employed would have been too advanced for
"beginning" language students in terms of amount of infor­
mation to be retained.
Finally,
programs of greater d u r a ­
tion would have required an inordinate amount of ins tru c­
tional time in the Spanish 101 course.
38
The four classes practiced listening to the recorded
passages on the same days during the quarter.
The only
treatment difference was the pause versus nonpause distinc­
tion between the Pause and Nonpause groups when listening
to the recordings.
A total of kl listening passages were
heard by both groups over
26
separate class meetings.
Normally each day's listening activity included two n o n ­
related passages.
Tape recorders were stored on a permanent
basis in the classrooms to ensure the availability of equip­
ment at all times.
A typical listening activity consisted of the instruc­
tor introducing the l ist ening program by explaining the
general nature of the listening topic(s)
known vocabulary.
twice.
as well as any u n ­
Each recorded passage was then played
This second playing was to give students a fair
opportunity to comprehend the information as well as to
avoid loss of comprehension due to ra n d o m surface noises
occurring either within or outside the classroom.
After h earing each listening passage,
ticipated in a follow-up exercise.
this exercise varied,
students p a r ­
While the nature of
it was never a part of the pause
versus nonpause treatment.
The purpose of the follow-up
activity was primarily to encourage students to listen
actively to the oral passages.
Secondly,
this activity
was intended to familiarize the students with the format
of the final criterion measure.
Frequently,
the follow-up
39
exercise consisted of the instructor posing oral questions
to the class,
times,
either in Spanish or in English.
At other
each student was asked to write a resume’ in English
of as much information as he could remember from listening
to the oral passage.
On still other occasions, questions
of a personal nature were asked based on the content of the
listening passage.
The total class time devoted to the
experimental treatment and the follow-up activity was from
five to ten minutes on any given day.
To the best of this researcher's knowledge, neither
the students in the Pause group nor those in the Nonpause
group were aware of the treatment difference.
There was
no mixing of the pause/nonpause treatment during the prac­
tice phase of the study.
During the listening practice activity,
students were
instructed to listen to the message or content of the re­
corded programs.
In writing these programs close attention
was given to limiting the vocabulary as well as the
grammatical structures to those items which had already
been presented in the Spanish 101 text.
tempt,
however,
There was no at­
to emphasise or draw the listener's atten­
tion to these linguistic features such as word order,
gender,
number,
etc. during the listening practice.
The sole objective was to maximize listening compre­
hension on the part of each student.
While the instructors
prepared the class for each listening passage by briefly
ko
introducing the topic and explaining any unknown vocabulary,
they did not make the script of the recording available to
the students at any time.
Thus,
the treatment activity
consisted of "pure" listening without the aid of any a d d i ­
tional sense modality.
During the ten weeks of the quarter all students had
complete access to the Lis tening Center at The Ohio State
University.
This facility offered two listening channels
specifically designated for use by Spanish 101 students.
These channels were available at dial-access booths located
throughout the campus area.
The listening programs on
these channels contained dramatizations of the dialogues
and structure drills,
both of which were found in printed
form in the Spanish 101 text.
cially prepared recordings,
In addition to these commer­
special chapter-end review p r o ­
grams were prepared by the Department of Romance Languages
to serve as supplementary materials.
Only these latter
departmental programs were without an accompanying script.
The supplementary programs required the listener to i d e n ­
tify aurally as well as manipulate grammatical structures
that had already been presented via the classroom i nst ruc ­
tor and the text.
Two of the eight chapter-end review
programs contained a total of five brief conversational
passages which were followed by questions for the listener
to answer.
These conversational passages were similar to
ij-1
those employed in this study.
However,
the p a u s e /no npa use
treatment difference was to tally absent.
Due to the fact that any student could avail h i m s e l f
of the L i s t e n i n g Center facilit ies on a tw e n t y - f o u r hou r
basis,
c ont rol lin g the use of the L i s t e n i n g Center by st u­
dents in the ex per ime nt was impossible.
It mu st be a ssumed
th erefore that students in both the Pause and Nonpause
groups made equal use of this adjunct to the course.
It
should be noted that a c c o r d i n g to the in f o r m a t i o n on the
final stu den t q u e s t i o n n a i r e m o s t students ma de little
effort to use the L i s t e n i n g Center f a c i l iti es at any time
du r i n g the quarter.
In s t r u m e n t a t i o n and Col lec t i o n of Data
The P ret est
The pretest for the study was the l o n g fo rm of the
Modern Language Aptitude T e s t . Form A
(12).
test does not re q u i r e previous k now l e d g e
guage.
of a fo r e i g n l a n ­
The test consists of five subtests*
ing, P h o n e t i c Script,
and P air ed Associates.
This objective
Number L e a r n ­
S p e l l i n g Clues, W o r d s in Sentences,
The entire test was a d m i n i s t e r e d
over two re gular class me eti ngs d u r i n g the second we ek of
the quarter.
minutes.
The test re qui res bet w e e n sixty and s ev e n t y
All parts were a d m i n i s t e r e d and timed by taped
r e c o r d i n g in order to comply with s ugg e s t e d a d m i n i s t r a t i v e
1+2
procedures accompanying the test.
This researcher,
the help of the two cooperating instructors,
with
supervised the
administration of the test.
In order not to re veal the relationship between the
Mo der n Language Aptitude Test and this experiment,
students
were told this test would aid in predicting their ability
to achieve in foreign language study and that this informa­
tion was useful both to the department and to themselves.
Students were invited to consult with this researcher on a
voluntary basis regarding their individual scores.
Only those students
(73) who completed both the p r e ­
test and posttest were included in the statistical data
produced by this study.
iance,
Using a one-way analysis of v a r ­
no significant difference was found to exist between
the two groups on total scores of the pretest.
The mean
score for the Pause group (N = 3*0 was 105-26 and for the
Nonpause group (N = 39) 107.76.
The Manual accompanying the Mod e r n Language Aptitude
Test (1*0 reports odd-even reliability coefficients to be
.9** for college males and
.92 for college females.
For
this particular study a Kuder-Richardson 20 reliability
coefficient of .55 was computed.
data from the pretest,
Table 2 summarizes the
showing means and standard d evi a­
tions on all parts of the test.
43
Table 2.
Means and Standard Deviations of the M od e r n
Language Aptitude T e s t *
Pause Group Nonpause Gr oup
(N = 3*0
(N = 39)
Variable
Me an
S.D.
M ean
S.D.
df
1.
Number L earning
29-9
9-31
30-3
9.59
1 ,2
.01
2.
Phonetic Script
23.2
4.46
23.3
3-78
1 ,2
.01
Sp elling Clues
15*6
6.38
15.7
8.52
1 ,2
.002
4.
Words in Sentences
21.3
6.96
22.3
7.16
1.2 1.538
5.
Paired Associates
15-0
6 .6 5
1 5 .8
6.00
1 .2
.11
26.32
107.7
26.01
1 ,2
.046
3
.
TOTAL
10 5
.2
F
The Posttests
Tests for each of the four language skills,
a n at­
titude questionnaire containing items about the experimen­
tal treatment,
and a Recorded Li ste nin g Comprehension
(RLC) test were given at the end of the quarter.
The RLC
test served as the criterion measure to test the null
hypotheses established for the study.
The instrument con­
sisted of six recorded listening comprehension passages,
three containing pauses and three without pauses.
As in
the case of the practice programs the RLC instrument was
especially constructed for this study.
During the final
week of the quarter the RLC test was piloted in a Spanish
44
101 class not included in the study.
The pilot was to en­
sure that the test was of the proper level of difficulty
and that all directions were clear.
The pilot test also
indicated that the taped response time between questions
was of adequate duration for students to write their a n ­
swers on their answer sheets.
In order to satisfy the validity requirement,
the RLC
test was hig hl y similar in format to the listening passages
practiced by subjects throughout the quarter.
The v o c a b ­
ulary items as well as grammar structures employed within
each of the six listening passages were representative of
those practiced in the Spanish 101 course.
Subjects were
familiar with the type of questions employed to measure
listening comprehension following each RLC subtest.
They
were also familiar with the desired manner of response to
these questions by virtue of their practice during the
quarter.
Since none of the available standardized tests met
the criteria required for this study,
this investigator
felt that a locally prepared test would be superior.
Any
commercial instrument would have contained many lexical,
syntactical,
and grammatical constructions unfamiliar to
the subjects.
A standardized test would also have tested
the student's ability not only to listen but to read and
write as well.
^5
After listening to each RLC passage twice,
students
were instructed to look at their answer sheets on which
there were written questions in English.
Students answered
these questions in English based on the information they
comprehended from the recorded passages
just heard.
English
was used both in asking as well as in answering the q u e s ­
tions to avoid the possible interference of either Spanish
reading or wr iting competency.
At no time were students
allowed to make notes as they listened to the RLC comprehen­
sion passages.
As in the case of the listening practice
during the quarter,
this test was of the "pure" listening
type.
The RLC test was administered by the cooperating in­
structors as part of the final Spanish 101 examination.
All parts of the test were prerecorded including the direc­
tions and the amount of time provided to answer the q u e s ­
tions following each of the six listening passages.
Each
listening passage was duplicated so that it was heard
twice in succession.
The instructors were required to do
nothing more than proctor the test.
The length of the
entire RLC test was thirty minutes.
Students were asked to answer a total of 50 items
of information on the RLC test.
Of these 50 items,
22
were from the three passages containing pauses and 28
items were from the three passages without pauses.
Table
k6
3 summarizes the parts of this test,
showing the reliability
coefficients for each of the six listening subtests,
as for the total RLC test.
using the split-half
as well
Reliability was determined by
(odd-even) Spearman-Brown computation
and Kuder-Richardson Formula 20.
The nature of this test may violate a basic assump­
tion of the two computations named above to determine r e l i ­
ability.
The problem arises depending on whether or not
the questions following each test are independent of each
other.
If the student did not comprehend one isolated
point of information,
would this influence his ability to
comprehend subsequent information?
It is difficult to be
certain whether or not the "wrong" comprehension of one
point of information caused the student to fail to compre­
hend or perhaps change subsequent points of information
in order to make a logical sequence in the message.
was found on inspection of responses,
however,
It
that very
few instances of this were apparent.
The RLC test was scored independently by two qual­
ified graders.
The method of scoring was objective.
Since each question asked for one or more specific items
of information the scorers used a right-wrong criterion
for grading each response.
The answer was scored as
correct as long as this information was given,
regardless
of whether it was in the f orm of a complete sentence or
47
Table
3
.
Reliability Coefficients for RLC Subtests and
Total Test
No.
of items
SpearmanBrown
KuderRichardson
Mean
S.D.
Subtest^
(pause)
7
.49
.5 6
4.8
2.4
Subtest
2
(nonpause)
8
.78
.77
4.0
5.7
Subtest-,
(pause)J
8
.56
.63
3.7
3.2
Subtest
^
(nonpause)
9
.70
•70
4.2
5.4
Subtest c(pause)5
7
•73
.69
5.2
3.0
Subtest
£
(nonpause)
11
.66
.61
6.4
4.0
Total RLC test
50
.89
.90
28.4
80.0
merely in a few words.
The student ’s total score was
determined by adding the total number of questions answered
correctly.
For each of the six RLC subtests intergrader
reliability coefficients ranged from .8? to .99 between
the two graders.
In addition to the above RLC test there were four
additional tests administered on the final examination
day.
These tests measured listening,
and writing.
speaking,
reading,
They represented the normal end of the q u a r ­
ter final examination for Spanish 101.
Although students
48
were led to believe that the scores of the R L C test wo uld
be included in d e t e r m i n i n g their gra de for the
these sc ore s were in fact not included.
course,
R a t h e r the re gul ar
de p a r t men tal l i s t e n i n g test score was used to rep res ent the
s t u d e n t ’s l i s t e n i n g ac h i e v e m e n t for the course.
This d e ­
pa rtm e n t a l l i s t e n i n g test was of the m ult ip l e - c h o i c e fo rma t
co nta i n i n g l i s t e n i n g items of single sentence length and
designed to me asure i sol ate d sy nta cti cal and m o r p h o l o g i c a l
concepts.
The four tests comprisi ng the no r m a l d e p a r t m e n ­
tal final e xam ina tio n were
scored s olely by the two p a r t i c ­
ip ating c l a s sro om instructors.
St a t i s t i c a l An al y s i s
The de pendent v ari abl es were su bjected to a one-way
analysis
of variance
(ANOVA).
All da ta were a nal yze d on
an IBM 3?0 computer by the I n s t r u c t i o n and R e s e a r c h Com ­
puter C e n t e r at The Ohio State University.
were r u n by Ro ger Brown,
lege of Education,
The programs
R e s e a r c h Consulta nt for the C o l ­
The Ohio State University,
using exist­
ing p a c k a g e d data a nal ysi s programs.
Attitude Sc ale s
S t u d e n t s were ask ed to fill out an att itu de q u e s t i o n ­
naire at the b e g i n n i n g as well as at the conclus ion of the
quarter.
Both q u e s t i o n n a i r e s were de sig ned to measure
j+9
student attitude toward the Spanish 101 course in general
as well as to ascertain possible relationships between attitude and performance on the RLC posttest.
The attitude
instrument used was an adaptation of the scales originally
developed by W.E. Lambert and associates at McGill Un i v e r ­
sity (24).
Each item scale was numbered from one to eight.
One represented the most negative value and eight represent­
ed the most positive value.
Thus,
a student's score for
each scale on the attitude questionnaire ranged between one
and eight.
The first questionnaire administered at the beginning
of the quarter contained 14 items relating to the course in
general.
Two additional questions were asked,
namely
whether or not the student had studied Spanish previously
and whether Spanish 101 was a college requirement.
final attitudinal questionnaire,
examination,
contained 20 items.
The
given during the final
In addition,
the student
was asked to estimate the amount of time per week spent
using the L ist ening Center.
There was some replication of
items asked on the initial questionnaire.
Six additional
items were added to the second questionnaire r elating to
the listening practice treatment.
CHAPTER IV
RESULTS OP THE STUDY
Introduction
The primary purpose of this study was to investigate
the pause effect in listening comprehension passages heard
by beginning Spanish students at the college level.
The
findings for each hypothesis tested will be presented and
discussed in this chapter.
As reported earlier,
a one-way test of analysis of
variance showed no significant differences between groups
on the Mo der n Language Aptitude T e s t , which was used as a
pretest for the study.
The two groups were,
therefore,
taken to be equal in language aptitude and analysis of
variance tests could be used to test the null hypotheses.
Hypothesis Ii
At the end of one quarter,
there will
be no significant difference between Pause and Nonpause
groups in ability to comprehend spoken Spanish as measured
by a test employing a multiple-choice format containing
listening items of single sentence length and designed to
measure isolated syntactical and morphological c o n c e p t s .
The results shown in Table 4 reveal no significant
differences between the two groups in their respective
50
51
scores on the departmental listening comprehension test.
In order to obtain more power within the F test,
MSA
rcgg-1
the terms
were pooled for this and all remaini ng F tests where
^k
pooling was appropriate.
ss
C/
♦
'A
ss
E/
The formula used for pooling wasi
/
/ ABC
df
C/
Table 4 shows a pooled F value of .1
results,
Table 4.
+
df
'k
/
E/
'ABC
3
.
Because of these
hypothesis I remains tenable.
Means and Standard Deviations for Departmental
Li ste nin g Test.
Pause Group
(N = 34)
Nonpause Group
(N = 39)
Mean
S.D.
Me an
S.D.
df
20.47
3*94
19.74
3-55
1,2
Hypothesis I I 1
F
At the end of one quarter,
.13
there will
be no significant difference between Pause and Nonpause
groups in ability to comprehend recorded oral passages
with or without temporal spacing when measured by ans wer ­
ing questions in English based on these p a s s a g e s .
As reported earlier,
six subtests comprised the R e ­
corded Listening Comprehension
(RLC) test.
The RLC test
served as the main criterion instrument in the study.
tests 1,
3, and 5 of the RLC test contained pauses.
tests 2, 4, and 6 did not.
final examination period,
taining pauses,
SubSub­
During this portion of the
all students heard a subtest con­
followed by a subtest without pauses.
This
procedure of alternating subtests was used in administering
the RLC criterion measure.
The RLC test in its entirety
thus represented an unbiased criterion measure in that it
contained an equal number of paused and nonpaused subtests.
For each of the six subtests comprising the total
RLC test,
comparisons were made between the two groups.
Table 5 shows the results.
Except for RLC subtest 1, the
mean scores for the Nonpause group were consistently higher
than those for the Pause group.
However,
none of these
differences were large enough to be statistically
significant.
53
Table 5*
Means and Standard Deviations for RLC Subtests
1-6 .
Pause Group
(N = 3*0
Nonpause Group
(N - 39)
Me an
S.D.
M e an
S.D.
df
Subtest 1
(pause)
4.8
1.5
4.4
1.5
1,61
.820
Subtest 2
(nonpause)
3.7
2.4
4.0
2.3
1,61
.3 6 I
Subtest
(pause)
3.4
1.8
3.8
1.9
1,61
.466
Subtest 4
(nonpause)
3.7
2.0
3.9
2.4
1,61
.180
Subtest 5
(pause)
4.6
1.9
5.1
1.8
1,2
1.157
Subtest 6
(nonpause)
6.1
1.9
6.9
2.1
1,61
2.096
F
3
54
Table 6 shows the findings for the combined subtests
1, 3« and 5. all of which contained pauses.
Also shown in
this table are the findings for the combined subtests 2, 4,
and 6, none of which contained pauses.
Again,
the dif­
ference in mean scores favored the Nonpause group in all
cases.
The difference in m e a n scores between Pause and
Nonpause groups was greatest for the combined nonpaused
subtests.
Table 6.
Means and Standard Deviations for Combined RLC
Paused Subtests and Combined RLC Nonpaused S u b ­
tests .
Pause Group
(N = 34)
Nonpause Group
(N = 39)
M e an
S.D.
Mean
S.D.
df
RLC Subtests
1, 3f 5
(paused)
12.9
5*2
13.4
5.1
1,61
.321
RLC Subtests
2, 4, 6
(nonpaused)
1 3.6
6.4
14.9
6.9
l,6l
1.019
F
Table 7 shows the m ean score results for the total
Recorded Listening Comprehension test.
No significant
difference was found between these two groups.
Based on
55
the findings as reported here, hypothesis II remains
tenable.
Table 7*
Means and Standard Deviations for the Total
Recorded Listening Comprehension Test.
Pause Group
(N = 34)
Nonpause Group
(N = 39)
Mean
S.D.
Mea n
S.D.
df
26.96
8.54
27.6?
9. 24
1,61
F
.788
In summarizing Tables 5> 6, and ?, it can be said
that except for RLC subtest 1, the Nonpause group out­
performed the Pause group on all parts of the RLC criterion
measure.
Because none of the scores for the Nonpause group
are statistically significant,
these findings suggest that
the pause technique as employed in this experiment made
little difference.
A more detailed discussion of these
and other findings is in Chapter V.
Hypothesis IIIi
At the end of one quarter,
there
will be no significant interaction between aptitude and
Pause and Nonpause groups in ability to comprehend r e ­
corded oral passages with or without temporal spacing.
56
*NP
28.6 2k.7
MEDIUM
HIGH
* p
<. 01
Figure 1.
+ P
21.9
22.0
LOW
<-05
Scores by Aptitude Level for Total Recorded
Listening Comprehension Test,
57
The analysis of variance revealed that on three of
the six RLC subtests there was a significant interaction
between aptitude and treatment groups.
fore divided into three levels:
high, medium,
For each of the six RLC subtests,
medium-,
Aptitude was there­
and low.
the m e a n scores of high-,
and low-aptitude students in the Pause group were
compared with their counterparts in the Nonpause group.
Figure 1 shows the mean score comparisons by levels of ap­
titude for the total RLC test.
Figure 2 compares the mean
scores by aptitude levels for the three subtests containing
pauses,
Finally,
as well as for the three subtests without pauses.
Figure 3 shows the aptitude level comparisons for
each of the six RLC subtests.
High-Aptitude Comparisons
As shown in Figure 3» the me an scores within the
high-aptitude range favored the high-aptitude Nonpause s tu­
dents for all RLC subtests.
A "t" test further revealed
that for RLC subtest 2, the high-aptitude Nonpause students
significantly outperformed the high-aptitude Pause students
(p
<.05).
Furthermore,
for subtests 4 and 6, the scores
favoring the high-aptitude Nonpause students were signif­
icant at the
.01 level.
Due to their previous practice experience,
one would
logically expect the Nonpause students to achieve higher
scores on those RLC subtests which did not contain pauses.
58
NP
Suitests 1, 3 i 5
(combined pause)
NP
NP
15*2
17.^
HI GH
13*1
12.6
10.5
ME DIU M
10.if
LOW
*NP
Subtests 2, 4, 6
(combined nonpause)
*P
NP
21 . 2
13.8
H I GH
* p
15.6
12.1
MEDIUM
11.5
11.5
LOW
< .01
Figure 2.
Scores by Aptitude Level for Combined RLC
Paused Subtests and Combined RLC Nonpaused
Subtests.
59
RLC Subtest^
RLC S u b t e s t 2
PAUSE
NONPAUSE
NP
NP
/\
*P
NP
NP
NP
5-0
5-5
4.8 4.4
4.6 3.4
3.1 5-8
5.2 2.8
2.8 3-6
Med.
Low
High
Med.
Low
High
*p
+p
RLC Subtest^
<.01
<.05
RLC Subtest^
PAUSE
NONPAUSE
*NP
NP
NP
NP
4.4
5 .4
3.6
High
1
J _ £ k
3.1
2 .5
Med.
2.9
Low
4 .5
6 .8
High
*p
+p
Figure
3
.
4.1
3.0
Med.
2.7
2.1
Lo w
<.01
<.05
Scores by Aptitude Level for Recorded Listening
Comprehension Subtests.
*NP
60
RLC Subtest,
RLC Subtest
NONPAUS E
PAUSE
NP
NP
NP
NP
5.7 6.4 4.7
High
5-0
6
3.4 4.1
Low
Med.
High
Med.
#p ^
Figure
3
(continued).
Low
.01
Scores by A p t i t u d e Level for R e c o r d ­
ed L i s t e n i n g C o m p r eh ens ion Subtests.
Indeed this was the case.
H i g h - a p t i t u d e No npa use students
scored s ign ifi can tly hi g h e r on all subtests w ithout pauses,
as shown both in Figures 2 and
3
.
By the same logic,
one
would expect h i g h - apt itu de Pause students to ou tpe rfo rm
h i g h - apt itu de Nonpause students on those subtests c o n t a i n ­
ing pauses.
2 and
3
However,
the m e a n scores as shown in Figures
demonstrate that this did not occur.
of their scores were significant,
While none
h i g h - apt itu de Nonpause
students once a gai n scored higher t h a n hi gh-aptitude
Pause students.
One possible ex p l a n a t i o n for this outcome is that by
virtue
of their p rac tic e through the quarter with u npa u s e d
61
listening passages,
the Nonpause subjects may have found
the paused subtests to be,
to process,
by comparison,
due to temporal spacing,
Pause students.
slightly easier
than did high-aptitude
A second possibility is that for the high-
aptitude Pause students,
the pauses within the listening
comprehension passages were an unnatural obstruction
throughout the practice phase of the study.
Assumin g that
pauses for these students did impede rather than facilitate
comprehension,
it is likely this negative effect was p r e s ­
ent through the entire course of the experiment,
the final examination.
negative effect,
including
Depending on the degree of such a
both in terms of inhibiting speech p r o c ­
essing as well as emotively,
Pause students in the high-
aptitude group may have built up a resistance to paused
listening passages.
Finally,
any resistance to paused l i s ­
tening passages may have extended to the three nonpaused
RLC subtests to which high-aptitude Pause students were ex­
posed.
A third and far more plausible explanation,
the data,
pauses,
based on
is that in the case of those subtests containing
the presence of temporal spacing made little or no
difference in the case of either the high-aptitude Pause
students or the high-aptitude Nonpause students.
ly,
Converse­
one can say that the absence of temporal spacing in
the three unpaused subtests allowed the high-aptitude
62
Nonpause students to score significantly higher due to
their prior practice experience.
Medium-Aptitude Comparisons
In examining the mea n scores of medium-aptitude stu­
dents as shown in Figure 3r the findings are somewhat r e ­
versed from those reported for high-aptitude subjects.
Wi t h i n this me dium range,
Pause students tended to perform
better than did Nonpause students on all but two subtests.
In the case of RLC subtests 2 and
these scores were
significant in favor of the medium-aptitude Pause students.
Since neither of these subtests contained pauses,
the
question arises as to why medium-aptitude Pause students
scored significantly higher.
A tentative conclusion is
that there was a transfer of the positive effects of the
previous listening practice that allowed the Pause subjects
to outperform their medium-aptitude counterparts on n o n ­
paused subtests.
Low-Aptitude Comparisons
In the case of low-aptitude subjects,
the mean scores
in Figure 3 show there was no overall pattern favoring
either group.
While the mean scores for subtests 1, 4-, and
6 favored the Pause group,
mean scores for subtests 2, 3,
and 5 favored the Nonpause students.
These differences do
not correspond to the alternating pause/nonpause nature of
63
the RLC subtests.
aptitude level,
Furthermore,
in regard to the low-
none of* the scores were significant.
In view of the fact that the total RLC criterion
measure yielded significant interactions in the case of
high-aptitude Nonpause subjects as well as for mediumaptitude Pause subjects, hypothesis III must be rejected.
Hypothesis IVt
At the end of one quarter,
there will
be no significant difference between Pause and Nonpause
groups in levels of achievement in speaking,
writing sk i l l s .
reading,
and
As shown in Tables 8, 9* and 10, there
were no significant differences between the two groups in
any of the above skill categories.
Table 8.
Means and Standard Deviations for the
Departmental Speaking Test.
Pause Group
(N = 34)
Nonpause Group
(N = 39)
Mean
S.D,
Mean
S.D.
df
22.70
2-50
22.67
4. 2
1,61
F
•92
64
Table 9-
M e a n s and Standard Deviat ion s for the
De partmental R e a d i n g Test.
Pause Group
(N = 34)
N o npause Group
(N = 39)
Mean
S.D.
Mean
19.50
4.6
2 0
Table 10.
.49
S.D.
df
3-9
1 ,2
F
1.31
Means and S t a n d a r d Deviati ons for the
Depart me nta l W r i t i n g Test.
No npa use Group
(N = 39)
Pause Group
(N = 34)
Mean
S.D.
Mean
19.62
4.4
20
.3 8
S.D.
df
F
4 .3
1 ,6 1
.04
There were no s ignificant dif fer enc es in scores b e ­
tween groups either for the recep tiv e skills
reading)
ing).
or for the produc tiv e skills
Based on the above findings,
(listening and
(speaking and w r i t ­
hypothes is IV remains
tenable.
H y pot h e s i s
Vi
At the end of one quarter,
there will
be no s ignificant difference b etween Pause and Nonpause
groups in attitu de toward l i s t e n i n g to taped l i s t e n i n g
65
passages recorded by native speakers,
series of attitudinal scales,
each scale ranging from h i g h ­
ly positive to highly n e g a t i v e .
he retained.
as measured by a
This hypothesis must also
An analysis of variance test was performed on
each of the final six scales on the semantic-differential
attitude questionnaire which was given during the final
examination meeting.
Students responded to each attitude
item by m arking on an eight-point scale r ang ing from
"strongly agree" to "strongly disagree".
Table 11 shows
the respective mean scores for each of the items on the
attitude questionnaire related specifically to the listen­
ing treatment.
The lack of significant differences as shown in Table
11 is additional evidence that the listening treatment per
se was relatively "subtle" in nature.
domain,
Wi t h i n the affective
students responded to the listening practice in
terms of overall content and level of difficulty this
activity represented compared to other activities in which
they were involved during their Spanish 101 experience.
It has already been reported in this chapter that with
minor exceptions neither the pause nor the nonpause t r e a t ­
ment significantly altered the amount of information com­
prehended by either of the experimental groups.
tive response,
The aff ec­
as manifested on the attitude scales,
seem to be evidence for concluding that as a learning
would
66
activity,
listening practice through the quarter was much
the same for both experimental g r o u p s .
It should be noted that in all but one scale (Table
11) the Nonpause students responded somewhat more favorably
to the listening practice activity than did the Pause
students.
The single exception to this pattern was in r e ­
sponse to the question regarding the speed of the message.
Both groups indicated rather strongly (6
.3
vs.
6
.3 ) that
"when the taped recordings were played in class the Spanish
was spoken too rapidly for me to understand the message."
This is an indication that the speed of the utterances in
the listening passages may have been a critical factor for
both groups regarding their ability to understand.
A par­
tial explanation may be due to the fact that "pure" lis ten ­
ing was involved.
The paralanguage and kinesics which help
give context as well as meaning to oral exchange was absent
in the format used in this experiment.
mo dality of listening,
Due to the single
subjects m ay have perceived the
speed of the utterances within the listening comprehension
passages to be abnormally fast.
Such a perception could
in turn have influenced to some degree student responses
to the other attitude questions relating to the listening
comprehension activities.
6?
Table 11.
Item 16:
Means and Standard Deviations for Attitude
Scales.
Pause Group
(N = 40)
Nonpause Group
(N = 33)
Mean
Mean
3*6
1.66
1,2
.044
1.51
3.3
1-68
1,79
2.83
2.08
4.5
2.22
1,2
2.09
"I would rather have done some other activity
than listen to the taped recordings."
5.9
Item 20i
2.02
"The taped recordings have been for the most part
a waste of time."
5 .5
Item 19:
df
"I have enjoyed the taped recordings in class."
2.7
Item 18:
S.D.
"I have found the listening practice us ing the
taped recordings in class to be a worthwhile
part of my overall experience in Spanish 101."
3.3
Item 1 7 1
S.D.
1.76
50
1.94
1,79
3.50
"My knowledge about the Spanish language and
people has increased as a result of listening
to the taped recordings in class."
3-2
1.64
3 .3
1.67
1,79
2.82
68
Table 11
(continued).
Item 2 1 i
Means and Standard Deviations
for Attitude Scales.
Pause Group
(N = if-0)
Nonpause Group
(N = 33)
Me an
Mean
S.D.
S.D.
df
F
"When the taped recordings were played in class
the Spanish was spoken too rapidly for me to
understand the mes sa g e . 1'
6 .3
2 .0 2
6 .3
1.85
1.79
3
-0 ?
1 = strongly disagree
8 = strongly agree
Correlation!
M LAT with RLC Posttest
A correlation matrix for all measures
(22) was cal­
culated as part of the statistical analyses performed for
the study.
All coefficients were positive and are shown
in Table 12.
The highest intercorrelation between parts of the
Mo der n Language Aptitude Test (MLAT) was
Script and Words in S e n t e n c e s ) .
tion was
.53 (Phonetic
The lowest intercorrela­
.35 (Number Le arning and S pelling Clues).
The
lowest correlation between the Recorded Listening Compre­
hension (RLC)
was
test and each of the five parts of the MLAT
.35 (RLC and Part Ii
correlation was
Number Learning).
.^3 (RLC and Part V:
The highest
Paired Associates).
69
The correlation between the entire MLA T and the RLC was
.49.
All coefficients are significant at the
Correlation!
.01 level.
Final Course Grade with RLC
The departmental listening,
writing,
reading,
and
speaking scores were correlated with all parts of the RLC.
Again all correlation coefficients were positive.
correlations ranged from
to
.56
.20 (speaking and RLC s u b t e s t 2 ),
(reading and RLC subtest^).
significant at the
.05 level.
two listening tests,
These correlations are
The correlation between the
specifically the Departmental L ist en­
ing Comprehension test and the RLC test was
icant at the
.5
tal listening,
, signif­
writing,
consisting of the d epa rtm en­
reading,
and speaking scores was
also correlated with the criterion instrument
the
2
.01 level.
The final course grade,
whole.
The
This correlation was
(RLC) as a
*39. which is significant at
.01 level.
Correlation!
MLA T and Final Course Grade
The correlations between subtests of the M o d e r n L a n ­
guage Aptitude Test and the final course grade ranged from
.14 (Part I, number Learning),
Sentences).
to
.33
(Part IV, Words in
The entire MLA T correlated at
final course grade.
.30
with the
Table 12.
1
1
1.00
2
0.49
O.36
0.49
0.46
0.79
0.42
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
Matrix of Intercorrelations
2
3
5
6
7
8
9
10
1.00
0.46
0.54
0.48
0.73
0.39
1.00
0.43
1.00
0.44
0.71
0.53
0.78
0.35
0,19
0.29
0.28
0.44
0.22
0.37
0.43
0.41
0.48
0,48
0.50
0.49
0.33
0.47
0.27
0 .25
0 .2 6
0.13
0.30
0 .15
0.29
0.37
0.36
0 .3 2
0.14
0.25
0.33
0 .2 6
0.17
0.26
0.33
0 ,35
0.32
0.35
O.32
0.34
0.35
O.32
0.37
0.37
0.25
o.4o
0.28
0.37
0.28
0.44
0.25
0.42
0. 29
0.14
0.35
O.32
4
0.29
0.31
0.33
0.23
0.34
0.30
0. 20
0.41
0.32
1.00
0.76
0.37
0 .1 5
0
.3 8
0.43
0.34
0.31
0.43
0.27
0.37
0,36
0.44
0.35
0.45
.2 6
0.46
0
0.36
1.00
0.48
0. 24
0.41
0.45
0.37
O .33
0.49
0.43
0.45
0.53
0.44
0.52
0.49
0.30
1.00
0.45
0.46
0.56
0.37
0.48
0.71
0.50
0.52
0.56
0.47
0.58
0.55
0.32
0.54
0.78
0.41
0.59
1. 00
0. 52
0. 54
0. 38
0. 52
0. 78
0. 37
0. 33
0. 24
0. 20
0. 33
0. 30
0. 16
0. 59
0. 84
1.00
0.65
1.00
0.34
0.46
0 .54
0.53
0.77
0.37
0.45
0.84
0.41
0.45
0.36
0 .2 8
0 ,40
0 ,26
0.40
0.41
.44
0.40
0.34
0 . 30
0.79
0.69
0.84
0
0.72
Table 12.
11
12
11
1.00
0.40
0.64
Matrix of Intercorrelations (continued)
12
1.00
0.77
0,41
0.48
14
15
16
17
18
19
20
21
22
0.43
0.35
0.73
0 .6 2
0.51
0.80
21
22
21
1.00
0 .7 ?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
0.32
0.44
0.31
0.34
0.34
0.32
0.28
0.40
0.43
0.35
13
1.00
0.52
0.58
0.47
0.39
0 .5 4
0.54
0.39
0.92
0.96
14
1.00
0.67
0.69
0.59
0.91
0.70
O.65
0.53
0.46
15
16
17
18
19
1.00
0.79
0.67
1.00
0.76
0,58
0.60
1.00
0.45
0.45
0.45
0.31
1.00
0.75
1.00
0.64
0.78
0.93
0.73
0.58
1.00
0.9 3
0.7 4
0.63
0.60
0.59
0.5 4
0.51
0.37
0.88
0.64
0.48
0.28
22
1.00
MLAT Part I
MLAT Part II
MLAT Part III
MLAT Part IV
MLAT Part V
MLAT Total
RLC Subtest
RLC Subtest
RLC Subtest
RLC Subtest
RLC Subtest
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
20
RLC Subtest 6
RLC Total
Departmental Listening
Departmental Writing
Departmental Reading
Departmental Speaking
Departmental Listening and Speaking
Departmental Reading and Writing
Departmental Total (Listening, Writing,
Reading and Speaking)
Combined RLC Paused Subtests
Combined RLC Nonpaused Subtests
CHAPTER V
SUMMARY,
CONCLUSIONS,
AND RECOMMENDATIONS
Overview
The major objective of this study was to obtain i n ­
formation concerning the effects of temporal spacing in
listening comprehension passages heard by students in the
Pause group.
Determination of pause locations within l i s ­
tening passages was based on the notion of constituent
analysis,
a linguistic process whereby any sentence can be
divided into smaller units of words which are more closely
related semantically.
For both experimental groups,
dents practiced listening to brief,
stu­
recorded listening c o m ­
prehension passages containing the same or, in the case of
interviews,
highly similar content.
The independent v a r ­
iable was the presence or absence of pauses within each
recorded passage.
A pretest was given to measure initial differences
between the two experimental groups.
The criterion i n ­
struments used in the study consisted of separate tests,
each measuring one of the four basic language skills,
recorded listening comprehension test, and an attitude
questionnaire.
All data were submitted to a one-way
72
a
73
analyses of variance
(ANOVA).
Kuder-Richardson
20
reliabil­
ity coefficients were calculated for all criterion i n ­
struments .
Summary of the Findings
A review of the findings reveals no significant dif­
ferences beyond the
.05
level between treatment groups on
any of the criterion measures.
Listening Comprehension test,
In regard to the Recorded
one might expect the scores
on each of the RLC subtests to reflect the prior practice
experience of each of the two treatment groups.
Pause stu­
dents would be expected to perform better on the subtests
containing temporal spacing,
and Nonpause students would
be expected to perform better on the RLC subtests without
such spacing.
The findings show this was not the case.
Pause students scored slightly higher on subtests 1,
and 4.
tests
2,
Nonpause students scored somewhat higher on sub­
3
, 5, and
6
.
These scores do not conform to the
alternating pause/nonpause make-up of the subtests.
A
further indication of the random nature of these criterion
scores is seen by the slightly higher,
but insignificant,
performance achieved by the Nonpause group on the three
combined paused subtests
(Xp = 12.9 vs.
=
well as the three combined nonpaused subtests
vs. X^p = 14.4).
1 3
.3 ) as
(Xp = 14.0
Again, none of these differences in
scores produced any significant P-ratios.
74
In addition to the several null hypotheses tested in
this study,
a number of research questions were posed in
Chapter I.
Each of these research questions will n o w be
answered based on the findings reported in Chapter IV:
1.
Does the pause technique for practicing listen
comprehension apply to all learners regardless of aptitude?
The findings show an expected pattern of scores based on
levels of aptitude.
High-aptitude students achieved more
than medium-aptitude students,
and medium-aptitude students
in turn achieved more than low-aptitude students.
same time,
At the
the results of this study seem to indicate that
the pause has differential effects on listening comprehen­
sion based on levels of aptitude.
Students in the high-
aptitude Nonpause group performed consistently better than
students in the high-aptitude Pause group in all six of
the RLC subtests.
The scores on three of these subtests
were statistically significant
(p
< . 0 5
) in favor of the
Nonpause s t u d e n t s .
One inference to be drawn is that students with high
levels of aptitude who have not previously been exposed to
listening passages containing pauses readily adjust to
processing paused speech when presented in the format e m ­
ployed in this study.
By comparison,
high-aptitude stu­
dents who have practiced listening to oral passages con­
taining pauses do not seem to adjust as readily to
75
processing unpaused speech.
The implication of this f i n d ­
ing is that if the ultimate objective in second-language
listening is comprehension of native-like speech,
the pause
factor does not seem to provide any particular advantage in
the case of high-aptitude students.
For medium-aptitude students there was a tendency for
Pause subjects to outperform their Nonpause counterparts.
Except for RLC subtests 5. and 6, the Pause students outscored Nonpause students throughout the criterion measure.
The scores on two of these subtests were significant
and p < . 0 5)*
(p <.01
Considering these subtest scores as well as
the significantly higher performance
(p <-
0 5
) by medium-
aptitude Pause subjects on the total RLC criterion measure,
one is led to conclude that the pause did have a positive
effect in the case of medium-range aptitude subjects.
The question arises as to why medium-aptitude Pause
subjects performed significantly higher on nonpaused sub­
tests rather than on paused subtests.
One explanation may
be that the pause per se had both positive and negative
attributes.
On the one hand,
segmenting the speech signal.
more processing time.
the pause may have aided in
It may also have allowed
On the other hand,
listeners may
have perceived the pause to be an unnatural and therefore
distracting quality in oral speech.
Applying such a
theory to the medium-aptitude students in this study,
one
76
can interpret the results by saying that due to the presence
of the pause in subtests 1 and
3
, the medium-aptitude Pause
students scored only modestly higher than medium-aptitude
Nonpause students.
pause in subtests
However,
2
and 4,
due to the absence of the
the latent,
positive effects of
the pause allowed the medium-aptitude Pause students to
achieve significantly higher scores.
The findings relating to the low-aptitude students
are highly ambiguous.
The scores on the subtests are e v e n ­
ly divided between low-aptitude Pause students and lowaptitude Nonpause students,
with no clearcut pattern.
It
is this investigator's opinion that other factors such as
phonology,
lexicon,
and articulation rate were overriding
deterrents to comprehension to the extent that the p a u s e /
nonpause treatment was inconsequential in the case of lowaptitude subjects.
2.
What will be the attitudinal and motivational
effects of listening to brief passages recorded by native
speakers and heard by beginning Spanish students?
One of
the incidental objectives of the practice phase of the
experiment was to provide supplementary listening a c t i v ­
ities for beginning language students.
The brief,
record­
ed passages were intended to be both informational and
motivating.
An attempt was made to meet this objective by
expanding on the cultural themes presented in the
77
dialogues in the Spanish 101 text and by providing a u ­
thenticity through the use of native speakers.
F rom the results of the attitude questionnaire it
must be concluded that students were not motivated by the
content and/or format employed for the listening practice.
Again based on the data,
an important factor bearing on
student motivation and attitude was the rate of speech con­
tained in the recordings.
An examination of the attitude
questionnaire shows that both Pause and Nonpause students
were in complete agreement that the taped passages were
spoken too rapidly.
A survey of the literature on the question of speech
rate reveals no clearcut resolution by leading foreign l a n ­
guage educators.
The matter of optimum speech rate for b e ­
ginning language students remains a serious question for
investigation by foreign language researchers.
While the
rate of speech used in the passages in this study was not
deliberately increased,
neither was it consciously reduced.
The two judges who listened independently to samples of
the recorded listening passages both reported a "normal"
to "slower than normal"
speech rate.
Many foreign language
educators have made note of the fact that without the aid
of kinesics and p a r a l a n g u a g e , both of which are present in
real,
"live"
communication,
recorded speech is perceived
by listeners to be spoken at a faster rate than is actually
78
the case.
Given the nature of this experiment,
it is quite
possible that such an unreal perception occurred on the
part of subjects in the study.
3
.
With the aid of this research,
what additional
instructional guidelines can be provided for the use of
pauses during listening comprehension practice?
It should
be emphasized at this point that the findings from this
study can be generalized only to first-quarter Spanish s t u ­
dents with characteristics similar to those from which this
sample was drawn.
A further limitation is the format and
content of the listening passages used as well as the fact
that all materials were recorded.
Finally,
while the
vocabulary and grammar structures employed in this exper­
iment are common to beginning Spanish classes,
it cannot
be said that they are identical to the vocabulary and g r a m ­
mar taught in beginning Spanish classes at other un i v e r ­
sity-level institutions.
With these limitations in mind,
the results of this
study seem to indicate that pauses do not necessarily
make listening comprehension development easier for begin­
ning Spanish students.
The lack of any significant d i f ­
ferences between Pause and Nonpause groups on the RLC test
affirms this conclusion.
A more detailed look at the r e ­
sults of the RLC test suggests that the opposite may be
true,
due to the fact that high-aptitude Nonpause subjects
consistently outperformed high-aptitude Pause subjects.
79
This suggestion is tempered somewhat by the fact that the
pa u s e was evidently somewhat beneficial for me d i u m - a p t i t u d e
Pause
students.
In the case of l o w - aptitude students,
the
pause made little difference in a f f e c t i n g the scores of
either Pause or Nonpause subjects.
Based on the findings in this study,
there is i n ­
sufficient evidence to encourage the language teacher to
in corporate temporal spa c i n g as a technique that facilitates
l i s t e n i n g comprehension practice in the early stages of
s e c o n d-language learning.
On the other hand,
it should be
emphasized that the pause technique cannot be tota l l y r e ­
jected as a potential aid in l i s t e n i n g comprehension,
but
on l y as it was used in this study.
R e c o m m e n d a t i o n s for Further Research
This study m e a s u r e d the effects of the pause as it
r e l ates to l i s t e n i n g c o m p rehension w i t h i n p r e s c r i b e d condi­
tions explained in Chapter III.
It is re c o m m e n d e d that
further r e s e a r c h be performed on the effects of the pause
by a l t e r i n g certain of these conditions.
Specifically,
it
is suggested that:
(l)
a number of small-scale,
e xperiments be performed,
highly-controlled
each i n v o l v i n g different pause
d u r a t i o n times as well as pause frequencies,
in order to
determine w h e t h e r a l t e r i n g either or both of these
80
variables would produce findings significantly different
from those reported in this study.
(2 )
A second recommendation is that in further r e ­
search of this kind,
pauses be inserted mechanically,
by
splicing the pause time into the listening utterance after
the passage has been recorded initially.
not possible for the present study,
amount of technical time required,
recommended by this researcher.
While this was
due to the excessive
this procedure is highly
Pause duration time can
thus be controlled in a very precise manner.
(3 )
The number of subjects in this experiment who
had not previously studied a second language was extremely
small.
It is recommended that any replication of this
study select subjects who have not previously studied a
second language.
It is possible that the pattern of in­
significant differences found here would have been reversed
had subjects not possessed a previously-acquired "set" for
listening to Spanish.
(^)
More research is needed regarding the m o t i v a ­
tional and attitudinal effects of recorded listening com­
prehension materials for classroom practice purposes.
What
are the most appropriate formats for such materials?
More­
over, how can the content of such recorded materials be i m ­
proved to encourage students to listen actively so that the
development of the listening skill will be maximized?
81
(5)
Further research dealing with the effects of
temporal spacing might include expanded speech as an addi­
tional variable.
The limited research that has been done
in the area of second-language learning involving each of
these variables in isolation suggests that the combination
of these two temporal properties might provide meaningful
results under experimental conditions.
(6 )
More research is needed to investigate the
effects of intense listening practice involving temporal
spacing.
The amount of time devoted to "pure” listening in
this study did not exceed five minutes on any given prac­
tice day.
One wonders whether doubling or even tripling
the daily amount of class time devoted to listening prac­
tice over several weeks might not minimize the time requir­
ed to attain a certain level of listening comprehension.
Under these conditions,
perhaps the effect of the pause
would be significant.
In a more general sense, a great deal of research re­
mains to be carried out related not only to the temporal
properties of listening comprehension,
but to the numerous
additional properties involved in what may be the most
complex skill in second-language learning.
that this preliminary research,
tions made above,
It is hoped
including the recommenda­
will assist future investigators in
their efforts to resolve the many questions pertaining to
listening comprehension of a second language.
APPENDIX A
The Ohio State University
DEPARTMENT OF ROMANCE LANGUAGES
INSTRUCTIONSi
This is not a test.
Your grades will in no
way be affected by your answers and
you need not put your
name on this form.
This questionnaire has been designed to
find out from you how students feel about foreign language
study.
Your teacher is interested in improving the quality
of the foreign language program and one kind of information
that would help her would be an honest expression of s t u ­
dent opinion on this matter.
1.
Read carefully the description of each item as
well as the two categories before putting down
your mark on the line.
2.
Place a check mark in one of the spaces on the
line.
The place of your mark should represent
your best response in relation to the two
descriptions on that line.
1.
I have studied Spanish previously:
2.
Study of a foreign language is
I
I
I
I
yes
I
I
very important
to me
3
.
not at all
important to me
M y desire to learn to speak Spanish is
I
I
I
very great
k.
No_____
very little
M y desire to be able to understand spoken Spanish is
L
very great
Figure 4.
1_________ 1________
j_ _______ 1_________ L
.
1
very little
Attitude Questionnaire.
82
Beginning of Quarter.
83
Figure k (continued).
5*
l
M y desire to learn to read Spanish is
l
very great
6
.
Attitude Questionnaire.
Beginning of Quarter.
l
I
I
I
very little
I think knowledge of a foreign language will some day
he useful in getting a job.
strongly agree
8
.
strongly disagree
Studying Spanish will help me better understand
Spanish-speaking people and their way of life.
I
strongly agree
9-
I
I
strongly disagree
One needs a good knowledge of at least one foreign
language to merit social recognition.
I
strongly agree
10.
Studying Spanish will allow me to meet and converse
with more and varied people.
strongly agree
I
I
strongly disagree
Studying Spanish should enable me to think and behave
as do the Spanish-speaking people.
btrongly agree
12.
I
strongly disagree
I
11.
I
M y desire to learn to write Spanish is
very great
?.
I
very little
strongly disagree
Reading Spanish will be one of the most enjoyable and
rewarding activities in this course.
I
strongly agree
I
I
I
I
l
l
strongly disagree
84
Figure 4 (continued).
1 3
.
I
Attitude Questionnaire.
Beginning of Quarter.
Wri t i n g Spanish will be one of the most enjoyable and
rewarding activities in this course.
I
1
strongly agree
14.
.
I
I
I
strongly disagree
strongly disagree
Speaking Spanish will be one of the most enjoyable and
rewarding activities in this course.
strongly agree
1 6
I
L i s t ening to Spanish will be one of the most enjoyable
and rewarding activities in this course.
strongly agree
15*
I
strongly disagree
I need to study a foreign language in order to meet
college requirements.
yes _____
No _____
85
The Ohio State University
DEPARTMENT OF ROMANCE LANGUAGES
INSTRUCTIONSi
This is not a test.
Your grades will in no
way be affected by your answers and you need not put your
name on this form.
This questionnaire has been designed to
find out from you how students feel about foreign language
study at the end of Spanish 101.
Your teacher is interested
in improving the quality of the foreign language program and
one kind of information that would help her would be an
honest expression of student opinion on this matter.
1.
1.
Read carefully the description of each item as
well as the two categories before putting down
your mark on the line.
2.
Place a check mark in one of the spaces on the
line.
The place of your mark should represent
y our best response in relation to the two
descriptions on that line.
Study of a foreign language is
not at all
important to me
very important
to me
2
.
1
My desire to learn to speak Spanish is
1
1
1
. _
1
1
very great
3-
l
I
very little
M y desire to be able to understand spoken Spanish is
i
|
-Uvery great
_
i
i
i
I
veY-y little
My desire to learn to read Spanish is
I
____L
very great
51
..
1
l
I
i
i
i
very little
My desire to learn to write Spanish is
1
1
-1
1
very great
Figure 5*
Attitude Questionnaire.
I
1
l
very little
End of Quarter.
86
Figure 5 (continued).
6
.
I
I think k n o w l e d g e of a foreign language will some day
be useful in g e t t i n g a job.
I
l
s t r o ngly agree
?.
I
I
.
l
I
I
l
g
r
l
e
e
s
l
t
r
l
o
I
I
I
l
l
l
l
I
l
I
l
I
I
I
I
l
I
l
I
I
strongly d i s agree
R e a d i n g S p a n i s h was one of the m o s t
enjoyable and
r e w a r d i n g activities in this course.
l
l
l
l
l
1 1
strongly disagree
W r i t i n g Spanish was one of the most
enjoyable and
r e w a r d i n g activities in this course.
s t r o ngly agree
13*
I
d i s agree
S t u d y i n g Spanish should enable me to think and behave
as do the S p a n i s h - s p e a k i n g people.
s t r o ngly agree
12.
y
strongly d i s agree
s t r o ngly agree
11.
l
S t u d y i n g Spanish w i l l a l l o w me to meet and converse
with more and va r i e d people.
i
.
l
g
strongly d i s agree
s t r ongly agree
1 0
n
One needs a good k n o w l e d g e of at least one f o r e i g n
language to merit social recognition.
strongly agree
9-
l_________
strongly d i s agree
S t u d y i n g Span i s h helps me better un d e r s t a n d S p a n i s h ­
speaking people and their way of l i f e .
s t r o ngly a
8
Attitude Questionnaire.
End of Quarter.
strongly d i s agree
L i s t e n i n g to Sp a n i s h was one of the m o s t enjoyable and
r e w a r d i n g activities in this course.
I
s t r o ngly agree
I
strongly d i s agree
87
F igure 5 (continued).
1^.
Attitude Q u e s t i o n n a i r e .
End of Quarter.
S p e a k i n g Spanish was one of the most enjoyable and
r e w a r d i n g activities in this course.
I
s t r o n g l y agree
15*
I
s t r o n g l y disagree
H o w m u c h time did y o u spend in the l i s t e n i n g lab.
side of class?
Check the best estimatei
one hour daily
__ h a l f hour daily
out­
__ one h o u r w e e k l y
other
16.
I have found the l i s t e n i n g practice u s i n g the taped
r e c o r d i n g s in class to be a w o r t h w h i l e part of my
o verall experience in Spanish 101 this quarter.
U
.
'
s t r o n gly agree
17.
I
s t r o n g l y disagree
I have enjoyed the ta p e d r e c o r d i n g s in class.
I
s t r o n gly agree
18.
L
I
I
I
s t r o n g l y d i s agree
The taped record i n g s have been for the most pa r t a
waste of time.
__________________I________ I________ I____________________ ,_______
strongly agree
19*
s t r o n g l y disagree
I would rather have done some other a c t i v i t y than
l i s t e n i n g to the taped recordings.
I
l
I
1
s t r o n gly agree
20.
I
I
I
s t r o n g l y disagree
M y knowl e d g e about
the S p a n i s h language and people has
increased as a re s u l t
of l i s t e n i n g
to the taped r e ­
cordings in class.
Ls—
,_l
t r o n gly agree
I
I
I
l.s t_r o n g l y
L
disagree
88
Figure 5 (continued).
21.
Attitude Q u e s t i o n n a i r e .
End of Q u a r t e r .
When the taped recordings were played in class the
Spanish was spoken too rapidly for me to understand
the message.
______________________ l
strongly agree
Additional c o m m e n t s (
l
l__________________________
strongly disagree
APPENDIX B
L i s t e n i n g C o m p rehension Practice - Sample Scr i p t s
S p a n i s h 101
Units 1 & 2
a)
Program 1
Paused ver s i o n
Pablo tiene u n a case m u y grande.
b o n i t a tambien.
//
sala y u n a cocina.
//
L a s t i m a que no tiene patio.
//
una
//
Tamb i e n e s t u d i a en la
El senor G-omez es el abuelo de Felipe.
de Uruguay,
//
espanol con Felipe.
IKJL ilM JL ilJL
JLJtJLJLJLM,,MJLJLJLJL
^^P TT ^^P ^^P^^P^^P^PT ^^P^^P^^P ^^P^^P^^P
Units 1 & 2
a)
tambien.
//
pero a h o r a trabaja en Nueva York.
N e c e s i t a saber ingles cuando trabaja,
^^P
//
//
b)
^^P
Es m u y
La casa tiene tres cuartos,
Pablo estudia en su cuarto.
sala.
//
//
Es
//
pero habla
//
Jt
JL
JL 1LJL Jt Ji
^^P^^P^^P ^^P^^P ^^P^^b T P ^^P
P r o g r a m 1_
^^P^^P^^P
M M
M
M h
m
.« m
^^P^^P
m
m
m
m .ii
M
^^P^^P ^^P^^P ^^P"^^P^^P
m
TP
TP TP TP #P (
Nonpaused version
Pablo tiene una casa muy grande.
La casa tiene tres cuartos,
Es m u y bonita
una sala y
cocina.
Las t i m a
que no tiene patio. Pablo est u d i a
cuarto.
Tambien
estudia en la sala.
89
una
en su
90
b)
Uruguay,
El seKor Gomez es el abuelo de Felipe.
pero a h o r a trabaja en N u e v a York.
ingles cuando trabaja,
Es de
N e c e s i t a saber
pero h a b l a espanol con Felipe.
Unit
Paco
//
3
Program 2
a)
Paco es el hi jo menor de la familia.
esta
Paused version
en casa,
//
//
casa de su amigo Juan,
//
Por eso,
//
//
✓
Maria deja
un recado.
la casa de
Patricia
Unit 3
Program 2
/ /
//
//
//
Entonces
El recado dice que va a ir
a las tres y media.
a
//
Nonpaused version
Paco es el hi jo menor de
esta en casa,
//
pero habla con su madre.
Ella dice que Patricia acaba de salir.
a)
Alfredo
✓
Maria desea hablar con su amiga Patricia.
Llama a Patricia por telefono
//
tanto rui
Oye tanto ruido porque Paco
escucha los discos todos los dias.
b)
Cuando
su hermano Alfredo oye
que no puede estudiar.
estudia en
//
la familia.
Cuando
su hermano Alfredo oye tanto ruido que no
puede estudiar.
Oye tanto ruido porque Paco escucha los
✓
discos todos los dias.
Por eso, Alfredo estudia en casa
du su amigo Juan.
b)
Maria desea hablar con su amiga Patricia.
a Patricia por telefono pero habla con su madre.
dice que
recado.
Patricia acaba de salir. Entonces Maria
Llama
Ella
deja un
El recado dice que va a ir a la casa de Patricia
a las tres y media.
Paco
92
Unit 3
Program 8
a)
Paused version
Tomas es americano.
su amigo Fernando.
//
//
//
//
quiere ir a la fiesta
Le dice a su hermano
//
//
//
Por eso
que no
porque no van a hablar ingles
//
**** *******#*****************■**-****■* ##****##+#*##*■*+#+*#
Unit 3
a)
Program
8
Nonpaused version
Tomas es americano.
amigo Fernando.
entiende espanol.
Manana es la fiesta de su
Tomas habla ingles perfectamente pero no
Sabe que Fernando y sus amigos van a
hablar espanol en la fiesta.
Por eso Tomas no quiere ir.
Le dice a su hermano que no quiere ir a la fiesta porque
no van a hablar ingles alii.
//
Sabe que Fernando y sus
van a hablar espanol en la fiesta.
Tomas no quiere ir.
alii.
Manana es la fiesta de
Tomas habla ingles perfectamente
pero no entiende espanol.
amigos
//
93
Unit ^
Program 1
a)
Tenemos mucha hambre y queremos ir a un restoran
para comer.
//
Paused version
//
El restoran esta a cinco cuadras de aqui
en la esquina de la Avenida Robles y la Calle M i r 6 .
//
Vamos en taxi porque tenemos que regresar pronto para una
clase.
//
Pedro no puede ir con nosotros
tiene que estudiar para un examen.
salimos la proxima vez
//
//
//
porque
Dice que cuando
va a acompanarnos.
//
*■#■*-**■*******-****■*•**■»"**♦*■»■»•**■)(■******************* *■+******++*
Unit ^
Program
Nonpaused version
a)
Tenemos mucha hambre y queremos ir a un restoran
/
✓
para comer.
El restoran esta a cinco cuadras de aqui en
/
la esquina de la Avenida Robles y la Calle Miro\
Vamos
en taxi porque tenemos que regresar pronto para una c l a s e .
Pedro no puede ir con nosotros porque tiene que estudiar
para un examen.
Dice que cuando salimos la proxima vez
va a acompanarnos.
94
Unit 5
a)
Program 1
Paused version
Maria va a tener veinte anos.
dia de su cumpleanos
//
//
Manana es el
y vienen muchos invitados-
//
amigos y companeras de escuela p r i n c i p a l m e n t e .
//
vienen algunos vecinos y amigos de sus padres.
//
haber una fiesta
Mari a le
//
con comida y musica.
//
dice a su madre que debe ir al salon de belleza.
Tambien le dice que debe comprar ropa nueva
para M a r i a es un dia muy especial.
//
Tambien
Va a
//
porque
//
******** *•*****#*•*■•*■•*■•*#•*•*#**•**##***#********•»«******•»**#*#*# *
Program 1
Unit 5
a)
Nonpaused version
Maria va a tener veinte anos.
Manana es el dia
de su cumpleanos y vienen muchos invitados - amigos y
companeras de escuela principalmente.
algunos vecinos y amigos de sus padres.
/
fiesta con comida y musica.
debe ir al salon de belleza.
Tambien vienen
Va a haber una
/
Maria le dice a su madre que
Tambien le dice que debe
s
✓
comprar ropa nueva porque para Maria es un dia muy
especial.
95
Program 2
Unit 5
Paused version
/
/
En los paises hispanicos
,,
/
//
la television existe
mas para las personas que viven en la ciudad
las personas que viven en el c a m p o .
//
//
que para
Es decir que las
personas que viven afuera de la ciudad
//
cibir los programas de television.
Generalmente hay
dos o tres canales
television
//
//
y las horas para mirar la
son menos que en los EEUU.
tipo de programa es muy similar
en los EEUU.
//
//
//
A veces el
al programa que vemos
/ / j Un partido de futbol por ejemplo es un
espectaculo muy grande!
gramas
//
no pueden re-
//
A veces usted puede ver p r o ­
que son traducciones de los programas
norteamericanos.
//
Por ejemplo es interesante ver al
actor principal de "Gunsmoke"
//
hablando en espanol!
Otra cosa es que usted puede entender muy facilmente
algunos de los anuncios en espanol.
reconoce el anuncio para Coca-cola
//
//
//
Por ejemple usted
<;verdad?
/ / jReconoce
usted el anuncio para el tocadiscos RCA Victor?
//
96
Unit 5
Program %
Nonpaused version
^
/
/
/
En los paises hispanicos la television existe mas
para las personas que viven en la ciudad que para las
personas que viven en el c a m p o .
Es decir que las personas
que viven afuera de la ciudad no pueden recibir los pro­
gramas de television.
Generalraente hay dos o tres canales
y las horas para mirar la television son menos que en los
EEUU.
A veces el tipo de programa es muy similar al p r o ­
grama que vemos en los EEUU. jUn partido de futbol por
ejemplo es un espectaculo muy grande!
A veces usted puede
ver programas que son traducciones de los programas
nortearnericanos.
Por ejemplo es interesante ver al actor
principal de "Gunsmoke" hablando en espanol!
Otra cosa es
que usted puede entender muy facilmente algunos de los
anuncios en espanol.
para Coca-cola
Por ejemplo usted reconoce el anuncio
iverdad?
el tocadiscos RCA Victor?
jReconoce usted el anuncio para
97
Unit 6
Program 2
a)
Paused version
Tengo un hermano que come tanto
//
que toda la
familia lo llama Alberto el gordo!
//
Cuando come en el
restoran
//
y luego pide algo
//
como rosbif,
siempre mira
//
el menu
frijoles
//
y arroz. / /
pide mucho pan con mantequilla y mermelada.
traen la comida,
//
//
//
siempre llama la atencion de todas las personas
el restoran! / /
que prefiero
dejarle a mi hermano en casa / /
a comer t
//
Unit
Program 2
a)
Cuando
Con tanta comida en el
que estan en
6
//
muchas veces recuerda otra cosa que
necesita pedirle al mozo.
plato
Generalmente
Usted puede imaginar
//
cuando salgo
Nonpaused version
Tengo un hermano que come tanto que toda la
familia lo llama Alberto el gordo!
Cuando come en el
restoran siempre mira el menu y luego pide algo como
rosbif,
frijoles y arroz.
mantequilla y mermelada.
Generalmente pide mucho pan con
Cuando traen la comida, muchas
veces recuerda otra cosa que necesita pedirle al mozo.
Con tanta
comida en el plato siempre llama la atencion
todas las
personas que estan en el restoran!
de
Usted puede
imaginar que prefiero dejarle a mi hermano en casa cuando
salgo a comer!
98
Unit 6
Program ^
a)
Paused version
Estan tocando a la puerta
cobrador.
//
gordo
✓
aqui.
con g a f a s .
//
//
,
//
Desde aqui
lo veo.
//
//
y creo que es
Es ese
/ / Es la tercera vez
otro
hombre bajo y
//
que viene
.
Concha tiene que decirle lo mismo que al
que no estoy.
que voy a hacer.
no abrir la puerta
— Concha,
favor.
Tengo tantas
//
Ay,
//
y
deudas / /
me duele la cabeza.
//
/ / Traeme
Te espero aqui en la sala.
Program
que no
me tomo unas aspirinas.
ddonde estan las aspirinas?
//
Unit 6
//
otroi
se
Mejor
//
dos,
por
//
Nonpaused version
a)
Estan tocando a la puerta y creo que es otro
✓
cobrador.
Desde aqui lo veo.
Es ese hombre bajo y gordo
✓
con gafas.
Es la tercera vez que viene aqui.
Concha tiene
que decirle lo mismo que al otroi
que no estoy.
tantas deudas que no se q u ^ voy a hacer.
cabeza.
Ay, me duele la
Mejor no abrir la puerta y me tomo unas aspirinas.
--Concha,
idonde estan las aspirinas?
✓
favor.
Tengo
Te espero aqui en la sala.
Traeme
dos,
por
APPENDIX C
D e p a rtmental Final Listening,
Tests
Speaking,
Reading,
and W r i t i n g
Student's Copy
LFU1-7-S74
S p a n ish 101.
I.
Nombre____________________________________
Fi n a l Exam.
Units 1 to
6 Listening
( 2 5 points)
You will hear some nouns or adject i v e s in Spanish.
Y o u have to mark whether they are m a s c u l i n e , f e m inine
or b o t h .
(5 points-1)
Examplei
You hear:
estudiante
You mark:
Masc ( ) fern ( )
Y o u should m a r k both.
1.
masc
( ) f em ( ) both
2.
masc
( ) fern ( ) both (
3*
masc
( ) fern ( ) both
(
h.
masc
( ) fern ( ) both
(
5-
masc
( ) fern ( ) both (
II.
both
(x)
(
You will hear an answer in Spanish.
You h a v e to
write the interrogative word that corresponds to
that answer.
(5 pts.-l)
Example:
You hear:
You write:
son seis.
jc u a n t o s ?
1.
2.
99
100
Student's Copy
LFU1-7-S74II.
3-
(continued)
__________________________________
h.
5.
III.
You will hear some verbal forms.
You have to mark
which one a, b, or c is the command,
(5 pts-1)
Example*
1.
2.
34.
5-
a
a
a
a
a
IV.
(
(
(
(
(
)
)
)
)
)
b
b
b
b
b
(
(
(
(
(
You hear*
tomo - toman - tomen
You mark:
a ( ) b ( ) c ( x )
You should mark c.
)
)
)
)
)
c
c
c
c
c
(
(
c
(
(
You will hear short sentences in Spanish in the tu
command affirmative.
Write them down in the tu
negative command.
(5 points -1)
Example:
You hear:
You write:
Ven ahora.
No vengas a h o r a .
3.
_______________________________________________
k.
_______________________________________________
5.
________________________________________________________
V,
You will hear some numbers in Spanish.
down in letters. (5 points-1)
Example:
You hear*
You write:
veintidos
veintidos
Write them
101
Student's Copy
LFUl-?-S7^
V.
1.
2.
3.
5.
(continued)
______________________
102
Instructors
LFUl-7-S7^
S p a n ish 101.
I.
Final Exam.
b.
5.
consules
tios
i nglesa
grande
bueno
II.
b,
5.
III.
2.
3-
h.
5IV,
(x)
You will hear an a n s w e r in Spanish.
You have to
write the i n t e r r o g a t i v e word that corresponds to
that answer.
(5 pts.-l)
Y o u hear:
Y o u write:
So n s^eis
icuantos?
(icon quien?)
Viene con Juan.
( ic o m o ? )
/
Estudia m u c h o .
( ipor que?)
Porque no puede ir.
Llegan maHana.
(i c u a n d o ? )
Son m i s amigos.
( iqui^nes?)
You will hear some verbal f o r m s . You have to mark
which one, a, b or c is the command.
(5 pts-1)
Example:
1.
You h e a r i estudiante
You mark:
m a s c ( ) fem ( ) both
You should m a r k both.
(masc)
(both)
(fem)
(both)
(masc)
Example:
1.
2.
3-
Listening
Y o u will hear some nouns or adject i v e s in Spanish.
You have to mark w h e t h e r they are masculine, feminine
or "both,
(5 points-1)
Example:
1.
2.
3.
Units 1 to ?.
( 2 5 points)
Copy
You hear:
tome - toman - tomen
You mark:
a ( ) b ( ) c (x)
You should m a r k c.
no dicen - no digan - no digo
den - dan - dieron (a)
ponen - pongo - p o n g a (c )
Sabe - sepa (b)
Vue Ivan- vuelven - vuelve (a)
(b)
You will hear some short sentences in Spanish in the
tu command affirmative.
W r i t e them down in the tu
negative command.
(5 points-1)
103
LF Ul- 7 - S ? 4
(continued)
Examplei
1.
2.
34.
5.
You will hear some num b e r s in Spanish.
down in letters.
(5 points-1)
Example:
5*
Ven ahora.
No vengas a h o r a .
Sal a las tres
(no saigas)
Haz tu trabajo.
(no hagas)
Di la verdad.
(no digas)
Ten pacientia.
(no tengas)
Pon pan.
(no pongas)
V.
1.
2.
3*
You
hear:
You write:
You
hear:
You write:
s esenta y nueve
t reinta y cuatro
q u i n i e n t o s noventa
ochenta y seis
mil setecientos diez.
veintidos
veintidos
W r i t e them
104
INSTRUC TOR 'S COPY A N D S C O R I N G SHEET
SFU 1-7 S?4
S p anish 101 FINAL EXAM for Units 1 to
Student's N a m e :
I.
____ _____________ _
7
SPEAKING
( 2 5 points)
_______ ~
_______
Rea d i n g (20 points)
Instructions!
Give a copy of the r e a d i n g passage to
the student and a l l o w a few m i n u t e s so
that he can read it to himself.
Then
ask the student to read the sel e c t i o n
aloud.
A y e r mi amigo Octavio me llamo para
1
/
pe dirme un f a v o r . Es que la policia
2
3
le q u ito sus documentos porque se
4
m e t i o en una calle en contra del
transito.
T a m b i e n le exigieron una
5
m u l t a y Octavio no tiene dinero.
1--
5---
Por
eso me pidio u r g e n t e m e n t e unos
c u a t r ocientos pesos p a r a pagar la
9
Put a mark beside each number
for every mistake.
K
2(
3(
4(
5(
6(
7(
8(
9(
10(
)
)
)
)
)
11( )
12( )
1 3C )
14( )
15( )
10
multa.
Dice que va a devolver la
11
p l a t a el .iueves o el viernes.
Ahora
12
Correct Items:
13
viene a mi casa para conseguir el
”l 4
15
dinero.
Overall evaluation of r e a d i n g fluency:
A l m o s t like a native.
Some minor he s i t a t i o n s and stumblings.
Slow, stumbling but no major interruptions.
Very slow, monotonous, s t u m bling but still
clearly intelligible
Very slow, monotonous, stumbling, almost
unintelligible.
Co m p l etely unintelligible.
5 points
4 points
3 p oints
2 points
1 point
0 points
105
SFU 1-7 S74 (continued)
II.
Morphology and Structure
read to the student)
(5 points)
(Instructions to
I will give you a series of questions to which you
have to respond in complete answers.
Be careful with
the tense used in the verbal form.
(1 point each
answer)
(The teacher should choose five questions
from the two different sets of questions).
Set I
1.
^Tiene usted lios con sus companeros?
2.
‘Sus amigos le piden favores?
3.
iMuchas veces se ponen furiosos sus amigos?
iLe deben dinero sus amigos?
5*
^Sale usted esta tarde con un companero?
Set II
1.
iPag^ usted una multa el afio pasado?
2.
jLlego usted tarde o temprano a la clase hoy?
3.
^Llamo usted a la policia ayer?
iRecibio una mala noticia hoy?
5.
i,Salio usted ayer?
^Adonde?
Score on questionsi ________________________
Summaryi
I.
II.
Reading (20)
Morphology (5)
Totali
~
(25) _______________
106
SFS 1-7 S?^
Spanish 101
Final Exam for Units 1 - 7
SPEAKING (25 points)
Read this selection aloud:
Ayer mi amigo Octavio me llamo para pedirme un favor.
Es que la policia le quito sus documentos porque se metio
en una calle en contra del transito.
Tambien le exigieron
una multa y Octavio no tiene dinero.
Por eso me pidio
urgentemente unos cuatrocientos pesos para pagar la multa.
Dice que va a devolver la plata el jueves o el viernes.
Ahora viene a mi case para conseguir el dinero.
107
RFU 1-7S74
Spanish 101.
I.
Nombre:
FINAL EXAM.
Units 1 to 7
( 2 5 points)
Provide the missing word.
(10 pts.-l)
Choose it from the list.
1.
£De que ______________ eres tu?
2.
Hay una pintura en esa _____________.
3*
4.
5.
6.
7.
8.
9.
10.
READING.
LIST
quitan
exige
No entres en la sala porque tienes
gustos
regalos
los _________________ sucios.
pais
vuelo
Si no paga me ________________ el coche.
ofender
postre
par
Quiero _______________ un buen empleo.
pared
El hermano de mi esposa es mi ______________ . pagar
pies
iQuien te _________________ una multa?
conseguir
, preguntes
Me gusta comer
despu^s de la
d^jame
comida.
cufiado
paciencia
No te_______________ t yo arreglo eso.
preocupes
El dia de mi cumpleanos tengo
muchos
II.
A.
Read the paragraph.
Then answer the questions in
Spanish.
(6 points - 1)
M a r i a es la sirvienta de la familia Gt^mez.
M a r i a no
esta contenta en esa casa porque le deben el sueldo
de dos meses.
Ella hace la comida, sacude los muebles
y barre toda la casa.
Los senores G<^mez tienen
muchos problemas de dinero porque van muchos
cobradores a todas horas.
Tambien tienen un nino,
Paquito, que come mucho y estsC muy gordo.
Paquito
siempre pone el radio mujj; fuerte, por eso hay mucho
ruido en la casa.
Tambien Paquito juega cj,on sus
juguetes en la sala y en el comedor y M a r i a piensa
que la vida en casa de los Gdmez es m u y triste, y
ella siempre tiene dolor en los pies porque trabaja
mucho.
108
RFU 1-?S7^
Sp.
101
Units 1 to 7 READING
II.
(continued)
1.
^Donde trabaja Maria?
2.
jPor que no le gusta a ella trabajar alii?
3-
dQue hace Maria?
iQu^ problemas tienen los Gomez?
5*
iPor que” Maria se pone furiosa con Paquito?
6..
^Porqu^ estriste la vida de Maria?
III.
Cross out the word that does not belong to the group.
(5 points - 1)
1.
calle
transito
flecha
noticia
2.
novios
vuelo
avidn
pasajero
3-
mas alto
corre
fuerte
ruido
rosbif
frijoles
par
huevos
ahora
luego
mas tarde
despues
5*
IV.
A.
Read the short stories, then select from the four
choices the one that best completes the key sen­
tence.
pt. -2)
Hoy tenemos invitados.
Yo no puedo ir al mercado
porque tengo que ir al sal^n de belleza.
Necesito
pan, arroz, caf^, carne, mantequilla y algunas frutas.
No tengo mucha plata, pero la criada sabe regatear.
109
RFU 1-?S7^
IV.
Sp.
101
Units 1 to 7
READING
(continued)
K e y sentence:
La c r i a d a .........
a)
no alcanza ni con cien pesos
b)
no tiene cuidado con la plata
c)
no se deja dar gato por liebre
d)
vuelve lo m^s pronto posible
B.
Octavio necesita dinero u r g e n t e m e n t e .Ya no tiene el
coche ni el televisor.
Tampoco tiene el piano ni las
pinturas.
Y si no le paga al banco le quitan la casa.
Octavio llama a su amigo Juan para pedirle la plata
que le debe.
Pero Juan le pide unos dias y le dice.
"No te preocupes, ten p a c i e n c i a " .
Key
a)
b)
c)
d)
sentence:
Octavio necesita dinero p a r a ......
comprar un televisor.
pagarle a Juan.
pagar las deudas.
tener paciencia.
FE W1-7S74
Sp.
101
FINAL EXAM for Units 1 to 7
Student* s Name i______ .
_______
WRITING
(25 points)
________ ________
________
I.
Cross out the u n d e r l i n e d verb and write the preterit
above it.
(10-1)
Recib i s t e
Example:
^Reeifees alguna m a l a noticia?
Vicente y Carlos entran en el restoran.
El mozo les
1
da el menu.
Elios lo m i r a n y luego piden arroz con rosbif.
2
3
4_
El m ozo no tarda mucho en traerles la comida.
Despues
5
vuelve a servirles a los otros.
Yo llego a ese r e s t o r a n
-5
7
a las ocho e inmediatamente veo a mis dos companeros alii.
Yo como con ellos y luego pagamos la comida.
9
II.
1.
Write the definite
article in the blank space if
necessary.
If the article is not necessary, write
an X in the space.
(3-1)
I— Como esta usted ____________________ senora Gomez?
^Ud.
2.
10
qu i e r e ver a
senora Rodriguez?
^--Estsf aqui________________ senor Donoso o el esta en su
oficina?
III.
Write the Spanish d e m o n strative in the blank space.
(4-1)
1.
No puedo comer toda (this) ____________________ carne.
2.
Josefina pe r d i o
3.
(That) ________________ hombre se llama Miguel.
4.
(These)________________ chicas tienen hambre.
(those) ________________________ discos.
Ill
FEWl-737^
IV.
Sp-
101 F I N A L for Units 1 to 7
W r i t e a complete answer to the question, r e p l a c i n g
the underl i n e d por t i o n with an object pronoun.
(5-1)
Example)
<:Compras la carne en este mercado?
Si. la compro en este m e r c a d o .
1.
JVamos a llevar la lista con nosotros?
2.
;Vas a comprar el tocadiscos?
3-
jPuedes mandar la ropa a Julia?
k.
*,La criada trae la comida a tus padres?
5.
;Sabes las fechas de los examenes?
V.
(continued)
Translate into Spanish.
(3— 1)
i.
W h e r e is C h a r l e s 1 house?
2.
Who is the friend of hers?
3.
She likes the food in this restaurant.
(friend - fem.)
APPENDIX D
R E C O R D E D L I S T E N I N G C O M P R E H E N S I O N TEST
(Recorded instructions to students p r e c e d i n g subtestthe Recorded L i s t e n i n g C o m p r e h e n s i o n test)
"Buenos dias.
£C6mo estan ustedes?
of
jMuy bien?
You will hear a short tape pro g r a m after which you will
turn your an s w e r sheet over and read the quest i o n s in
English.
Write the answers to these questions in English,
b ased on the i n f o r m a t i o n y o u have
just heard.
You will
hear each p r o g r a m on tape twice.
Do not look at the questions or make any notes u ntil
y o u have l i s t e n e d to the pro g r a m twice.
112
Re a d y ?
Begin."
113
LFul-7S?4
SCRIPT OF RECORDED LISTENING COMPREHENSION TEST
Program #1
La familia Salazar vive en Mexico.
pequena.
//
hi jo
y la abuela.
//
Son cuatro en total:
del Banco Nacional
secretaria.
//
//
//
//
//
alii
//
//
un
El senor Salazar es empleado
y la senora Salazar
y un patio.
les gusta comer afuera en el patio
//
Es una familia
los padres,
Su casa tiene una cocina,
varios cuartos
es bueno.
//
//
//
//
//
//
es
un comedor,
A los Salazar
//
cuando el tiempo
Tambien les gusta hablar con sus amigos
y ver el televisor.
//
(Now turn over the answer sheet for Program #1 and write
the answers to the questions in English.)
Program #2
Ana esta en casa con su hermano menor.
Ella tiene
que ir a una clase de historia en la universidad y por eso
espera a su mama.
Su mama tiene el coche que Ana ne c e s i t a
para llegar a la universidad.
suena el telefono.
Es su mama.
Mientras Ana la espera,
Dice que no puede volver
a casa porque el coche no funciona.
Esta descompuesto y
el mecanico dice que el coche necesita una reparaciones.
Luego,
Ana llama a su profesor de historia para decirle
que no puede llegar a clase hoy pero que viene manana.
(e t c .)
114
P r o g r a m #3
M a r i a esta hablando por telefono
Alicia.
//
Alicia
//
M a r i a quiere saber
puede venir a su casa
d e s p e dida de su hi jo Gregorio.
los E st a d o s Unidos
pregunta
//
//
//
//
//
//
Es
//
//
//
M a r i a le dice
juguetes alii en casa.
A l i c i a sabe donde viven.
que la r e c u e r d a m u y bien.
del p a r q u e .
la f a m i l i a de
para celebrar la
que Gregorio va
//
//
a
A l i c i a le
y M a r i a le contesta
//
que
pero cree que va a estar
n e c e s a r i o traer juguetes p a r a los ninos
m uchos
con su a m i g a
Entonces A l i c i a le dice
su h i ja m e n o r esta enferma
m u y bien el sabado.
//
p a r a estudiar.
cuando es la fiesta
que es el sabado.
si
//
//
//
//
que no es
porque t i e n e n
T a m b i e n quiere saber si
Al i c i a le dice que si,
//
//
Es la casa verde al lado
//
P r o g r a m #4
L a senora Carmen Munoz tiene m u c h o que hacer hoy
p orque esta noche vienen invitados a comer.
Carmen y su
esposo van a tener una fi e s t a porque es el santo de ella.
✓
Todavia Carmen tiene que ir al m e r c a d o y p r e p a r a r la
comida.
Para la comida Carmen va a p r e p a r a r arroz
carne y un postre muy especial.
con
No sabe que^ clase de carne
va a preparar porque no sabe que carne hay p a r a comprar en
el mercado.
11 5
Program
(continued)
Los invitados vienen a las nueve.
Son un amigo del
senor Munoz y u n a companera de la u n i v e r s i d a d de Carmen.
El amigo del senor Munoz no conoce a la companera de Carmen.
✓
S i n embargo a los dos les gusta ha b l a r de cosas artisticas
como la m u s i c a y la pintura.
Program #5
Son las cinco.
oficina.
//
//
El doctor Paredes sale de su
Tiene dolor de cabeza
//
porque no solo
l l e g a r o n mu c h a s personas enfermas a su oficina h o y
sino que no comio nada a las doce.
cansado.
//
Al salir de su oficina,
p o r la Calle I n d e p endencia
Bolivar.
//
//
politica,
A las seis
//
//
//
//
ir a su casa.
//
Por eso esta muy
//
sigue derecho
h a s t a llegar al Cafe^
Alii entra en el cafe^
y ver a unos compareros
las cinco.
//
//
//
para toma r algo
que siempre estan alii a
Los hombres h a b l a n de sus familias,
y de muchas otras cosas i n t e r e s a n t e s .
el doctor Paredes sale del cafe^
//
//
//
//
para
la
116
P r o g r a m #6
Paco y su esposa viven en u n ap a r t a m e n t o en Madrid.
No t ienen criada porque no tienen m u c h a plata.
Ade m a s el
ap a r t amento no es m u y grande.
Paco
y su esposa,
durante el dia.
Amalia
que se llama
Amalia, trabajan
trabaja solo por las mana n a s pero
Paco tiene que trabajar ocho horas cada dia en la oficina.
Por eso Amalia u s a el coche y Paco vu e l v e a casa en el
coche de un amigo.
Como no tienen hijos,
restoran.
generalmente comen en a l g u n
Cuando comen en casa,
Amalia no pre p a r a mucho
porque no le gusta estar en la cocina.
p r epara solo carne y frutas
y domingos
con pan y cafe".
van a otra ciudad o van a
y a veces van al parque
Mu c h a s veces
o al teatro.
Los sabados
vis i t a r a sus amigos
11?
Name:
LFul~7S?^
VI.
Listening C o m p r e h e n s i o n : Answer the following ques­
tions briefly in English based, on the information you
have just heard from the tape.
Program #1
In what country does the Salazar family live?
would write:
Mexico
ex.
Ready?
You
Begin.
1.
How many are there in the Salazar family?
2.
Who are they besides the mother
3.
Where does Sr.
and father?
Salazar work?
k. W hen does the family eat in the patio?
5*
In addition to eating,
the patio?
what else does the family do in
Program #2
1.
W here is Ana?
2.
Who is with her?
3*
Where does Ana have to go?
Who is she waiting on?
5.
Who calls?
6.
W hat is the telephone message?
?.
Who does Ana call?
8.
What is the message?
118
Pr og r a m #3
1.
W h y is M a r i a calling Alicia?
2.
W h o is Gregorio?
3.
W h y is he going to
the U.S.?
W h a t day is the party?
5.
6.
7
.
8.
Who is sick?
W h a t doesn't Al i c i a need to bring to the party?
W h e r e is Mari a ' s house?
W h a t color is it?
P r ogram
1.
When
2.
W hy are they h a v i n g a party?
3
(what day) are the guests coming?
. W h a t is she g o i n g
to serve besides meat?
k.
W h y doesn't she k n o w
5*
W h a t time are the guests coming?
6.
W h o are they?
7.
What do they like
8.
what k i n d of meat
to talk about?
Do the guests k n o w each other?
she will serve?
Pr ogram
1.
W h a t time is it?
2.
W h a t does this person do to
3*
W h y does he have a headache?
4.
W h e r e does he go f r o m the office?
5.
Why?
6.
W h a t do they talk about?
7.
How l o n g does he stay there before l e a v i n g again
earn a living?
P r o g r a m #6
1.
W h e r e do Paco and Am a l i a live?
2.
W h y don't they have a maid?
3.
W h a t do Paco and A m a l i a do d u r i n g the day?
4.
W h e r e does Paco work?
5.
Who uses the car most of the time?
6.
Do they have children?
?.
W here do they eat most of the time?
8.
W h a t do they do on weekends?
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